Unit 12 You’re supposed to shake hands

教学反思

Unit 12 You’re supposed to shake hands.

                               严金平

英语学科一大特点就是知识的散碎性，而英语教学的主要目标之一就是要让学生听说读写得到全面发展，那么在课堂的英语教学中把学生纳入教师的掌控中让他们主动跟着学,有兴趣学就变得非常重要。这就要求英语课堂教学设计者的课堂设计日臻精致、完美，行之有效和富于独创性，并能极大地刺激学生的学习情绪，满足他们的学习欲求，形成有效的课堂，确保教学质量。

本文是我根据九年级Unit 12 You’re supposed to shake hands的课堂教学,结合自己初中英语教学积累，谈些个人体会：

一  教材分析

本单元以Customs为话题,共设计了四个部分的内容：

Section A

该部分有4个模块：第一模块围绕What do people do when they meet for the first time?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕Maria’s mistakes at an American friend’s house进行听力（2a-2b）、口语（2c）训练；第三模块围绕不同国家的风俗习惯这一话题展开训练，训练形式为阅读填表（3a）和角色表演（3b）；第四模块就What are people supposed to do?这一话题以小组活动形式展开讨论（4）。

Section B

该部分有4个模块：第一模块要求学生就各国餐桌礼仪判断正误，激活学生相关背景知识（1）。第二、三模块都围绕table manners这一话题分别展开听力（2a-2b）、口语（2c)、阅读(3a)和写作（3b-3c）训练。第四模块就What are you supposed to do in different situations in China?这一话题以listing的形式展开小组活动（4）。

Self check

该部分有3个模块：第一模块对所学词汇进行填空(1)训练；第二模块就一个故事展开阅读和写作训练（2）；第三模块是一个猜词活动(3)，要求学生根据所给解释猜出单词。

Reading

该部分共设置了5项任务：第一项任务以问题讨论的方式激活学生相关知识联系(Section 1)；第二项任务要求学生通过快速阅读获取信息(Section 2)；第三项任务利用归纳、选择等练习形式进一步加深学生对阅读内容的理解(Section 3)；第四项任务要求学生继续围绕e-mail的写作方式展开讨论(Section 4)；第五项任务要求学生运用所学知识进行写作练习(If you have time)。

Language goals语言目标

1. Words & expressions生词和短语

be supposed to, shake, shake hands, bow, kiss

2. Key sentences重点句子 (P94)

What are you supposed to do ...?

You’re supposed to + V ...  或You’re not supposed to + V  ...

Ability goals能力目标

Enable the students to understand the different customs in different countries.让学生理解不同国家见面打招呼的不同方式。

Emotion && attitude goals情感和态度目标

Learn to act correctly in different customs.学在不同的文化中正确的举止。

Strategy goals策略目标

Listening for specific information; comparing，talking

Culture awareness goals文化意识目标

What are people supposed to do when they meet for the first time in different countries?

Teaching important points教学重点

Talk about what people in different countries are supposed to do when they meet for the first time.

二  教学过程与方式的分析和反思

在备课时，我都会考虑三个方面：1. 课堂教学设计要与本节课的教学目的和内容紧密结合；2. 课堂教学设计要具有趣味性和多样性；3. 课堂教学设计要精心设疑提问。

Step I  Lead-in 导入

T: Hello, everyone. We have learned English for two and a half years. We know Chinese and westerners are different in many ways, Could you please tell me tell me some differences?

本节课是在学生已经掌握了整个单元单词的读音和词义的基础上进行的。一开始教师给出这样一个思维非常开放话题，激起学生兴趣，让学生思考。并且每个学生都能针对中西方人的差异有话可说，从而增强学生的学习信心。

Show the students a map of the world.

T: Look at the map of the world. Please list the countries as many as possible and tell the others what people do when they meet for the first time. Work in pairs and discuss the question.

Sample answers:

S1: In China, people shake hands when they meet for the first time.

S2: In Japan, people bow when they meet for the first time.

学生能用已学词汇能说出：Chinese shake hands. 教师引导句子后半部分when they meet for the fist time.

Step Ⅱ Talking and pair work

Ask the students to do 1a.

T: Now, look at the countries and customs in 1a. Who can locate the countries in the map? What do people in these countries do when they meet for the first time?

S1: (Pointing to where the United States locates in the map) People shake hands when they meet for the first time.

学生对1a中的提到的国家巴西和墨西哥的习俗不是很熟习，教师备课时就应该预测得到，可以对这两个国家给更多信息。图片信息会更直观。

Ask the students to act out the scene when people in countries mentioned above meet for the first time. 让学生模拟体验，增强记忆。

Show the following to the students.

— In China, what are people supposed to do when they meet someone for the first time?

— They are supposed to shake hands.

Ask students to talk about different customs in different countries.

学生通过机械的读句子，有意义的口语练习，听教师的paraphrase后自己弄明白了短语be supposed to 意思和用法。一部分学生一开始不能完全弄懂，教师在学生对话完了以后可以适当解释或提问已经能对短语运用自如的学生，这样既可以让学得快的学生在大脑里留下一次知识归纳的机会，又可以让学得慢的学生在聆听完同龄人的理解，与老师不一样的讲解后恍然大悟。

Step Ⅲ  Listening

T: Next, you’ll hear a conversation between a boy and a girl. Their conversation contains the answers to the questions in 1a, please listen and check your answers.

After listening, ask some students to read the example in the box to the class.

S1: People in Brazil are supposed to do when they meet for the first time?

Step IV Practice

Ask the students to do the following exercises.

Choose the correct answers from Column B to complete the sentences in Column A.

                   A                        B

1. You bow ________________.               a. hand

2. You can drop by__________.         b. your head

3.  I made__________________.            c. some mistakes

4. You look very____________.             d. instead

5. You kiss with_____________.          e. after school

6. Please don’t talk. Whisper____.    f. a Brazil

7. You shake someone’s________.             g. for class

8. Please be on time____________.               h. relaxed

Check the answers.

Sample answers:

1. b 2. e 3. c 4. h 5. f  6. d  7. a  8. g

经过了节奏紧张说，读，听之后，对于九年级的学生来说，对单元的目标语言 What are you supposed to do when you meet for the first time? We are supposed to bow.已经能熟练运用。此环节学生通过完成短句的补充，拓展和强化了本单元重点词的运用，避免了因句型操练过多形成的定势思维。

Step Ⅴ Enlargement

Ask some students to do ask-answer games.

T: I want different pairs of students to ask and answer a question before class. You can list the countries such as England, Australia ... Then act out the actions.

Show the following.

S1: What are people in _____ supposed to do when they meet for the first time?

S2: They’re supposed to _____ . (act out the action)

Ask students work in group and make different sentences start with wh- and contain be supposed to do

S1: If you will go to school this morning, when are you supposed to get up?

S2: What am I supposed to do?

学生在熟习be supposed to do的基础上不断拓展自己的思维，造出新的句子。小组学习有利之处在此尤为重要，学生可以在短的时间里学到更多有意义的句子。教师在教师巡视，提供帮助的同时还能监督每个学生参与。

Step VI  Homework

1 听录音1a, 写原文；

2 抄小组活动时写的句子，并选择其中两个扩写成小对话。

三  分析与探讨

本节课是我在每个单元开题第一节课的思考和探索了一段时间的后的摸索和尝试。我觉得本节课的闪光点有如下几点：

1．贴近新课程的教学理念教学方法

不仅关注学生的知识学习，而且关注到了学生整体素质的发展，把学生的语言素质的全面发展作为教学的出发点。充分考虑学生的个性发展和个别差异，课堂上体现“分层教学，分层推进，使不同层次的学生有不同程度的进步”的目标。层次好的学生有积极举手展示自己的机会，层次中等的学生被老师点名说话的机会，层次较低的学生在小组学习中慢慢理解知识。

2  新的教学模式创设学生学习氛围

整节课以教师为主导，学生为中心，不是单纯传授书本知识的教学模式。教师真实语言材料，创设学生学习任务：谈论中西方差异，谈论中西方见面的不同问候方式，听录音完成搭配，小组写句子等。

采用“合作学习”方式。学生在互动合作中相互学习，取长补短，共同提高。

探索“问题式”教学方式。从多角度、多方位引导学生从问题出发，发展类比、联想等发散性思维，为学生提供展示其创造思维能力的空间。

优化整合教学资源、教学要素及教学环节，在学生写句子这一环节中，我引导并鼓励学生大胆运用be supposed to do 写不同的句子，除了培养学生的创新和实践外，还能为第二模块Maria’s mistakes at an American friend’s house做一些铺垫。

四  不足之处

   课堂容量太少。对于我的这一节课，课前准备时我就准备好了在一节课里让几乎所有的学生掌握知识，即使是有拓展，也只是思维上的拓展和创新，一部分学生因为我的教学设计内容容量少，对于短语be supposed to 的否定用法，一般疑问句的变换不能做到熟练的运用。

   太过于追求课堂的学生的主体地位和教师自己课堂用语的简洁，使得教学各个环节的缺乏必要的串词，显得下一个教学活动的进入很突然。尤其是从听力环节进入短句联系时显得不是很流畅。