初中英语_九年级 Reading A Letter from Lin Yue教学设计学情分析教材分析课后反思.doc

九年级Unit 10 阅读 A Letter from Lin Yue 教学设计 教学目标 （一）知识与技能 1、学生在教师的帮助下，能采用恰当的阅读策略读懂文章大意，并能体会人物情感。 2、学生在此具体的语境中，能识别生词与短语的语义，能了解并掌握其基本用法，如，go out of one’s way to, make sb. feel at home,exchange, except等。 3、学生能通过阅读文章，获得所需语言支架，完成给在自己家的留学生的帮助计划。 （二）过程与方法： 1、学生在阅读中，能对教师提出的问题积极思考，敢于说出自己的想法，把注意力放在意思的表达上。 2、学生能借助善于发现文章结构中的规律，并能运用该结构举一反三，用于自己的写作。 3、学生在课堂中，能借助老师提供的视频和补充阅读丰富自己的学习。 （三）情感态度价值观 1、学生在教师的指导下，推断作者的写作意图，并体会人物情感。 2、学生能通过阅读文本，了解法国基础的餐桌礼仪，能对比中西方餐桌礼仪的差异，并在老师的指导下，初步形成包容的文化意识。 教学重难点 教学重点即难点，学生能在阅读过程中既体会情感、形成价值观，又能掌握基本的语言支架用于写作。 教学方法 任务型教学法 教学过程 教学步骤 教学过程 设计意图 Step 1 Lead-in Ask students some questions: How many countries are there in the world? Would like to travel around? Would you like to taste food around the world? to lead into the topic about food and manners. Ask about the most popular food in three countries and the different ways to eat them to lead into manners and customs. 引导初步的文化差异的思考，并能以浅显的问题导入阅读主题。 Step 2 Presentation Show the students the task: If you host a French student in your home, what will you do for him/her? Let students think about it and make their simple answers. 以任务驱动学生的学习过程，学生的初步思考会想到要表达什么，进而寻找起点能力与终点能力的差距，驱动学习过程。 Step 3 Reading Read for the main idea, then for the information of the Lin Yue, who is she? How did she feel at first? Let student think or guess why Lin Yue was nervous. Read for the main structure: three challenges, food and language in Para 1, table manners challenge in Para 2. Read for some details in Para 1. Ask if she is still nervous and why. Students can find out the host family and some key phrases like go out of their way to, make me feel at home. Let students read and find how the grandmother and the granddaughter help her. Read Para 2 to find out why table manners can be the biggest challenge. Students can find some description words: different, strange, difficult to remember. Read it again and check if they can tell which are polite and which are impolite. Then compare French table manners and Chinese table manners. 从阅读大意到