课题：八上Module 11 Way of life
Unit2 In England, you usually drink tea with milk.
Teaching background | |||
Teaching content | Module 11 Way of life Unit2 In England, you usually drink tea with milk. | ||
主备人 | 陈雅丽 | 参备人 | 张晶晶、关静、胡洁、沈臻锐 |
使用年级 | Grade Eight | 集体备课时间： Dec. 2nd | 使用时间： Dec. 4th |
Analysis of the Teaching Material
| What: 本模块的话题是不同国家和地区的风俗习惯。本单元第二模块主要向学生介绍了英国的传统生活习俗。初到一个国家，了解文化和风俗习惯必不可少。只有充分了解了当地的风土人情，才能更好的了解地区文化差异，才能更好地与人相处，也就是我们常提到的“入乡随俗”。 Why:通过本文的学习，学生能够了解英国的风俗习惯，拓宽国际视野，培养文化包容心，促进他们跨文化交际意识的发展。同时教师也要渗透中国传统风俗习惯，注重培养学生的文化独立意识 How: 文中作者王辉以第一人称的方式将自己到英国的所见所闻娓娓道来，既展示出了英国人的生活场景，风俗习惯，也通过这些细节的展示，给读者们呈现出了英国人的素质和个性特征，而作者通过一系列的描述凸显了理解文化差异的重要性。
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Analysis of Target Students | 学生在第二模块学习了My hometown 关于英国的一些关于地理、人口和风景名胜的介绍的文章，已经对英国有了初步的认识，学生也积累了一些基本常识以及相关词汇和句型。而且在本模块第一单元也聚焦了不同国家地区接受生日礼物的的方式和打开时间，学生文化多元性也有了一定的了解。本单元旨在详细介绍英国人的生活方式和社会风俗。就文章内容而言，学生已经简单学习过陈述事情和表达看法的文章，但是对于表示风俗习惯的文章写作还没有接触过，平时有部分同学也没有积累对于外国具体风俗习惯方面的知识，所以这一课也要进行背景知识的输入。 | ||
Teaching objectives | 通过本课时学习，学生能够： 1. 读懂关于这篇文章，获取、梳理文章结构，概括每个段落的主旨大意 2. 体会并熟练掌握情态动词的意义和用法。 3能够描述英国人的生活习惯和风俗。 4.了解英国的文化，体会中英之间文化的差异。 5.培养学生尊重文化差异，入乡随俗的跨文化交际意识。 | ||
Teaching key points and difficult points
| Key points: 1.Master the key words, phrases and sentence patterns related to this unit. Learn and use new vocabulary related to customs. 2. Be able to understand the main idea of the material. | ||
Difficult points: 1.Master and understand the usage of modal verbs. 2.Engage in pair work and group discussions to practice the reading skills and improve students’ consciousness on different cultural communication. | |||
Teaching and learning methods | Teaching methods: 1. Interactive teaching 2. Task-based teaching | ||
Learning methods: 1.Individual learning. 2.Cooperative learning. | |||
教学过程
I Warm up
Step 1: show some pictures of mid-autumn festival and ask students to guess the festival.
Q: “Can you guess the festival?” “what do we usually do on that day?”
设计意图：通过简单的猜谜游戏，吸引学生的兴趣，激活学生的思维，通过学生简单描述中秋节的习俗，为接下来的活动做好思维准备。同时渗透中国传统问文化习俗。
II Pre-reading
Step 2：show the title and let the students predict the main content of the passage
Q: “Now we have discussed our Chinese way of celebrating festival. Today we are going to learn something about English way of life. Wang Hui wrote “My experiences in England”. Which is the key word? Can you predict what is Wang Hui going to talk about?
设计意图：引出文章。学生通过读标题找出中心词并预测文章主要内容为王辉在英国的所见所闻。通过本活动训练学生读标题并进行预测的能力。
Step3：show the two pictures of Wang Hui’s wechat circle and ask students to describe Wang Hui’s experiences in England.
Q: “Now here is Wang Hui’s wechat circle, can you describe what are they doing?
设计意图：创设情境，通过王辉的朋友圈展示活动一中下午茶和公交站的图片，引出英国下午茶和绅士风度两个话题，使学生初步了解英国的生活习惯和文化内涵。
III While-reading
Fast-reading
Step 4: Let the students read passage quickly and get the main idea
Q: In addition to afternoon tea and gentlemen, let’s see what else did Wang Hui talk about. Read the whole passage fast and summarize the main idea. “Wang Hui enjoyed his experiences and noticed something interesting in England.”
设计意图：在情境中激发学生读文章的兴趣和好奇心。培养学生快速阅读文章并总结归纳主要内容的能力。渗透尊重并欣赏文化差异的意识。
Let students find out what are “something interesting”.
Detailed-reading
Step 5: read para 1 and try to find out key words that describe Wang Hui’s feelings about the experiences
Ask students “how did he like his stay and how do you know it?”
设计意图：培养学生抓细节的能力，并引导学生思考作者用 “enjoy”“interesting”这两词表现出他对experiences in England的感受；后文以鱼骨图形式体现作者支撑 “something interesting”的具体事例。
Step 6: read para 2 and try to find what is interesting about daily greetings in England according to Wang Hui and why it is interesting.
设计意图：学生了解英国日常称呼的习惯并体会与中国的不同之处，培养学生的跨文化意识。
Step 7: read para 3 and talk about “what is interesting about afternoon tea according to Wang Hui” and “why Wang Hui tried to drink tea with milk?”
设计意图：开拓学生视野，使其进一步了解英国下午茶的风俗。通过王辉入乡随俗的行为培养他们的尊重不同文化的文化包容心。
Step 8: read para 4 and talk about “what is interesting about fish and chips according to Wang Hui ?” and “why it is interesting?”
设计意图：帮助学生了解英国的饮食习惯和行为，引导学生进行中英饮食行为的对比。培养学生对文化多元性的认识和体会。
Step 9：read para 5 and talk about what is interesting about waiting at the bus stop.
设计意图：让学生通过公交站等车了解英国的绅士风度，英伦绅士风度体现在方方面面，即便地点是公交站，即便对象是一位男士。引导学生在日常生活中也要以礼待人，养成文明礼貌的好习惯。
IV Post-reading
Step 10：Group work: your friend Shirley is coming to China next week and you need to give her some advice on what she can/can’t do here.
设计意图：创设情境，通过向外国友人提建议的方式，小组互动交流中国的文化习俗，为写作任务做好思维和词汇准备。
Step 11：group discussion：
many oversea Chinese still celebrate traditional Chinese festivals, why?
设计意图：渗透我们既要“入乡随俗”也要“坚持传统”，“根”不能丢。
V. Homework
Write a passage about ways of life in your hometown
VI Blackboard Design:
My experiences in England: 1. call other 2. Have afternoon tea 3. Traditional food 4. At the bus stop |
When in Rome, do as Romans do. |
VII .Exercise
一、用所给词的适当形式填空
1.What do you need ________ (make) a kite?
2.Which is the best place ______(have) a wedding?
3._________,（luck）I went to a wedding with my friends in England.
4.The wedding is very _______（difference）from China.
5.You don’t often hear people________（shout）in the street.
二、用can, may, must,can’t, mustn’t, needn’t 填空。
1.--- you skate on real ice?
---No, I can't.
2.-- Who's that man?
---He be our English teacher. Our English teacher has gone abroad.
3. You play on the road. It's very dangerous
4. I borrow your bike?
5.You ________ listen to your teacher carefully in class.
6.Students _____ copy others’ homework.
Reflection:
辅弱学生：八（3）班----储擎宇
储擎宇同学是班级基础知识相对薄弱的学生，八年级才转来润安，因为之前学的教材是人教版，再加上英语是其薄弱的学科，学起来就更加吃力，在了解其情况之后，就利用平时tp时间段对其辅导，并推荐其去八年级开展的英语辅弱班，经过的督促，本学期无论在课堂还是学习主动性方面都均有提升，但英语属于积累学科，一蹴而就显然不可能，他在英语方面仍然有很大上升空间，目前布置的作业任务会及时完成。存在的问题是作业质量不过关，笔记记录不规范，习题检测多在细节处失分较多。因此在学习这个单元时，我首先要求孩子准备好笔记，对单词逐一进行听读，熟练后进行背默，听写了解掌握情况。然后在课堂授课中要求笔记完成到位，课下及时来背诵一些重点短语和重点句型。接着课上带孩子们完成本单元相应习题时多给予他关注，适当给一些符合孩子英语基础的题目来回答，并及时鼓励。进行语法知识的复习与巩固时。
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