Unit 10 Reading教学设计

新目标（Go for it!）9年级
Unit10 You’re supposed to shake hands. Section B Reading 阅读课教学设计
environment, traffic and so on.
(Purpose：为语篇阅读做好铺垫)
3.Pre-reading.
Have students to observe what kind of article they are going to read, teacher asks questions: What kind of article is it? ---A letter.
Who wrote it and whom did it write to? ---Lin Yue wrote it to Laura. (Purpose：了解语篇类型，获取文章的背景信息)
4.While-reading
1）Skimming
Students skim the letter for the main idea.
Q1. Where is Lin Yue? ---In France
Q2. Why is she there? ---She is on her student exchange program.
Q3.What does Lin Yue tell Laura in the letter?---Her life as an exchange student in France. (Purpose：快速阅读获取文章的main idea)
2）Scanning
First, students scan the letter and find the challenges Lin Yue have, as well as the biggest challenges among them.
Then ask students to scan again, answer the questions:
Q1.How did she feel before arriving there? ---Nervous
Q2.Does she still feel like that? ---No. There was no reason to be nervous.
Teacher asks the students to think: Why does she not feel nervous now?
Then lead the students to know that she may have dealt with her challenges successfully , so she doesn’t feel nervous anymore.
Teacher going on asking the students: Who helped her deal with her challenges?
Students can find it easily that her host family helped her.
(Purpose：快速阅读找出作者所面对的挑战，通过作者思想的变化推测出她成
功的处理了挑战，进而过渡到细读：寄宿家庭如何帮助她处理挑战。

)
3). Para 1. Reading for details
First, teacher ask the questions to lead students read and find the supporting details.
Q1. How is her host family?
Q2. How do the families help her deal with the challenges?
Teacher writes the answers on the blackboard, and then build the mind-map.
Students read again and answer:
Q3. How does she feel about speaking French now?
(Purpose：细读以获取细节信息：寄宿家庭如何帮助她处理language和food 的挑战，通过思维导图，学生而整体感知到细节理解。

)
4).Para2 Reading for details
Students read and answer:
Q1.Why is learning table manners her biggest challenge? ---
French table manners are different from the table manners in her own country.
Q2. What did she think of French table manners?
How does she feel now?
(Purpose：细读以获取细节信息：作者对法国餐桌礼仪看法的改变显示出作者能很好的应对这一挑战)
5.Post-reading
1). Activity：Scan and Judge
Teacher presents four pictures about French table manners, students judge:Do
the pictures show the good table manners or bad table manners in France?
The pictures are here:
When checking the answers, students are supposed to tell what the proper table manners should be like by using the target languages, including:
You are (not) supposed to do…
You are (not) expected to do…
It’s polite/impolite to do…
(Purpose：通过辨别与判断，学生对法国餐桌礼仪有更为直观的认识，并对中西方餐桌礼仪的差别有所认识)
2). Think and share: How has Lin Yue dealt with her challenges successfully?
(Purpose：渗透健全人格教育：面对挑战时，要积极面对，通过自身努力来克服挑战，同时在自身不能很好的处理挑战时，要学会向他人寻求帮助已解决问题)
6.Discussion
Show the pictures of students in our school who took part in the summer camps to the USA, ask students to discuss and share:
What can we learn from Lin Yue’s experience as an exchange student? ---。