【關鍵詞】興趣點;生活實踐;創(chuàng)設情境

【中圖分類號】G633.4 【文獻標志碼】A 【文章編號】1005-6009（2015）30-0062-03

【作者簡介】楊華，江蘇省洪澤外國語中學（江蘇洪澤，223100）教師，洪澤縣骨干教師。

【教材簡析】

本單元主要學習各種禮儀規(guī)范。第一課時是Welcome to the unit，是本單元的導入課。它的功能是激活學生與單元話題有關的已有知識，為整個單元的學習尤其是閱讀課的學習做熱身準備。這個板塊里的圖片以及卡通漫畫中可愛的Eddie和Hobo之間有趣的對話能迅速地使學生興奮起來，處于學習的積極狀態(tài)，急切地想探究整個單元。而且對于禮儀規(guī)范，學生在日常生活中耳濡目染，接觸的很多，是他們很熟悉的一個話題。因此，學生可以很快地集中注意力和興趣。同時，這節(jié)課又是一節(jié)側重訓練聽、說的技能課。學生要學習有關在公共場所禮儀規(guī)范的詞語和句型，最后能用英語來談論如何在公共場所舉止得體，并且培養(yǎng)良好的文化意識、行為習慣，提高跨文化交際能力。

【目標預設】

1.知識與技能：掌握四會詞、詞組，能用新知識編對話;并且能用英語談論如何在公共場所舉止得體。

2.過程與方法：用free talk導入，通過創(chuàng)設一個個連貫的情境使學生置于情境中學習，激發(fā)他們思考，提升他們的能力。

3.情感態(tài)度與價值觀：能分辨好壞禮儀規(guī)范，做一個有良好禮儀規(guī)范的人。

【重點、難點】

1.掌握四會詞、詞組。2.能用英語談論如何在公共場所舉止得體。

【設計理念】

貫徹、落實“發(fā)現學科價值，發(fā)展學生學力”的教學理念，充分借助于多媒體技術創(chuàng)設具有啟發(fā)性的、能激發(fā)學生主動探究并且貼近學生生活的情境，設計具有不同層次的任務來優(yōu)化課堂教學的模式，抓住聽說訓練這條主線。通過實施任務型、活動性教學，夯實學生語言基礎，提高語言運用能力。同時學生要能夠積極主動地探究獲取知識，發(fā)展能力，培養(yǎng)情感，培養(yǎng)學生參與、合作、探究的創(chuàng)新精神。

【設計思路】

1.以Free talk 導入，逐漸引出本節(jié)課的話題——禮儀，通過多媒體借助圖片把新詞語歸為兩大類來呈現：好的禮儀與不好的禮儀。每一組圖片呈現完后，師生對話操練生詞。之后通過看圖搶答、兩人小組猜詞鞏固夯實生詞、短語，為接下來的對話聽前訓練埋下伏筆。

2.對教材進行補充和整理，先分小組討論在公共場所（圖書館）可以做和不可以做的事情，然后進行呈現，再通過兩人一組編對話談論在日常生活中其他不同公共場所的禮儀，為最后一部分演講做好輸入準備。

3.“演講”這個環(huán)節(jié)讓學生能把這節(jié)課對各種禮儀的信息進行整合——語言輸出。最后讓學生通過回顧對本節(jié)課進行反思，升華本課的主題。

【教學方法、策略與學情分析】

這節(jié)課的授課對象是八年級的學生。他們進入初中后已經有了一定的語言知識積累，并且也掌握了一些基本的學習英語的策略和方法。語言學習興趣相對來說比較穩(wěn)定，語言思維上更敏捷、穩(wěn)重，有一定的表達欲望。教師要做的就是創(chuàng)造盡可能多的機會讓他們進行聽說訓練，最終讓他們運用目標語言來表達自己，培養(yǎng)他們綜合應用語言的能力?；谶@樣的學情， 這節(jié)課主要用了情景教學法和任務型教學， 逐步引導學生主動探究。

【教學過程】

Step 1 lead-in：Free talk

Show my impression on the students and a short introduction of myself.

Step 2 Presentation

（加PPT1）No.1 photo album：Yesterday morning， Maggie said：“Mummy，how about going to the supermarket？I havent been there for a long time. Please！”Then we were on the way to the supermarket. What is she doing？（She is waiting for the green light.）Is she running the red light？（No，she isnt.）Can we run the red light？（No，we cant.）We must obey traffic rules. By the way， can we play on the road？If old people are crossing the street， what shall we do？（We should help them cross the street.） Do you think Maggie is a good girl？（Yes，she is.） Can you say something to her， and Im sure shell be glad to hear that.“Maggie，well done！We should also ...（wait for the green light and obey traffic rules.） ?They are good manners.”

No.2 photo album：Here we were in the supermarket. Maggie bought herself her favorite biscuit. What is she doing？She is waiting politely and queue for her turn. Should we queue for our turn？Can we jump the queue？Do you think Maggie has good manners？Lets say something to her just like just now. “Maggie， good job！We should also...（wait politely and queue for our turn）.”

No.3 photo album：When we left the supermarket，she came up with another idea.“Mummy，lets go to the square for fun.”As soon as we got to the square，she rushed to wash the hands， but she didnt turn off the tap. She left the tap running. Can we leave the tap running？What should we do？We should save water， because many people in the world cant get enough water. The reason why she left the tap running is that she couldnt wait to eat her favorite biscuit. Look，whats on the ground？ Rubbish. She threw rubbish everywhere. Or she dropped litter everywhere. Can we drop litter everywhere？What should we do？We should drop litter into the rubbish bin. After eating up her food， she was missing. I couldnt find her. Look at the picture， what is she doing？She is picking the flowers. Can we pick flowers？No，we should protect them. Even the flowers may hurt. We should protect them and protect the environment. Do you think Maggie has good manners？No. So you should tell her，“Maggie， you shouldnt leave the tap running. You shouldnt drop litter everywhere. You shouldnt pick flowers.”

（設計意圖：通過Free talk開始本節(jié)課，聯系學生實際創(chuàng)設真切的語境，逐漸引出本節(jié)課的話題——禮儀。在語境中教授新單詞，可以降低生詞難度，學生易于接受，激發(fā)了學生對本單元學習的興趣，增進了師生間、學生間的相互了解。）

Step 3 ?Practice 1

Test 1：You have told Maggie her good manners and bad manners. Now its her turn. She wants to check whether you have mastered the new words and phrases：“stand and say.”Say the phrase about each picture.

Test 2：Lets play a guessing game. You must obey game rules.

Rule 1：Each group will choose 2 students. One can say or act about the picture， and the other will guess the phrase in given time.

Rule 2：Dont say any word in the phrase.

I will give you an example. I need a partner.

（設計意圖：在英語教學中適當的游戲可以調動學生學習語言的興趣，使學生樂于參與各種英語實踐活動。兩人一組猜詞語的游戲，及時鞏固了前面環(huán)節(jié)呈現的新知識，調動了學生參與課堂活動的積極性，同時又提高了學生參與合作、交流的能力; 更重要的是為下面的任務掃除生詞障礙。）

Step 4 practice 2

1.Before listening：

My daughter Maggie likes reading very much. Every day， she reads books. Her favorite stories are Cinderella and the Snow White. Girls like the stories of that kind. She wants to go to the library. Before she goes there， she wants to say something to you：“I have never been to the library before. Can you tell me： What should I do？What should I not do？” Work in a group and have a discussion.

2.While listening ：Listen and fill in the table.

Our friend Amy and Shirley are also talking about manners in the library. Listen to the dialogue between Amy and Shirley and fill in the table.

3.After listening： Read the dialogue in roles and make a similar dialogue.

Step 5 Practice 3

We are talking about manners. What about our friend Eddie and Hobo？

1.Listen and answer questions： What are they talking about？

2.Read the dialogue together and answer more questions.

（1）What are the good manners in Eddies mind？

（2）Do you think Eddie really wants to teach Hobo？What does he want from Hobo？

（3）What does“never too old to learn” mean in Chinese？

（設計意圖：新課程標準要求學生始終在課堂上占主體地位。這節(jié)課是以訓練學生聽說技能為主要任務的課型。聽對話完成表格、分角色朗讀對話以及學生自己編對話，任務形式多樣，難度層層遞進，每個任務都是在為學生創(chuàng)造盡可能多的聽說機會，讓每個學生都能積極主動地參與到課堂中來，學有所得，獲得成就感。）

Step 6 Production： make a speech

“never too old to learn” means that we should keep learning during our lives. Eddie says，“You are old enough to learn about manners.” Boys and girls， I think you are clever enough to learn about manners.

As for learning，I think travelling is a good way. As the saying goes： the man who travels far knows more or its better to travel ten thousand miles than to read ten thousand books. So I am going to travel next month. And Ill take Maggie with me. But she wants to ask you for help： Yohoo！Summer holiday is coming. Mummy is going to take me to Nanjing for a holiday. Can you give me some advice on manners？ （加PPT2）

Each group will talk about manners in one place or several public places and then choose a “Manners guide” to show.

（設計意圖：演講的設計遵循學生學習語言的規(guī)律即語言的輸入到語言輸出，讓學生把已學知識進行整合轉化為實際能力，既強化了目標語言，真正做到了學以致用，又不失時機地為學生創(chuàng)造了互相學習的機會。）

Step 7 Watch a video

We have learned a lot about manners in different public places today. Actually， different countries have different manners. And different manners have different meanings. Do you want to see it？Lets enjoy a video.

We should be a person with good manners; inherit（傳承）our culture and respect（尊重） the culture of other countries. When in Rome， do as Romans do.

（設計意圖：語言有豐富的文化內涵，在課堂上除了教授語言外，還應當適時、適度地滲透相關的文化知識教育。這一環(huán)節(jié)讓學生認識到不同的國家有不同的禮儀，要尊重其他國家的文化，更要熱愛自己的國家，傳承自己國家的文化，做一個有禮儀的人，從而升華本課的主題，實現情感目標的教育。）

Step 8 Homework

1.Remember the new words and phrases by heart.

2.Make“a manners wall” and stick it to the walls of the classroom.

（設計意圖：設置這樣的家庭作業(yè)，既可以鼓勵學生課后操練英語，又與課堂上小組討論有機結合，頗有些余音繞梁的效果。）

（注：楊華執(zhí)教的“Good manners”第一課時獲2015年“杏壇杯”蘇派青年教師課堂教學展評活動一等獎）