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2) 阅读短文，获得相关信息，提高学生的综合阅读能力。
2. 教学难点
运用所学内容谈论餐桌礼仪 。四、学法指导与教法选择 本课为一节阅读课。在阅读中指导学生运用skimming, scanning及careful reading通过课前复习、理解生词的含义等阅读策略，提高学生的阅读理解能力。
按照阅读课读前、读中、读后三大版块，教学时采用“问题导读”的课堂教学模式。具体做法：情景导入—粗读探知—细读提升—研读深化—拓展运用。五、资源准备多媒体课件六、教学过程教学
任务教师活动学生活动设计意图1.Leading in
Greeting the students.
Review Chinese table manners.
List out Chinese table manners they know.通过让学生复习学过的内容，为本节课的学习做铺垫。
2.Free talk&
Pre-reading1.Free talk some foreign customs and the biggest challenge when visiting a foreign country.
2.Predict the challangle that Lin Yue has.1.Free talk some foreign customs and the biggest challenge when visiting a foreign country.
2. 根据书上的图片和文章信息预测林悦的挑战。Free talk 和本节课有关的内容，起着热身的作用。
通过预测激发和调动学生阅读文章的兴趣。Skimming
Have Ss skim the article. Then answer the questions
1.Who is this letter from ?
2. Where is Lin Yue?
3. What is this letter about ?
Skim the article. Then answer the questions
粗读感知。让学生运用Skimming 这一阅读策略，快速浏问题、首尾句等信息点，回答问题，感知文章大意。4. Scanning
Have Ss read the passage then find the topic sentences of each paragraph.
Read and find the topic sentences .细读提升。指导学生运用Scanning这一阅读策略，找出文章各段落的主题句。5.Careful reading1.Have Ss read the
passage carefully and answer the questions.
2.Have Ss find out the different tables in France. Finish the tasks and check the answers.研读深化。学生再读课文，通过问题找出文章的细节，法国的餐桌礼仪，并掌握通过上下文猜测词义的阅读策略。
6.Post-reading
1.Have Ss read the
passage carefully and see if they have any difficulties.
2. Ask Ss to retell the passage according to the blackboard design.
3.Ask Ss to compare the table manners in France and China in your group. How are they the same or different? Make a list.
The sweet tip: When in Rome,
do as the Romans do.1.Read the