人教版英语九年级全一册教案：Unit10 SectionA(4a-4c)
4）--- is it important to be on time?
--- Yes||，it’s important to be on time.
教学难点：
运用目标句型在真实语境中谈论文化习俗及建议
建议教法
情景交际法||，任务型教学法||，
语法课的教学模式：
1、感知语法项目
2、理解语法项目
3、操练语法项目
教学流程
（详见相应教学设计）
教学评价
1、本课时的目标设计清晰可操作||，活动的设计紧扣目标要求并与目标达成一致||。
2、语法课活动设计遵循认知过程||，感知-理解-操练||，容易获得新知识||。
Ss: Good morning||，Miss Ren.
T: Look at me please! What’s this in English?
Ss: It ischalk.
T: Good. How about this?
Ss:Blackboard.
T: Great. What am I doing? (action)
3、操练活动体现了目标语言在真实语境中的运用||。
教学活动设计
步骤
过程
措施（教室活动与学生活动）
目的
持续性评价
DELC4
1、预备与激活先期知识
Step1 present the new words with the objects.
(3 min)
T: Now||，class begins! Good morning||，boys and girls.
2、对目标句型详细讲解||，让学生对这个语言知识点有一个清晰的概念和理解||。
学生能否发现规律||，理解目标句型的运用并进行总结||。
DELC6
3、深度加工知识
Step 4
Practice the target language.
(17 min)
1. Complete the sentences with the phrases in the box.
3、情感态度价值观：
通过本课时学习||，学生能够了解各国礼仪方面的差异||，并对他人提出合理、可行的建议||。
教学重难点
教学重点：
1、掌握Section A 4a-4c所有重点单词||，短语||。
2、重点句型：
1）---What are you supposed to do when you meet someone for the first time?
Step3
Comprehend and conclude the target language
(10 min)
T: Read the sentences in Grammar Focus aloud and pay attention to the same structure in the sentences.
---You’re supposed to shake hands.
2）---When were you supposed to arrive?
--- I was supposed to arrive at 7:00.
3）---Is it impolite to keep others waiting?
---Yes||，it’s very impolite to keep others waiting.
4）--- is it important to be on time?
--- Yes||，it’s important to be on time.
2、语言技能目标
能够在真实的语境中运用目标语言谈论文化习俗及相关建议||。
S6: The same structure in these sentences is “be supposed to” and“Is it + adj. + to do ...”
T: Well done. Do you know the usage of the structures?
Ss: ...
学生是否熟悉本课时相关词汇||，是否对目标句型有所掌握||。
DELC5
2、获取新知识
Step 2
present the target language(pictures)
(6 min)
T: Do you remember what we have learned in 1a?
Ss: Yes.
T: Yeah... What are people in Korea supposed to do when they meet for the first time?(picture1)
Unit10 SectionA（4a-4c）教案
【教材版本与册数】新目标人教版九年级下册
【单元名称】Unit 10 You’re supposed to shake hands.
【课时】Section A 4a-4c（第3课时）
【课型】Grammar（语法课）
教材分析
【本课时话题】
询问礼仪习俗的典型句型及建议||。
【通过本课时的学习学生需掌握哪些综合技能】
通过本课时的学习||，学生能够描述和询问礼仪习俗的目标句型||，以及表达建议的不同句式||，能够在真实的语境中巩固所学内容||。
教学目标
1、语言知识目标
通过教师自身的情景式导入和与学生互动的问答形式||，学习和巩固该话题下的词汇句型||，激发调动学生的求知欲||，熟练使用以下词汇、短语和句型||。
3). If you visit the northern coast of Norway during the winter season||，it ____________pack warm clothes.
4). If there are people in the meeting room||，you _________ knock before entering.
如果你想吃冰淇淋||，应该先问问你妈妈||。
2. be expected to表达“被期许（预期）会做某事||，希望做某事||，表示一种可能性||。
e.g. She was expected to arrive before dinner.希望她晚餐前到达||。
be supposed to do相对于be expected to do主观性更强一些||。
---You’re supposed to shake hands.
2）---When were you supposed to arrive?
--- I was supposed to arrive at 7:00.
3）---Is it impolite to keep others waiting?
1. be supposed to do sth.
意为“(按规定、习惯、安排等）应该做某事||，可用来表示劝告、建议、义务、责任等||，相当于should的用法||。否定形式为“be not supposed to dosth.”表示不该或禁止做的情||。
e.g. If you want to eat ice-cream||，you are supposed to ask you mum.
3. It be + adj. +to do sth.
It be important to do sth. ….做某事很重要||。
e.g. It is important to learn English well.学好英语很重要||。
1、让学生阅读语言聚焦中的目标句型||，注意句中的相同结构“be supposed to”||，“Is it + adj. + to do ...”培养学生观察总结的能力||。
S4: Is it polite to keep others waiting?
S5: ...
利用图片再次展现目标句型“be supposed to do sth.”||，图片场景切合语法重点中出现的句子||，重复出现加深印象||。师生问答、生生问答提高师生参与性||。
学生是否能在老师的引导下唤醒先前相关知||，能否在目标句型重复出现情况下加深感知||。
S1: ...
T: In this picture||，when was the boy supposed to get up yesterday? (picture2)
S2: ...
T: Am I supposed to wear jeans to the party?(picture3)
S3: ...
be supposed to be expected to be important to
1).When you go abroad||，it ___________ bring your passport.
2). After class||，students_________ clean the chalk off the blackboard.
5). In many eastern European countries||，you _____________ take off your gloves before shaking hands.
Check the answers with all the students.
Answers: 1) is important to 2) are supposed to/ are expected to 3) is important to 4) are supposed to/are expected to 5) are supposed to/are expected to
人教版英语九年级全册Unit10SectionA(GrammarFocus4c)说课稿
在学习本节课之前，学生可能已经具备了一些前置知识或技能，如对现在进行时的基本了解，能够识别进行时的动词形式等。然而，他们可能存在的学习障碍包括：对现在进行时与现在进行时态的区别理解不清晰；对现在进行时在复合句中的运用感到困惑；对现在进行时的实际应用场景掌握不足；以及对英语语法学习的兴趣不浓，导致学习积极性不高。
2.任务型教学法：设计具体的学习任务，引导学生通过完成任务来学习语法知识，提高其解决问题的能力。
3.情境教学法：利用情境创设，让学生在特定的语言环境中感知和理解现在进行时的用法。
选择这些方法的理论依据是，交际式教学法能够激发学生的学习兴趣，促进语言的实际运用；任务型教学法能够让学生在完成任务的过程中自然习得语言知识，提高学习的自主性；情境教学法则有助于学生将抽象的语法知识具体化，便于理解和记忆。
（三）互动方式
为了促进学生的参与和合作，我计划设计以下互动环节：
1.师生互动：通过提问、回答和反馈，建立师生之间的有效沟通，让学生积极参与课堂讨论。
2.小组合作：将学生分成小组，进行角色扮演、对话练习等活动，鼓励生生之间的合作和交流。
3.小组展示：每组学生展示其合作成果，提供学生自我表达和评价的机会。
（3）学生能够区分现在进行时与其他时态的区别；
（4）学生能够熟练运用现在进行时的句子构成及关键词。
2.过程与方法：
（1）通过情境创设，让学生在实际语境中感知现在进行时的用法；
（2）通过示例分析，让学生理解现在进行时的构成和用法；
（3）通过练习巩固，让学生熟练掌握现在进行时的应用；
（4）通过小组讨论，让学生探讨现在进行时在实际生活中的应用。
4.在讲解过程中，我会不断提问，鼓励学生思考并回答，以检验他们的理解程度。
英语人教版九年级全册Unit10 教学设计
Unit 10 You're supposed to shake hands.Section A 1a-2d教材来源：人教版义务教育教科书九年级全一册。
内容来源：Unit 10 You're supposed to shake hands。
Section A 1a-2d主题：谈论不同国家的见面礼仪课时：1课时授课对象：九年级学生设计者：郑州市第76中学吕庆洋一、教材分析本节课是人教版义务教育教科书九年级全一册Unit 10 You're supposed to shake hands.的第一课时：Section A 1a-2b。
本节课主要学习用should, be supposed to do, be expected to do结构来谈论不同国家的见面礼仪，开阔学生视野，有利于提升学生的跨文化交际能力，也为本单元其他部分的学习打下基础。
二、学情分析1学生已有的基础学生已经对should表示建议的用法比较熟悉，也在Unit5-7 单元学习过被动语态，这为本节课语言点的进一步学习做了很好的铺垫，而且在之前的英语学习中，学生也了解了一些外国文化风俗习惯呢，有一定的跨文化交际意识。
2学生面临的问题学生对be supposed to do, be expected to do结构的学习运用还需要进一步强化练习。
三、学习目标1 通过图片，来了解并掌握常见国家及其见面礼的表达。
2通过看图片，听听力，模仿说的方式学习并运用be supposed to do, be expected to do结构。
3 通过听说，欣赏视频来进一步了解不同国家的风俗礼仪，增强跨文化交际的能力。
四、重点、难点重点：了解并掌握常见国家及其见面礼难点：运用should, be supposed to do, be expected to do结构来描述常见国家的见面礼。
五、教法与学法分析教法：情景教学法；任务教学法学法：自主学习，小组合作学习六、教学过程分析1课堂导入通过展示shake hands, kiss和bow三种见面礼图片和提问：In China，When you meet each other for the first time, you should shake hands. What about other countries？来导入本节课。
人教版九年级英语全一册Unit10(SectionA3a3c+GrammarFocus)教学设计
5.学生在课堂活动中，学会运用观察、分析、总结等方法，提高解决问题的能力。
（三）情感态度与价值观
1.学生在学习过程中，培养对英语学习的兴趣和热情，形成积极主动学习的态度。
2.学生通过学习英语，增强国际视野，了解并尊重不同文化，培养跨文化交际能力。
人教版九年级英语全一册Unit10(SectionA3a3c+GrammarFocus)教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本章节所学的词汇和语法结构，包括现在完成时、过去时和一般将来时等时态，并能正确运用到实际语境中。
2.学生能够运用所学知识进行日常交流，如描述过去经历、谈论近期活动和计划未来安排等。
针对这种情况，教师应充分关注学生的个体差异，采用分层教学、小组合作等方法，激发学生的学习兴趣，提高他们的参与度。在教学中，注重听说读写的综合训练，特别是加强阅读和写作的指导，以提高学生的综合语言运用能力。同时，结合学生的生活实际，创设贴近生活的教学情境，让学生在实际语境中感受英语学习的乐趣，提高学习积极性。在此基础上，引导学生探索语法知识，培养他们自主学习和合作探究的能力，为今后的英语学习奠定坚实基础。
3.教师布置课后作业，要求学生进行复习巩固，并预习下一节课的内容。
五、作业布置
为了巩固本章节所学的知识，特布置以下作业：
1.请学生完成课后练习题，包括填空、选择、改错等题型，以巩固所学时态和词汇知识。
2.学生撰写一篇日记，描述自己昨天的一天或过去一周内发生的有趣事情，要求运用现在完成时和过去时。
3.学生以小组为单位，讨论并制定一份关于未来学习或生活的计划，用英语进行表达，运用一般将来时。
3.学生在团队合作中，学会相互尊重、关心和帮助，培养团结协作的精神。
人教新目标九年级英语全册Unit 10 Section A(3a-4c)教案
精品基础教育教学资料，请参考使用，祝你取得好成绩！You’re supposed to shake hands教学目标知识与技能1) 学习掌握下列词汇： relaxed, value, capital, no on, mad, effort, drop by, after all, get mad, make an effort, passport, clean…off, chalk, blackboard, northern, coast, season, knock, eastern, take off, worth, manner2) 掌握be supposed to, be expected to, be important to的句型。
3）如何正确的阅读课文。
过程与方法1.训练读写能力2.强化在短文中理解词汇的能力情感态度与价值观1）通过“应该” 与“不应该”进一步了解一些国家的礼仪和对时间的看法。
2）了解不同国家的不同的时间观念，加强对中国文化的理解。
重点1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
3)总结 be supposed to, be expected to, be important to的不同句型难点1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
3) 使用be supposed to, be expected to, be important to 的不同句型教法、学法引导、启发自主学习、合作交流课型新授课教学准备小黑板录音机教学流程教师活动学生活动二次备课一、自主学习1、知识回顾1) Revision:1.Translate the phrases.2. review the words that learned lastclass2 )Warming upa. 引导学生使用常用句型：What kind of… do you like?I like movies that…I love music that…I prefer movie stars who ….b. 展示表示电影类型的词汇。
人教版九年级英语全册.Unit10SectionAGrammarFocus4c优秀教学案例
（三）小组合作
1.分组讨论：将学生分成小组，让他们在小组内讨论一般现在时态疑问句和否定句的用法，培养学生的团队协作能力。
2.小组竞赛：设计一些小游戏或竞赛活动，激发学生的竞争意识，提高他们对一般现在时态疑问句和否定句的兴趣。
3.小组总结：每个小组派代表总结本组的学习心得和收获，促进学生之间的相互学习。
4.小组互评：让学生相互评价对方的小组表现，培养他们的评价能力和批判性思维。
（四）反思与评价
1.学生自我反思：让学生回顾自己的学习过程，总结自己在一般现在时态疑问句和否定句方面的优点和不足，明确今后的学习目标。
2.同伴评价：让学生相互评价对方的学习成果，给出建设性意见，促进共同进步。
3.教师评价：教师对学生的学习情况进行全面评价，给予肯定和鼓励，同时指出需要改进的地方。
4.故事导入：教师讲述一个关于两个朋友讨论周末计划的故事，引导学生关注故事中的一般现在时态疑问句和否定句，激发学生对课题的兴趣。
（二）讲授新知
1.一般现在时态疑问句：教师通过示例和讲解，引导学生了解一般现在时态疑问句的构成，如“Do you like apples?”，并让学生进行模仿练习。
2.一般现在时态否定句：教师通过示例和讲解，引导学生了解一般现在时态否定句的构成，如“I don't like oranges.”，并让学生进行模仿练习。
3.小组合作的互动性：教师组织学生进行小组讨论和角色扮演，鼓励他们积极参与课堂活动，培养团队协作能力和口语表达能力。通过小组合作，学生能够互相学习、互相评价，从而提高自己的学习效果。
人教版英语九年级全册Unit10SectionA1a~2d教学设计
3.阅读拓展：阅读一篇关于青少年成功实现目标的英文文章，分析文章中的关键信息，总结成功实现目标的方法和经验。
设计意图：提高学生的阅读理解能力，拓展他们的视野，从他人的成功经验中获取启示。
4.课后总结：反思本节课的学习过程，总结自己在学习中的优点和不足，并针对不足之处制定相应的改进措施。
设计意图：培养学生的口语表达能力，巩固所学知识，提高他们的语言运用能力。
（五）总结归纳
1.教师邀请学生回顾本节课所学内容，总结一般现在时和一般过去时的用法，以及与目标、努力相关的词汇和短语。
设计意图：帮助学生巩固所学知识，提高他们的语言运用能力。
2.教师进行情感教育，强调努力实现目标的重要性，鼓励学生在面对困难和挑战时保持积极态度。
难点：如何引导学生将所学的词汇和语法知识灵活运用到实际情境中，进行有效的交流和信息传递。
2.重点：通过听力练习和阅读文章，提高学生的听力理解能力和阅读分析能力。
难点：如何帮助学生克服在听力过程中对长篇幅材料的恐惧感，提高获取关键信息的能力，并能够运用阅读策略对文章进行深入分析。
3.重点：培养学生的情感态度和价值观，使他们认识到努力实现目标的重要性。
4.培养学生的自信心，激发他们积极向上的心态，鼓励他们为实现自己的梦想而努力奋斗。
5.增强学生的社会责任感，使他们认识到实现个人目标的同时，也要关注社会发展和国家进步。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有着较高的兴趣和热情。在此基础上，他们对本章节内容的学习有以下特点：
4.阅读方面，学生已经能够阅读和理解简单的文章，但对于复杂文章的分析和总结能力有待提高。
人教版英语九年级全册Unit10SectionA(GrammarFocus4c)教学设计
五、作业布置
为了巩固本节课的学习内容，确保学生对一般将来时的掌握，特布置以下作业：
1.书面作业：
a.完成课本练习册中与本节课相关的一般将来时练习题，包括填空、选择、改写句子等。
b.结合本节课所学的词汇，如：plan, visit, arrive, travel等，编写一段关于未来旅行计划的对话。
三、教学重难点和教学设想
（一）教学重难点
1.重点：一般将来时的构成和用法，以及情态动词“will”的运用。
难点：如何在实际语境中灵活运用一般将来时，表达未来的计划、预测和打算。
2.重点：本节课所学的词汇，如：plan, visit, arrive, travel等。
难点：如何将这些词汇与一般将来时相结合，进行准确的句子表达。
3.重点：培养学生在真实语境中运用英语进行交际的能力。
难点：如何克服学生对未来表达的心理障碍，激发他们的表达欲望。
（二）教学设想
1.利用多媒体教学资源，如图片、视频等，为学生创设生动、真实的语境，帮助他们理解并运用一般将来时。
2.采用启发式教学法，引导学生主动发现一般将来时的构成规律，培养他们的观察力和思维能力。
6.结合学生的生活实际，设计富有创意的任务，如制定未来学习计划、讨论假期旅行计划等，让学生在实际操作中运用一般将来时。
7.课后布置适量的作业，包括书面练习和口头练习，以巩固课堂所学知识。
8.定期进行学习反馈，了解学生的学习进度，针对存在的问题进行及时的指导和纠正。
9.教学评价多元化，不仅关注学生的考试成绩，还注重他们在课堂活动中的表现、作业完成情况以及口语表达能力等。
人教版英语九年级全册Unit10SectionA(GrammarFocus4c)教学设计
人教版新目标九年级英语教案unit10
人教版新目标九年级英语教案Ｕnit 10 You’re supposed to shake han d.Period 1 SectionA(1a-1c)Knowledge aims:(1)Key Vocabularybow, kiss, be supposed to, shake hands, customs(2) Target LanguageWhat are people in Korea supposed to do when they meet for the first time? They're supposed to bow.Ability aims:１. Train students' listening ability.２. Train students' communicative competence.Emotional aims:Before you meet foreigners, you should some customs. In this way, you can act politely and properly.Key points:Talk about customs and what you are supposed to do.Difficult points:Know about customs of different countries.Teaching methods:1．Scene teaching method2．Listening-and-answering activity to help the students go through with the listening material.Teaching tools:1.A tape recorder 2.PPT课件Teaching procedures:Step I: Review1.Yesterday we finished Unit 9. In this unit, we learned some ways of asking for information politely and express preferences.Make conversations with your friends.A: What kind of music do you like?B: I like music that ____________.2.Write your own sentence:I like music that________________________.I like musicians ________________________.Step II :New lesson1.Presentation：Step 1 1aThis activity introduces some target language.Let students read the instructions.Point to the two lists of words. Read each word and ask students to repeat it.Put up a map of the world on the board. Ask students to explain where each of the countries is.Suggested answers1．Brazil is in South America, next to Peru.2．The United States is in North America, next to Canada.3．Japan is in East Asia, to the east of China.4．Mexico is in North America, on the south of America.5．Korea is in East Asia. It is our neighbor.Look at the sample answer. Tell students to guess if they aren't sure. Answers1.c2.b3.a4.b5.aStep Ⅲ 1bThis activity gives students practice understanding the target language in spoken conversation.Play the tape for the first time. This time, students only listen.Play the tape a second time. Ask them to listen to the recording and check their answers to Activity 1a.Check the answers with the class. Invite a student to read the answers. Step Ⅳ 1cThis activity provides guided oral practice using the target language. Read the instructions to the whole class. Point out the example in the box. Ask two students to read it to the class.Step III:Practice:1. In Japan, the people are supposed to _________(鞠躬) when they meet for the time.2. It's not polite ____________(亲吻) the others in public in China.3. I was supposed to arrive at 8：00, but I (到达) at 9:00.4. When we meet Americans for the first time, we should_________(握手)with them.5. You must know some __________(习俗) before you go to some foreign countries.Step IV:summary:In this class, we've learned some important words, such as bow, kiss, be supposed to, shake hands. We've also learned the target language What are people in Korea supposed to do when they meet for the first time? They're supposed to bow.Step V:.homework:Review the target language.Bb design:Unit 10 You're supposed to shake hands.Section AThe First PeriodTarget Language:A: What are people in Korea supposed to do when they meet for the first time?B: They're supposed to bow.Period 2 SectionA(2a-2d)Knowledge aims:(1) Key V ocabulary :greet, be supposed to(2) Target Language: How was the dinner at Paul's house last night?Ability aims: １. Train students' listening ability.２. Train students' communicative competence.Emotional aims: When you're invited to a place, you mustn't be late, greet people the wrong way and wear the wrong clothes. That is, you should act according to your host's customs.Key points:What are you supposed to do when you meet someone?Difficult points:How to improve students' listening ability.Teaching methods:1．Listening method to improve students' listening ability. 2．PairworkTeaching tools:1.A tape recorder 2.PPT课件Teaching procedures:Step I: ReviewCheck homework. Ask some pairs to act out their conversations according to Activity 1a.A: What are people in Mexico supposed to do when they meet for the first time?B: They're supposed to bow.Step II :New lesson1.(2a)This activity provides guided listening practice using the target language.Look at the picture and ask students to tell What is happening.Help students understand that the people are at a picnic.Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.Ask different students to explain the meaning of each line in their own words. Listen to Maria talking to a boy about what happened at the picnic. She made several mistakes. Listen to the recording and check the mistakes she made.Play the recording. Students only listen the first time.Play the recording again. Get students to check the mistakes Maria made. Check the answers with the class.Answers√ arrived late________ ate wrong food√ greeted Paul's mother the wrong way√ wore the wrong clothes2.(2b)This activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Point out the blanks in the four sentences. Invite a student to read the first sentence.Play the recording again. Let students fill in the blanks with the words they hear alone.Correct the answers with the class.3.(2c)This activity provides guided oral practice using the target language. Read the instructions for the activity to the class.Look at the example in the box. Ask two students to read the conversation to the class.4.Role-Play conversationShow key points:expecte to do sthhold outTo one’s surpriseStep III:Practice:（）1. Jim stood up and shook hands___ both of them.A.byB.withC.forD.to( )2. Chinese never bowed _________the enemiesA.inB.toC.onD.with( )3. John _______ Beijing the day before yesterday.A. arrived atB. arrivedC. reached toD. arrived in( )4. You ________stand in line when waiting for the bus.A. mustn’tB. can’tC. are supposed toD. don’t( )5. She _______some _______in her competition yesterday.A. has made; mistakesB. made; mistakesC. had made; mistakeD. was mistaking; mistakesStep IV:summary:In this class, we've learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul's house last night? What are you supposed to do when you meet someone?Step V:.homework:Ask students to write at least two sentences with the key structure in this class.Bb design:Unit 12 Section A (2a-2d)1．Target Language:How was the dinner at Paul's house last night?2．What are you supposed to do when …You're … You're not …Period3 SectionA(3a-4c)Knowledge aims:(1) Key Vocabularyland, drop by, after all, relaxed, a bit(2) Target LanguageCan you tell me the things I'm supposed to do?Ability aims: １. Train students' integrating skills.２. Train students' communicative competence.Emotional aims:Different countries have different customs. So you are supposed to do in Rome as the Romans do.Key points:Talk about customs and what you are supposed to do. Difficult points:Know about customs of different countries.Teaching methods: 1．Fast reading to let students get the general idea of the text. 2．PairworkTeaching tools:1.A tape recorder 2.PPT课件Teaching procedures:Step I: ReviewRevisionT: In last period, we summed up the expressions for telling what you are supposed to do. Now I'll check your homework. I'll ask some pairs to act out the conversations before the class.Step II :New lessonStep 1. 3aThis activity provides reading and writing practice using the target language.Show the key words on the screen by a projector.Cali n.卡利(哥伦比亚西部城市)Colombia n.哥伦比亚(南美洲西北部一国家)drop by 访问；拜访Lausanne n.洛桑(瑞士西部城市)Switzerland n.瑞士(欧洲中部国家)land n.国家；国土after all 毕竟Read the words and have students repeat again and again until they can pronounce the words fluently and accurately.Step2.3bRead the passage again and complete the chart.Look at the chart. Tell students what they will write in the chart.Check the answers.Step Ⅲ 3bThis activity provides guided oral practice using the target language.Go through the instructions for the activity with the class.Look at the example in the box. Ask two students to read the conversation to the class.First practice this conversation with a partner. Then talk about your attitude toward being on time and getting together with your friends. Step IV Grammar FocusReview the grammar box Get different students to say the questions and answers.Step III:Practice:be supposed to be expected tobe important to1.When you go abroad ,it __ bring your passport.2. After class,students____ clean the chalk off the blackboard.3.If you visit the northern coast of Norway during the winter season, it ___ pack warm clothes.4.If there are people in the meeting room, you_____ knock before entering.5.In many eastern European countries, you ___ take off your gloves before shaking hands.Step IV:summary:1.key vocabulary2.Grammar focusStep V:.Homework:Finish exercise 4b in the textbook.Bb design:Unit 10 You're supposed to shake hands.Section AThe Three PeriodTarget Language:A: What are you supposed to do when you meet someone for the first time?B: The first thing is ……Period4 SectionB(1a-1d)Knowledge aims:(1) Key Vocabularywipe, napkin, stick, chopstick, rude, point, pick up(2) Target LanguageWe're supposed to eat with chopsticks.Yes, and it's rude to eat with our hands.Ability aims: (1) Train students' ability to understand the target language in spoken conversation.(2) Train students' ability to use the target language.Emotional aims:In order to behave politely at the dinner table, you're supposed to learn some talbe manners.Key points:Target language.Difficult points:1．How to improve students' listening ability. 2．How to use the target language.Teaching methods: 1．Listening method 2．PairworkTeaching tools: 1.A tape recorder 2.PPT课件Teaching procedures:Step I: ReviewCheck homework. Get some students to read out their conversations using the target language in Section A 4c. Collect their conversations and help correct their errors.Step II :New lessonPart 1This activity introduces new vocabulary and provides reading practice using the target language.Look at the picture and ask students to say what is happening in it. (A family is eating a meal.)Look at the title, Mind your manners!Ask: What do you think it might mean?(It means be careful of how you act.)Read the instructions and point to the five statements about manners. Ask students to read the statements.Review the five statements to be sure students understand what each one means. Ask students to act out them. Then ask students to complete the quiz on their own.Part2.2aThis activity gives students practice in understanding the target language in spoken conversation.Read the instructions to the class. Review what an exchange student is and what table manners are. If necessary, translate them into Chinese. Play the recording the first time.Students only listen.Play the recording a second time. As they listen to the recording this time, let students number the pictures.Correct the answers with the class.Step Ⅳ 2bThis activity provides listening practice using the target language.Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings. Ask different students to read the two lists.1．You aren't supposed to … a. to stick your chopsticks into your food. 2．It's impolite to… b. point at anyone with your chopsticks.3．You shouldn’t … c. start eating first if there are older people at the tableYou will hear the same recording again. This time as you listen, write the letter of the correct sentence ending after each sentence starter.Look at the sample answer. Read the correctly completed sentence to the class:Step Ⅵ SummaryIn this class, we've learned some key vocabulary, such as wipe, rude, point, pick up. We've also learned the target language by listening and speaking.Step Ⅶ HomeworkTalk about the table manners in your country using the sentence starters in Activity 1a.Bb design:Unit10 Period41．Sentences in Activity 2b:2．Target language:A: We're supposed to eat with chopsticks.B: Yes, and it's rude to eat with our hands.Period5 SectionB(2a-2b)Knowledge aims:(1) Key Vocabularytable manners, behave, be/get used to, cut up, full, fork, You should (2)Practice reading an article.Ability aims: (1) Train students' reading ability.(2) Train students' writing ability.Emotional aims:With the development of society, table manners are more and more important. Sometimes they can help people succeed. So you have to learn more table manners.Key points: Practice reading and writing using the target language. Difficult points:How to write an e-mail message.Teaching methods: 1．Reading comprehension to help students grasp the main idea of the text.2．Writing method 3.Groupwork to make every student work in class.Teaching tools: 1.A tape recorder 2.PPT课件Teaching procedures:Step Ⅰ RevisionReview the target language presented in this unit. Check homework. Ask two students to read out their sentences.SA: You aren't supposed to visited a friend's house without calling first. SB: It's polite to be on time.Step II :New lesson1.Ask and answer.What do you know about customs in foreign countries? What do you think is the biggest challenge when visiting a foreign country?2.2bThis activity provides reading practice using the target language. Teach the new words. Show the following new words on the screen by a projector.manner n. 礼貌；风格；习惯table manners 餐桌礼仪behave v. 行为表现；举止be/get used to 习惯于……cut up 切开；切碎fork n. 叉；餐叉full adj. 饱的；吃胀了的lap n. (人坐着时)腰以下到膝为止的部分；大腿elbow n. 肘；肘部gradually adv. 逐渐地；渐渐地compliment n. 称赞；恭维toast v. 敬酒Call attention to the e-mail message. Invite a student to read the article aloud to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Now read the e-mail. Answer the questions in your exercise book. As students work, move around the classroom and offer help as necessary.Step 3.Read the sentences in 2c and replace the underlined words with the phrases in the box.1.Making mistakes in French used to make Lin Yue nervous.2.It was quite hard for her to feel good about speaking French.3.The host family tried very hard to help Lin Yue.4.Lin Yue has slowly learned how to be like her French friends.Step 4.Review the passage and make notes about French customs in the chart.This activity provides writing practice using the target language.Read the instructions and ask students to finish the exercise.Get students to finish the activity on their own. As students work, move around the room offering help as needed. Ask a student to read his or her message to the class. Have other students add any information that is missing from the first student's report.Step III: Practice:Your pen pal is coming to China on an exchange program. He/She is asking you about Chinese customs and what he/she is supposed to do or not. Make notes in the chart.Step IV: Summary:In this class, we've done a lot of reading, writing and speaking practice using the target language.Step V:Homework:Read the e-mail message in Activity 2b againBb design:Unit 12 You’re supposed to shake hands.Section B (2a-3a)1.What do you know about customs in foreign countries?2.Read the letter and answer the questions in 2b.Period6 SectionB (3b-selfcheck)Knowledge aims:1) Key Vocabularybe excited about doing sth 、some suggestions 、some advice、at the table (2) Target Language: You are supposed to …..You are not supposed to ….Ability aims: １. Train students' writing ability.２. Train students' communicative competence.Emotional aims:Before you meet foreigners, you should obey some rules. In this way, you can act politely and properly.Key points:Talk about customs and what you are supposed to do. Difficult points:Write a short passage about table manners.Teaching methods: 1．Task-based teaching 2．PairworkTeaching tools: 1.A tape recorder 2.PPT课件Teaching procedures:Step I: Review1.manner n. _________2.table manners _________3.behave v. _________4.be/get used to _________5.cut up _________6.fork n. _________7.full adj. _________8.elbow n. _________9.gradually adv. _________pliment n. _________toast v. _________Step II: New lesson1.Talk about some table manners in China.2.Write a letter to your pen pal to give him/ her advice and suggestions on how to behave properly in China.This activity provides writing practice using the target language.Read the instructions and ask students to look back at Activity 2 Remind students that they made conversations about table manners in their own country.3.Writing practice.Dear Jenny.You must be excited about coming to China soon. Let me give you some suggestions and advice about Chinese customs. When you’re eatin g at the table. It’s impolite to stick your chopsticks into the food.In our house,you’re supposed to watch TV and play computers.When you go out with people, you should tell somebody who is home. Have a safe trip, and I look forward to meeting you soon!Best wishes.Step 3.Self check.1.Fill in the blanks with the words in the box.worth capital basic traffic empty mad knocking2.Think about your culture and make statements.In my culture, when you….You’re supposed to …..You’re not supposed to ……You’re expected to …….It’s impolite to …….It’s important to …..Step III: Practice:Have conversations with your partner.In my culture, you’re supposed to ….. you’re not supposed to …….. Step IV: Summary:In this class, we've done a lot of writing and speaking practice using the target language.Talk with your partners after class.Step V: Homework:Talk about the table manners in your country using the sentence in Self check.Bb design:Unit 10 You’re supposed to shake h ands.1. Write a letter to your pen pal to give him/her advice about table manners.2.Self check.。
人教版九年级英语全一册Unit10(SectionA3a3c+GrammarFocus)优秀教学案例
三、教学策略
（一）情景创设
1.利用多媒体展示伦敦的风景图片，让学生仿佛置身于Mike和Sarah的旅行之中，激发他们对本节课的兴趣和好奇心。
2.设计有趣的角色扮演活动，让学生模仿Mike和Sarah在伦敦的趣事，增强他们对过去进行时和一般过去时被动语态的直观理解。
3.创建真实的交流场景，如模拟旅行社、机场等，让学生在实际语境中运用所学知识，提高他们的语言运用能力。
（二）问题导向
1.针对本节课的难点和重点，设计一系列问题，引导学生思考和探讨，激发他们的求知欲和解决问题的能力。
2.鼓励学生提出问题，培养他们主动探究和质疑的精神。
3.通过问题驱动，让学生在解决问题的过程中自然而然地掌握过去进行时和一般过去时被动语态的用法。
（三）小组合作
1.组织学生进行小组讨论和合作，让他们在互动中交流想法、分享心得，培养团队协作能力和沟通能力。
2.设计具有挑战性的小组任务，激发学生的竞争意识和团队合作精神。
3.鼓励每个小组成员积极参与，确保他们在小组合作中都能发挥自己的作用，提高自尊心和自信心。
（四）反思与评价
1.鼓励学生在课堂结束后进行自我反思，总结自己在课堂上的收获、不足和需要改进的地方。
3.运用比喻、实例等生动形象的方式，解释过去进行时和一般过去时被动语态的用法，让学生易于理解和记忆。
4.设计具有针对性的练习，让学生在实践中感知、理解和掌握过去进行时和一般过去时被动语态的用法。
（三）学生小组讨论
1.组织学生进行小组讨论，让他们分享自己对本节课知识的理解和心得。
2.鼓励学生针对讨论中的疑问和困惑进行提问，培养他们主动探究和质疑的精神。
Unit10SectionA(GrammarFocus4c)教学设计人教版英语九年级全册
Unit 10 You’re supposed to shake hands. (Period 3)Section A (Grammar Focus4c)教材分析本单元话题是“礼仪、习俗”（Customs）。
本节课是本单元的第三节课，是一节语法课，通过谈论礼仪习俗，自然呈现本单元be supposed to、be expected to及“It be+形容词+to do sth.”等句型，让学生通过一系列活动学会运用这些句式询问礼仪习俗和表达建议。
教学目标学完这一课，学生能够掌握：1．语法：be supposed to、be expected to及“It be+形容词+to do sth.”等句型。
2．交际功能：用be supposed to、be expected to及“It be+形容词+to do sth.”等句型谈论礼仪习俗和表达建议。
教学重点能选择并运用be supposed to和be expected to等句式；能学会使用“It be+形容词+to do sth.”等句型表达建议。
教学难点能选择并运用be supposed to 和be expected to等句式；能学会使用“It be+形容词+to do sth.”等句型表达建议。
教学过程新课导入设置一个聚会场景“The two girls meet some new friends on a birthday party held by an American friend. ...”询问学生“What may happen on the party?”，引导学生结合上节课所学，利用be supposed/ expected to do sth.及“It be+形容词+to do sth.”等句型口头组织对话，巩固上节课所学的句式，自然引入新课。
新知探究Step 1: New words教师要求学生课前预习生词，可抽出适当时间进行检测，确保学生掌握本节生词，为新课学习作准备。