九年级最新人教版unit10 You're supposed to shake hands说课稿s
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人教版九年级英语《Unit 10 You’re supposed to shake hands. 》Section A_教学设计1一. 教材分析人教版九年级英语《Unit 10 You’re supposed to shake hands. 》Section A主要介绍了英语中不同场合下的礼貌用语和行为规范。
本节课主要围绕着日常交际用语展开,包括如何问候、介绍、道歉、道谢等。
教材通过丰富的情景对话和图片,帮助学生理解和掌握这些交际用语,提高他们的实际英语应用能力。
二. 学情分析九年级的学生已经具备了一定的英语基础,能够理解和运用一些基本的英语交际用语。
但是,他们在实际应用英语进行交际时,往往会因为害羞、自信心不足等原因而产生紧张和焦虑情绪,影响他们的交际能力。
因此,在教学过程中,需要注重培养学生的自信心,鼓励他们大胆开口说英语。
三. 教学目标1.知识目标:学生能够掌握本节课所学的日常交际用语,如问候、介绍、道歉、道谢等。
2.能力目标:学生能够在实际情景中运用所学的交际用语,提高他们的英语交际能力。
3.情感目标:通过本节课的学习,学生能够更加自信地使用英语进行交际,培养他们的跨文化交际意识。
四. 教学重难点1.重点:学生能够掌握并熟练运用日常交际用语。
2.难点:学生能够在实际情景中灵活运用所学的交际用语,并进行有效的交际。
五. 教学方法1.情境教学法:通过设置不同的情景,让学生在实际语境中学习和运用英语交际用语。
2.交际法:鼓励学生积极参与课堂交际活动,提高他们的英语交际能力。
3.任务型教学法:通过完成各种任务,让学生在实践中学习和运用所学的交际用语。
六. 教学准备1.教学课件:制作课件,包括文本、图片、音频等素材,以便于教学展示。
2.教学道具:准备一些日常交际用语相关的道具,如名片、礼物等,以便于课堂操练。
3.教学资源:收集一些关于日常交际用语的视频素材,用于课堂拓展。
七. 教学过程1.导入(5分钟)利用学生日常生活中的一些交际场景,如问候、介绍等,引导学生思考和讨论这些场景下应该如何用英语进行交际。
Unit10 Section B综合能力训练新词对对碰:重点词语达达标I. 根据句意及首字母或汉语提示完成单词。
1.She wants to be an e _____________student to Australia.2.The old man loves his g _____________very much and he often buys gifts for her.3.Everyone else was invited e _____________me, and I don’t know why.4.On the first day, the coach driver taught us some b _____________skills about driving.5.Lin Yue has gradually g _____________used to the life here.II. 根据中文写出单词或短语。
1.使某事感到宾至如归____________2.格外努力____________3.习惯于____________4.值得麻烦____________5.指着____________要点跟踪练:重点知识演练场I. 单项选择。
1.________it’s summer________ winter, Mount Huang is well worth visiting.A.Both; and B.Not only; but also C.Neither; nor D.Whether; or 2.—Do you know when they will hold their wedding party?—No, I don’t. Their wedding date is a ________ and nobody knows it.A.message B.secret C.suggestion D.request3.The teacher's words were encouraging and ________ me, so I decided to plan my life carefullyand have a new start.A.get on well with B.had an influence onC.took pride in D.got used to4.Today many people give out and receive ____________ red envelopes (红包)on mobile phones. A.natural B.electronic C.national D.basic5.—I don’t know what to do. I need some ___________.—No problem.A.information B.advices C.news D.suggestionsII. 从(II)中选择合适的句子补全(I)对话,有两个选项多余。
人教版九年级英语《Unit 10 You’re supposed to shake hands. 》Section A (1a—2d)教学设计一. 教材分析人教版九年级英语《Unit 10 You’re supposed to shake hands. 》Section A(1a—2d)主要讲述了在日常生活中的交际礼仪。
通过本节课的学习,学生能够掌握有关交际礼仪的词汇和表达方式,如“shake hands”,“bow”,“wave”,“clap”,“introduce”,“greet”,“invite”等,并能够运用这些词汇和表达方式进行简单的日常交流。
同时,本节课还介绍了在不同的文化背景下,人们打招呼和交际的方式也不同,如西方人喜欢握手,而东方人则可能更喜欢鞠躬或挥手。
通过对这些内容的学习,学生能够更好地了解和尊重不同文化的交际习惯。
二. 学情分析九年级的学生已经具备了一定的英语基础,能够听懂并运用一些基本的英语句型进行交流。
然而,对于一些关于交际礼仪的专业词汇和表达方式,他们可能还比较陌生。
因此,在教学过程中,教师需要帮助学生掌握这些新词汇和表达方式,并能够灵活运用到日常交流中。
此外,学生可能对不同文化背景下交际方式的了解不多,因此教师在教学过程中还需要注重文化意识的培养。
三. 教学目标1.知识目标:学生能够掌握有关交际礼仪的词汇和表达方式,如“shakehands”,“bow”,“wave”,“clap”,“introduce”,“greet”,“invite”等,并能够运用这些词汇和表达方式进行简单的日常交流。
2.能力目标:学生能够听懂并能够运用本节课所学内容进行日常交流,提高他们的英语口语表达能力。
3.情感目标:通过对比中外交际方式,培养学生的文化意识,使他们能够更好地了解和尊重不同文化的交际习惯。
四. 教学重难点1.重点:学生能够掌握有关交际礼仪的词汇和表达方式,并能够运用这些词汇和表达方式进行简单的日常交流。
Unit 10 You’re supposed to shake hands.Section A 2 (3a-3c)一、教学目标:1. 语言知识目标:1) 学习掌握下列词汇: relaxed, value, capital, noon, mad, effort, drop by, afterall, get mad, make an effort2)复习 be supposed to句型。
3)如何正确的阅读课文。
2. 情感态度价值观目标: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。
二、教学重难点1. 教学重点: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。
2. 教学难点: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。
三、教学过程Ⅰ. Warming up1. 师生问候。
2. 让学生展示上节课的演讲稿:各国礼仪的差异Ⅱ. Lead-in1. 展示一个哥伦比亚和瑞士风光的照片。
使学生熟悉这两个国家的情况,通过图片欣赏引出本节内容。
2. Look at the pictures and say something about the two countries.What do you know about Switzerland?What do you know about Colombia?Ⅲ. Reading1. Work on 3a: Tell Ss to read the article and answer the question:In which country is it OK to be 15 minutes late for dinner?Ss read the article quickly and try to find the answer to the question.2. 方法指导:首先,对原文材料迅速浏览,掌握全文的主旨大意。
姓名:班级Unit 10 I like music that I can dance to.Section A本课重点学习一些见面礼仪,生活习俗和对时间的看法了解西方国家的风土人情和习俗。
掌握be supposed to句型的用法。
本课难点掌握be supposed to句型的用法。
常考句型 1. —What are you supposed to do when you meet someone for the first time?—You are supposed to shake hands. You are not supposed to kiss.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.一、单项选择1.—Are you going to buy this pair of shoes?—No,not before I ______.A.take them off B.have them onC.put them on D.try them on【答案】D【详解】句意:——你打算买这双鞋吗?——不,我在试穿它们之前我不会买。
考查短语动词。
take them off把它们脱掉;have them on把他们穿上;put them on把它们穿上;try them on试穿。
根据答语“No,not before I...”可知在试穿之前,我不会买这双鞋。
故选D。
2.You should ________ your shoes before you enter the dancing room.A.get off B.put off C.take off D.fall off【答案】C【详解】句意:在进入舞蹈房之前,你应该脱掉鞋子。
Unit 10: You^re supposed to shake hands.Part 1: Teaching Design第一部分:教学设计Period 1: Matching,Listening and Speaking(What are people supposed to do...?)Objectives•To learn to understand and use supposed to + infinitive•To listen and speak what you are supposed to doProcedures■ Warming up by studying the title “Yoifre supposed to shake hands?9Hello, class・ Is there anyone who is late for school today? I see Li Jianshe is late・ He is not here yet. You have to be here for class before the bell ring・ That is to say you are supposed to be on time for school. By the way do you know what I mean by saying "you are supposed to be on time for school 二be supposed to...其中to是动词不定式符号,不是介词,其后要跟动词原形。
当be supposed to...的主语是“人”时,意为“应该……”;“被期望……”,它可以用來表示劝告、建议、义务、责任等,相当于情态动词should。
如:Everyone is supposed to wear a seat-belt in the car.每个人在汽车里都应该系安全带。
人教版九年级英语《Unit 10 You’re supposed to shake hands. 》Section B_教学设计1一. 教材分析人教版九年级英语《Unit 10 You’re supposed to shake hands. 》Section B主要讲述了在一些特定场合下的礼貌行为和交际用语。
本节课主要让学生掌握一些日常交际用语,如“How do you feel?”、“I’m sorry.”、“Excuse me.”等,并能够运用这些表达方式进行实际交流。
同时,学生还需要了解在一些场合下的礼貌行为,如握手、鞠躬等。
本节课的内容与学生的生活实际密切相关,有利于激发学生的学习兴趣和积极性。
二. 学情分析九年级的学生已经具备了一定的英语基础,能够听懂并运用一些基本的英语交际用语。
然而,学生在实际运用英语进行交流时,往往因为词汇量和语法知识的不足而感到困难。
此外,部分学生可能在课堂上较为内向,不敢主动开口说英语。
因此,在教学过程中,教师需要注重激发学生的学习兴趣,鼓励他们积极参与课堂活动,提高他们的英语交际能力。
三. 教学目标1.知识目标:–掌握日常交际用语,如“How do you feel?”、“I’m sorry.”、“Excuse me.”等。
–了解在一些场合下的礼貌行为,如握手、鞠躬等。
2.能力目标:–能够运用所学的日常交际用语进行实际交流。
–提高学生的英语听说能力和团队协作能力。
3.情感目标:–培养学生的交际意识,使他们更加自信地运用英语进行交流。
–增强学生的团队协作精神,提高他们的综合素质。
四. 教学重难点•掌握日常交际用语,如“How do you feel?”、“I’m sorry.”、“Excuse me.”等。
•能够运用这些表达方式进行实际交流。
•在实际交流中灵活运用所学的交际用语。
•了解并在实际场合中表现出相应的礼貌行为。
五. 教学方法1.任务型教学法:通过设置各种真实的交际任务,让学生在完成任务的过程中自然地学习和运用所学的交际用语。
It’s my great pleasure to share some of my teaching ideas with you. Today, my topic is Unit 10 You’re supposed to shake hands.From Go for it Junior English Book, Grade Nine, Section A.I’ll talk about my lesson by 7 parts:Analysis of the teaching materialsAnalysis of the studentsTeaching methodsLearning methodsTeaching aidsTeaching proceduresBlackboard designLet’s begin with the first part: analysis of the teaching materials.In this unit,the topic is about customs. Different countries have different customs.By learning this unit I want to tell students what they are supposed to do in different situations and get them to know different countries’customs.Students can introduce Chinese customs and ask for the different customs of other countries.By doing this, I also want to arouse their cultural awareness. Now, I’ll talk about teaching aims.One, knowledge aims. Learn the new words and phrases and master the sentence structure.Know about some customs in some countries and people’s living habits. And learn how to behave well when we meet these countries’people, know what we are supposed to do.Two, ability aims. Train students’ basic abilities of speaking, reading and writing around visiting other countries.Enable the students to know some customs as well as getting useful information from them.Three, moral aims. Let my students learn to respect others, especially their living habits and their national customs. And to be a polite person, to make others comfortable and happy. After they know these behaviors, they try to be more confident in every situation.Now, let’s move on to teaching key points and difficulties. The important points are to enable the students to master the key words and sentence structures.Be able to talk about customs and what you are supposed to do.The difficulty is to train the students’listening,speaking and writing skills using the target language.Next, I’ll say something about students. Analysis of the students.Our lessons are face to the students of Grade Nine. After two-month learning, they have alreadypossessed some English and they can also understand some words and sentences. And we all know that, as teenagers, they are curious, active, and fond of games, competitions.Next, we’ll talk about the third part, teaching methods.I’ll mainly use audio-visual teaching method, communicative teaching method, and task-based teaching method.Then, learning methods.According to the features of the teenagers, I’d like to make my students learn this lesson through preview, games, cooperation. let the students take part in the group work, communicate with each other, help each other, complete the tasks together.Part five teaching aids.As we all know, it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density, and improve our teaching results. So, I’d like to use PPT, tape recorder and pictures.Part six teaching procedures. I design it into 4 steps.Step 1Warming up& Revision Fist of all, I’ll greet my students as usual, then show pictures and introduce some body language.At the same time, I will present a sentence: Different countries have different customs. And emphasize the new word.Step 2 Presentation. I’ll ask a question:“When you meet someone for the first time,what should you do? And then I’ll show a picture about customs in our country.Next I present the sentence pattern: We are supposed to shake hands.Afterwards, I will explain the meaning of “be supposed to do”and “be not supposed to do”In order to consolidate this pattern, I will show other countries and other customs, and let my students make conversations.Next, ask students to match the customs with the countries,and play the tape,check the answers.Step 3 Prctice. Firstly, tell students to talk about the customs in those countries in 1a,and make their own conversations using the information in 1a.Secondly, ask different students to read the mistakes in the chart of 2a to the class,and play the tape twice,get students to finish off the task in 2aStep 4 Consolidation. I’ll ask students to work in pairs to make new conversations using the information in 2a and 2d. As students are working, move around the classroom checking the progress and offering help as needed. After all students finish this activity, ask one or two pairs of students to act out their conversations to the class.Last step Homework Finish the exercise in the workbook and preview the next period.Part 6 Blackboard designOn the left, I present the sentence structure.On the right, I write down the key words and phrases. That’s all. Thank you!。