Unit 10 You are supposed to shake hands

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。

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说课稿各位评委大家好：今天我要说课的题目是Unit 10 You’re supposed to shake hands，以下我将从教材分析、教学策略和教学过程等几个方面来说一说我对本节内容的理解。

那么下面先来说说教材一、教材分析九年级Unit10 You are supposed to shake hands.本课重点学习一些常见国家的英文表达，以及该国在初次见面时的行为与语言。

该话题能激起学生的好奇心，调动学生学习英语的积极性。

本单元围绕“customs”这个话题展开教学活动，告诉学生 what you are supposed to do。

让学生了解各国的文化习俗、社交礼仪, 使学生感受民族文化的魅力。

本节课有听力练习也有口语练习。

内容相对来说较简单，重点帮助学生练习“be supposed to do”的用法，在不断的练习中达到掌握以及熟练运用的目的。

本单元难点是学生缺乏相应的文化背景，对不同国家人们初次见面的礼仪易混淆。

二、教学目标和要求知识目标：掌握关键词：shake hands , bow , kiss ,custom能够使用be supposed to do句型，谈论不同国家人们初次见面时的礼仪。

学习对话2d能力目标：正确运用短语：be supposed to, be expected to do.情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。

三、教学重点教学重点： be supposed to…的句型1四、教学难点(1)本单元难点是学生缺乏相应的文化背景，对不同国家人们初次见面的礼仪易混淆。

(2)学生流利地表演对话2d.五、教学策略本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，同时我还结合了情景教学法。

九年级U n i t-10-Y o u-a r e-s u p p o s e d-t o-s h a k e-h a n d s知识点和练习Unit 10 You are supposed to shake hands一．短语归纳1. be supposed to do sth 应该做…2. be expected to do sth. 应该/被期望做…3. shake hands (with…) (和…) 握手4. bow to sb. 向某人鞠躬5. for the first time 首次，第一次6. people in Korea 韩国的人们7. greet sb.( in) the wrong way以错误的方式问候某人8. be invited to sw. 被邀请去…9. be invited to do sth. 被邀请做… 10.welcome party 欢迎会11. as soon as 一… 就…（引导时间状从） 12. as soon as sb can 尽可能快的。

13.hold out (my hands) 伸出（我的手） 14. on both sides of my face在我的两个脸颊上15. be from= come from 来自 16. be relaxed about 对…放松/随意17. a bit/ little late 晚一点 18. value the time we spend with sb珍惜我们与某人度过的时间19.in our everyday lives 在我们的日常生活中 20. drop by 顺便拜访，随便进入21. make plans ( to do sth.) 计划做某事 22. plan to do sth.计划做某事23. on the side of the face在脸的一侧 24. the town center 在城镇中心25. as many as sb can = as many as possible 尽可能多的…26. be on time 守时 27. the capital of clocks and watches钟表之都28. after all 毕竟，终归 29. at noon 在中午30. 15 minutes late 迟到15分钟 31. get / be mad (at sb) 生气，气愤32.make an effort (to do sth) 努力做…33.avoid heavy traffic 避免交通拥挤34.keep sb waiting让某人一直等候 35.without calling first 没有事先打电话36.go abroad 出国 at home 在国内 37. be important to 对…是重要的38. bring your passport 带护照39.clean … off 把…擦掉40 clean the chalk off the blackboard 把黑板上的粉笔字擦掉41.the northern coast of Norway 挪威的北海岸42. during the winter season 在冬季 43. knock at/ on 敲（门，窗…）44. take off 脱下，起飞 45. be worth doing sth. 值得做…46. table manners 餐桌礼仪 47. mind your manners 注意你的礼仪48. stick …into… 把... 插进… 49.hit an empty bowl 敲空碗50. point at指着, point to指向（侧重方向） 51. at the table 在餐桌旁52 at table 在吃饭 53.basic table manners 基本的餐桌礼仪54. my biggest challenge 我最大的挑战55. on my student exchange program 在我的交换生生56.there is no reason to do sth.没原因做57. go out of one’s way (to do sth.)特地做某事…, 格外努力做…58.make sb feel at home 使某人感到宾至如归59. a teenage granddaughter 一个十几岁的（外）孙女60. talk to sb in French用法语和…交谈 61.be comfortable doing 舒服/轻松做某事62.behave well/ badly/ politely举止好 63. behave oneself 举止规矩64. as you can imagine 正如你想象的那样 65. be different from 与…不同66.be / get used to sth 习惯于某事 be / get used to doing sth.习惯于做某事67. gradually get used to sth逐渐习惯某事 68. cut it up 把它切开69. eat it with a fork 用叉子吃它70.put your elbows on the table 把肘部放在桌子上71. have a safe trip 一路平安，旅途愉快 72. show up 出席，露面，到场，二．用法集萃1. （1）suppose：猜想;假设 suppose that表示“猜测;假设”，that 可省例：I suppose he is a student.（2）be supposed to do sth被期望做某事，应该做某事。

You’re supposed to shake hands.Good afternoon, judges. I’m contestant number …I’m much honored and meanwhile a little nervous to do this presentation.The material I got is for a listening and speaking lesson. With a title of “ You’re supposed to shake hands.”, it centers on the topic “customs” which caters to students’ curiosity and interests. So I believe it’ll appeal to them instantly, which pave the way for the further learning steps.First, please allow me to talk about my teaching objectives.The knowledge objectives take the lead. By the end of this lesson, students should learn the new words and phrases, they are: custom, bow, be supposed to do…to name just a few. Meanwhile, they should understand the target languages as listed in the grammar focus thoroughly. And most importantly, students are able to master the usage of “be supposed to do”.Next are the ability objectives. Primitively, students can use “be supposed to do”in communication correctly. Besides, their listening ability as well as speaking and reading abilities should get trained and improved through the lesson.Last come the moral objectives. First and foremost, students should be able to realize the cultural differences in customs and learn to cultivate an awareness of cross-culture communication. Moreover, through various activities in the class, they should learn to cooperate by sharing and helping each other, to compete assertively without being aggressive, to be responsible both for themselves and for their teams.So, with a clear purpose of achieving all these goals, I’ll set the following as the teaching important and difficult points.The key points include the new words, the useful phrases and the structure “be supposed to do”. Besides, much importance should also be paid to the training of students’listening and speaking abilities.Among the points I mentioned, i think the study of the structure “be supposed to do” and the listening and speaking drilling are the most difficult teaching points.So in order to highlight the key points and break through the difficult ones, I’ll draw on the following teaching approaches: TPR, task-based teaching approach, audio-lingual method.Besides, a computer, a projector and a tape recorder will also be used to aid the teaching.That’s so much for the first part of my presentation. Now, it’s time we moved onto the main part—the teaching procedures.First, I’ll warm up the class by an act and guess game. 3 pairs of students take turns to act out the action of “bow, shake hands and kiss”, and let others guess what they are doing. Then I can list the answers on the blackboard.Then students are encouraged to call out as many actions that we do when we first meet others and add them to the list. We’ll conclude these actions by introducing the new word “customs”. In this step, brainstorming activates what students have learnt before and meanwhile naturally brings out the topic.Next, I’ll involve students in discussing the following questions: 1. Do we kiss each other when we first meet? 2. If not, where do people kiss each other when they meet?Through these 2 questions, we can lead out another word list, the different countries. I’ll list it next to the customs, and highlight the new ones with different color chalk.Then, I’ll ask a student to do the matching between the two lists on the blackboard, while others finishing the matching in 1a.Then we can further our discussion by presenting the question: we can’t kiss each other when we meet, so what should we do?Students can give me answers like: we should shake hands. We should simile at each other…. Then with the help of these answers, I’ll present the key structure:What are you supposed to do when you meet someone?We are supposed to shake hands. (While presenting, I’ll write them down on the board.) Then I’ll ask students to imitate the example, and work in pairs to produce new sentences regardless of grammar. Again, I’ll do the asking and answering with different students and list their sentences on the board.After several examples are showed on the board, students are encouraged to discuss in groups of 4 to discover for themselves the language points behind by comparing the similarities and differences among them. Because the new syllabus advocates the use of discovery and cooperative learning, so letting they find out the grammar or language point through their own efforts can reflect this spirit to some extent and also make the language involved stick longer anddeeper in their minds. After their primitive findings, I’ll take these conclusions to a more theoretic level and make sure they understand it thoroughly by asking them to give me more sentences.On finishing the presentation of the new structure, we’ll set our focus on 1c as a review and consolidation of the new knowledge.Next we’ll move onto the listening in 1b. Listening is one of the most important language skills students should master. So I always value the opportunity of listening practice. We’ll do 1b in this way. First, listen to finish the task and get a general idea. Then for the second listening, students are going to check the answers by reading after the recording, and meanwhile try their best to imitate the pronunciations, intonations and also the way native speakers do in communication. By doing this, their listening ability as well as their speaking competence gets improved.In the next part, I’ll get students’ attention at the picture in 2a. They are going to predict what happened in the picture and share their opinions with the whole class. I’ll welcome all the things they predict, and affirm the efforts they made to participate, thus encourage more students to take part in class activities. After prediction, we can do the listening in 2a and 2b the same way as we do in 1b. But this time, we’re going to further the activity by asking students to act out the dialogue in 2c, using the information got in the listening.Having finished the first two pages, we’ll enter into the reading part. Before we read, I’ll present much relevant information about the two countries in the passage to prepare students for the new information. Then get them look at the table below and be clear about their reading task. By reading the exercise first, students are able to read with questions and purposes, which contributes to efficient reading and teaching.Then we start reading. First, students scan for specific information to finish the table as soon as possible. Then, we’ll check the answers by carrying out the activity called”I’m a recorder”. In this activity, students take turns to read the passage sentence by sentence. Others can stop him/her where they find confusing or important by saying”sorry, I can’t understand here.”This allows students to focus on the details and meanwhile study at their own pace.Then after finishing reading, comes the pairwork in 3b. Practice is always a necessity. Here it helps students to learn better about the passage they read.By far, we’ve almost finished all the tasks on the material. Then I need to examine and evaluate how well they master this lesson through a competition called “a very long dialogue”.How to do that? Students need to make up a dialogue by using the things they learnt in this lesson. The principle is to make the dialogue as long as possible. In order to win the competition, students are going to draw the things leant today as well as learnt previously, to activate their imagination and initiative.Till now, we are pretty close to the end of the lesson. So we’re going to conclude it by going through the things on the blackboard and read the grammar focus together. Students can feel free to ask questions if they have any.The homework consists of the following tasks:1.Do the pairwork in part 4 on page 96.2.Listen to the dialogue in 1b and 2b for at least once.Finally, we’ll sing our class goodbye song to end the class in a relaxing way.This is also the end of my presentation.Thanks a lot for your time.。

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。

Unit 10 You’re supposed to shake hands.Section A 1a—2d一、学习目标：1.掌握本节课新单词的词意、拼写及正确发音，学习与风俗习惯相关的词汇。

2.学习和掌握be supposed to和be expected to的基本用法,掌握其基本句型。

What are you supposed to do when you meet someone for the first time?You’re supposed to shake hands.3.了解不同国家的“见面礼仪”和“生活习俗”。

二、学习重难点：1. 用be supposed to do sth./be expeted to do sth.结构来谈论习俗和应该怎么做。

2. 联系实际,进行听说训练。

通过小组训练,角色扮演等活动理解和运用目标语言。

3.对不同国家的见面礼仪，生活习俗的认识和理解，培养学生的跨文化意识。

三、教学过程设计：【自学互助】一、翻译。

1. 习俗____2. 握手____3. 鞠躬___4. 亲吻____5. 初次见面________6.be expected to ___7.巴西______ 8. 美国_____ 9. 日本______ 10.西方国家______ 11.韩国_____ 12.墨西哥____ 13．晚到______ 14. 问候某人_____ 15.被邀请____ 16.伸出________ 17. 以错误的方式问候某人______ 18犯错误______ 19. 一...就________二，根据首字母提示填空。

1.Different countries have different cultures and c_______.2.You are supposed to b____ when you meet Japanese.3.As a student, we should g_____ teachers first.4.In most western countries, people often k____ his friends. 【展示互导】Step1 Lead in1.T:In China,what are we supposed to do when we meet someone for the first time?Ss:We are supposed to shake hands.T:There are so many countries in the world.What do people do when they meet for the first time in other countries?(show: shake hands , bow ,kiss, hug ）2．Talk about the customs and what you are supposed to do.T:Different countries have different customs.What are people in…supposed to do when they meet for the first time?S1:They are supposed to…S2:They are expected to……Step 2 Practice (1a)(1)Ask different students to act out the action described by each word or phrase in 1a.(2)Get the students to explain what people do when they meet for the first time in these countries in 1a.And have the students match the countries with the customs.(3)Have the students look at the sample answer and tell them to guess if they are correct.Step 3 Listening (1b)(1)Listen and find the general idea.The general idea of the conversation is about .A.shaking handsB.greeting in different countriesC.table manners(2)Listen to the conversation more carefully and find the specific ideas.Get the students to listen and check their answers in 1a.And check their work with several students.(3)Have the students listen to the tape again and fill in the following chart.Step 4 1cNameCountry Custom RodrigoMexico Shake CeliaBrazil Sometimes YoshiBow KimKorea Mikecountry Shake hands(1)Get the students to listen to the tape in 1b and repeat to get their pronunciations right.(2)Get the students to make conversations about what people in different countries do when they meet for the first time.Talk about the countries in 1a or other countries.e.g.A:What are people in…supposed to do when they meet for the first time?B:They are supposed to…How about in …?A:…,they are expected to…(3)Ask some pairs to present their conversations to the whole class. Step 5 Listening (2a-2b)(1)T:We know different countries have different customs.If you go to other countries,can you behave politely?Ss:Maybe not.T:Maria is an exchange st night she had dinner at an American friend’s house.Get the students to listen and check the mistakes Maria made in2a.And then check their work with several students.(2)Listen for the specific ideas of 2a.Have the students listen to the tape again and fill in the blanks in 2b individually.And then check their work with some students.Step 6 2c(1)Have the students listen and repeat after the tape of 2a.(2)Ask the students to role-play a conversation between Maria and e the information in 2a and 2b.e.g.Dan:How was the dinner at Paul’s house last night?Maria:Well,it was OK,but I made some mistakes.I was supposed to…but…(3)Ask some pairs to present their work to the class.Step 7 Role-play the conversation (2d)(1)Read for the main idea of 2d.The main idea of 2d is .A.making new friendsB.shaking handsC.customs and what you are supposed to do(2)Read for the specific ideas of 2d.Read the conversation again and fill in the following chart.Name Country What to do when he/she meets others for the first time?JohnSatoKatieMarie(3)Read after the tape.(4)Read the conversation aloud in pairs.(5)Role-play the conversation in pairs.Then go to the front of the classroom and perform it to the whole class.【质疑互究】1.for the first time当我第一次看到他时,他正在看书.________________ 拓展: 1) 第二次_____________2.shake 的用法握手_____________"和某人握手" 可表示shake hands with sb / shake one's hands shake sb by the hands他和我握手了. _________________3.bow的用法向某人鞠躬/低头可表示为:bow to sb. 不要向失败(failure)低头。