You're supposed to shake hands. 说课稿

九年级英语Unit12You’resupposedtoshak九年级英语Unit 12 You’re supposed to shake hands说课稿作为一名优秀的教育工作者，时常需要编写说课稿，借助说课稿可以提高教学质量，取得良好的教学效果。

那么优秀的说课稿是什么样的呢？以下是店铺帮大家整理的九年级英语Unit 12 You’re supposed to shake hands说课稿，希望对大家有所帮助。

在不同的文化背景下，甚至在不同的环境中，人们的风俗习惯、社会礼仪都会存在差异，有些甚至完全相反。

中国自古就是礼仪之邦，西方的礼仪和我国有许多的相似之处。

在当前国际交往频繁的形式下，不论是在国内接待外宾或出国访问旅游，不论是将要留学国外或常驻国外工作都有必要学习一下西方的礼仪。

特别是当代的中学生更应该了解礼仪方面的常识。

以下是我本节课的说课材料：一、教材分析（一）教材的地位及作用本课是人教版Go for it九年级Unit12 Section A，本单元主要通过“你应该握手”这一话题引出一些国家的风俗习惯，掌握一些礼仪差异时间观念和饮食文化等相关的词和词组，加强对外国风俗的了解，扩大知识面。

（二）学情分析学生已经了解了部分国家的风俗礼节，本节课将进一步学习西方的礼仪，提高学生对文明生活的认识，加深学生对中外文化的了解，拓展学生的文化视野。

（三）教学目标1、语言目标：学习一些见面礼和对时间的看法。

通过听力训练和口语训练加深学生对目标语言的认识。

掌握be supposed to句型。

2、能力目标：培养学生自主学习能力，获得初步运用英语的能力。

3、情感目标：通过本节课的学习使学生了解西方国家的日常交往中的礼仪。

知道哪些是应该做，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。

（四）重点与难点重点：掌握“be supposed to do”这一词组，掌握中西方交往的礼仪，让学生在人际交往中尊重他人，礼貌待人。

unit12《youaresupposedtoshakehands》第1课时说课稿（人教新目标初三）今天我讲课的内容是：九年级第12单元第1课时下面，从教材分析、教法设计、学法讲明、教学程序及三点讲明等五个方面逐一阐述我的设计。

〔我第一要讲的是教材分析〕一、教材分析1、教材的地位及作用«新目标»(Go For It)是人教社出版的课程标准系列教材之一的英语教材，它采纳任务型语言教学模式，融汇话题，交际功能和语言结构，形成了一套循序渐近的生活化的学习程序。

依照«英语课程标准»教材有增加了复习单元，文化背景知识和学习策略等部分，并增加了任务型学习和语篇输入。

每个单元都列出明确的语言目标，要紧的功能项目与语法结构，需要把握的差不多词汇，幷分为AB两部分。

A部分是差不多的语言内容，B部分是知识的扩展和综合的语言运用。

我讲课的内容是A部分差不多的语言内容和文化知识。

要紧是通过对一些国家的风俗适应，礼仪差异，时刻观念和饮食文化的学习，进一步提高学生对文明生活的认识，加深学生对中外文化的了解，拓展学生的文化视野。

2、教学目标依照上述的教材分析，结合课程标准的要求，考虑到九年级学生已有的认知结构与心理特点。

我制定了如下教学目标：〔1〕Knowledge aims:〔语言目标〕1).Key VocabularyBow, kiss, be supposed to, shake hands, customs2). Target LanguageWhat are people in Korea supposed to do when they meet for the first time?〔2〕 Ability aims:〔能力目标〕1). Train students’ listening ability2).Train students ’communicative competence.〔3〕. Emotional aims:〔情感态度〕Let the Ss think about different customs.以谈论〝习俗〞为话题，了解各地不同的文化知识，从而让学生明白哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为适应，培养学生的学生爱好。

Unit 12 You’re supposed to shake hanUnit 12 You’re supposed to shake hand Section说课稿范文作为一位杰出的老师，时常需要编写说课稿，说课稿有助于顺利而有效地开展教学活动。

那么问题来了，说课稿应该怎么写？以下是小编精心整理的Unit 12 You’re supposed to shake hand Section 说课稿范文，欢迎阅读，希望大家能够喜欢。

一、说教材本课为初中英语新课标人教版九年级第一课时。

本课时由1a---2c 部分组成，它让学生通过对一些国家风俗习惯和礼仪差异的学习，提高学生对文明生活的认识。

同时，要求学生能运用目标语言be supposed to进行交际。

根据本课时的特点，确定教学目标如下：教学目标：学习一些见面礼仪，生活习惯，提高学生对文明生活的认识。

语言目标：能运用目标语言be supposed to进行对话。

认知目标：掌握关键词 shake hands, bow, kiss目标语言What are people in Korea supposed to do when they meet for the first time ?They’re supposed to bow.情感目标：谈论“礼仪”。

尊重不同文化背景的人。

让学生知道哪些应该做，哪些不应该，养成良好的行为习惯。

重点：bow, kiss, shake hands, be supposed to难点：熟练运用目标语言进行对话。

教学方式：任务型教学法。

教学用具：录音机，多媒体等。

二、说学情所教的班级为普通班，口头和笔头的表达都有一定的难度。

因此，教学以课文内容为主。

三、说教法为了更好地突出本课的重点难点，切实完成教学任务。

根据本班情况，本课时主要采取听说法和交际法，多媒体辅助教学。

四、教学设计（一）Right or wrong以旧带新为学习新知识打下基础。

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。

Unit 10 You’re supposed to shake hands.本单元以“Customs”为话题，学习不同场合的礼仪，了解不同国家的风俗习惯，提升学生的跨文化意识。

Section A部分围绕“文化礼仪”话题展开，谈论不同国家在不同情境下的风俗习惯。

听力要求学生能够听懂有关对不同国家的风俗礼仪的简单介绍；阅读语篇材料主要介绍了Colombia和Switzerland两个国家对时间的不同观点。

灵活运用“be supposed to”和“be expected to”询问习俗和表达建议。

Section B部分主要介绍了不同国家的餐桌礼仪，阅读语篇通过Lin Yue的故事介绍了法国的餐桌礼仪。

通过本部分的学习，开阔学生视野，培养了跨文化交际的意识。

Self Check部分主要总结、归纳重点词汇和句型，巩固运用“be supposed/expected to”，“It is…to…”等句式结构。

活动1进一步巩固所学的重点词汇和句式，；活动2；拓展学习其他相关的习俗；...I. 知识目标重点单词1.bow.鞠躬2.kiss亲吻，接吻； .重点短语1.应当be supposed to/be expected to2.第一次for the first time3.握手shake hands4.用错误的方式问候某人greet sb the wrong way5.犯错误make some mistakes6.欢迎晚会the welcome party7.一些…就…as soon as…8.伸出手hold out my hand.重点句式1.-In your country, what are you supposed to do when you meet someone for the first time?---You’re supposed to shake hands.---在你的国家，当人们第初次见面应当怎么做？---你应当握手。

2023年最新的《Unit7Youaresupposedtoshakehands》教案3篇《Unit7Youaresupposedtoshakehands》教案3篇《Unit7Youaresupposedtoshakehands》教案(1)《Unit7Youaresupposedtoshakehands》教案(2)7A Unit 2 My Day教案7A Unit 2 Period 5 Grammar 1 Teaching aim Personal pronouns are used to avoid repetition. Help the students to get to know, understand and use it. Personal pronouns are used to avoid repetition. Help the students to get to know, understand and use it. Type of the lesson New Teaching methods 璁ょ煡娉鎯呮櫙娉浜ら檯娉Teaching aids A computer Teaching emphasis Singular and plural forms of pronouns and how to use them in different situations. Teaching process Step1 Introduce my self using I. Then ask the students some questions such as : What鈥檚 Mr Hu鈥檚 job How old am I etc. Show some photos of Beckham, Herben and the twins. Ask the students to think and fill in the blanks.(6ms) Step2 Ask the students to talk about the teacher using prons. (4ms) Step3 Show another 2 pictures and ask them to talk about them. (4ms) Step4 Talk about different persons of prons. Ask them to work out singular and plural forms. (6ms) Step5 Change the singular into plural or plural into singular. (3ms) Step6 Do more exercises and discuss. Help solve the problems. Encourage them to hands up.(12ms) Step7 Have a concluding and act itout. (8ms) Review what we learnt today. Practise by introducing one friend to others in class. The teacher may offer some questions, such as: What is his/her name How old is he/she How many people are there in the family Who are they What鈥檚 his/her hobby etc. They can also ask and answer. Encourage them to act it out in front of the class. Step8 Homework. (2ms) Describe his/her best friend.(50 words) The article must include the followings: What is his/her name How old is he/she How many people are there in the family Who are they What鈥檚his/her hobby Tell the students how to write such an article. We may begin like this: I have a friend鈥Jone is my best friend鈥We can end like this: I like him very much. We are best friends. This is my friend. etc. If time is free, do it in class. Design of writing Unit 2 Grammar1 Pronouns or prons. I you we Beckham he the girl she the boys they 鏁欏鍚庤鑻辫涓嶅悓浜庡叾浠栧熀纭€瀛︾ ,瀹冩槸涓€闂ㄥ疄璺佃 ,鍏惰瑷€鎶€鑳芥槸闇€瑕侀€氳繃瀛︾敓涓汉鐨勫疄璺垫墠鑳藉煿鍏诲拰鎻愰珮.鍦ㄦ暀鏈妭璇硶璇句腑,鍏朵富瑕佸唴瀹规槸浼氬簲鐢ㄤ汉绉颁唬璇嶇殑涓绘牸銆傚畠鐨勬暀瀛﹀悗鏋滃簲浠ュ鐢熺殑瀛︿範鏁堟灉涓轰緷鎹鑰屽涔犳晥鏋滃湪寰堝ぇ绋嬪害鍙栧喅浜庡鐢熺殑涓昏鑳藉姩鎬у拰鍙備笌鎬鍗冲鐢熸槸鍚︾煡閬撳湪闄岀敓浜洪潰鍓嶇敤"I am ..." "He is ..."鏉ヤ粙缁嶈嚜宸辨垨鍒汉,浼氳 ,鏁㈣ ,鑳借鏄繖鑺傝鐨勬暀瀛︾洰鏍囷紟鍥犳 ,璇惧爞鏁欏蹇呴』浠ュ鐢熶负涓績,鏁欏蹇呴』鍏呭垎璋冨姩瀛︾敓鐨勭Н鏋佹€鏈夋晥鐨勭粍缁囦互瀛︾敓涓轰腑蹇冪殑鐢熷姩,娲绘臣鐨勮鍫鍙婃椂鍙戠幇浠栦滑鐨勫洶闅涓轰粬浠帓闄ゅ洶闅鎴愪负浠栦滑瀛︿範鐨勫紩璺汉.鎹㈠彞璇濊 ,鏁欏笀鏄鍫傛暀瀛︾殑缁勭粐鑰绠＄悊鑰榧撳姳鑰鍚堜綔鑰呭拰瑙ｉ毦鑰咃紟浣嗘槸鐢变簬鏄娉曡锛屽湪瀛︾敓娲诲姩鏈夋晥缁勭粐涓婁粛鐒堕渶瑕佽繎涓€姝ュ湴鏀硅繘銆7A Unit 2 Period 6 Grammar2Teaching aim Different kinds of鈥渢o do鈥漵 used after personalpronouns. Learn to use 鈥渢o do鈥漣n the positive and negative sentences Help the students to use personal pronouns to describe what we do in a day. Type of the lesson New Teaching methods 璁ょ煡娉浜ら檯娉鎿嶇粌娉Teaching aids A computer Teaching emphasis Different pronouns are followed by different verb 鈥渢o do鈥 Do more exercises. Refer to the text we learnt before. How to use what we learn to describe what we do in a day. Teaching process Step1 Class begins. Show the aims of the lesson. Ask the students some questions like: Who are you How is your father How old is your mother etc. to review the personal prons we learnt before. Write them down on the blackboard. Step2 Ask questions like: Do you have any good friends What are they like Are they 14 years old Do they have much homework Do you often play together They show the third slide. Ask them tofill in the blanks. Step3 Talk about the hobbies of the students. Ask: Do you like swimming Does Lucy like swimming Do they like watching etc. Then open the fourth slide. Fill in the blanks. Do more practice about the third person. Pay attention to the usage of 鈥渄oes鈥 Open the fifth and sixth slide. Ask the students to talk about their own and their friends鈥hobbies. Let them have a concluding of the usage of 鈥渄oes鈥 Write them down on the blackboard. Step4 Open the seventh slide. Ask the students to talk about the singing club. After filling the blanks, ask the students to read by themselves and answer the questions about Miss Zhang. Step5 Open the eighth slide. First fill in the blanks. Then ask :Does she go to school by bike Does she have time to chat with her classmates etc. Then do the same as the ninth slide. Group the students into six or eight to talk about one of them. Then ask them to make a dialogue. Have a competition to see who is the best. Step6 Ask the students: Do youhave any friends Do you often write letters Do you talk about your family etc. Then, open the tenth and the eleventh slide t fill in the blanks. Answer the questions after going over the letter again. Step7 Ask the students what we have learnt this class. Then do some exercises. Help any time. Encourage them to ask questions. Step8 Homework. Help them solve the problems. Design of writing Unit 2 Grammar2 I we you she he it they Do I (you, we, they) like鈥Yes, I (you, we, they) do. Does he (she ,it, Lucy) like鈥Yes, he (she ,it, Lucy) does. 鏁欏鍚庤 1锛鏈妭鏄娉曠殑绗簩璇炬椂锛屽唴瀹规槸鍏充簬Do鍜Does鏋勬垚鐨勪竴鑸枒闂彞鐨勭敤娉曪紝骞朵笖鑳界敤鎵€瀛︾殑涓滆タ杩涜涓€浜涗氦娴併€傚繀椤昏繘琛屽ぇ閲忕殑璁粌銆2锛庡鐢熸椿鍔ㄥ鏄撳紑灞曪紝浣嗘槸璇濋鍙湁涓€涓紝浼氫娇瀛︾敓瑙夊緱寰堟灟鐕ャ€傚洜姝よ姹傛暀甯堣兘缁勭粐濂芥暀瀛︼紝閲囧彇澶氭牱鍖栫殑鎵嬫璋冨姩瀛︾敓鐨勭Н鏋佹€с€《Unit7Youaresupposedtoshakehands》教案(3)Unit Seven Music一、教学目标1、语言知识：词汇：（理解、运用以下词汇）accelerate, fatigue, induce, lull, competent, attributable, commit, ensure, at the wheel, slow down, in honor of, 等。

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.。

Unit 12 You’re supposed to shake hands. 说课稿一．本节课使用信息技术的必要性：信息技术与英语教学的整合，是实现英语现代教育思想的重要手段。

信息技术具有以下特点：（1）多重感官刺激；（2）传输信息量大，速度快；（3）信息传输质量高；（4）使用方便，易于操作；（5）师生交互性强。

因此，信息技术在英语课堂教学上的应用是英语教学的需要和趋势，是提高英语课堂效率的有效途径。

二．说课内容我主要从以下几个方面进行说课：说教材分析、说教学目标、说教学方法、说教学设计。

（一）Analysis of teaching materials(教材分析)本单元话题是讨论不同国家不同民族礼仪和风俗文化的差异，如初次见面的礼仪、餐桌礼仪等，并围绕礼仪这一话题展开。

并且“风俗习惯，文化礼仪”知识是中考常考的知识点，因此本单元在教材中比较重要。

（二）Teaching Aims(教学目标)1.Knowledge aim(语言知识目标)：认知并掌握有关礼仪的词汇和句型，能熟练应用You’re supposed to …进行交际和表达。

2.Ability aim(语言技能目标)：从听、说、读、写四方面提高学生语言技能。

3.Moral aim(情感态度目标)：让学生感受世界不同国家的礼仪风俗，乐于接受并了解异国文化，在生活中做有礼有节的人。

（三）Teaching Methods(教学方法)1.Cooperative and communicative methods(合作与交流).2.Task–based Language Teaching Approach(任务型教学).3.Multi-media Teaching(多媒体教学).（四）Teaching procedure(教学过程设计)本节课由以下几个教学环节构成：引入、呈现、任务、作业四部分1.引入（Leading-in）出示北京奥运会火炬“祥云”的图片，然后播放北京奥运会火炬全球传递宣传片。