人教版九年级全册 Unit 10 You are suppoed to shake hands. Section A 3a-3c 教案

标 题 Unit 10 You’re supposed to shake hands. Section A (3a-3c)
课 型 阅读课
教材版本 人教社 新目标
授课年级 九年级
一、教学内容分析：本课在Section A第一课时的基础上，围绕各国习俗的问题，进一步谈论对时间的态度的不同习俗。本课学习的是“谈论哥伦比亚和瑞士两个国家的时间观念”这一话题，本节课以教师和学生谈论瑞士钟表之都导入话题，巩固学习be supposed to do 的句型和it作形式主语的句型，有逻辑地呈现给学生习俗话题的常规与禁忌。通过对课文的阅读理解，学生能够合理地运用语法句型和逻辑顺序进行介绍不同习俗。本课遵循任务型教学的话题导入— 语篇输入—信息处理—语言输出的四个教学环节，采用整体阅读教学的阅读前—阅读中—阅读后三大步骤，同时注意问题的梯度化和任务的分层。
二、教学目标：1. 语言知识目标词汇： Learn new words and phrases (relaxed, value, drop by, capital, after all, noon, get mad, make an effort,语法：熟练掌握本课的语法句型：① be supposed to … ② It’s important to be on time….2. 语言技能目标练习读的技能。能阅读理解有关不同习俗的语篇，能运用skimming 和scanning两种阅读策略，恰当地收集信息处理信息输出信息。练习说的技能。能借助图表复述课文，能角色表演课文，能结合自身实际运用知识表达相同话题的信息。 3. 学习策略目标运用比较法两大阅读策略skimming 和scanning 4.情感态度：培养时间观念效率意识和尊重他人习惯的意识5. 文化意识目标了解不同文化背景下的不同习俗，做到入乡随俗。
三、教学重点和难点：教学重点：能阅读理解有关不同习俗的语篇，能运用skimming 和scanning两种阅读策略，恰当地收集信息处理信息输出信息。教学难点：能借助图表复述课文，能角色表演课文，能结合自身实际运用知识表达相同话题的信息。
四、教学过程：
Step1 Revision and lead inTeacher ask: “Different countries have different customs. What are the differences about meeting people What are people supposed to do when they meet for the first time ” Get the students to answer the questions by using “ People in America are supposed to shake hands when they meet for the first time, people in Japan are supposed to bow when they meet for the first time, people in Brazil are supposed to kiss on the face when they meet for the first time…”What other customs do you want to know in other countries Let’s read a passage about customs.First let’s learn new words: relaxed, value, drop by, capital, after all , get mad, make an effort with pictures and Switzerland topic.Lead in the new lesson by asking “What about other customs in Switzerland What about customs in other countries 【设计意图】激活话题背景，学习词汇,导入新课。 Step2 ReadingPre-readingHere are two students, the girl is from Colombia, the boy is from Switzerland. They’ll introduce their customs. Are they the same or different What are the differences Let’s find!”【设计意图】了解主人公基本信息，为对文章理解打下基础。※While-reading1.Skimming. Read the passage quickly, then answer the two questions to get the main idea. “What are they talking about How many customs are mentioned in the passage What are they ” Different customs in different countries. Three. Being on time ,visiting a friend’s house, making plans with friends.【设计意图】运用略读策略，迅速阅读文章后回答两个问题，了解文章主干——主旨大意，并了解两段采用对比的写作方法，为文章框架理解创造前提。2. ScanningRead the passage again, complete the chart.Ideas and customs aboutColombiaSwitzerlandbeing on time visiting a friend’s house making plans with friends Find the title: Title: Different customs between Colombia and Switzerland 【设计意图】运用扫读策略，带着问题默读文章寻找答案填充表格，了解文章主要分支——三大习俗内容，搭起理解文章的框架，为文章细节理解埋下伏笔。3. Reading carefullyRead Para1 carefully, finish the following tasks to understand in details.Read Para1aloud, then have a competition about asking questionsPOST—readingRetell Paragraph1 with a mind map in groups.【设计意图】借用思维导图整体复述文章，做到语言输出，提升对文章逻辑框架与事实细节的理解，也为语言的口语交际运用做准备。Read Para 2, finish the following tasks to understand in details.【设计意图】逐段细读文章，完成判断填空简答等任务，通过对信息加工，了解文章细枝末叶和言外之意，即完成事实细节的表层理解又完成推理判断的深层理解，同时逐段复述文章为文章的整体复述做铺垫。Retell Para 2 with a mind map in groups.【设计意图】以介绍朋友单三形式输出语言，灵活运用语言。What are you supposed to do when you are in Colombia or Switzerland Understand others, respect(尊重）other customs. When in Rome, do as Romans do!入乡随俗【设计意图】通过阅读理解，进行语言整合和德育渗透，实现在阅读中培养学生的人文素养。Step3 PracticeTask 13c Group workRole-play a conversation. Student A is Teresa and Student B is Marc. Teresa is late and Marc is mad. Student C is yourself from China, you are their friends，you try to let them make up.A: Hi, Marc. Sorry I’m a little late. B: Teresa, you’re 10 minutes late!A: It’s just 10 minutes! It’s no big deal!B: Well, in Switzerland, you’re supposed to...C:…Task2Suppose you are a reporter from “World Culture” of CCTV, you’ll introduce some customs in different countries such as Colombia, Switzerland, US , UK etc, compare them with your countries, and finally say your opinions.Report like this:Good evening. I’m … from CCTV. I’ll introduce some customs in…【设计意图】学生在阅读理解后达到知识内化和思想提升，采用任务型教学学以致用灵活表达进行真实交际运用，实现语言知识、语言能力、情感态度价值观、学习策略、文化意识五维目标。Step4 SummarySummary: Fill in the blanks, complete the passage.
Blackboard Arrangement T1 T2 T3 capital after all valuebe relaxed about…make an effort to doget mad at sb. drop by at noon