【核心素养目标】Unit 10 You’re supposed to shake hands. Section A (GF-4c) 表格式教案

课题 Unit 10 You’re supposed to shake hands. Section A (GF-4c) 班级 备课教师
课型 语法课 课时 3
核心素养与思政渗透 在本课时中，观察、归纳、探究等活动的设计，能够帮助学生掌握运用be supposed/expected to do sth.结构和It is adj. to do sth.结构表示应该或被期望做的事情，激发其对英语语言规则的主动探究。通过不同活动，将本单元的主要语法知识在不同的情境中呈现出来，给学生提供感知、体验和运用新的语言结构的机会，并能使其在谈论东西方不同国家在不同情景下的文明习俗和要注意的事情的过程中开阔视野，激发其跨文化交际意识，提高文明素养和跨文化交际的能力。
课标分析 新课标要求九年级学生能积累日常生活中常用的习惯用语和交流信息的基本表达方式；能归纳学过的语法规则；能辨识和分析常见句式的结构特征；能用所学语言描述文化现象与文化差异，表达自己的价值取向，认同中华文化；树立国际视野，具有比较、判断文化异同的基本能力；能认识到有效开展跨文化沟通与交流的重要性；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在各种不同的语境中，通过观察归纳、同伴合作等方式，正确理解和使用be supposed/expected to do sth.结构和It is adj. to do sth.结构，谈论东西方不同国家在不同情景下的文明习俗和要注意的事情；
文化意识 通过谈论东西方不同国家在不同情景下的文明习俗和要注意的事情，能够开阔视野，增强跨文化交际意识，提高文明素养和跨文化交际的能力；
思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究be supposed/expected to do sth.结构和It is adj. to do sth.结构的用法，提高思维的逻辑性、批判性和创新性，加强语言表达的准确性；
学习能力 能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教材内容分析 本课是一节语法课，梳理、归纳了本单元的重要句式结构，通过一系列的活动，进一步学习语言结构，巩固本单元的主要语言知识，包括：能选择并运用be supposed to和be expected to等句式，能学会使用It is important /impolite to do sth.等句式表达建议。Grammar Focus部分以表格的形式罗列并归纳了询问礼仪习俗的典型句型及建议。活动4a通过三个短语的对比练习，让学生学会不同的表达方式；活动4b要求学生把握短文意义，用所给动词的适当形式填空；活动4c设计了一个小组合作活动，要求学生针对不同场景，为新来的交换生提些建议，能让学生在真实语境中巩固所学语言。
重点 了解各国礼仪方面的差异；学习用be supposed to和be expected to句式询问习俗和表达建议；
难点 正确运用be supposed to和be expected to句式对他人提出合理、可行的建议；
学情分析 本课时涉及多种情境下的对礼仪习俗的表述，学生学习兴趣浓厚。通过前两个课时的学习，学生已感知并多次尝试使用be supposed/expected to do sth.结构和It is adj. to do sth.结构，具有一定的学习基础。教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到语法学习的探究和应用活动中来，创造更多的机会运用所学句式结构，通过小组合作学习降低学习难度，让他们体验成功的喜悦。
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设 计 教 学 过 程 设 计 意 图
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Step 1. Lead-in. Enjoy the video and learn about the different situations of the phrase. Ss: be supposed to do sth. Step 2. Presentation Ⅰ. Read the sentences in Grammar Focus and circle the phrase “be supposed to”. Observe the examples and try to sum up the usages in pairs. Step 3. Presentation Ⅱ. Read the sentences in Grammar Focus and circle the structure “It is adj. to do”. Observe the examples and try to sum up the usages in pairs. Step 4. Practice. Work on 4a. Read the sentences and try to understand all the words. Then complete the sentences with the phrases in the box on their own. Check the answers by reading aloud. Sa: When you go abroad, it is important to bring your passport. Work on 4b. Read the short passage to get the main idea. Then fill in the blanks with the correct forms of the words in brackets by themselves. After two minutes, exchange and correct their partners’ work. Ss are encouraged to talk about their reasons. Work on 4c. Work with their group members to give advice on different aspects, like time, meeting people, table manners, etc. Step 5. Conclusion &exercises. T: Do you know what is the most common phrase used by foreigners Play a video about it. Let Ss read the first three lines of Grammar Focus and guide them to sum up the usages of the phrase with partners. Invite some Ss to share their conclusions. Correct and supplement if necessary. Provide some sentences of different situations for Ss to fill in the blanks. Let Ss read the last two lines of Grammar Focus and guide them to sum up the usages of the structure. Invite some Ss to share their conclusions. Correct and supplement if necessary. Provide some sentences of different situations for Ss to fill in the blanks. Go over the instruction. Make sure Ss can understand what they should do. Ask several Ss to write their answers on the blackboard. While Ss are writing, move around to offer help. Then check the sentences with Ss. Guide Ss to read and understand the short passage. Ask them to complete the passage then. After peer-check, invite some Ss to read the passage and analyze the reasons. Explain the language points, such as “worth”. Divide Ss into eight groups and let each group make a list of advice for someone coming to China as an exchange student for the first time. Guide Ss to review what have been learned this lesson and do some exercises. 通过不同的英文电影片段欣赏，引导学生在语境中感知be supposed to结构的功能意义，导入本课语法内容，开阔眼界，激发学习兴趣。 引导学生与同伴合作，观察、分析并归纳be supposed to do结构的用法，再通过练习巩固强化，引导学生进行尝试与运用。 引导学生与同伴合作，观察、分析并归纳It is adj. to do结构的用法，再通过练习巩固强化，引导学生进行尝试与运用。 4a通过be supposed to, be expected to和be important to三个短语的对比练习，让学生学会不同的表达方式。 4b要求学生把握短文意义，用所给动词的适当形式填空，引导学生在语境中体会be supposed to, be expected to和be adj. to等短语的语用功能，树立使用意识。 4c要求学生以分组合作的方式，针对不同场景，为新来中国的外国交换生提些建议，帮助其在生活的各方面尽快融入我国的风俗礼仪，让学生在真实的语境中巩固所学语言，发扬合作精神，增强跨文化意识和文化自信。
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Ⅰ. 选择题 (　)1.—The best ______ to come to Yinchuan is spring. —I think so. The green water and green mountains are unforgettable. A. environment B. journey C. temperature D. season (　)2.Amazing China (《厉害了，我的国》) wins high praise from the public. I think the documentary is well worth _______. A. watch B. to watch C. watching D. watched (　)3.— Could I go swimming with my friend, dad — No, it’s very dangerous for you kids _______ swimming without adults. A. go B. going C. to go D. went (　)4. People are supposed ______ hands when they meet for the first time in America. A. shaking B. to shake C. shake (　)5.Jane _______ to call me last night, but she didn’t. A.supposed B. supposes C. was supposed D. is supposed Ⅱ. 用适当的关系词填空。 passport, manner, blackboard, north, season 6.Don't forget to take your with you when you go abroad. 7.Don't draw anything on the before class. 8.Her parents always put a lot of stress on good table . 9.Li Lei made friends with some people from the part of the US. 10.Of all the , Monica loves winter best. Ⅲ. 按要求完成下列各题。 11.They expected me to speak at the meeting.(改为被动语态) I 　 to speak at the meeting. 12.We shouldn't talk loudly in the reading room.(改为同义句) We talk loudly in the reading room. 13.Eating healthily is very important.(改为同义句) is very important 　 healthily. 14.You were wise to leave at that time.(改为同义句) was wise 　 to leave at that time.
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板 书 设 计
Unit 10 You’re supposed to shake hands. Section A (GF-4c)
作 业 设 计
Level A Write a e-mail to your pen pal who is coming to study in China as an exchange student. Give advice to him or her about how to behave appropriately(得体地) in different aspects, like meeting people, table manners, time, etc.
Level B Do more exercises of the structure of “be supposed/expected to do” and “It is adj. for/of sb. to do sth.”
教 学 反 思
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