Unit 10 You're supposed to shake hands 单元教学设计 人教新目标(Go for it)版 九年级全册

中小学教育资源及组卷应用平台
“Unit 10 You’re supposed to shake hands.”
单元教学设计
【学习内容】
内容组合：人教版新目标英语GO FOR IT 9 Unit 10。
统领主题：文明礼仪和风俗习惯
统领要素：围绕“talk about customs and what you are supposed to do”为主题的听、说、读、看、写能力的培养。
【学习目标】
1.学会利用句型be supposed/expected to do来谈论各国的习俗和在当地被期望做的事。
1.1能通过图 及听、说、读的活动正确使 custom, bow, kiss, greet...
1.2 能通过情景式学习掌握相关句型 be supposed to do sth, 并运用。　　
1.3能通过语境识别和理解be supposed to do和be expected to do的异同，并能简单运 该句型。
1.4学生能通过学习了解各国不同的文化习俗，学会在不同场合得体表现。
1.5 能举一反三，用重点句型询问其他方面，并给出相应的回答。
1.6掌握本单元的重点词汇和句型，并能运用到真实语境中。
2.运用调查数据形成调查报告。
2.1通过学习和对话练习，了解各国不同的礼仪习惯，并发表自己的观点，并制作成表格展示。
2.2学生通过网络、报刊、杂志等多种渠道收集消息，供课上小组活动使用。
3.在学习欧美国家的餐桌礼仪习惯这一过程中感受语言，激发学生的学习兴趣。
3.1梳理文本内容与结构，找出中心思想。
3.2通过阅读能按要求获取相关的信息，锻炼学生的信息获取和输出能力。
3.3根据文本内容和所给的示范对话，给予一定的情境，进行 pair work和 survey活动,实现语言的交际和交流。
4.在学习中感悟不同的情感。
4.1通过和同学交流、对话、评比，形成团队合作和主动竞争的意识。
4.2通过搜集中国传统习俗礼仪的知识，激发学生对祖国的热爱和好奇探索。
根据本单元主题，撰写一篇关于中国礼仪的作文。
5.1复习并巩固常见的句型；
5.2 根据实际情况给出自己的看法。
5.3从写作的语言、内容、结构、书写等角度修改所写对话。
【核心任务】
本单元内容主要围绕“文明礼仪和风俗习惯”这一话题展开，谈及东西方不同国家在不同情景下的文明习俗，如初次见面、时间观念、访友、餐桌礼仪等。在学生对西方国家的风俗习惯了解不多的情况下，这些话题能够引起学生的兴趣，开阔学生的文化视野，引导学生尊重文化差异，激发学生的跨文化交际愿望并准确得体地进行跨文化交际。本单元的核心句型和重难点be supposed/expected to do sth.和It is+adj. to do sth句型能够帮助学生更好地询问习俗和向他人提出合理可行的建议，提高文明素养和跨文化交际的能力。
【课时安排】
本单元学习共6课时。第一、二课时完成段落一“学习理解”之“感知注意”“获取梳理”。第三、四、五课时完成段落二“应用实践”之“内化运用”“听说结合”“文本解读”。第六课时完成段落三“迁移创新”之“应用输出”。
第 一 课 时
【内容段落】
段落一，“学习理解”之“感知注意”。
【侧重目标】
目标1.1, 目标1.2, 目标1.3。
【评价任务】
1.完成“小组合作”，评估目标1.3。
2.完成“深化研讨”，评估目标1.2。
3.完成“练习运用”，评估目标1.1，目标1.2，目标1.3。
【学习过程】
一、先行学习
课前用10分钟完成下列任务。
任务1.观察P73 1a中的图片和短语,初步了解不同国家不同的问好方式。
任务2.朗读第p73 1a中的对话，了解本单元的重点句型之一。
任务3.认真预习1a，1b，1c，找出下列句型。
在你的国家，跟别人第一次见面时该怎么做 你应该握手。
_______________________________________________________________
二、交互学习
段落一 “学习理解”之“感知注意”
〖小组合学〗
一、围绕先行学习中的三个任务，通过小组交流、展示评析，学生能：
1.记住和理解本课生词，并能初步使用重点句型。
--In your country, what are you supposed to do when you meet someone for the first time
--You’re supposed to shake hands.
2.对重点句型进行整合归纳。
二、Listening
1.仔细看1b中的题目，然后认真听录音，完成课本上1b的听力任务。
2.认真阅读2a中的句子，选择听到的内容。
3.认真阅读2b中的要求，再听一遍录音，完成句子。
4.用2a，2b中的信息仿照2c 的形式练习对话。
〖深化研讨〗
研讨问题：
通过独立思考、小组合学，展示评析，学生能归纳出：
〖练习运用〗
1．Use the sentences in 1a to make up dialogue.
2．Read and practice the conversation in 2d.
3.阅读2d的对话：翻译，找难点和重点短语（划出来），并回答问题：
（1）What happened to John in the welcome party last night
（2）In France, what are you supposed to do when you meet someone for the first time
〖学后反思〗
完成导学相对应练习，总结本节课学习的收获，反思存在的问题。
【教学反思】
第 二 课 时
【内容段落】
段落一，学习理解”之“获取梳理”。
【侧重目标】
目标1.1，目标1.2, 目标1.3，目标2，目标3.3。
【评价任务】
1.完成“小组合作”，评估目标1.2,目标2。
2.完成“深化研讨”，评估目标1.3，目标3.3。
3.完成“练习运用”，评估目标目标1.1，目标1.3，目标2。
【学习过程】
一、先行学习
用20分钟时间完成以下任务。
任务1：认读并书写本课单词（个人自读，记忆单词．小组互相检查读、写
情况．）
任务2：预习本课时的语法参考：运用句型进行对话练习。
任务3．Translate the following sentences into English.
(1)我伸出手来（想要握手），可令我吃惊的是，她居然亲吻了我的双颊。
(2)在我们那个地方，我们的时间观比较随意。
(3)我们特别珍惜平日生活里和家人、朋友在一起的时光。
任务4：朗读3a的短文，认识并熟读生词。
_________________________________________________________________
二、交互学习
段落一 “学习理解”之“获取梳理”
〖小组合学〗
Pre-reading
1.have a free talk: for a student, are you allowed to come late for school
Ss:...
T: So, we are supposed to be on time for everything, right But how about in other countries, like Colombia and Switzerland By the way, do you know what Colombia and Switzerland are famous for Are the people there supposed to be on time
While-reading
Fast reading
Ask Ss to read the following opinions of a Colombia and a Swiss student quickly and answer:
In which country, is it OK to be 15mins late for dinner
Careful reading
Ask them to read the passage again and complete the chart.
Ideas and customs about... Colombia Switzerland
Being on time It’s OK to be late. It’s important to be on time.
Visiting a friend’s house Drop in whenever they like. Always call first.
Making plans with friends Don’t usually make plans. Always make plans.
Post-reading
1.Work on 3c.
2.Retell the article.
〖练习运用〗
一．单项选择
1. In China, students ______ greet the teachers when classes begin.
A.are supposed to B.are suppose to C.supposed to D.suppose to
2. The plane will ________ from Beijing Capital Airport and land in London.
A. take on B. take off C. take out D. take away
The peaceful music in the CD made the students relaxed.
A. feel B. feels C. felt D. to feel
4. —Peter has changed a lot, hasn’t he
—Yes. He used to the guitar, but now he is more in playing soccer.
A. plays; interested B. play; interested
C. play; interesting D. playing; interest
5. All the people went home _____ Job, for he had to finish his work.
A. with B. besides C. except D.well done.
6. — Could we see each other at 9 o’clock tomorrow morning
— Sorry, let’s make it ______ time.
other’s B. the other C. another D. other
7. —Have you read today’s newspaper .—Not yet. Is there______
A.anything important B.important anything C.something important
8.—Oh, dear! Who’s broken my glasses —______ he ______ I. It was your cat.
A. Both; and B.Not only; but also C. Either; or D. Neither; nor
〖学后反思〗
1.梳理和绘制学习本单元A部分的“talk about customs and what you are supposed to do”话题思维导图。
2.完成导学作业，总结本节课的学习收获，反思学习中存在的问题。
【教学反思】
第 三 课 时
【内容段落】
段落二，“应用实践”之“内化运用”。
【侧重目标】
目标1.2，目标1.3，目标2.2，目标3.2，目标3.3。
【评价任务】
1.完成“小组合作”，评估目标1.2,目标1.3,目标 3.2。
2.完成“深度研学”，评估目标3.3。
3.完成“练习运用”，评估目标2.2。
【学习过程】
先行学习
课前用20分钟时间独立完成以下任务。
任务1：熟读并识记本单元的重点词汇。
任务2. 阅读Grammar Focus，并找出规律。
______________________________________
任务3：回忆各类时态中的被动语态的用法。
二、交互学习
段落二 “应用实践”之“内化运用”
〖小组合学〗
围绕先行学习中的三个任务，通过小组合学、展示评析，学生能：
1.Practice：look at the pictures, please make up conversations about them using the sentences in Grammar Focus.
2.read the sentences in Grammar Focus and repeat.
3.complete 4a alone.
4.ask Ss to work alone to finish 4b. Pay attention to sentence pattern.
5.Group work: 4c.
〖深化研讨〗
研讨问题：suppose的用法。
通过独立思考、小组合学，学生能归纳其语法特征：
（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。相当于 should
例：We are supposed to stop smoking.
〖练习运用〗
二、用所给单词的适当形式填空。
1．We expected ________ (have) fun in our school.
2．To his ________ (surprised), they succeed.
3．There are many trees on both ________ (side) of the street.
4．He didn't mind ________ (open) the door as it's hot.
5．I make many ________ (plan) for my study.
6．Listen! There is someone ________ (knock) on the door.
7. The book is worth ________ (read)
8．Thanks for ________ (give) me the message.
9．Before ________ (go) home, we did some shopping in the supermarket.
10．There are many different ________ (manner) in different areas.
〖学后反思〗
完成导学作业，总结本节课的学习收获，反思学习中存在的问题。
【教学反思】
第 四 课 时
【内容段落】
段落二，“应用实践”之“听说结合”。
【侧重目标】
目标1，目标2。
【评价任务】
1.完成“小组合作”，评估目标1.6, 目标2.2，。
2.完成“练习运用”，评估目标2.1，目标2.2。
【学习过程】
一、先行学习
课前用20分钟时间独立完成以下任务：
任务1：参照预习单上的图片，认知单词及短语。
任务2：复习关于be supposed/expected to do的用法。
二、交互学习
段落二 “应用实践”之“听说结合”
〖新课导入〗
Talk in groups.
T: First of all, a question for you: How much do you know about table manners in our country
Talk about table manners around the world in 1a and decide which is true and which is false.
〖小组合学〗
Before listening
Ask Ss to have a quick look at the pictures.
What can you see in all the three pictures
What are we about to listen to
While reading
Play the tape and let Ss finish 1b.
Play it again and let Ss finish 1c.
Check the answers.
After reading
Work on 1d.
Role play the conversations.
〖练习运用〗
二、用所给单词的适当形式填空。
11．You have to ________ (cut) it off.
12．I find it difficult ________ (remember) French.
13．I used ________ (pick) up him by bike.
14．The mountain is ________ (water) by plane.
15．The Chinese is ________ (translate) into Japanese.
16．I was made ________ (do) many things.
17．I ________ (spend) five days in Nanjing last month.
18.Could you tell me how to ________( behave) at the table
〖学后反思〗
完成导学作业，总结本节课的学习收获，反思学习中存在的问题。
【教学反思】
第 五 课 时
【内容段落】
段落二，“应用实践”之“文本解读”。
【侧重目标】
目标3.1，目标4。
【评价任务】
1.完成“小组合学”评估目标3.1，目标4。
2.完成“练习运用”评估目标4。
【学习过程】
一、先行学习
课前用20分钟时间独立完成以下任务：
任务1：个人自读，记忆本课单词，读后小组互相检查单词阅读情况；
任务2：阅读2b短文，以小组为单位，共同找出本课中的重点内容，然后在组内交流探讨。
任务3：仔细观察文章，找出表示推测的句型。
任务4：Read and draw a mind-map about the context of the passage.
________________________________________________________________
交互学习
段落二 “应用实践”之“文本解读”
〖新课导入〗
T:Ms Li is in England. Please watch the video and tell what challenge she is facing.
S: Table manners.
T: Is it one of the biggest challenges when we are visiting a foreign country
S: Yes.
〖小组合学〗
围绕先行学习1-4任务，通过小组合学，展示评析，学生能：
1.掌握本单元的重点词汇。
2.能正确运用本单元的句型和表达句式，并能应用到实际情境中去。
Pre-reading
You know, Lin Yue is now in France. Is she facing challenges like Ms Li in the video Let’s read about Lin Yue’s life in France and find out.
While-reading
Fast reading
Read the letter fast and answer the questions:
Why is Lin Yue in France
Does she enjoy staying with her host family How do you know？
How does she feel about making mistakes when she speaks French
What’s the biggest challenge she is facing
Careful reading
Read the first paragraph and answer the questions.
1.What do the people in her host family do to make Lin Yue feel at home
2.How does she feel about speaking French now
Read the second paragraph and complete the chart.
Table manners in France
Not supposed to ... supposed to ...
Put your bread on your plate Put it on the table
Eat anything with hands except... Eat with a fork
Say you are full Say”That was delicious.”
Read the letter a third time and retell Lin Yue’s life in France with the help of the mind map.
Post-reading
Complete 2e.
Summarize and retell it.
〖练习运用〗
1．Read aloud the passage in 2b until fluently and learn the new words and expressions to express their own opinions.
2．Translate the following sentences into English.
(1)我在来之前还有点紧张，但后来发现没必要。
(2)虽然我现在仍然会犯错，但这不会像以前那么让我担忧。
(3)我不得不说记住每一件事是困难的，不过我正在逐渐适应。
〖学后反思〗
通过自我评价，量化思考，学生能找出存在问题，调整学习策略。
【教学反思】
第 六 课 时
【内容段落】
段落三，“迁移创新”之“应用输出”。
【侧重目标】
目标3.1，目标4。
【评价任务】
1.完成“小组合学”评估目标3.1，目标5。
2.完成“练习运用”评估目标5。
【学习过程】
一、先行学习
课前用20分钟时间独立完成以下任务：
任务1：复习本单元重点词汇或短语。
任务2：查阅资料，收集素材，为撰写文章做准备。
交互学习
段落三 “迁移创新”之“应用输出”
〖新课导入〗
1．Greeting
2．Ask Ss to discuss the different manners in different countries.
〖小组合学〗
围绕先行学习两个任务，通过小组合学，展示评析，学生能：
灵活应用重点词汇。
整理信息，构建连贯语篇，独立完成写作任务，提升语言书写能力。
Before writing
The teacher talks about the topic with Ss. Get Ss review different kinds of music and movies. Let them say out the names of their favorite music or movies.
While writing
1.work on 3a:talk sth about Chinese customs.
2.write down the sentences and show some examples for each heading.
Table manners & house manners
3.Work on 3b: write a letter.
Useful expressions:
You’re supposed to...
You are expected to ...
It’s polite/impolite to ...
After writing
Let some Ss come to the front to read their compositions.
〖练习运用〗
书面表达
（一）不同的国家有不同的风俗习惯。请根据以下信息，写一篇短文介绍各国不同的餐桌礼仪。
中国人 用筷子吃饭，嘴巴不应该在进餐时发出响声
日本人 吃面条或饮茶时嘴巴发出响声是礼貌的，表示食物美味和感谢
西方人 用刀叉进食，一餐可能会用到多套刀叉，欧洲的餐桌礼仪比美国更复杂些
Different countries have different customs.Let's have a look at the table manners.In China, people use chopsticks to eat and they are supposed to eat without making a noise.But in Japan, it's polite to make a noise when you are eating noodles or drinking tea, because that means the food is delicious and you thank the meal maker.In western countries, people use knife and fork at table.But American table manners are simpler than those in Europe.Western people may use more than one set of knife and fork at dinner.
（二 ）假如你是李晨，你的美国笔友Linda打算来中国度假。请你根据下面所给的要点提示给她写一封不少于80词的电子邮件，简单介绍一下中国的风俗与餐桌礼仪。
要点提示：1. 赴宴要准时，见面要微笑、握手。
2. 每次不要吃太多。
3. 当你吃饱了，对主人的劝菜应礼貌回绝。
4. 告辞时，要对主人表示感谢。
Dear Linda,
I’m glad to hear that you will come to my country for vacation. Different countries have different customs and table manners. In China,
I’m glad to hear that you will come to my country for vacation. Different countries have different customs and table manners. In China, if you’re invited to dinner, you’re supposed to be on time and shake hands with the host with a smile. While eating, you should not eat too much at a time. It’s good manners to chew with your mouth closed and use a napkin to wipe your mouth sometimes. When you are full but the host still asks you to help yourself to some more food, you should say “Thank you. It’s delicious, but I’m full.” It’s polite to say thanks while leaving.
Have a good trip!
Yours,
Li Chen
三、后续学习
1.Self check 1, 2.
2.进行第十单元的检测。
【教学反思】
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