Unit 10 You're supposed to shake hands. Section A 1a-2d（教学设计）---2025-2026学年人教新目标九年级英语全册

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Unit 10 You're supposed to shake hands. Section A 1a-2d教学设计
课题 Section A 1a-2d 单元 Unit 10 学科 English 年级 9
学习 目标 Language Knowledge Objectives Enable students to master and use key vocabulary related to greeting customs, including “shake hands, bow, kiss, greet, unfamiliar, relaxed, value” and phrases like “be supposed to, shake hands with, for the first time”. Guide students to correctly understand and use the structure “be supposed to” to express obligations and expectations in different cultural contexts, and be able to form and understand sentences such as “You're supposed to shake hands when you meet someone for the first time.” Language Skill Objectives Listening: Develop students' listening skills by enabling them to understand conversations and descriptions about different greeting customs in various countries, and accurately extract key information from the listening materials. Speaking: Cultivate students' speaking ability so that they can communicate fluently about different greeting traditions using the target language, and express their own opinions and understandings. Reading: Help students improve their reading comprehension skills, enabling them to understand and analyze the dialogue in 2d, and grasp the main ideas and details related to cultural differences in greeting behaviors. Cultural Awareness Objectives Raise students' awareness of cultural diversity, making them understand and respect different greeting customs and cultural traditions in various countries to aware their cultural self-confidence. Cultivate students' cross-cultural communication ability, enabling them to be more sensitive and adaptable when interacting with people from different cultural backgrounds.
重点 Mastery of key vocabulary and the structure “be supposed to”. Ability to describe and discuss different greeting customs in English, and use the target language to express opinions and information about cultural differences.
难点 Correct application of the “be supposed to” structure in different situations and contexts, especially in expressing cultural norms and expectations. Deep understanding of cultural differences in greeting behaviors and the ability to use appropriate language to communicate and analyze these differences.
Teaching Methods
Task-based Language Teaching (TBLT): Design various tasks related to greeting customs and
cultural differences to encourage students to actively participate in language learning and practice.
Cooperative Learning Method: Organize students to work in pairs or groups to discuss, share and
practice, promoting communication and cooperation among students.
Multimedia-assisted Teaching: Use pictures, videos, and PPT to create vivid language learning situations, making the learning process more interesting and intuitive.
IV. Teaching Aids
Multimedia equipment, PPT, pictures of different countries' greeting customs, flashcards of new words
V. Teaching Procedures
Step 1: Lead-in (5 minutes)
Greet students as usual and then play a short video clip showing people from different countries greeting each other in various ways, such as Japanese bowing, Americans shaking hands, and French people kissing on the cheeks.
After the video, ask students some questions like “What different ways of greeting did you see in the video Which one impressed you the most ” Let students share their thoughts briefly, leading to the topic of this lesson about greeting customs in different countries.
Step 2: New Word Presentation (8 minutes)
Show pictures related to new words on the PPT, such as a picture of two people shaking hands for “shake hands”, a person bowing for “bow”, and two people kissing on the cheeks for “kiss”. Teach these words one by one, explain their meanings, pronunciations, and spellings, and let students repeat after the teacher.
Present the phrase “be supposed to” with simple sentences on the screen, like “You're supposed to say hello when you meet your teacher.” Explain its meaning and usage, and give some positive and negative examples for students to understand better. Then use flashcards to review these new words and phrases, having students read and answer questions quickly.
Step 3: 1a Activity (5 minutes)
Let students look at the pictures in 1a. Explain the task: match the countries with the correct
greeting customs.
Give students a few minutes to think and match the items on their own. Then have students share their answers in pairs and discuss briefly. Finally, check the answers as a class and ask some
students to explain their choices.
Step 4: Listening (10 minutes)
For 1b:
- Before playing the recording, let students look at the table in 1b and make sure they understand the information they need to fill in.
- Play the recording for the first time, and students just listen.
- Play the recording again, and students complete the table with the information they hear. After that, check the answers together and have students correct their mistakes.
For 2a and 2b:
- Use the same procedure. First, let students look at the tasks in 2a and 2b, clarify the
requirements.
- Play the recording twice. The first time for students to get a general idea, and the second time for them to complete the exercises. Check the answers and have students analyze the listening materials if there are any difficult points.
Step 5: Pair Work and Group Discussion (12 minutes)
Pair Work:
- Ask students to work in pairs. Based on the information from the listening materials and 1a, they should talk about the greeting customs in different countries using the structure “be supposed to”.
For example, “In Korea, you're supposed to bow when you meet someone for the first time.” Walk around the classroom to monitor and offer help if necessary.
- After a few minutes, invite some pairs to share their conversations with the class.
Group Discussion:
- Divide students into groups of 4. Present some questions about cultural differences in greeting customs, such as “Why do different countries have different greeting ways What should we pay attention to when we communicate with people from other countries ”
- Have groups discuss these questions. Each group member should express their opinions and
ideas. Encourage students to use the target language and new words they have learned.
- After the discussion, each group selects a representative to report their group's discussion results to the whole class.
Step 6: Dialogue Learning (2d) (10 minutes)
Let students read the dialogue in 2d silently for the first time, and try to understand the main idea.
Ask them to underline the words and phrases they don't understand.
Explain the difficult points in the dialogue, such as “get mad, make an effort, after all”. Teach
students how to use these expressions in sentences.
Play the recording of the dialogue, and students follow to read, paying attention to the
pronunciation, intonation, and stress.
Divide students into pairs and have them practice reading the dialogue. Then, invite some pairs to perform the dialogue in front of the class.
Step 7: Summary (3 minutes)
Summarize the key vocabulary and the structure “be supposed to” with students, and review the different greeting customs in various countries that they have learned in this class.
Emphasize the importance of respecting cultural differences and using appropriate language when communicating with people from different cultural backgrounds.
Step 8: Homework Assignment (2 minutes)
Ask students to copy the new words and phrases three times each and remember their meanings and usages.
Write a short passage about the greeting customs of a country they are interested in, using the
structure “be supposed to” at least three times.
Encourage students to search for more information about cultural differences in greeting customs on the Internet or in books, and be prepared to share it in the next class.
VI. Blackboard Design
Unit 10 You're supposed to shake hands. Section A 1a-2d
greeting:
- shake hands
- bow
- kiss
time:
-on time
- arrive later
Structure:
- be supposed to + verb (infinitive)
VII. Teaching Reflection
After the class, reflect on whether students have achieved the teaching objectives, especially their mastery of key vocabulary and the “be supposed to” structure, as well as their performance in
expressing and discussing cultural differences. Analyze the effectiveness of teaching methods and
activities, and consider how to adjust and improve the teaching design in future classes to better
meet students' needs and enhance their learning outcomes.
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