Unit 10 You are supposed to shake handsSection A (1a-2c)教学设计2024-2025学年人教版英语九年级全册

Unit 10 You are supposed to shake hands?Section A (1a-2c) Step 1 Greetings and lead-in  1.Greetings. 2.Leading with a talk. Teacher says, What customs do you know in China? ( 活动一：谈论中国的一些礼仪习俗（提问这个问题，是引导学生用预习单中的第3个活动回答，同时核对预习单任务3），进而引出：不同的国家会有不同的礼仪习俗。   ) 3.Ask students to match the country names with the national flags. I got an invitation from a foreign friend . I will see many friends from these countries. Where are they from? (活动二：由我收到邀请要参加外国友人聚会，创设社交活动语境，引出初次见面礼仪话题。通过引导学生将国家与国旗相匹配，检测预习单任务2，了解学生前概念。) Step 2 Pre-listening（1a） 1. Ask students to predict what people in different countries are supposed to do when they meet someone for the first time？ Teacher says, But I don’t know how to behave at the party. Do you know what people are supposed to do when they meet for the first time? （继续创设语境：我不知道如何与这些国家的朋友们初次见面打招呼，请同学们帮忙） 2.Call several students tell their predictions using the following sentences. In     ,People         when they meet for the first time. (活动三：学生根据以往所知预测国家与相对应的打招呼习俗，并用老师提供的语言进行陈述，为后边的语言输出打好基础。) Step 3 While-listening(1b) 1.Play the recording and ask students to listen and check the answers in 1a. Do you have right predictions? 2. Ask students to listen again and complete the conversation. （活动四：这个活动是检测学生对本课新词汇的听和写的掌握程度。） Step 4 Post-listening.(1c) 1.After listening, ask students these questions: ① What are you supposed to do when you meet someone in Brazil for the first time？  ②What are you expected to do when you meet someone in the United States for the first time？  ③What are you supposed to do when you meet someone in Japan for the first time？  ④What are you expected to do when you meet someone in Mexico for the first time？  ⑤What are you supposed to do when you meet someone in Korea for the first time？  Teacher says, With your help, now I know what I am supposed to do when I meet the people in different countries for the first time. Thank you so much. Can you talk about it in pairs? （语境贯穿整节课，在学生回答完我的问题，我说，在大家的帮助之下我知道了如何与这些国家的人们初次见面打招呼,谢谢大家。）  2.Ask students to talk about the pictures in pairs. （活动五：完成听力进行语言输入。然后回答老师的问题进行半控制性语言输出。接下来学生结对谈论图片内容，逐渐过渡到开放性语言输出。） Step 5 listening (2a). 1.Prelistening. Show the picture in 2a, lead students to look at it for seconds. And say: Maria is an exchange student. Last night, she had dinner at an America friend’s house. What kind of party is it? Is it an indoor party or an outdoor party? What do you know about outdoor parties? What are people supposed to wear for the party? （活动六：听前引导学生观察图片中的环境、人物衣着、表情等信息进行预测：这是一个什么类型的派对？人们在这样的派对上应该注意些什么？） 2. Then ask, what are the two girls talking about?  She made some mistakes during the dinner. Please read the phrases in 2a. What are the mistakes? What mistakes did Maria make? 3.While-listening. Play the recording and ask students to listen and check the mistakes Maria made. Play the recording again and ask students check the answers. Play the recording for the third time and ask students to fill in the blanks in 2b. Call a student to read his/her answers to the sentences.  （活动七：学生听材料，先获取Maria 犯的举止礼仪错误的类型，再获取她举止礼仪错误的具体表现，逐步进行目标语言输入。） 4.Post-listening Lead students to role play the conversation and talk about Maria’s experience last night. （活动八：通过Role-play活动引导学生进行语言输出，在输出过程中尽力请不同层次的学生展示，出现各类问题，引导学生互相纠正错误。） Step 5 Summarize. Summarize the thing we learned in this class with a mind-map. (活动九：利用思维导图出示本节课的学习重点内容，从词汇到句型，引导学生逐一回顾、展示，总结全课。) Homework:  Hand out the sheet and ask students to read the story and finish the reading tasks. Then get ready to tell the Chinese story. 一、阅读下面的故事，完成下列问题。 Once upon a time there lived a good woodcutter. He was a man who cared for his parents with all of his heart. But he was poor. He used to go to the forest to cut down trees. One day while he was searching for a tree to cut down, he decided to cut down a tree that was near a pond. While he was cutting down a tree, his old ax fell into the pond by mistake. He said to himself, “Oh my God. If I don't have my ax, I can't cut down trees and then I will not be able to earn any money.  How will I take care of my parents?” He was crying because he was sad. At that time, the god of the water appeared from the pond and asked， "Why are you sad，young man？” " I am a woodcutter, and when I was cutting down the tree, my ax fell into the pond. If I don't have my ax, I won’t be able to earn any money” he answered. "I am willing to bring you your ax.” said the god of the water.  The god of the water disappeared. Soon the god appeared with a gold ax. He asked,  “Is this gold ax yours?” ”No it isn't.” he answered. The god disappeared again. Then he came back with a silver ax. He asked, “Is this silver ax yours?” The woodcutter again answered, “No it isn't.” After a while, he came back with an old metal ax. He asked, “Then is this old metal ax yours?” The woodcutter nodded and answered, ”Yes. It's mine.” The God of the mountains said with a smile, “You are very honest. I will give you all these three axes as a reward. ”The God gave him all three axes. The woodcutter and his parents lived happily ever after. 1. What does the word “woodcutter” mean according to the context?（ ） A.斧头 B.砍柴工     C.森林      D.砍伐 2.What’s  the best title for this story? （ ） A. A woodcutter              B. A gold ax C. A silver ax                 D. A gold ax and a silver ax 3.What did the man feel when his old ax fell into the pond by mistake?(  ) A. excited B. tired  C. relaxed D. sad 4.What did the man get at last? ( ) A. An old metal ax       B. A gold ax C. A silver ax            D. An old metal ax ,a gold ax and a silver ax 5.Which of the following sentence is Not true according to the story? (  ) A. The man lived with his parents.      B. The man was cutting down a tree by the road. C. The god found the gold ax first. D. The god thought the man was honest. 二、准备在班级讲这个中国传统故事。 增加了“讲好中国故事”的课后家庭作业。 80后的老师们应该在上小学时学过一篇名叫《金斧头银斧头》的中国传统故事，这是一个关于诚信的故事。本来我是准备搜索一个关于守时的故事，但找了不少资料，没有找到合适的内容，最后我变换了思路，关于中国的优良传统，诚信也很重要，于是我就想到了《金斧头银斧头》，然后通过网络搜索了这个故事的英文版，并对其中的一些生僻词进行了改动，更适合九年级学生阅读。准备好阅读故事后，我认真阅读了几遍文章，就开始仿照平时的阅读题进行问题设计。五个问题中，第一个是关键词woodcutter的猜测。这是一个合成名词，只要学生认真阅读，根据上下文很容易就能猜测出其含义。只是在拟定汉语意识时，对于正确答案我先拟了“砍树人”，又觉得或许对于当下以环保为主的大环境不合时宜，所以又改为“砍柴工”，而且似乎也更符合文意。把这个问题作为第一题，难度不大，给学生信心。第二题是选择恰当的题目，这个题目其实是引导学生找出文章的中心内容，检测学生是否能切中文章的要点。第三题是一个细节问题：年轻人斧头掉了之后心情如何？这是一篇记叙文，按照事情发展顺序推进，所以只要学生了解了故事的起因，找准对应段落，对于我的学生来说，难度不大。第四题是对故事的结局进行检测，年轻人最后得到了几把斧头？同样，只要学生了解了故事的结局，也容易找到答案。第五题是难度比较大的细节考查题，选出不符合文章内容的句子。四个选项的句子分别来自文章的各个段落，需要学生精确阅读，逐个核对细节问题，才能找到答案。我经常告诉学生，完成这道题的时候必须找到证明这句话是正确或错误的“证据”，切忌想当然，一定要遵循原文。 这是我第一次尝试为阅读文设计问题，发现没有原想的那么简单，首先，问题设计要有梯度，由易到难；其次，前后问题或答案不能有重复，问题必须严谨；再次，所设计的问题须切中文章要点，也就是说，学生通过完成阅读后的问答题，对文章内容的理解更加通透，对文章所要传达的某种情感教育能有更好的理解，通过读后的练习，不仅在语言知识上有所收获，在情感态度价值观方面也能有所提升，这点突出了阅读文的导向性。比如对于这篇以“诚信”为主题的阅读文，学生在阅读答题的过程中应该认识到年轻人正是因为诚实、勤劳，凭借自己的努力才获得自己想要的美好生活。 学科网（北京）股份有限公司 $$