Unit10 Section A(3a～3c)教学设计- 2024-2025学年人教版英语九年级全册

Unit 10 You're supposed to shake hands. Section A(3a-3c)教学设计 I. Analysis of the New Curriculum Standard Theme The teaching content of this unit aligns with the theme of "People and Society" in the new curriculum standard. By comparing the cultural differences in social etiquette between Colombia and Switzerland, it guides students to understand the customs of different countries, cultivates students' cross - cultural communication awareness, and helps students respect cultural differences and enhance cultural confidence in cross - cultural communication. II. Core Literacy Goals (I) Language Competence 1. Students can read and understand articles about cultural differences between Colombia and Switzerland. 2. Students can accurately use relevant vocabulary and sentence patterns for oral and written expressions to describe social etiquettes of different countries. (II) Cultural Awareness 1. Students understand the cultural differences between Colombia and Switzerland in terms of punctuality, visiting friends, and making plans. 2. Cultivate students' respect and understanding for different cultures and improve their cross - cultural communication skills. (III) Thinking Quality 1. By comparing and analyzing the cultural customs of different countries, students' critical thinking and logical thinking abilities are cultivated. 2. Guide students to think about the impact of cultural differences on interpersonal communication and foster students' innovative thinking. (IV) Learning Ability 1. Cultivate students' autonomous learning ability, such as obtaining information through reading and summarizing. 2. Improve students' cooperative learning ability by practicing oral expression and communication and collaboration skills through role - playing and other activities. III. Key and Difficult Points of Teaching (I) Teaching Key Points 1. Master key vocabulary and sentence patterns related to cultural customs, such as "be relaxed about", "drop by", "make an effort", etc. 2. Understand and accurately describe the cultural differences in social etiquette between Colombia and Switzerland. (II) Teaching Difficult Points 1. How to guide students to deeply understand the values and ways of thinking behind cultural differences. 2. Help students apply the learned knowledge to cross - cultural communication in real - life situations. IV. Teaching Methods and Learning Strategies (I) Teaching Methods 1. Situational Teaching Method By creating cultural scenarios of Colombia and Switzerland, it helps students intuitively feel the cultural differences. 2. Task - driven Method Assign reading, chart - filling, role - playing and other tasks, allowing students to learn and consolidate knowledge while completing the tasks. 3. Comparative Teaching Method Compare the cultural customs of Colombia and Switzerland to deepen students' understanding of cultural differences. (II) Learning Strategies 1. Autonomous Learning Strategy Students preview the text and look up relevant cultural materials of the countries before class to cultivate their autonomous learning ability. 2. Cooperative Learning Strategy In the role - playing and group discussion sessions, students complete learning tasks through cooperation and communication, improving their cooperative learning ability. V. Teaching Process (I) Lead - in (5 minutes) 1. Display the national flags of Colombia and Switzerland, ask students if they know these two countries, and let students share their initial impressions of these two countries. - Design Intention: By showing familiar symbols (national flags), it can arouse students' curiosity and activate their prior knowledge, laying a foundation for the introduction of new knowledge. 2. Pose the question: "When you visit a friend, what will you do?" to guide students to think about their daily habits of visiting friends, thus leading to the theme of this class about social etiquettes of different countries. - Design Intention: This question is closely related to students' daily life, which can easily arouse students' interest and naturally lead to the topic of the lesson. (II) Pre - reading (3 minutes) 1. Display the pictures of the two characters in the text, Teresa Lopez and Marc LeBlanc, and briefly introduce that they are from Colombia and Switzerland respectively. - Design Intention: Visual aids can help students better remember the characters and their corresponding countries, preparing for the subsequent reading. 2. Let students predict the content of the article based on the title and character information to stimulate students' reading interest. - Design Intention: Prediction can activate students' thinking and make them more focused and purposeful when reading. (III) While - reading (12 minutes) 1. Students quickly read the article and answer the question: "In which country is it OK to be 15 minutes late for dinner?" to cultivate students' ability to quickly obtain key information. - Design Intention: Quick reading exercises can improve students' reading speed and ability to extract key information, helping them quickly grasp the main idea of the article. 2. Students read the article carefully again and complete the chart (3b), comparing the cultural differences between Colombia and Switzerland in terms of punctuality, visiting friends, and making plans. The teacher patrols during students' reading and answers students' questions in a timely manner. - Design Intention: Careful reading helps students deeply understand the text content, and the chart - filling task helps students organize and compare the cultural differences in a structured manner. (IV) Post - reading (10 minutes) 1. The teacher guides students to describe the cultural differences between the two countries with complete sentences based on the chart content, for example: "In Colombia, people are relaxed about time, but in Switzerland, it's very important to be on time." This helps students consolidate their understanding of the article content and practice oral expression skills. - Design Intention: Transforming the chart information into complete sentences can enhance students' language organization and expression abilities, deepening their understanding of cultural differences. 2. Group discussion: Let students discuss which country's social etiquette they prefer among these two cultures and explain the reasons. Through group discussion, students' cooperative learning ability and critical thinking are cultivated. - Design Intention: Group discussion can promote students' in - depth thinking about cultural differences, encourage students to express their own views, and improve their cooperative learning and critical thinking skills. (V) Language Practice (10 minutes) 1. Role - playing (3c): Students work in pairs, playing Teresa and Marc respectively, and simulate the scene of being late for a conversation. The teacher first demonstrates, and then lets students practice. - Design Intention: Role - playing enables students to apply the learned knowledge to real - life situations, enhancing their practical application ability of language and cross - cultural communication skills. 2. Invite several groups of students to perform on the stage, and other students watch carefully and evaluate. The evaluation content includes the accuracy of language expression and the vividness of role - playing. Through role - playing, students apply the learned knowledge in actual situations, improving their oral expression and cross - cultural communication skills. - Design Intention: On - stage performance and peer evaluation can not only improve students' performance ability but also allow students to learn from each other, deepening their understanding of language and culture. (VI) Summary and Extension (5 minutes) 1. The teacher guides students to review the key vocabulary and sentence patterns learned in this class, as well as the cultural differences between Colombia and Switzerland, strengthening students' memory. - Design Intention: Summary helps students systematically review and consolidate the learned knowledge, deepening memory. 2. Assign after - class homework: Let students choose another two countries, look up materials to understand their cultural differences in social etiquette, and make simple hand - copied newspapers. Through after - class homework, students' autonomous learning ability and knowledge expansion ability are cultivated. - Design Intention: After - class homework extends learning from the classroom to outside, encouraging students to explore more cultural knowledge independently, cultivating their autonomous learning and knowledge - expansion abilities. VI. Teaching Reflection (I) Advantages 1. Diverse Teaching Methods Through situational teaching, task - driven teaching, comparative teaching and other methods, students can better understand and master knowledge in various learning activities. For example, in the role - playing session, students can actively participate and apply the learned knowledge to actual situations, effectively improving their oral expression and cross - cultural communication skills. 2. Emphasis on Cultivating Students' Core Literacy In the teaching process, not only attention is paid to the cultivation of students' language knowledge and skills, but also to students' cultural awareness, thinking quality and learning ability. By comparing and analyzing the cultural differences between the two countries and guiding students to think about the underlying values, students' critical thinking and cross - cultural communication awareness are cultivated. 3. Good Classroom Interaction In the group discussion and role - playing sessions, there are many interactions between students and between teachers and students, creating a positive and active classroom atmosphere, improving students' learning enthusiasm and participation. (II) Deficiencies 1. Insufficient Attention to Individual Differences among Students In the teaching process, some students with weaker foundations may have difficulties in reading and language expression, but they did not receive enough individualized guidance in the classroom. For example, when reading the article and completing the chart, some students may not be able to complete the task in a timely manner due to insufficient vocabulary or slow reading speed. 2. Imprecise Time Control In the role - playing session, due to students' high participation enthusiasm, the time slightly exceeded, making the final summary and extension session a bit hasty, and there was not enough time for students to share more ideas about after - class homework. (III) Improvement Measures 1. Pay Attention to Individual Differences among Students In future teaching, for students with weaker foundations, some preview guidance can be provided before class, such as previewing key vocabulary and simple reading skills guidance. In the classroom, group - based mutual assistance can also be arranged, allowing students with better foundations to help those with weaker foundations to complete learning tasks together. 2. Optimize Time Management In teaching design, more accurately estimate the time required for each teaching session, and strictly control the time in classroom teaching. For example, a time limit can be set for the role - playing session to ensure that each session can be carried out as planned, leaving enough time for summary and extension, allowing students to fully digest and absorb the learned knowledge. 学科网（北京）股份有限公司 $$