Unit 10 Section B (2a-2e)教学设计2024-2025学年人教版英语九年级全册

课题 人教版九年级上册英语 Unit 10 You're supposed to shake hands. Section B (2a-2e)教学设计 课型 听说课 备课人 I. Core Competency Goals (I) Language Competence 1. Students will be able to understand and use vocabulary and expressions related to foreign customs, such as "table manners", "customs", etc. 2. They will be able to accurately read and understand articles about cultural differences experienced while living abroad and correctly answer related questions. (II) Cultural Awareness 1. Enable students to understand that different countries have different cultural customs and cultivate cross - cultural communication awareness. 2. Through the study of foreign customs, help students understand and respect cultural diversity. (III) Thinking Quality 1. Cultivate students' abilities of reasoning, analysis, and summary during the reading process. 2. Encourage students to think about and share their views and coping strategies regarding cultural differences. (IV) Learning Ability 1. Students will master the learning method of obtaining information through reading and solving problems. 2. Cultivate students' abilities of autonomous learning and cooperative learning. II. Teaching Procedures (I) Lead - in (5 minutes) 1. Show Pictures The teacher shows some pictures of different countries' customs, such as table manners and traditional costumes of different countries. Guide students to observe the pictures and ask questions: "What can you see in these pictures?" Encourage students to describe what they see in English, thus leading to the topic of this lesson - customs in foreign countries. 2. Brainstorming The teacher writes "Customs in Foreign Countries" on the blackboard and asks students to brainstorm the foreign customs they know. Invite several students to share their ideas, and the teacher writes down the content mentioned by the students on the blackboard, for example: "In Japan, people take off their shoes before entering the house." (II) Pre - reading (5 minutes) 1. Predict the Content The teacher shows the text title "Biggest Challenge When Visiting a Foreign Country" and asks students to predict the content of the article based on the title. The teacher can ask questions like: "What do you think the biggest challenge might be?" Let students have group discussions, and then each group sends a representative to share their predicted content. (III) While - reading (15 minutes) 1. Skimming The teacher asks students to quickly browse the article to find out the main idea. Ask the question: "What is the main idea of the text?" After students read, the teacher invites a student to answer the question, guiding students to summarize that the article mainly talks about the author's biggest challenge in adapting to table manners abroad. 2. Intensive Reading The teacher divides students into groups and asks them to read the article carefully and complete the reading questions in the textbook. The questions include: "Why is Lin Yue in France?", "Does she enjoy staying with her host family? How do you know?" etc. Students discuss the answers to the questions within the group, and the teacher patrols and provides necessary help and guidance. Each group sends a representative to answer the questions, and the teacher records the answers on the blackboard and comments and supplements students' answers. (IV) Post - reading (10 minutes) 1. Summary and Induction The teacher guides students to summarize the key points in the article together, including the cultural differences the author encountered in France, such as table manners. The teacher can help students summarize by asking questions, such as: "What are the differences in table manners between China and France?" Let students review the content of the article and summarize it in their own words to cultivate students' language expression and induction abilities. 2. Discussion and Exchange The teacher asks the question: "Have you ever experienced any cultural differences? How did you deal with them?" Let students have group discussions and share their experiences and feelings. Each group sends a representative to share with the whole class, and the teacher encourages other students to listen carefully and interact and ask questions. (V) Language Output (10 minutes) 1. Writing Practice The teacher asks students to write a short article based on their own experiences or imagination, describing possible cultural differences abroad and how to deal with them. The teacher can give some writing prompts, such as: "Describe a situation where you had to adapt to a foreign custom." Students start writing, and the teacher patrols and provides individual guidance on students' writing, helping students correct grammar errors and improper use of vocabulary. 2. Sharing and Display Invite several students to come to the stage to share their short articles, and other students listen carefully and give applause encouragement. The teacher comments on students' short articles, giving affirmation and suggestions from aspects such as content, grammar, vocabulary, and expression. (VI) Summary and Homework (5 minutes) 1. Class Summary The teacher and students review the content learned in this class together, including key vocabulary, phrases, sentence patterns, and cultural knowledge about foreign customs. Emphasize the importance of respecting cultural differences and encourage students to actively understand and learn different cultures in their future lives. 2. Homework Assignment Ask students to complete the relevant exercises in the textbook to consolidate the knowledge they have learned. Let students choose a country they are interested in, learn about a unique custom of that country through the Internet or books, and prepare to share it in the next class. III. Teaching Reflection 1. Successes The lead - in method through pictures and brainstorming can effectively stimulate students' learning interests and enthusiasm, allowing students to quickly enter the learning state. The combination of skimming and intensive reading in the reading teaching process helps to cultivate students' reading skills and comprehension abilities. The group discussion and exchange sessions can promote cooperative learning among students, giving students opportunities to share their ideas and experiences and improving students' language expression and thinking abilities. The writing practice and sharing display sessions provide opportunities for students' language output and can test students' mastery and application of the knowledge they have learned. 2. Deficiencies During the group discussion process, the discussion effect of some groups is not ideal, and there may be cases where individual students have low participation. In future teaching, more attention needs to be paid to the division of labor and cooperation within the group to ensure that each student can actively participate in the discussion. In the design of reading questions, some questions may be too simple and do not fully challenge students' thinking abilities. In future teaching design, it is necessary to further optimize the question design and increase the thinking content of the questions. In terms of time allocation, the writing practice session is a bit hasty, and some students do not have enough time to complete high - quality short articles. In future teaching, it is necessary to arrange teaching time more reasonably to ensure that each teaching session can be fully implemented. 3. Improvement Measures Before group discussions, clarify the roles and tasks of each member within the group, such as group leader, recorder, reporter, etc., to improve the efficiency and quality of group discussions. Carefully design reading questions to test students' reading abilities from different levels and angles, such as understanding, analysis, reasoning, evaluation, etc., to stimulate students' thinking vitality. During the teaching process, more flexibly control the time, adjust the teaching progress according to the actual situation of students, and ensure that students have enough time for language output and display. At the same time, writing practice can be considered as part of after - class homework to give students more ample time to complete.The teacher comment 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$