Unit 10 Section A （1a～2d）-【绿卡初中创新题】2025-2026学年九年级下册英语同步教案(人教版)河北专版

该教案聚焦be supposed to和be expected to句型及跨文化见面礼仪，课堂导入通过提问不同国家问候语和见面礼仪，引导学生发现文化差异，搭建从已知到未知的学习支架，衔接后续听力与对话练习。 该教案以跨文化交际为核心，通过听力预测、角色扮演提升语言能力，对比中西方礼仪培养文化意识，讨论预测锻炼思维品质。如听力分析Maria的错误，角色扮演不同国家问候方式，助力学生掌握句型并形成跨文化交际意识，为教师提供可操作的文化融入教学方案。

Unit 10 You’re supposed to shake hands. 课时 第1课时 Section A （1a~2d） 课型 新授课 教学目标 【知识与技能】 1. 能掌握下列词汇： bow, kiss, greet 2. 能掌握以下句型： (1)be supposed to do sth. (2)be expected to do sth. 3. 能学会以下技能： (1)学习一些见面礼仪和生活习俗。 (2)了解西方国家的风土人情和习俗。 【情感、态度与价值观】 了解并接纳不同文化背景下的不同风俗习惯，并能根据所处文化背景，入乡随俗，做出符合所处文化和传统的行为举止，培养学生跨文化交际意识。 教学重点 be supposed to的用法。 教学难点 中西方人们见面礼仪的差别。 教学准备 1. 音频、课件。 2. 用于辅助了解文化差异的图片或物件。 教 学 过 程 Step 1: Leading in 1. Ask students: In China when we meet someone we will say “ni hao”. How do people say “ni hao” in different countries? ( i.e. the US, France, Germany, Spain, Italy, Japan) (Britain: Hello, France: Bonjour, Germany: Guten Tag, Spain: Hola, Italy: Ciao, Japan: kon ni chi wa) 2. Ask students to think about: What do people do when they meet for the first time in the US / France / Japan / Saudi Arabia / Thailand. (the US: shake hands, France: kiss, Japan: bow, Saudi Arabia: touch noses (between men), Thailand: bowing slightly and pressing palms together in a prayer-like manner while saying Sawasdee) (Attention: The purpose of this question is to motivate students find out the culture differences between different countries. Students don’t have to answer all the questions correctly.) Step 2: Presentation 1. Ask students to look at the chart in 1a and make predictions about what people do when they meet for the first time in different countries. 2. Ask students to write next to each thought bubble which country’s greeting each thought is depicting. 3. Tell students that as they are listening to the recording, they can try to identify each person in the picture by writing down the names of the people that they hear mentioned. Step 3: Listening 1. Play the recording, and ask students to listen and take notes of what people do when they meet for the first time. 2. In pairs, get students to check their answers. (Answers: 1. c 2. b 3. a 4. b 5. a) Step 4: Pair work 1. Ask students to find a partner and make two conversations using the information they have learned so far about greetings. For the first conversations, each pair should ask each other about the greetings, following the format set out in the example. For their second conversation, ask students to incorporate the names of the people in the picture. 2. Introduce more customs about greetings in different nations, such as the Maori in New Zealand, the Inuit Eskimos and people in Philippines. Step 5: Listening 1. Show the picture of 2a to students. Ask them to look at the picture and answer the questions: What kind of party is it? (Is it an indoor party or outdoor party?) What do you know about outdoor parties? What are people supposed to do at outdoor parties? 2. Ask students to read Maria’s mistakes in 2a. Let them guess the mistakes Maria might make. 3. Play the recording, and ask students to check if they have guessed correctly. (Answers: arrived late, greeted Paul’s mother the wrong way, wore the wrong clothes) 4. Play the recording again and ask more detailed questions to help students understand the listening material better. Remind students to take notes while listening and tell them that they will use these notes to do the exercises in 2b. (1)How many mistakes did Maria make? (2)When was she supposed to arrive? When did she arrive? Why did she arrive late? (3)How did she greet Paul’s mom? What was she supposed to do when she greeted Paul’s mom? (4)What did she wear at the party? What was she supposed to wear? Why? 5. Ask students to fill in the blanks for this activity based on the notes they have taken. Get them to share their answers with a partner. (Answers: 1. arrived at 8:00 2. come later 3. shake hands 4. wear) Step 6: Role-play 1. Get students to role-play the conversation using the information in their listening practice. 2. Get each pair of students to switch partners with another pair and role-play the conversation again. 3. Get them to go back to their original partners and share how different the conversations were, if at all. Step 7: Language points 1. be supposed to do be supposed to do意为“应该做……，被期望做……”，当句子的主语是人时，它可以用来表示劝告、建议、义务、责任等。 You’re supposed to ask the teacher if you want to leave the classroom. 如果你要离开教室，应该先问问老师。 We are not to supposed to play football on Sunday. 不准我们在星期日踢足球。 2. expect expect的意思是“预料，期待”，作及物动词，后接名词、动词不定式或that从句。其常见搭配有： expect sb. / sth. 等待（期待）某人 / 某物 expect (sb.) to do sth. 期望（某人）做某事 expect + that从句 预料...... be expected to do sth. 被期待做某事, 被期望做某事 3. greet 动词greet意为“问候，打招呼”。 He greeted her by saying “good morning”. 他向她打招呼说 “早上好”。 She greeted me with a friendly smile. 她向我微笑致意。 课堂作业 1. 记住语言要点。 2. 背诵2d部分的对话。 3. 完成练习册上的练习。 板书设计 Unit 10 You’re supposed to shake hands. Section A（1a～2d） Key words： custom, bow, kiss, greet Key sentences： 1. be supposed to do sth. 2. be expected to do sth. expect sb. / sth. expect to do sth. expect的用法 expect sb. to do sth. expect + that从句 be expected to do sth. 教学反思 在这节课中，重要的是让学生知道be supposed to do sth.和be expected to do sth.的主要结构，并让学生在听说方面进行练习。最好通过在听、说和阅读活动中使用它们来学习它们。 学科网（北京）股份有限公司 $