Unit 10 Section B （1a～2e）-【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Unit 10餐桌礼仪主题，涵盖empty、get used to等核心词汇及"You’re not supposed to..."句型。通过小组讨论中国餐桌礼仪导入，搭建旧知与新知桥梁，衔接前后礼仪知识学习支架。 此资料亮点在于融合文化意识与思维品质，如小组竞赛辨析礼仪正误、听力对比中美餐桌礼仪、阅读分析中法习俗，结合音频辅助听力训练。既提升学生跨文化沟通与语言运用能力，又为教师提供结构化活动设计，高效落实教学目标。

Unit 10 You’re supposed to shake hands. 课时 第3课时 Section B （1a~2e） 课型 新授课 教学目标 【知识与技能】 1. 能掌握以下词汇： empty, basic, exchange, go out of one’s way, make...feel at home, teenage, granddaughter, behave, except, elbow, gradually, get used to 2. 能掌握以下句型： （1）In China, you’re not supposed to stick your chopsticks into the food. （2）In China, it’s impolite to use your chopsticks to hit an empty bowl. 【情感、态度与价值观】 通过对一些国家的风俗习惯和饮食文化、餐桌礼仪的了解，进一步提高学生对文明生活的认识；通过学习了解各国的基本礼仪，培养学生良好的合作能力和良好的行为习惯。 教学重点 1. 掌握本课时出现的新词汇。 2. 进行听力训练，提高综合听说能力。 3. 阅读短文，获得相关信息，提高学生们的综合阅读能力。 教学难点 1. 运用所学内容谈论餐桌礼仪。 2. 在听的过程中获取有用的信息。 教学准备 1. 设计并制作本课时所涉及的图片、教学幻灯片。 2. 本课的音频。 教 学 过 程 Step 1: Leading in Ask students to think of the Chinese table manners they know. Tell them that they can discuss in groups and then share with their classmates. Step 2: Presentation 1. Divide the class into four groups and name them A to D. On the board, draw four columns and label each one A to D. 2. Tell students that you will read each statement out in turn. When you finish reading each statement, you will give the group 10 seconds to discuss what their group answer will be. 3. Each group will send a representative to the board to write their answer for that statement under their group’s column. 4. Repeat this sequence until all statements are read and answered. Mark the answers on the board and see which group scored the most correct answers. （Answers: 1. T 2. T 3. F 4. T 5. T） Step 3: Listening 1. Ask students to look at the pictures of 1b on P77 and think about what is wrong on each picture. 2. Get students to read the instructions of 1b. Tell them that this should give them an idea of what to expect in the conversation they are about to listen to. （Answers: 2, 1, 3） 3. Play the recording again and ask students to match the sentence parts. （Answers: 1. c 2. a 3. b） 4. Ask students to compare the table manners between China and America based on listening. In China: You are not supposed to start eating first if there are older people at the table. It’s impolite to stick your chopsticks into your food. It’s impolite to stick your chopsticks into your food. You are not supposed to talk when you’re eating dinner. In America: It doesn’t matter who eats first. People use forks or knives to stick into their food. It’s not polite to talk with your mouth full. Step 4: Group work 1. In groups of three or four, ask students to discuss some of the table manners that they follow in their own home. 2. Ask them to share what is strictly enforced and what is frowned upon. Also get them to compare their family’s table manners with general customs. Step 5: Preparation for 2b 1. Give students thinking time and ask them to talk about the customs in foreign countries in pairs. 2. Get students to share with their partner some of the differences in customs they encountered when they visited a foreign country. If they have never travelled out of the country before, then get them to share about something they have read about and why they think it might be a challenge. Step 6: Fast Reading 1. Ask students to read the letter and answer the questions in 2b. 2. Let students to read the letter again and find out the topic sentences of the first two paragraphs. Para 1: Yes, I’m having a great time on my student exchange program. Para 2: My biggest challenge is learning how to behave at the dinner tale. 3. Ask students to complete chart. Tell them that they can find all the information in the first paragraph. Before she arrived: She was a bit nervous. After she arrived: The host family is really nice. The grandmother learned how to make Chinese food. Her granddaughter always help her practice French. Now: She is very comfortable speaking French. Step 7: Careful Reading 1. Ask students to look at the phrases in the boxes. In pairs, get them to decide which two each student would like to explain to their partner. In addition to their explanation, they should also construct another sentence that clearly illustrates the meaning and is unrelated to the passage they have just read. 2. Ask students to cover the passage on the previous page and fill in the table in in activity 2d. They should share their answers with a partner and compare how they both did before checking the passage. 3. Provide the first part of a comparison, and allow students to provide the answer for the second part of the comparison. T: In France, people put their bread on the table. S: But in China, we always put our food on a plate or in a bowl. We never put food on the table. Step 8: Language points 1. go out of one’s way go out of one’s way 意为“特地；格外努力”。 John went out of his way to make his girl friend happy. 约翰想方设法使他的女朋友高兴。 2. make sb. feel at home make sb. feel at home 意为“使某人感到宾至如归”。 I’m doing everything I can to make them feel at home. 我在尽我一切所能使他们感到宾至如归。 3. behave behave是不及物动词，意为“表现；行为”，behave well/badly表示“表现好/糟糕”。它的名词形式behaviour（举止；行为），是不可数名词。 They behaved very badly towards their guests. 他们对客人们很不礼貌。 4. get used to get used to 意为“习惯于”，后跟sth.或doing sth.。 We get used to this way of speaking. 我们习惯了这种说话方式。 辨析：get used to sth./doing sth.与used to do sth. ① get used to sth./doing sth. 习惯于（做）某事 He got used to living in the country. 他习惯住在乡下。 ② used to do sth. 过去常常做某事（现在不做了） He used to plant roses. 他过去常常种植玫瑰。 5. except except作介词，意为“除……之外”，和but意义相似，但语气上要比but更加强烈。 Everyone is here except him. 除了他以外，每个人都在这里。 课堂作业 1. 用自己的语言复述2b的课文内容。 2. 做本节PPT课件末尾的练习。 板书设计 Unit 10 You’re supposed to shake hands. Section B（1a～2e） Key words and phrases： empty adj. → 反义词：full adj. teenage adj. → teenager n. behave v. → behaviour n. gradually adv. → gradual adj. go out of one’s way make...feel at home get used to Key sentences： 1. In China, you’re not supposed to stick your chopsticks into the food. 2. In China, it’s impolite to use your chopsticks to hit an empty bowl. 教学反思 在阅读练习中，让学生学会如何快速掌握主要思想是很重要的。学生应该学会掌握主要和最重要的想法，并找到支持性的句子。阅读后，让学生们谈论文章内容，并讨论一些问题，以检查他们的学习情况。我们可以让他们把法国和中国的礼仪写在练习本上。通过这种方式，他们会更加关注关键点。 学科网（北京）股份有限公司 $