英语人教版九年级全册Unit10 SA(GF-4c).doc

教学设计九年级unit10 Youre supposed to shake handsSection A 3 (Grammar Focus-4c)一、教学目标： 1. 语言知识目标：1) 学习掌握下列词汇：passport, cleanoff, chalk, blackboard, northern, coast, season, knock, take off, 2)进一步学习be supposed to, be expected to,be important to的用法。2. 情感态度价值观：进一步了解不同国家的风土人情，体会文化礼仪差异，了解中国的基本礼仪。二、教材分析 本节课是本单元的第四课时，本节课主要是归纳总结Section A 的知识点，再议练习的形式加以巩固。三、学情分析 本节课是一节语法课，但涉及的语法知识点不多，学生只需进一步掌握并能灵活运用be supposed to, be expected to, be important to 三个在前面的教学时已初步学习过的短语的用法。但由于少数民族地区的孩子英语基础比较薄弱且不够灵活。要教会学生灵活运用这三个句型又是本节课的难点。加上语法课本身就枯燥乏味，这给教学又添加了难度。但本班学生比较活跃，好动，喜欢一些新奇的东西。基于上述情况，我在设计这节课时，抓住学生的心理特点，利用他们喜欢的图片吸引他们投入到课堂中来，让他们在乐中学，忘掉语法课的枯燥，当然，在课堂知识方面我也相应的做一些处理，尽量用一些简单的句子来教学这三个短语的用法，做到降低难度，但要提高要求。这样学生学起来就更加有激情。因为这些句子他们都能学会。四、教学重难点1. 教学重点：总结 be supposed to, be expected to, be important to的不同句型。2. 教学难点be supposed to, be expected to, be important to 的不同句型2-1-五、教学准备： 老师：课件，教学设计 学生：预习六、教学过程. Lean-in 用前面学过的知识及图片导入：Show pictures of Li Minghao and Liu Dehua and ask : (1) -What are you supposed to do when you meet Li Minghao for the first time? - You are supposed to bow.(2) -What are you supposed to do when you meet Liu Dehua for the first time? -Youre supposed to shake hands设计意图：这一环节的设计首先是为了复习前面的内容，其次用明星的图片导入能激发学生的学习兴趣，第三能以旧引新，如握手时应怎么做，注意些什么？由此发散学生的思维。. Presentation(1) take off: 先抛出问题What are you supposed to do when you shake hands? 然后依次展示两张握手图片，让同学们判断对错。最后回答问题：Im supposed to take off the gloves. 引出新词take off的教学。设计意图：在导入后抛出握手时应该怎样做能起到承上启下的作用，接着以两张握手的图片让学生判断正误能引起同学们的注意，能更好的掌握正确的握手方法。最后答语的设计不仅能做到单词放在句子中教，又能进一步掌握be supposed to的句型。（2）chalk, blackboard, clean off T shows a picture of chalk first, Ss say the word “chalk”, T teaches the word . then T shows another picture of blackboard, Ss say the word “blackboard”, T teaches the word . Next, T 创设一个教学情境：Our teachers usually use the chalk to write the words on the blackboard. But after class, the blackboard is dirty, what are you supposed to do?学生回答：Im supposed to clean the chalk off the blackboard来引出clean off 这个新词。并以句子的形式教学这个新词.设计意图：把这三个新词放在一起教学可以创设一个情境，利用情景教学不仅可以给学生提供具体的形象画面，更能激发学生的学习兴趣，最重要的是能让学生更好更快的记住新词。其次，利用be supposed to 的句型教学单词，使学生又进一步加深对be supposed to句型的掌握。（3）knockT：Ive already moved to a new house, would you like to visit my new house?Ss: YesT: If you want to enter my home, what are you expected to do?Ss: knock at the door老师帮助学生完整回答Im expected to knock at the door . 设计意图：教学这个单词，老师以提问的方式邀请学生来新家，可以拉近师生感情，又能培养学生进别人家之前敲门的好习惯，同时又可以操练be expected to的句型，做到一箭三雕。（3）passportT: boys and girls, would you like to go aboard?Ss: Yes.T: If you go aboard, what do you think is important to bring?Ss:.T：show a picture of passport and teach the word. T guides Ss say the answer : I think its important to bring passport. 设计意图：设计这个环节的教学既能让学生明白出国带护照的重要性，又能操练be important to 的句型。(4) northern; coast; season T: shows a picture of northern coast and asks Ss guess. Ss: northern coast T: teach the two words. Ss: practice reading T: If you go to the northern coast in the winter season , what do you think is important to bring? At the same time teaches the word “season”. T guides Ss answer: I think its important to bring warm clothes.设计意图：同Presentation中的步奏(2)。. Grammar一、 Review 老师先总结besupposedto, beexpectedto, beimportantto 的句型并让学生用三个短语以口头的形式练习，使学生更能灵活的掌握句型。 设计意图：这一环节的设计是为了使学生进一步加深对besupposedto, beexpectedto, beimportantto 的句型的运用，为完成以下练习做好铺垫。二、Exercise1 Grammar Focus. 学生阅读Grammar Focus中的句子，然后做填空练习。1). 你第一次遇到某一个人应当做什么？ _ _ you _ _ _ when you meet someone for the first time? 2). 你应该握手 You _ _ _ _ _.3). 你不应该亲吻。You _ _ _ _ kiss. 4). - 我应该穿牛仔裤吗？ - 不应该, 希望你穿西服打领带。 - _ I _ _ wear jeans? - No, you _ _ _ wear a suit and tie.5). - 准时很重要吗？- 是的, 准时是很重要。 - Is _ _ _ _ on time? - Yes, its important to be on time 2. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。设计意图：让学生能更好的掌握Grammar Focus.的重要句子。又能对besupposedto, beexpectedto, beimportantto 的句型进行操练。Work on 4a. First, ask students read the sentences in 4a and choose the suitable phrase to complete each sentence. As they work, move around and give them some help if they need. Then ask students to say their answers and check them in class.设计意图：考察学生对besupposedto, beexpectedto, beimportantto 的句型的掌握情况。Work on 4b. T: Each country has different rules about social situations. Lets read the passage and know about how to learn the rules. Have students read the passage in 4b. then use the first blank as an example to help them fill in the blank with the correct form of the given word, and explain to them. Have students work alone to finish 4b. first, let them say the structure for each sentence. Then use the correct form of words to complete the sentences. Move around the classroom and give them some explanations if they have any difficulties. Ask different students to say their answers and check them with students. Then invite two students to retell the passage.设计意图：考察学生对besupposedto, beexpectedto, beimportantto 的句型的灵活运用能力。. Groupwork T: Suppose someone is coming to our country as an exchange student for the first time. Whats he/she supposed to pay attention to? Please discuss in groups and give him/ her some advice.Have students read the information in 4c, and then ask them to discuss in groups and list the advice according to the instructions given. Move around the classroom and give them some language support if they need.Then call each group to share their list of advice with other groups. SummaryT: Today we have learned a passage about the customs and it tells us that different counties have different customs. So we are supposed to do in Rome as the Romans do.Ask students to sum up the important phrases and the key sentences they have learned. Help students sum up and practice using the structures “ be supposed to”, “be expected to” and “ It is + adj. + infinitive”.Homework 1. Try to remember the new words.2. Grasp the use of “be supposed to; be expected to; be important to”3. Preview Section B (1a-1d)课后教学反思：1、巧妙导入。熟话说得好：良好的开端，成功的一半。一节优质课，不但要求教师潜心备课，熟悉教材、了解教材，而且要求教师优化课堂，增强趣味性，最大限度吸引学生，激发其学习兴趣，把注意力放到课堂上来。这得靠教师巧妙构思，设计合情合理的导入方式。这节课从教师抓住学生喜欢明星的心理特点，以明星的图片导入极大地刺激了学生的兴奋神经，一下把他们吸引住了。本节课做到了这一点，从学生的眼神可看出，这种导入方式是值得肯定的。2、教与学有机结合在一起。在教学过程中，既有教师灵活的教，也应有学生积极主动地参与，才是真正意义上的教学。课堂中避免了以往教师满堂灌，学生被动学习这一模式。把学生变被动为主动。因此我在教学呈现部分利用图片和提问的方式引导学生学习新知，既增强了学习趣味性，