人教新目标 (Go for it) 版九年级全册Unit 10 You’re supposed to shake hands.综合与测试教案

Unit10 You’re supposed to shake hands.第二课时教学设计和课时作业

The Second Period (Section A 3a---4c)

Teaching Aims

1. Knowledge Objects：

(1)Function:

Talk about customs and what you are supposed to do

(2)Key Vocabulary:

Ss can master the following new words and phrases: value, capital, noon, mad, effort, passport, chalk, blackboard, northern, coast, season, knock, eastern, worth, manner, be relaxed about, rush around, on time, drop by, make plans, after all, get mad, make an effort, keep sb. doing sth., big deal, go abroad, clean…off, take off, table manners, give gifts

(3)Target Language:

When we see each other, it’s polite for boys to shake hands and for girls to kiss each other on the side of the face.

In Switzerland, it’s very important to be on time.

If someone invites you to meet him or her at noon, then you’re expected to be there at noon.

I always leave the house early to avoid heavy traffic because I think it’s impolite to keep others waiting.

(4)Structure:

Supposed to + infinitive, Expected to + infinitive, It is +adj. + infinitive

2. Ability Objects

① Be able to master and use the key vocabulary and target language.

② To read the passage, learn and master how to talk about different customs using “be supposed to”, “be expected to” and “It is +adj. + infinitive”.

3. Moral Objects

Different countries have different customs. So you are supposed to do in Rome as the Romans do.

Teaching Key Points：

⑴ To read the passage, learn about the different customs in different countries and master how to talk about different customs using “be supposed to”, “be expected to” and “It is +adj. + infinitive”.

⑵To master and practice the key vocabulary and target language.

Teaching Difficult Points：

To understand the passage, learn to talk about different customs using “be supposed to”, “be expected to” and “It is +adj. + infinitive”.

Teaching Methods：

The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method.

Teaching Aids：

The pictures about customs in Colombia and Switzerland, reading chart, PPT

Teaching Procedures：

Step 1 Review（About 5 minutes）

Greet the class as usual.

Show the flags of different countries, point to the first one and talk with a student.

T: What are people in China supposed to do when they meet for the first time?

S1: They are supposed /expected to shake hands.

Have different pairs talk about the customs in the other countries like this using “be supposed to” or “be expected to” in front of the class.

Step 2 Lead in （About 4 minutes）

T: Different countries have different customs. Each country has different rules about different situations. Next, I’ll ask you some questions. What are you supposed to say when you greet your teachers in the morning?

S1: I’m supposed to say “Good morning”.

T: What are you supposed to do when you want to visit someone?

S2: I am supposed to call him/her first.

T: What are you supposed to do when you go and visit someone?

S3: I’m supposed to arrive there on time and bring some presents for him / her.

T: What are you supposed to do when you meet your friend’s mother?

S4: I’m supposed to shake hands with her. 

T: What are you supposed to do when you want to study abroad?

S5: I’m supposed to learn some customs about the country first.

T: Well, we are supposed to know about the customs in different countries, so that we can do in Rome as the Romans do. Next, we’ll go on learning some different customs in different countries.

Step 3 Reading (About 12 minutes)

Pre-reading:

Have students look at the pictures in 3a and have a talk with them.

T: Where does the girl comes from?

Ss: She comes from Colombia.

T: (Show the pictures)The men in Colombia are supposed to shake hands when they meet for the first time. What about the women in Colombia?

Ss: They are supposed to kiss each other on both sides of the face.

T: You’re great. Where is the boy from?

Ss: He is from Switzerland.

T: Do you know what Switzerland is famous for? (Show the pictures)

Ss: It is famous for its watches.

T: Yes. So it’s important to be on time in Switzerland. Next, please read the passage and know about the different customs in Switzerland and Colombia.

While-reading:

First, have students to read the passage in 3a quickly and answer the following two questions.

①In which country is it Ok to be 15 minutes late for dinner?

②Which country do you prefer? Why?

Call some students to answer the questions.

Have students read the chart in 3b, then ask them to read the passage carefully again and fill in the chart.

Call different students to say the information about the customs in the passage and check the answers in class.

Sample answers:

Then have students listen to the passage carefully and find out key phrases and the key structures about talking about the customs.

Then help students sum up some key language points and explain some phrases and the key structures.(Phrases: be relaxed about, rush around, on time, drop by, make plans, after all, get mad, make an effort, keep sb. doing sth.. Key structure: It is +adj. + infinitive)

After-reading:

Have students read the instruction in 3c and invite two students to read the sample conversation. Then ask then to make up their conversations according to the passage. Remind them to use the structures “be supposed to”, “be expected to” and “It is +adj. + infinitive”. While working, move around and give them some help if necessary.

Invite several pairs to role-play their conversations in front of the class.

Step 4 Grammar Focus (About 5 minutes)

Have the students read and remember the sentences in Grammar Focus by themselves, and then have them sum up the structures “be supposed to”, “be expected to” and “It is +adj. + infinitive”.

Show the following chart and tell students that we can use the sentence pattern “sb + be (am / is / are ...) + supposed/expected to do sth” to express something should (not) be done.

Then help them understand how to use the structure “It is +adj. + infinitive” to talk about the customs.

Ask different pairs of students to take turns completing each pair of questions and answers using the structures “be supposed to”, “be expected to” and “It is +adj. + infinitive”. Give cues to help the students make questions and answers.

Invite two pairs to report in class and praise the students who don’t have any mistakes.

Step 5 Practice（About 4 minutes）

Have 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.

Call different students to say their answers and check them in class.

Step 6 Writing practice (About 5 minutes)

T: Each country has different rules about social situations. Let’s read the passage and know about how to learn the rules.

Have the students read the passage in 4b. Then use the first blank as an example to help them fill in the blank with the correct forms of the given words, and tell them why.

Have students work alone to finish 4b. First, let them say the structure for each sentence. Then use the correct form of the word to complete the sentence. Move around the classroom and give them some explanations if they have any difficulties.

Call different students to say their answers and check them with students. Then invite two students to retell the passage to tell us how to learn another culture.

Step 7 Groupwork (About 6 minutes)

T: Suppose someone is coming to our country as an exchange student for the first time. What is 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 own advice listed with other groups.

Step 8 Summary（About 3 minutes）

Today we have learned a passage about the customs and it tells us that different countries 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 sentence they learned.

Help students sum up and practice using the structures “be supposed to”, “be expected to” and “It is +adj. + infinitive”.  

Step 8 Homework（About 1 minutes）

Please read the information in the chart and write a passage to introduce the different customs about Switzerland and Brazil.

 Blackboard Design：

Unit 10 You're supposed to shake hands.

Section A 3a-4c

…it’s polite for boys to shake hands and for girls to kiss each other…

In Switzerland, it’s very important to be on time.

… I think it’s impolite to keep others waiting.

It is +adj. + to do sth.

… then you’re expected to be there at noon.

be supposed/expected to

sb. + be (am / is / are ...) + supposed/expected to do sth.

sb. + be (am / is / are ...) + not + supposed/expected to do sth.

Be (Am / Is / Are ...) + sb. + supposed/expected to do sth.?

What + be (am / is / are ...) + sb. + supposed/expected to do ?

课时作业设计

Ⅰ.根据句意、汉语意思和首字母提示完成句子。

1. Can you tell me the ______ (首都) of France?

2. She v ______ (重视) the time she spends with her family.

3. His dream came true at last with his great e______ (努力).

4. It is well-known that there are four s________(季节) in a year.

5. He is a boy with good m_____ (礼貌), everyone likes him..

Ⅱ. 选择填空。

1. Don’t forget to     my house when you come to Beijing next time.

A. drop off   B. drop in      C. drop by      D. drop into

2. I think you are supposed to help him.      , he is your close friend.

A. In all    B. After all     C. Of all    D. At all

3. Those tourists were       about missing the plane.

A. excited     B. happy      C. mad     D. relaxed

4. ----I think his talk is well worth      . 

---So it is. We are moved by his story.

A. to listen       B. to listen to     C. 1istening    D. 1istening to

5. —It’s hot today, isn’t it?         

—Yes, it is. Why not __________ your jacket?

A. take care      B. take place       C. take after          D. take off

Ⅲ. 用所给词的适当形式。

1. He went out without       (turn) off the light.

2. I’m planning     (go) climbing with my classmates next weekend.

3. It’s       (relax) to listen to light music when you feel tired.

4. It’s not polite ________(speak) loudly while you are having a meal.

5. There is so much fog. You should drive as     (care) as you can.

第二课时作业设计答案

Ⅰ. 1. capital 2. values 3. effort 4. seasons 5. manners

Ⅱ.1-5CBCDD

Ⅲ. 1. turning 2. to go  3. relaxing 4. to speak 5. carefully

教学反思

本节课是一节读写课，各教学环节环环相扣，相互呼应，铺垫自然。

采用任务型教学法，活动设计体现“以学生为中心” 的教学原则，抓住学生对不同国家有着不同的风俗习惯和礼仪的兴趣，充分利用图片引导学生运用关键结构谈论不同国家的风俗习惯。学生在小组活动中团结协作，共同完成学习任务，学生在获得知识同时，能够很容易运用关键结构谈论不同的风俗礼仪，真正做到让学生“在学中用，在用中学”。

各种任务活动都是围绕重要知识点设计，逐步深入。读写教学围绕不同国家不同的风俗礼仪展开，学生们兴趣很浓，学习积极性高，表现出强烈的表达欲望。阅读活动设计运用表格、问答、小组讨论等形式，激发学生的兴趣和积极性，帮助学生很好地理解阅读内容，进一步掌握并能熟练运用关键结构，达到预期的效果。