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人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 10 You are supposed to shake hands. Section A 3a-3b （reading）
学情教材分析 Textbook Analysis: This lesson serves as the second session of the unit, with sections 3a-3c dedicated to reading materials. Section 3a introduces different etiquette customs between Colombia and Switzerland, requiring students to answer a key question through text analysis to develop rapid reading skills. Section 3b guides students to focus on details by identifying unique cultural practices in both countries based on textual information, enhancing their ability to read with precision. Section 3c concludes with dialogues inspired by the 3a passage, reinforcing the etiquette customs discussed in the text. Student Analysis: Students may be unfamiliar with customs and etiquette of certain countries. This lesson briefly introduces the customs and habits of two countries. Through this section, students can master the skills of skimming and scanning to create dialogues using key words and phrases for output, consolidate etiquette customs, and enhance awareness of cultural differences.
核心素养目标 Students can master the basic vocabulary of this unit, understand and use key sentence patterns. They can use the target language to talk about different national etiquette habits. Develop students' listening, speaking, reading and writing skills so that they can apply what they have learned in real situations. Through this unit, students will develop an interest in learning English and enhance their awareness and ability of cross-cultural communication. They will be able to read articles about different etiquette customs in Colombia and Switzerland, understand the cultural differences between different countries, respect differences, and enhance cross-cultural awareness.
重点 Master basic vocabulary of units and be able to communicate fluently using key sentence patterns. Be able to read articles about different etiquette habits in Colombia and Switzerland. Be able to use the target language to talk about different etiquette habits in different countries
难点 Understand long sentences and complex sentence patterns in the text, and be able to flexibly apply the knowledge learned in practical situations. Be able to read articles about different etiquette habits of Colombia and Switzerland. Be able to use the target language to talk about different etiquette habits of different countries.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Pre-teach 【2min】 Let’s get to know Colombia. Where is Colombia Let’s get to know Switzerland. Review the key phrases. Answer the questions on PPT. Match the meanings with the phrases E.g: 1.大动肝火 2.有点晚 a. be relaxed about (doing) sth. b. a little/a bit/ a little bit late
Ⅱ. Presentation Before-reading Lead-in 【7min】 Ask the students to read the text quickly, get a good idea of it, and complete task 3a. Then invite several students to give their answers and check them with the class. Students complete task 3a in the textbook.
Ⅲ. Practice While-reading Fast reading 3a【7min】 Careful Reading Main ideas【8min】 3b 【5min】 Ask the students to read the passage quickly and answer the following questions: Have the students read the article carefully this time and finish the following tasks: Think about the main idea of each paragraph. After completing the mind-mind, ask the students to finish the task in 3b to have a consolidation. Read the article quickly and find out the answers and revise them to answer the questions: Read the passage carefully and come up with the main idea for each paragraph and then share them with the whole class. Read the passage again and complete the sentences with words and phrases about what Wei Fen learned from watching movies.
Ⅳ. Promotion Post-reading Discussion and sharing【10min】 Summary 【2min】 Lead the students to discuss the following questions: T: From learning this period, what conclusion can we make Discuss the questions within one’s group and then share the results with the whole class. S: There is a will, there is a way.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 10 You are supposed to shake hands. Section A Grammar Focus+Language points
学情教材分析 Student Analysis: Students have already mastered the core vocabulary and sentence structures from this unit, including the "be supposed/expected to" and "It is adj. to do sth" constructions. The goal is to enable students to appropriately express customs and traditions of different countries using these units' vocabulary and grammatical patterns. Through contextual sentence presentations and situational practice exercises, learners can demonstrate diverse cultural practices while engaging in authentic conversations and discussions based on the textbook content. Textbook Analysis: Sections 4a-4c form the grammar module of this unit, systematically organizing key sentence structures and guiding students through structured language learning activities. The section presents a table summarizing typical question patterns and suggestions regarding etiquette customs, while offering varied sentence structures for expressing advice. Through comparative exercises using the phrases "be supposed to," "be expected to," and "be important to," students master different ways to convey meaning. Activity 4b requires students to comprehend text content and fill in blanks with appropriate verb forms. Section 4c features a collaborative group activity where students provide practical advice for new international exchange students across various scenarios. This real-world application helps consolidate acquired language skills in authentic contexts.
核心素养目标 Learn and understand the use of be supposed to, be expected to, and it is +adj. +to do something. Through the practice and application of phrases, we can expand our knowledge, further understand the customs and folkways of different countries, experience the differences in cultural etiquette, and understand the basic etiquette of China. Through observation, discussion and induction, we can choose the right collocation according to different contexts and improve the critical and logical thinking. Through the practice and application of phrases, summarize the phrases, think actively in learning, and try to use a variety of strategies to solve problems together.
重点 Through the scenario-based introduction by the teacher and the interactive question-and-answer form with students, the vocabulary and sentence patterns under this topic are learned and consolidated, the students' thirst for knowledge is stimulated, and the words, phrases and sentence patterns learned in this lesson are skillfully used.
难点 After reading grammar, students will complete the fill-in-the-blank and perceive how to answer questions in the form of be supposed/expected to and it is adj. to do something.
板 书 设 计 Unit 10 You’re supposed to shake hands. （Section A） —Am I supposed to wear jeans —No，you are expected to wear a suit and tie. It's very impolite to keep others waiting. 3． It's important to be on time. 4． When you go abroad，it is important to bring your passport. 5． If there are people in the meeting room，you are supposed to knock before entering. 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Grammar Focus 【4min】 Lead in 【4min】 Lead the students to read and translate the sentences in Grammar Focus. Show the picture. Let students fill in the blank. Read the sentences in Grammar Focus all together in English twice and then translate them into Chinese. Fill in the blanks according to the pictures and what you have learned.
Ⅱ. Presentation Language points 【6min】 Let students finish and look at grammar focus. Ask : “what do these sentence have in common .” Explain the key structure. Show the correct example sentences. Focus on the syntax and find what you have in common. Observe and complete the example sentence
Ⅲ. Practice Relevant exercises 【6min】 Check answers 【6min】 Show the students the relevant exercises and ask the students to finish them with the help of the language points learned above. Check the answers of the exercises one by pete to finish the exercises within the limited time. Revise one’s answers carefully. Copy the exercises which one makes mistakes on.
Ⅳ. Promotion Reinforcement 4a-4c 【6min】 Have the students finish the tasks in 4a to 4c to consolidate the learning of Section A. Finally, check the answers all together. Do the exercises in 4a-4c, and then compete to show one’s answers in front of the whole class. Revise one’s answers in the end.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 10 You are supposed to shake hands. Section B 1a-1e （listening & speaking）
学情教材分析 Textbook Analysis: Section B expands on Section A by exploring dining etiquette across different countries. Through listening, speaking, reading, and writing activities, it reinforces the learning of "be supposed to" and "be expected to" structures, helping students understand and familiarize themselves with cultural customs. As the first lesson in Part B, this section builds upon the customs covered in Part A to introduce table manners. It continues behavioral etiquette education while respecting foreign cultural contexts, thereby enhancing students' cultural literacy, fostering cross-cultural awareness, and cultivating proper values. Student Analysis: Ninth graders possess established knowledge and information retrieval skills. This lesson uses familiar dietary habits as a starting point, allowing students to "explore global cuisines" in class—a refreshing approach that is both engaging and easy to understand. The curiosity and enthusiasm of teenagers are easily ignited. The lesson begins with a movie clip from "The Princess Diaries," where the protagonist's awkward behavior subtly introduces students to the magical power of customs and the importance of using appropriate language.
核心素养目标 Through watching videos and completing tests, students can express simple opinions on given topics. By listening to recordings, they can comprehend English expressions related to cultural customs, extract and record relevant information, and independently complete listening tasks. Through group collaboration, they can organize performance dialogues appropriately based on scenarios, thereby enhancing cross-cultural awareness.
重点 Understand and complete listening tasks;
难点 We can correctly use the target sentence pattern "be supposed to do" and "it is impolite to do something" to introduce the table manners in different countries.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Pre-teach Lead-in 【4min】 Play a game with students, 1. who is the fastest Tell us polite or impolite as fast as you can. 2.Let students choose the table manners. 3. Play a video about the table manner: How much do you know about table man Answer quickly whether the custom is polite or impolite. Select table manners from all the etiquette. Watch the video and pay attention to the table manners in the video.
Ⅱ. Presentation Lead-in 【2min】 Let students finish 1a Show the pictures of1b, present them by asking questions: what’s wrong Complete 1a Observe the picture in 1b and answer the wrong places in the picture
Ⅲ. Practice Listening practice 1b【3min】 1c 【5min】 Play the record of 1b and ask the students to finish the task. [add more questions if possible] Play the record of 1c for the students and ask them to finish the task in 1c. Listen to the record carefully and then answer the questions. Listen carefully again and fill in the blanks to find out what do people usually do on Halloween.
Ⅳ. Promotion Group Work 【5min】 1.Let students finish 1d Let students make a discussion about the table manners 2.play a game: choose the number you like Work together with your partner to complete the conversation. Be actively involved.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 10 You are supposed to shake hands. Section B 2a-2e （reading）
学情教材分析 Textbook Analysis: The central theme of this unit is "Cultural Etiquette". This reading section expands on the etiquette customs covered in Section B's listening and speaking lessons, focusing specifically on French dining etiquette. Written in epistolary style, the text narrates how Chinese exchange student Lin Yue overcame challenges related to language barriers, food culture, and table manners while living with a French host family through their support and her own efforts. The lesson design follows the thread of "How would you handle these challenges " to guide students through progressive reading activities that build upon each other, thereby stimulating interest in English reading. It encourages students to describe what they or others should (be expected to) do and shouldn' t (not be expected to) do in different situations. By addressing challenges encountered abroad through reading and writing exercises, students deepen their understanding of target vocabulary and language patterns. Guided by mind maps, students are then encouraged to summarize key points from the text and subsequently develop oral and written expressions about "cultural customs" using these visual aids. Student Analysis: This lesson is a reading training, which needs to use mind maps to help clarify and memorize the relevant information in the reading text, and convert the acquired information into graphics to help memory. Actively using reading strategies can help students better grasp the key points and details of the article, and reduce the difficulty of learning.
核心素养目标 Language Proficiency: Be able to use the following vocabulary to discuss French dining customs: basic, exchange, teenage, granddaughter, behave, except, elbow, gradually. Cultural Awareness: Understand French table manners; by comparing cultural differences in dining practices between China and France, develop respect for foreign customs and etiquette while enhancing interpersonal communication skills. Critical Thinking: Through reading this text, accurately predict and extract key information, thereby strengthening logical reasoning abilities Learning Skills: Apply reading techniques to complete texts efficiently, and retell the entire article using mind maps.
重点 Master the new words and phrases related to French table manners in this article, and understand French table manners
难点 Use mind maps to retell the key points of the article.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Pre-teach 【4min】 Ask students 2 questions: 1.What do you know about customs in foreign countries 2.What do you think is the biggest challenge when visiting a foreign country Let students watch a video about French table manner. Brainstorm and answer questions Watch the video and actively observe what French table manners are
Ⅱ. Presentation Before-reading Lead-in 【3min】 Let students pay attention to the picture, and ask: What does the passage mainly talk about Look at the pictures, answer the questions and make predictions.
Ⅲ. Practice While Reading Main ideas Fast-reading:& Careful-reading 【8min】 Let students match the main idea of each paragraph. Let them pay attention to the first sentence. Ask the students to read the article quickly and finish the tasks of each paragraph. Read each paragraph quickly by understanding the first sentence of each paragraph and complete the matching of the main idea of each paragraph. Read the passage quickly and try to find out the correct answers to the questions.
Ⅳ. Promotion Post-reading 2d【5min】 Discussion: 2e 【7min】 Ask the students to finish the task in 2d. then check the answers. Let the students have a group discussion and then give a plete 2a through group work Discuss whether they are successful learners and what good or useful learning habits they have. Then give a report in front of the class.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记
教育之于心灵，犹雕刻之于大理石。——爱迪生 5人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 10 You are supposed to shake hands. Section B 3a-Self Check
学情教材分析 Textbook Analysis: This unit plays an important role in cultivating students' cross - cultural communication skills in the entire textbook system. It connects the previously learned language knowledge and enables students to apply the knowledge to practical communication through specific situations, laying the foundation for students to further study cross - cultural communication - related content. Student Analysis: Through previous English learning, students have mastered a certain amount of English vocabulary and basic sentence patterns and are able to carry out simple English communication. However, they may know relatively little about English expressions related to Chinese customs.
核心素养目标 Language Proficiency: Students will comprehensively apply key sentence patterns such as "You are (not) supposed/expected to do..." and "It is polite/unpolite to do..." learned in this unit to introduce Chinese customs and etiquette. Cultural Awareness: Through studying different countries 'customs and etiquette, students learn to respect diverse cultures, develop good habits, and become civilized individuals. Thinking Quality: Cultivate concentration, observational skills, and imitation abilities in English learning while fostering teamwork awareness. Learning Competencies: ① Students will learn to construct sentences using key vocabulary and phrases, forming coherent paragraphs logically. ② Students will summarize, generalize, consolidate, and apply the unit's core phrases and sentence patterns to express various customs.
重点 Master relevant vocabulary and sentence patterns for describing Chinese, such as "table manners", "house rules", "It's polite/impolite to...". Be able to accurately summarize common Chinese table manners, house rules, and social manners when going out.
难点 Flexibly use the learned vocabulary and patterns to write detailed and logically reasonable advice letters according to actual situations. Understand the cultural values reflected by customs and be able to correctly convey and explain these values in cross - cultural communication.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Before-writing Revision Oral test 【4min】 Give the students three chances to read the article of 2b and see how well they can do pete to get the chances to read the passage and try one’s best to get a higher mark.
Ⅱ. Presentation preparation 3a 【4min】 3b 【2min】 Ask the students to read the task of 3a, and then answer the questions in the chart. Lead the students to read the hints in 3b. Think about the questions and then write down key information about one's favorite Chinese festival. Read the hints and think about how to make use them in one’s writing later.
Ⅲ. Practice While-writing 【16min】 Ask the students to write their letter about one’s favorite Chinese festival now. Offer help whenever the students need while they are writing. Then choose several good writings as examples to show in class. Begin to write the letter to introduce one’s favorite Chinese festival to one’s pen pal. Ask the teacher for help if one needs indeed. Enjoy others’ good writings and try to learn something good from others.
Ⅳ. Promotion Post-writing Consolidation Self Check 【8min】 Have the students to finish the tasks in Self Check within 6 minutes. Then check the plete the exercises carefully within the limited time and try to show one’s answers. Then revise one’s answers.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 10 You are supposed to shake hands. Section A 1a-2d （listening & speaking）
学情教材分析 Textbook Analysis: Centering on the theme of "cultural etiquette," discuss cultural customs across different countries in various contexts. Section A focuses on mastering the core structures of "be supposed/expected to" and the "It's+adj.+to do sth." Students should be able to comprehend basic introductions about cultural etiquette from different nations, extract relevant information through listening and reading, and imitate input language to appropriately express customs and traditions of various countries. Student Analysis: After two years of junior high English study, students have gained foundational understanding of international greeting etiquette and acquired key verbs like kiss, meet, wear, arrive, along with related adjectives such as late, polite, important, strange. This unit focuses on cultural etiquette across nations with minimal grammar content, effectively sparking students' learning interest. Through the process, learners not only acquire linguistic knowledge and develop practical language skills but also cultivate independent learning abilities and teamwork capabilities by completing tasks through self-directed exploration and group collaboration. Ultimately, students gain insights into cultural differences worldwide, enhancing their cross-cultural awareness.
核心素养目标 Through visual aids, students learn to apply the target sentence pattern "be supposed to do" to explore greeting customs across different countries. By participating in role-playing activities, learners gain firsthand understanding of cultural practices while developing respect for their own cultural traditions. Listening exercises enhance logical reasoning skills through precise information extraction and prediction. Reading comprehension tasks require students to anticipate content based on provided clues, enabling them to apply effective listening strategies for efficient comprehension.
重点 Learn the customs of greeting countries and use the target sentence patterns be supposed to, be expected to, It is+adj.+ to do something from the aspects of listening and speaking.
难点 Can analyze and extract information from conversations and classes, and integrate it with visual thinking tools such as tables and mind maps.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Lead-in 【5min】 1.Lead Ss to think what they will do when they someone for the first time. 2.Show Ss a video and lead them to think what people are supposed to do when they meet someone for the first time 1.Think what they will do when they someone for the first time. 2.Watch a video and think what people are supposed to do when they meet someone for the first time.
Ⅱ. Presentation 【6min】 Task 1:watch and answer Play a video which introduces the ways to greet people around the world. From the video, what greeting customs do you learn Watch the video carefully and note down the greetings from different countries. Then practice using the sentence patterns. Ask and answer questions to practice.
Ⅲ. Practice Listening 1b-2b【10min】 2d conversation 【6min】 1.Listen and check your answer in 1a-2b. Listen again and fill in the blanks. Ask Ss to read after the tape and pay attention to their tone and pronunciation. Listen to the recording and check your answer 1a. Use the target sentence pattern to retell the answer. 1.Read the conversation and answer the questions. 2.Listen to the recorder and role-play the conversation in 2d. Pay attention to their tone and pronunciation.
Ⅳ. Promotion Language points 【10min】 Consolidation 【3min】 Explain language points in this class. Ask Ss to work together and summarize what they have learned in this class. Ask Ss to finish the exercises on ppt. Work in groups and summarize what they have learned in this class. Finish the exercises on ppt.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记

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