九年级英语第十单元Unit10学案【DOC范文整理】

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九年级英语10单元学案

Unit 6 By the time I got outside, the bus had already left.学案Step 1: Revision根据句意和首字母提示，完成单词：1.I was late for school this morning, because I o_____________________.2.It’s time for meeting, he came here on t_______________.3.Because the recorder b_____________ down, I can’t listen to music.4.After the thief had already stolen the handbag, he r____________ off at once.5.I woke up late this morning. I had to really r_____________ to work at once.6.When I got to school, I r_____________ I had left my backpack at home.Step 2: Grammar Study【复习】现在完成时的构成：_________________________________________写出下列动词的过去式和过去分词：get ______ ________ begin ________ _________ leave _________ ________go ______ ________ oversleep ________ ________ flee ________ ________break _________ ________ run ________ _______ show _______ ________ring _________ ________【学习】过去完成时---- 过去的过去过去完成时表示在过去某个时间或动作以前已经完成的动作，他表示动作的发生的时间是“过去的过去”。

九年级英语第十单元Unit10学案

九年级英语第十单元 Unit10 学案九年级英语第十单元Unit10学案【教师寄语】：Greathpesaegreaten【学习目标】知识目标：1能预习并说出这单元的要紧内容。

2能运用并拓展本单元内容。

能力目标：能运用本节内容解决中考题目，德育目标：踊跃参与堂活动，并体验合作学习的欢乐。

【重难点解析】过去完成时态的概念及组成。

2过去完成不时态的运用。

【学习进程】预习情形交流：a以小组形式交流学习各部份内容。

b交流解决预习中的问题。

2上黑板展现各组的预习情形，完成下表小组要紧知识点3你以为本单元中重要的单词，句子及固定结构，请总结在下面，并说出你以为重要的缘故。

a单词：————————————————————————————————b句子—————————————————————————————————固定结构————————————————————————————————【典例分析】____ane____hisnthingsbthetieheasseven?Adid,dBhas,dnedid,didDhad,dne［解析］通过时刻”bthetieheasseven”能够看出，本句应运用“过去完成时态”，依照其结构，故应选那么”D”2I______900EnglishrdsbthetieIasten。

AlearnedBaslearninghadlearnedDlearnt[解析]依照意思得知“在我十岁之前”过去的过去，应用过去完成时态，应选“”3Bthetieparentsreahedheesterda,I_____thedinneralread AhadedBedhaveedDased[解析]：依照过去完成概念，可选“A”4Shesaidshe__________thepriniplealreadAhasseenBsaillseeDhadseen[解析]：本句本应用此刻完成时态，但主句是过去时态，因此从句应用过完成时态，应选“D”4达标测试（中考过过招）（一）首字母填单词，注意其正确形式（1’）eanenfairintheuntrsideRushhuristhetiefdahentisverheavListeningtusiisaafurselfIt’shardththeaniprveEnglishsquilTheastrnautshatthehadseeninspae综合填空（共10小题，每题3分；总分值3分）（09泰安）依照短文意思，用方框中所给词语的适当形式填空，使通顺、完整。

九年级英语全册 Unit 10 You’re supposed to shake hands第3课时学案新版人教新目标版.doc

Unit 10 You’re supposed to shake hands（第3课时）一、学习目标1、知识与能力目标：（1）掌握单词,短语（2）用be supposed to do sth 表劝告、建议等（3）了解一些国家的饮食起居、生活习惯和文化差异，并用学习的知识表达自己对生活习惯的看法。

2、过程与方法目标：先用检查学生自学情况；再让学生自主研究本课重点句型进行劝告，教师适时讲解，引导学生掌握本课重点句子，理解动词不定式的用法3、情感、态度与价值观目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习情趣。

二、重点领悟1. please try to read and understand the words2. read loudly and carefully and then finish the tasks三、自主梳理1）通读Section B勾画短语，（包括听力材料）熟悉并运用be supposed to do2）掌握以下的短语1. 特地不不怕麻烦的做某事＿＿＿＿＿＿＿＿＿＿＿＿＿＿2. 使人感到宾如至归＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿3. 习惯于＿＿＿＿＿＿＿＿＿＿4. 熟悉的＿＿＿＿＿＿＿＿＿＿（不熟悉的，陌生的）5. 餐桌礼仪＿＿＿＿＿＿6. normal＿＿＿＿＿＿＿＿＿＿＿＿（通常的，正常的 adj）四、合作探究1 be supposed to do , ought to do , should 请尝试用例句解释说明in order to /in order that/so that 区别总结五、巩固训练1）注意以下的短语.1、用------做------＿＿＿＿＿＿＿＿＿＿2、做-------很舒服＿＿＿＿＿＿＿＿＿＿3、某人需要做------＿＿＿＿＿＿＿＿＿＿＿＿4、 A bit nervous＿＿＿＿＿＿＿＿＿＿＿＿＿＿5、不同于--------＿＿＿＿＿＿＿＿＿＿＿＿＿＿6、相当陌生＿＿＿＿＿＿＿＿＿＿7、 Anther thing＿＿＿＿＿＿＿＿8、享受做---------＿＿＿＿＿＿＿＿9、逐渐于，惯于＿＿＿＿＿＿＿＿10.A good school year＿＿＿＿＿＿＿＿11、从外面开始＿＿＿＿＿＿＿＿＿＿12、决定干某事＿＿＿＿＿＿＿＿＿＿2）完成以下单选.( D ) 1.--- Will you come to the dinner party? --- I will not come until Jenny __________.A will be invitedB can be invitedC invitedD is invited ( D ) 2.John _______ Beijing the day before yesterday.A arrived atB arrivedC reached toD arrived in( C ) 3.I find ________ difficult to remember everything, though I’m still young.A thatB thisC itD what( D )4..He _____ at the last party. He felt sorry for it.A makes some mistakesB make a mistakeC made few mistakesD made many mistakes( D )5.---Is it easy for people from different countries to greet each other? --- I don’t think so. Becaus e different countries have different _______.A clothesB foodC wayD customs(A )6.Don’t be late next time. You _________ earlier.A are supposed to comeB are supposed comeC are supposed to comingD suppose coming(D )7.Wang Lan bowed the audience when she finished her gameA inB atC forD to(B )8. the custom sending birthday cards started in the 19th centuryA aboutB ofC onD with八、反思：大部分学生在这节课后能准确流利的使用所学句型以及单词进行自由会话。

【知识学习】九年级英语第十单元 Unit10 学案

九年级英语第十单元 Unit10 学案九年级英语第十单元Unit10学案【教师寄语】：Greathopesmakegreatmen.【学习目标】知识目标：1.能预习并说出这单元的主要内容。

2.能运用并拓展本单元内容。

能力目标：能运用本节课内容解决中考题目，德育目标：积极参与课堂活动，并体验合作学习的快乐。

【重难点解析】.过去完成时态的定义及构成。

2.过去完成时时态的运用。

【学习过程】.预习情况交流：a.以小组形式交流学习各部分内容。

b.交流解决预习中的问题。

2.上黑板展示各组的预习情况，完成下表小组主要知识点3.你认为本单元中重要的单词，句子及固定结构，请总结在下面，并说出你认为重要的原因。

a.单词：————————————————————————————————b.句子—————————————————————————————————c.固定结构————————————————————————————————【典例分析】.____jane____hisownthingsbythetimehewasseven?A.did,doB.has,donecdid,did.D.had,done［解析］通过时间”bythetimehewasseven”可以看出，本句应运用“过去完成时态”，根据其结构，故应选则”D”2.I______900EnglishwordsbythetimeIwasten。

A.learnedB.waslearningc.hadlearnedD.learnt[解析]根据意思得知“在我十岁之前”过去的过去，应用过去完成时态，应选“c”3.Bythetimemyparentsreachedhomeyesterday,I_____thed inneralready.AhadcookedB.cookedc.havecookedD.wascooked[解析]：根据过去完成定义，可选“A”4.Shesaidshe__________theprinciplealreadyA.hasseenB.sawc.willseeD.hadseen[解析]：本句本应用现在完成时态，但主句是过去时态，所以从句应用过完成时态，应选“D”4.达标测试（中考过过招）（一）首字母填单词，注意其正确形式（15’）wecanenjoyfairinthecountryside.Rushhouristhetimeofdaywhentisveryheavy.Listeningtomusicisawayofyourself.It’shardtohowtheycanimproveEnglishsoquickly.Theastronautswhattheyhadseeninspace.综合填空（共10小题，每小题3.5分；满分35分）（09泰安）根据短文意思，用方框中所给词语的适当形式填空，使通顺、完整。

人教版九年级英语全册Unit10单元优秀教学案例

四、教学内容与过程
（一）导入新课
1.利用多媒体展示不同城市的图片，如北京、上海、纽约等，让学生直观地感受到城市的特点和魅力。引导学生谈论自己所熟悉的城市，激发他们的学习兴趣。
2.教师提出问题：“如果你要邀请一个外国朋友来你的城市参观，你会推荐他去看哪些地方？”让学生思考并发表自己的意见，从而引出本节课的主题：“If you come to my city”。
2.学生在小组内进行分工，如搜集资料、撰写介绍、模拟导游讲解等。鼓励他们用英语进行交流，提高口语表达能力。
3.教师巡回指导，对学生的讨论和完成情况进行评价，给予必要的帮助和提示。
（四）总结归纳
1.教师邀请各小组代表展示他们的城市介绍，让其他学生对展示的内容进行评价和讨论。
2.教师根据学生的讨论和表现，对本节课的核心内容进行总结，强调重点和难点。
7.个性化教学：教师注重关注学生的个体差异，给予不同学生个性化的指导和关爱，帮助他们实现全面发展。针对不同学生的学习需求，设计丰富的教学活动，让每个学生都能在课堂上得到锻炼和提高。
8.反思与评价：本案例重视学生的反思与评价，教师引导学生对学习过程进行反思，帮助他们发现自己的不足，明确下一步的学习目标。同时，教师关注学生的情感需求，鼓励他们自我评价，培养他们的自我管理能力和自主学习能力。
1.采用任务型教学法，设置具有实际意义的任务，让学生在完成任务的过程中运用英语进行交流，提高他们的口语表达能力。
2.运用分组合作的学习方式，培养学生独立思考、自主学习的能力，同时增强他们的团队合作意识。
3.利用多媒体教学资源，如图片、视频等，为学生提供丰富的视觉和听觉感受，激发他们的学习兴趣，提高学习效果。
3.分组合作：教师将学生分成若干小组，进行分组合作学习。学生在小组内进行讨论、分享和交流，培养了他们的团队合作意识，提高了整体的学习效果。

九年级英语第十单元 Unit10 学案

九年级英语第十单元 Unit10 学案九年级英语第十单元 Unit10 学案【教师寄语】： Greaake great men. (伟大的抱负造就伟大的人)【学习目标】知识目标：1.能预习并说出这单元的主要内容。

2.能运用并拓展本单元内容。

能力目标：能运用本节课内容解决中考题目，德育目标：积极参与课堂活动，并体验合作学习的快乐。

【重难点解析】1.过去完成时态的定义及构成。

2.过去完成时时态的运用。

【学习过程】预习情况交流：a. 以小组形式交流学习各部分内容。

b. 交流解决预习中的问题。

2. 上黑板展示各组的预习情况，完成下表小组主要知识点3. 你认为本单元中重要的单词，句子及固定结构，请总结在下面，并说出你认为重要的原因。

a. 单词：————————————————————————————————b. 句子—————————————————————————————————固定结构————————————————————————————————【典例分析】____ Jane ____ his own things bwas seven?A. did, doB. has, done C did, did. D. had, done ［解析］通过时间”bwas seven”可以看出，本句应运用“过去完成时态”，根据其结构，故应选则”D”2.I______ 900 English words bI was ten。

A. learnedB. was learningC. had learnedD. learnt [解析]根据意思得知“在我十岁之前”过去的过去，应用过去完成时态，应选“C”3. Baachedday, I _____ the dinner already.A had cooked B. cooked C. have cooked D. was cooked [解析]：根据过去完成定义，可选“A”aid sh e__________le alreadyA.has seenB. sawC. will seeD. had seen[解析]：本句本应用现在完成时态，但主句是过去时态，所以从句应用过完成时态，应选“D”4. 达标测试（中考过过招）（一）首字母填单词，注意其正确形式（15’）(09泰安)(1) We caauntryside.(2) Rush houday wvery heavy.(3) Listening to music is a way of (放松) yourself.(4) It’s hard to (想象) how they can improve English so quickly.(5) The astronauts (描述) whaada(二) 综合填空（共10小题，每小题3.5分；满分35分）（09泰安）根据短文意思，用方框中所给词语的适当形式填空，使文章通顺、完整(其中有两个多余选项)。

新目标九年级Unit10全单元导学案（6课时）（英语教案）

新目标九年级Unit10全单元导学案（6课时）（英语教案）Unit 10 You’re supposed to shake hands.课时分解第一课时 Section A （1a ~ 2d ）II. 课堂环节§自主学习方案【自学自查】根据句意及首字母提示完成单词。

1. He always made some mistakes when he was a little boy.2. People in Korea often bow when they meet for the first time.3. In China, people often shake hands when they meet in the street.4. What are you supposed to do when you meet someone?5. It ’s our custom to greet people by giving th em flowers. §课堂导学方案 Step 1 情景导入Teacher: When you are new to a place, you need to know about some special customs the place has. You need to ask some one about them. What should you say first? Questions: Teacher: In you country, ___________when you meet someonefor the first time?Students: You are supposed to shake hands / kiss / bow.① what are you supposed to do? ② what should you do? ……环节说明：通过课前的一个师生问答互动引入新课的话题Step 2 完成教材1a-1c 的任务【操作案例】1. 要求学生看课本P75 1a 部分的图片。

【人教版】九年级全一册英语：Unit 10单元导学案Unit 10 导学案

九年级上英语导学案Unit10You’re supposed to shake hands.Section A Period1(1a-1c)【学习目标】1、掌握单词，短语custom,bow,kiss，shake hands, for the first time。

2、掌握be supposed to句型的用法。

3、中西方人们见面礼仪的差别，培养学生跨文化交际意识。

【预习导学】一、根据首字母和句意完成句子。

1、Am I s_______to come at7o’clock or8o’clock?2、He b_______low to the angry people.3、There are different c_______in different countries.4、He gave his daughter a k_______.5、Chinese people often s_______hands when they meet.二、写出下列短语。

1、握手______________2、犯错误______________3、应该______________4、第一次______________5、用错误的方式_____________6、使某人惊讶的是______________7、应该______________8、期待做某事______________ 【展示交流】1、（1a）Match the countries with the customs.2、Listening.(1b)then check it.3、Work in pairs.【合作探究】“be supposed to”的用法1.be supposed to do sth.“应该做某事”,某人被期望做某事，主语通常是人,相当于be expected to do sth.或情态动词should，时态、人称和句式的变化在be上体现，to为不定式符号，后接动词原形。

九年级英语全册 Unit 10 You’re supposed to shake hands Section B(3a-Self Check)学案

27.The film is worth ________. A．seeB．seeing C．seen D．sees
28.Sanya is famous ________ its beautiful beaches. A．of B．asC．for D．from
29.David felt very happy.________，it was his first time to have a party in our class for him.
35.President Xi Jinping calls on Chinese people to ________ all the food each meal.
A．eat upB．use up C．pick up D．cut up
36.—The food looked bad, but it ________ OK. —So we can't judge a man by his appearance.
45.By the time I locked the door, I reali zed I ________ my keys at home.
A．had repaired B．had changed C．had forgotten D．had left
首字母：Ron, the teacher at the skydiving(跳伞运动) school, was surprised when the gray-haired man said that his name was Walter and asked if he could take skydiving lessons. Ron aske d him how old he was and he r______ that he was 60. Ron explained to Walter that a______ over 50 had to be checked by a docto r before he could learn to jump from a plane.“I’m sorry, but I can’t let you start learning w_____ a letter from your doctor.”

人教九年级英语Unit 10 学案

Unit 10 You’re supposed to shake hands.Section A（1a-2c）【学习重难点】1.在不同的国家,第一次见面应该怎么做。

2.正确使用句型You’re supposed/expected to do sth./It is+adj.+动词不定式.【导学流程】请根据所给汉语,用单词的适当形式完成句子1.Different countries have different____________________(风俗).2.She________________(亲吻)him and said goodbye.3.People in Korea___________________(鞠躬)when they meet for the first time.4.People in_________________(巴西)like to watch football games very much.5.They are supposed to shake hands when people in___________(墨西哥)meet for the first time.6.Maria___________________(问候)Paul’s mother the wrong way.二.【解释疑问】1.be supposed to do sth. 被期望做某事,应该做......1)当主语是人时,表示劝告、建议、责任等=should =to be expected to do sthYou are supposed to______________( arrive) on time2)当主语是物时，表示“本应；本该”The train was supposed to arrive half an hour ago.be supposed to 与should：be supposed是suppose一词的______________语态结构,后接动词不定式,相当于______________后接不定式。

九年级英语第十单元导学案

Unit 10. You’re supposed to shake hands.Section A 1a—2d学习目标1. Important words and phrases （掌握4个单词,3个短语）( shake, kiss, bow; custom, shake hands, know about, be supposed to do) 2.用be supposed to do sth 表劝告、建议等重难点：be supposed to do 的用法重点句型：You are supposed to kissYou are not supposed to shake hands一、自学检测单词（拼读-听写）shake shake hands shake offknow about be supposed to do在课文中找出并翻译下列短语1、某人第一次2、到达4、吃错食物5、用错误的方式问候某人6、犯错7、被邀请8、握手8.和某人握手9.向某人鞠躬10.第一次11.用错误的方式12.被邀请13.对某事随意14.有点晚15.顺便访问16.计划去做某事_17.守时18.毕竟19.没有事先打电话20.应该做某事21.本应该做某事二、合作探究be supposed to do , ought to do , should 请尝试用例句解释说明单词辨析：mistake, wrong, 三、过关斩将( ) 9.--- Will you come to the dinner party? --- I will not come until Jenny __________.A will be invitedB can be invitedC invitedD is invited( ) 10.John _______ Beijing the day before yesterday.A arrived atB arrivedC reached toD arrived in( ) 11.I find ________ difficult to remember everything, though I’m still young.A thatB thisC itD what( )12.He _____ at the last party. He felt sorry for it.A makes some mistakesB make a mistakeC made few mistakesD made many mistakes( )13.---Is it easy for people from different countries to greet each other?--- I don’t think so. Because different countries have different _______.A clothesB foodC wayD customs( )14.Don’t be late next time. You _________ earlier.A are supposed to comeB are supposed comeC are supposed to comingD suppose coming( )15.Wang Lan bowed the audience when she finished her gameA inB atC forD to( )16. the custom sending birthday cards started in the 19th centuryA aboutB ofC onD with牛刀小试17.昨天他应该完成所有的作业18.Bill Gates应该是相当富裕的( quite rich)19.你们不应该迟到20.我碰巧知道有关她的情况，可我不认识她( know about, know)1Unit 10. You’re supposed to shake hands.Section A 3a—4学习目标1.掌握4个单词，2个短语，1个句型(relaxed, land, towards, greet; drop by, after all,)(Can you tell me the things I’m supposed to do?)2.复习巩固be supposed to do 的用法一、自学检测单词relaxed relaxing (--ed, --ing)land n/v fieldfloor /ground在课文中找出下列短语1.顺便拜访2.问候老师3.及时4.按时5.有时6.一起去某地7.对时间相当宽松8.迟到10分钟9.制定计划10.四处走走11.毕竟12.尽可能13.刺、插14.指向__ __15.叉__ _16.吃饱的__ __17调羹__ __18.刀___19.垃圾_ ___20.构成__ 21象征_ ___22.记号23.在……附近24.谜语25.试验26.合适的27.通常、正常地_28.谁的29.制造30.第一次31.用错误的方式32.被邀请33对某事随意____________ 34有点晚_________________35.顺便访问___________ 36计划去做某事___________37.守时_________________ 38．毕竟_______________39.没有事先打电话_________ 40.本应该做某事___________二、合作探究：1 、I suppose everyone will volunteer否定句：反意疑问句：关于否定前移：在think / believe / suppose / guess / imagine / expect等动词后跟宾语从句否定式时，应转移到主句上去，完成反意疑问句时，应与从句主、谓保持一致。

九年级英语unit10英文教案

Unit 10 By the time I got outside, the bus had already left．The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyoversleep（2）Target LanguageWhat happened?I overslept．And by the time I got up, my brother had already gotten in the shower．2．Ability Objects（1）Teach the students to use the new words．（2）Train the students to narrate past events with the Past Perfect Tense．（3）Train the students’ listening and speaking skills with the target language．3．Moral ObjectIt’s a good habit to go to bed early in the evening and get up early in the morning．So you’ll never be in a hurry in the morning．Ⅱ．Teaching Key Points1．Key Vocabularyoversleep2．Target LanguageNarrate past events with the Past Perfect TenseⅢ．Teaching Difficult Points1．Train the students to narrate past events with the Past Perfect Tense．2．Train the students to understand the target language in spoken conversation．Ⅳ．Teaching Methods1．Thinking of examples from the students’ real lives．2．Making sentences by looking at the pictures．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the language points in Unit 8．Ask some questions like this: What volunteer work would you like to do?Help the students to answer, I’d like to…/I love to…/I hope to…2．Practice the dialogue in Activity 3c on page 62 again．Get students to role play the similardialogues with the following．S A: I’d like to join the school volunteer project, but I’m not sure what I should do．S B: What do you like doing?S A: I love playing football．S B: Well, you could help coach a football team for little kids．Let the children practice in pairs．3．Check the students’homework by asking some students to read their sentences with the phrasal verbs．Then ask the students to hand in their homework．4．Dictate the following words：clean up, cheer up, give out, put off, set up, run out of, take after, fix up, giveaway, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategyStep Ⅱ1aThis activity introduces new vocabulary which can be used to narrate past events．First write by the time on the blackboard．and tell the class the meaning of it．"by the time" means not later than, before, as soon as, or when the indicated comes．When we use the words．"By the time…, "we are talking about two different things that happened in the past．Say this sentence to the class: By the time the teacher came in, the students had begun reading English．Tell them to note the struture "had begun" in this sentence．Begun is the past participle of begin．When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle．The words following By the time…, talk about the thing that happened later．And tell the students when they use had plus a past participle, they are using the Past Perfect Tense．Also explain what is the past participle form of a verb for the students．Tell them it is as the same as the past form for a regular verb．And they have to remember the irregular verbs’ participles one by one．Play a game to help the students understand the sentences with the words By the time…Do it like this:Pretend that the teacher will leave the classroom and the students will do some things．When the teacher returns．the class will make statements starting with By the time…Write By the time I came back…on the blackboard．Say to the class, By the time I came in．what had happened?Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．Then get more students to answer differently, such as,By the lime the teacher came in, we had discussed an English problem．By the time the teacher came in, I had drawn a picture．Write these sentences on the blackboard, and teach the students to read several times．Read the instructions to the students and read these questions to the class as well．What do you usually do in, the morning before school? Do you like morning?Why or why not?Choose one good student to answer them by saying something he or she usually does in the morning．He or she may answer like this,I usually get up early, wash my face and have breakfast．I like mornings because the air is fresh, or I usually get up as late as possible．Then I have to wash my face and have breakfast in a hurry．I often rush to school without breakfast．Sometimes I forget something at home．I don’t like mornings because I am always too busy．Then have the whole class practice in pairs．Ask each other the questions．After they finish talking, ask one or two pairs to say their conversations to the class．Correct the mistakes they may make with the other students．Call the students’ attention to the pictures in Activity la．Ask students to tell what they see．Say, Any sentences which make sense are accepted to describe the pictures．The girl in the pictures is Tina．Present the new words by providing sentences showing the meanings of them like this:T: What can you see in Picture 1?S1: She slept a long time．T: That’s correct．She slept too late．She overslept．Class repeat．She overslept．S s: She overslept．T: What do you see in Picture 2?S2: Her brother or sister is in the bathroom．T: That’s correct．She wants to go into the bathroom．She can’t because someone is taking a shower．Class repeat．Someone is taking a shower．S s: Someone is taking a shower．Write these words on the blackboard:overslept, taking a shower, had left, left her backpack at home．Then tell students to talk about the pictures in groups of four．Move around the classroom, listening to students and offering help．Make sure that they talk in English．After they all finish talking, ask different groups to tell the class about the pictures．They may say like this:Tina overslept in the morning．She wanted to go to the bathroom, but her brother had already gotten in the shower．When she got to the bus stop, the bus had already left．She had to run to school．After she got to school, she realized she had left her backpack at home．The sentences can vary, but should be correct．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask the students to read the instructions together．Have them look at the two columns, A and B ,in the chart．Point out the sample answer．Read the two parts of the sentence．Then go over the other unconnected parts of sentences, too．You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column．Please guess the other two sentences before I play the tape．I guess most of the children can get the correct sentences by guessing．So just let them guess．Don’t tell them whether their answers are right or wrong．OK, just keep your answers by guessing．Let’s decide if they are right by listening to the tape now．Play the recording for the first time．Students only listen．Then play it a second time．Let students match two parts of each sentence．Check the answers by asking some students to tell their answers．Make sure that all of them have got the correct answers by listening．Say congratulations to the students who get the answers correctly by guessing．Answers1．b 2．a 3．cTapescriptBoy: Hi, Tina．You look stressed out．Girl: I am．I had a bad morning．Boy: Really? What happened?Girl: Well, first of all I overslept．By the time I got up, my brother had already gotten in the shower．Boy: Oh, what a pain!Girl: So, after he got out of shower, I took a quick shower and got dressed．But by the time I went outside, the bus had already left．Boy: Oh, no!Girl: Oh, yes! So I ran all the way to school．But when I got to school, I realized I had left my backpack at home．Boy: No wonder you look stressed out．Step Ⅳ1cThis practice provides guided oral practice using the target language．First play the recording in Activity 1bagain and let the students read after it．Do it at least twice．Then read the instructions together with the whole class．You will make conversations in pairs．Each of you will have to take turns being Tina．Look at the pictures in Activity la to help you．Tell your partner what happened to you this morning．Ask a pair to read the example to the class before they begirtS A: What happened?S B: I overslept．And by the time I got up, my brother had already gotten in the shower．Write the conversation on the blackboard．Have the students work in pairs．Move around the room offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step ⅤSummarySay, In this class, we’ve learned how to narrate past events, using the Past Perfect Tense．We’ve also done some listening practice in understanding the target language in spoken conversation．Also, we’ve done much oral practice using the target language．Step ⅥHomework1．Write out the story of Tina, Note to use the target language．2．Revise when to use the Past Perfect Tense and the verb structure of it．Step ⅦBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Target LanguageBy the time she got to class, the teacher had already started teaching．When she got to school, she realized she had left her backpack at home．When I got home, I realized I had left my keys in the backpack．（2）The Three Forms of the verbs．2．Ability Objects（1）Train the students’ listening skill．（2）Train the students’ writing skill with the target language．（3）Train the students’ speaking skill．（4）Train the students to use the three forms of the verbs．3．Moral ObjectTry to be a careful person and do everything carefully．Remember not to be as careless as Tina．Ⅱ．Teaching Key Points1．Listening practice with the target language．2．Use the correct verb forms to fill in the blanks by listening．3．Make sentences using the Past Perfect Tense．4．The three forms of the verbs．Ⅲ．Teaching Difficult Points1．Write an ending for the story in Activity 2c．2．The three verb forms in Grammar Focus．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．They may say like this:Tina had a bad morning．First of all she overslept．By the time she got up, her brother had already gotten in the shower．And by the time she went outside, the bus had already left．She had to run all the way to school．When she got to school, she realized she had left her backpack at home．All these made her look stressed out．After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns．Remind them to use the correct verb forms．2．Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．Step Ⅱ2aThis activity provides guided listening practice using the target language．We have known Tina had a bad morning．But something worse happened to Tina later．Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning．Read the instructions to the class．Be sure that all of them know what to do．Call the students’ attention to the four pictures．Get them to guess the correct order of the pictures first．The first one is given as a sample．Ask one or two children to tell their stories by describing the pictures according to their own order．Then, we will hear Tina talking about what happened to her after she got to school．We can see there is a small box in each picture．Please write a number from 1 to 4 in each box to show each picture’s correct order．The first one has been given as a sample．Get the children to get ready to listen to Tina continue her story．Play the recording the first time, students only listen．Play the recording again and ask the children to number each picture．Check the answers with the class and see who have ever got the correct answers without listening．AnswersThe pictures should be numbered in this order:3 1 2 4TapescriptBoy: So then what did you do, Tina?Girl: Well, I ran home to get my backpack．But when I got home, I realized I had left my keys in the backpack．Boy: You’re kidding!Girl: So I ran back to school without my keys or my backpack．And by the time I got back to school, the bell had rung．Boy: Oh, no!Girl: And by the time I walked into class, the teacher had started teaching already．She asked for our homework, but of course I didn’t have it．Step Ⅲ2bThis activity gives students practice in understanding and writing the target language．Ask the students to read the instructions together．Point out the blanks in the sentences and the verbs in the brackets．This activity has two parts．First let’s fill in the blanks with the correct verb forms．We can see some verbs in the brackets．They are the base forms of the given verbs．For example, get and got, Get is the base form of the verb．Your job is to write the correct forms of these verbs in the blanks．Look at number one．A sample answer is given．Let the students fill in the blanks with the correct forms individually．Move around the classroom collecting the common mistakes they may make．After they all finish writing, tell them to get ready to listen to the conversation and check their answers．I will play the recording again．Please check your answers and correct any mistakes you might have made while listening．Play the recording．Students listen and check their answers．Correct the answers by asking seven different students to say theirs to the class．Answers1．got home 2．realized 3．had left4．got 5．had rung 6．walked 7．had startedStep Ⅳ2cThis activity gives students oral practice with the target language．Ask the whole class to read the instructions together．We have a new task now．We know Tina was late for class．What do you think happened after Tina was late for class?Work with a partner．Make up an ending for the story by continuing it．The beginning has been given．Get students to discuss in pairs．Complete the ending．Make sure they are talking in English．Move around the classroom, offering language support if needed．After ten minutes, ask students to stop discussing．Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best．Tell each pair to write downtheir ending, or do it after class if time is not enough．Sample ending of the storyThe teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today．" Tina said sadly．"I’m sorry to hear that, but may I know what happened? said the teacher．Then Tina told the teacher and the whole class her story．All her classmates laughed loudly after it．Some of them said, "Poor Tina!"Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you．Why not let me keep the keys for you? I would put your keys in my backpack．"Step ⅤGrammar FocusThis activity introduces the target language of this unit．Call students’ attention to the sentences on the left．Ask four different students to read the four sentences and point out where had plus a past participle is used．Write the sentences on the blackboard．Draw a simple time line for each sentence to help students to understand the grammar focus．For example:Then get the students to look at the box．Teach students to read the three forms of each verbs first．Then ask several students to read the verbs to the class to see if they can read．Write the verbs on the blackboard．Ask the students to make sentences correctly using each form of the verbs in the box．For example:I usually get up at 6:30．I got up at 5:30 yesterday．By the time I got up, my sister had already gotten in the shower．Tell the students when we talk about the first thing that happened．We use had plus a past participle （had gotten）and when we talk about the second thing that happened, we use the simple past tense （got up）．Ask some to read their sentences to the class．Ask the students to make their own lists of other verbs used in this unit．Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section．The lists have to include these verbs; leave, walk, start, oversleep, ring, be．Check the answers．Some sample sentences with the three verb forms1．I got up at 6:30 every day．I got up at 6:00 yesterday．By the time I got up, my sister had already gotten in the shower．2．We usually go to school at 7:30．We went to school at 8:30 yesterday．By the time we got to the classroom,the students had gone to the chemistry lab．3．My father leaves home at 8:30．He left home at 9:30 this morning．When my father went outside, the bus had left．4．The teacher often starts teaching at 9:00．The teacher started teaching at 8:30 the day before yesterday．When Tina got to class, the teacher had already started teaching．The three forms of the verbs used in this unit:Leave left leftWalk walked walkedstart started startedoversleep overslept oversleptring rang rungbe was/were beenStep ⅥSummarySay, In this class, we’ve done much listening and writing practice with target language．We’ve also done some oral practice in pairs．And we’ve discussed the Grammar Focus of this unit．Step ⅦHomework1．Write down the ending of Tina’s story．2．Make sentences using each form of the verbs below:leave, walk, start, oversleep, ring, be3．Review the Grammar Focus．Step ⅧBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybell, ring, go off, rush, run off, on time, give sb．a ride, lock, break down（2）Target LanguageBy the time I got there, the bus had already left．By the time I woke up, my father had already gone into the bathroom．2．Ability ObjectsTrain the students’ reading skill with target language．Train the students’ speaking skill with target language．3．Moral ObjectHave you ever done anything carelessly?Share your story with your friends．Ⅱ．Teaching Key Points1．Guide the students to read the article in activity 3a．2．Help the students do the oral practice with the target language．Ⅲ．Teaching Difficult Points1．Help improve the students’ reading skill by Activity 3a．2．Help the students describe what has happened to them with the target language．Ⅳ．Teaching Methods1．Get the main idea by reading．2．Pairwork．Ⅴ．Teaching AidA projectorⅥ．Teaching ProceduresStep ⅠRevision1．Revise what happened to Tina by asking several students to tell the story．2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard．3．Check homework by asking one or two to read their own endings of the stroy．4．Check homework by asking some students to read the sentences which they made．5．Ask the students to hand in their homework．Some sample sentences with the verbs used in this unit:1．I leave home at 7:30 every morning．I left home at 8:00 this morning．By the time I got to the airport, the plane had left．2．I walk to school sometimes．I walked to school yesterday afternoon．When I got there, the sick girl had walk away．3．The meeting start at 3:00 every Wednesday afternoon．The meeting started at 3: 30 last Wednesday afternoon．As soon as Mr．Jones got to the meeting room, the meeting had already started．4．Tina seldom oversleeps．Tina overslept this morning．Tina said she had never overslept before．5．The hell rings at 8:10 every morning．The bell rang at 7:10 this morning．When I got to school, the first bell had rung．6．I am here now．I was at home last night．I had been here for 20 years by the end of 2003．Step Ⅱ3aThis activity provides reading and writing practice using the target language．Show the vocabulary on the screen by a project:Point to the words one by one and teach the students to read them．Do it several times．Then ask several students to read the words to see if they can pronounce each word correctly．Ask the whole class to read the instructions together．There is an article in Activity 3a．Your task is to read the story and write the events in the correct order．Have a look at the sample answer on the right of the article before you start．Then let the children complete the work on their own．After a while, ask some students to report their answers to the class．Write the events on the blackboard as they report, putting the events in the correct order．After checking the answers, tell students to read the article again more carefully．Tell them to find out the words or sentences which they can’t understand this time．A few minutes later, let the students ask questions on the words and sentences which they can’t understand．Do some explanation and make sure that the students make everything clear about the article．Then ask the students to read the article aloud．Move around the classroom while they are reading, offering help as needed．Next ask students to pick out the sentences with the Past Perfect Tense．Tell them to underline them and come up with the reason to use the tence．Ask two students to read their answers and explain the sentences．Answers1．alarm clock didn’t go off2．father went to bathroom3．woke up late4．took shower5．had some breakfast6．bus left7．ran to bus stop8．started walking9．got a ride with a friend10．bell ringing11．got to school12．got to classSentences with the Past Perfect Tense in the article:1．…by the time I woke up, my father had already gone into the bathroom and…2．Unfortunately, by the time I got there, the bus had already left．Step Ⅲ3bThis activity provides reading and writing practice using the target language．Call the students’ attention to the photo of the woman sleeping．The girl is sleeping．She may oversleep．How about you?Have you ever overslept?Get a students to answer the question simply, such as Yes, I have．/No, I haven’t．Then ask one student to read the instructions to the class．We can see six questions in the box．You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened．Explain that describe the circumstances means to tell when, where and how the things happened．Ask one student who has ever overslept to answer the first question and describe the circumstance．Help him or her use the Past Perfect Tense to describe the circumstance．Then ask students to read the questions and write their answers in their exercise books．Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description．Move around the classroom providing sentences to the ones who need．Ask several students to share their stories with the class．Correct any mistakes they may make．Let them check the answers in pairs．Step Ⅳ3cThis activity provides listening and speaking practice using the target language．Ask the whole class to read the instructions together．Then call the students’attention to the sample conversation on the right．Ask a pair of the students to read the conversation to the class．Please ask your partner the questions in Activity 3b．Ask more questions if he or she says "Yes"．Ask the students to work in pairs．Encourage them to ask as many questions as they can．As they work, move around the room offering help and answering questions as needed．Ask some pairs to say their conversations to the class．Step ⅥSummarySay, In this class, we’ve learned an article．And we’ve done much practice in reading, listening, speaking and writing．We’ve done much practice with the target language．StepⅦHomework1．Write the answers to the questions in Activity 3b．2．Write a conversation in Activity 3c．Step ⅧBlackboard DesignUnit 9 By the time I got outside, the bus had already left．The Fourth PeriodI．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularycostume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up （2）Target LanguageWhen I got there, I found that he had fooled me．After an hour, the other kids showld up, and I realized that my brother had fooled me．By the time I got to match class, I was exhausted because I had stayed up all night studying．I found out that my friend had fooled me．2．Ability Objects（1）Train the students’ writing, listening and speaking skills with the target language．（2）Train the students to use the new vocabulary．3．Moral ObjectHave you ever been fooled on April Fool’sDay? Share your story with your friends．Ⅱ．Teaching Key Points1．Train the students’ listening and speaking skills with target language．2．Teach the students the new vocabulary．Ⅲ．Teaching Difficult Points1．Guide listening and oral practice using the target language．2．Help learn to use the new vocabulary correctly．Ⅳ．Teaching Methods1．Listening2．Pairwork and groupworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the article in Activity 3a on page 70 by asking several students to read it．2．Dictate the following words and phrases:bell, ring, go off, rush, run off, on time, give sb．a ride lock, break down．3．Check the homework．Step Ⅱ1aThis activity reviews vocabulary, introduces some new vocabulary, and provides writing practice．Read the instructions to the students．Remember to read the sentence in the brackets．Point to the chart with the three headings Nouns, Verbs and Adjectives．Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．Teach the students to read the new vocabulary below:costume, show up, exhausted, embarrassed, empty, fool,April Fool’s DayWrite them on the blackboard or show them on a screen by a projector while teaching．Tell the children the meaning of each word and do a little explanation．Then call the students’ attention to the list of the words on the left．Ask a student to read them and tell the meanings at the same time．Find out the words which the students don’t understand and give some explanation．Please put these words in the correct columns in the chart．Some words can be put in more than one column．Get a student to read the sample answers to the class before they start say, Fool call also be a verb．For example, He fooled me．So it is put in both Column Nouns and Column Verbs．Ask the students to complete the chart on their own．Correct the answers by asking three students to read their answers to the class．AnswersNouns: fool, costume, change, clockVerbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up Adjectives: embarrassed, empty, exhaustedStep Ⅲ1bThis activity provides guided oral practice using the target language．Ask a student to read the instructions to the class．Ask another student to read the example on the right．Work in pairs now．Tell your partner about something that has happened to you recently．Note to use two or more phrases from the list in Activity la．Get tile students to talk in pairs．Move around the classroom checking their work and offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step Ⅳ2aThis activity provides guided listening practice using the target language．Say something about April Fool’s Day to the students like this:Every year on the first of April, Americans do silly things to surprise each other．For example, someone might tell you to go to the teacher’s office to get your new book．But there is no book at all!Call the students’attention to the four pictures．Ask the students what is happening in each picture．Ask four different students to describe the pictures．For example, ‘they can describe Picture 1 like this:A boy was told to take part in a costume party．So he dressed himself up like a monster．But when he got there he found that his friend had fooled him．It wasn’t a costume party．He frightened the others．Read the instructions to the class．You’ll listen to three boys, Dave, Nick and Joe, talking about April Fool’s Day．There is a box under each picture where you can write each boy’s name．Now listen to the tape and write the name of each boy under his picture．I have to tell you there will be one picture without a name under it．Tell them to see the example for Picture c．。

九年级英语全册 Unit 10 You’re supposed to shake hands(第2课时)学案 (新版)人教新目标版

Unit 10 You’re supposed to shake hands（第2课时）一、学习目标1.知识目标: 通过“应该”和“不应该”进一步了解一些国家的礼仪和对时间的看法2.能力目标: 能同他人讨论不同国家的风俗习惯，如初次见面的礼仪，餐桌礼仪等3.情感目标: 了解不同国家的时间观念，加强对中外文化的了解二、重点领悟本单元单词、短语及句子。

能用学习的知识表达自己对生活习惯的看法，养成良好的行为习惯。

be supposed to do 的用法三、自主梳理1. please try to read 3a carefully and loudly then finish the chart2. listen to 2a and 2b in Section B then check the answer3. 看2a右边的插图和左边的句子，仔细听录音内容，判断玛丽娅做错了什么。

4. 根据2a的内容，再听录音完成2b。

1. shake＿＿＿＿过去式＿＿＿＿过去分词2. relax＿＿＿＿（adj）放松的，宽松的＿＿＿＿＿＿（adj）令人放松的3. hungry（adj）＿＿＿＿＿＿（反义词）吃饱的4. 握手＿＿＿＿＿＿5. 顺便拜访＿＿＿＿＿＿6. 毕竟，究竟＿＿＿＿＿＿7. 发出令人不愉快的声音8. knife（n）＿＿＿＿＿＿（复数）9. 某个有趣的地方＿＿＿＿＿＿＿＿＿＿四、合作探究I suppose everyone will volunteer否定句：反意疑问句：五、巩固训练1. 计划干某事＿＿＿＿＿＿＿＿＿＿＿＿＿＿2. 对……重要的＿＿＿＿＿＿＿＿＿＿＿＿3. 邀请某人做某事＿＿＿＿＿＿＿＿＿＿＿＿4. 应该做什么＿＿＿＿＿＿＿＿5. 你们国家有什么规章制度？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿6. 把……..插进……. ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿7. 用-------指向--------＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿8. 用-------擦----------＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿六、知识网络（1）关于否定前移：在think / believe / suppose / guess / imagine / expect等动词后跟宾语从句否定式时，应转移到主句上去，完成反意疑问句时，应与从句主、谓保持一致。

2020人教版九年级英语Unit10学案

【文库独家】Unit 10 You’re supposed to shake hands.单元总览课时分解第一课时 Section A （1a ~ 2d ）II. 课堂环节 §自主学习方案【自学自查】根据句意及首字母提示完成单词。

1. He always made some mistakes when he was a little boy.2. People in Korea often bow when they meet for the first time.3. In China, people often shake hands when they meet in the street.4. What are you supposed to do when you meet someone?5. It ’s our custom to greet people by giving them flowers. §课堂导学方案 Step 1 情景导入Teacher: When you are new to a place, you need to know about some special customs the place has. You need to ask some one about them. What should you say first? Questions:Teacher: In you country, ___________when you meetsomeone for the first time?Students: You are supposed to shake hands / kiss / bow. ① what are you supposed to do? ② what should you do? ……环节说明：通过课前的一个师生问答互动引入新课的话题Step 2 完成教材1a-1c 的任务【操作案例】1. 要求学生看课本P75 1a 部分的图片。

人教版九年级英语全册 Unit 10 You’re supposed to shake hands全单元学案

Unit 10 You’re supposed to shake hands单元总览重点单词1.manner n. 礼貌；风格；习惯2.table manners 餐桌礼仪3.behave v. 行为表现；举止4.be/get used to 习惯于……5.cut up 切开；切碎6.fork n. 叉；餐叉7.full adj. 饱的；吃胀了的p n. (人坐着时)腰以下到膝为止的部分；大腿9.elbow n. 肘；肘部10.gradually adv. 逐渐地；渐渐地pliment n. 称赞；恭维重点词组1. be supposed to do 应该，被期望（做）…2. for the first time 第一次3. （in）the wrong way 以错误的方式4. shake hands 握手5. be relaxed about 对…比较随意6. a bit 有点7. be important to sb. 对某人来说非常重要8. drop by 顺便访问9. make plans to do 计划做某事10. as many （much）as …尽可能多地…11. be on time 准时12. after all 毕竟13. plan to do 计划做某事14. without doing 没做…15. make noise 出动静，制造噪音重点句型:1．It is＋adj.＋to do点拨It is ＋adj.＋to do 表示“做某事……”。

如：It's very important to study English well.学好英语很重要。

(1)若形容词是描述行为者的性格、品质的，如kind, good,nice, right, wrong, clever, careless, polite, foolish 等时，用It's＋adj.＋of sb.to do sth.。