九年级英语 第十单元 · 教案 (全)
人教版九年级英语全册Unit10单元教学设计
1.培养学生对健康的关注，使其认识到保持良好生活习惯的重要性。
2.增进学生对疾病患者的关爱，学会尊重、理解、帮助他们。
3.通过学习本单元，让学生认识到医学进步对人类健康的重要意义，激发他们对科学研究的兴趣。
4.引导学生树立正确的价值观，关爱生命，珍惜健康，关注社会公共卫生问题。
人教版九年级英语全册Unit10单元教学设计
一、教学目标
（一）知识与技能
1.掌握本单元的生词和短语，如：suffer, serious, disease, survive, recover, symptom, operation, cancer, AIDS等，并能正确运用到实际语境中。
2.学会使用一般现在时和现在进行时描述疾病和健康状况。
4.布置课后作业，要求学生复习本节课所学内容，为新课的学习打下基础。
五、作业布置
为了巩固本单元所学知识，确保学生对词汇、短语、语法和阅读技巧的掌握，特布置以下作业：
1.写作练习：请运用本单元所学的词汇和短语，结合一般现在时、现在进行时、一般过去时和过去完成时等时态，写一篇关于健康生活的短文，字数在100-120词左右。
3.分析课文中的祈使句、感叹句等句型，引导学生学会给出建议、表示关心和慰问。
4.通过对课文内容的分析，让学生了解疾病对人类的影响，培养他们的健康意识。
（三）学生小组讨论
1.教师将学生分成小组，针对以下问题进行讨论：
a. What are the common diseases in our daily life?
四、教学内容与过程
（一）导入新课
1.教师通过展示一组关于健康和疾病的图片，引导学生关注本单元的主题，激发他们的学习兴趣。
九年级英语全一册.docxunit10单元整体教学设计
（一）知识与技能
1.掌握本单元的词汇和短语：通过本单元的学习，学生能够掌握并熟练运用与环保、自然资源保护相关的词汇和短语，如sustainable development、ecological balance、carbon footprint等，提高学生的英语语言表达能力。
3.教师挑选部分练习题进行讲解，帮助学生发现和纠正错误，提高解题能力。
（五）总结归纳（500字）
1.教师引导学生回顾本节课所学内容，包括词汇、短语、语法、听力、阅读等方面。
2.学生分享自己的学习心得和收获，教师给予肯定和鼓励。
3.教师强调环保的重要性，呼吁学生在日常生活中关注环境保护，为地球可持续发展贡献自己的力量。
-精读：分析文章结构，提炼关键信息，帮助学生理解文章主旨；
-深度阅读：引导学生思考文章背后的意义，形成自己的观点和看法。
4.针对写作教学，采用以下策略：
-提供写作框架，引导学生按照一定的结构进行写作；
-适时给予写作指导，如文章开头、中间和结尾的写法，以及过渡句的运用；
-组织学生进行互评和修改，提高写作质量。
-设计词汇游戏和小组竞赛，激发学生的学习兴趣。
2.针对语法教学，采用以下策略：
-结合生活实际，设计情境让学生在真实语境中练习语法；
-通过示例和练习，引导学生发现语法规律，提高运用能力；
-进行小组讨论和分享，让学生互相纠错、借鉴，共同提高。
3.针对阅读理解，采用以下策略：
-预读：引导学生通过标题、图片等预测文章内容，培养学生的阅读策略；
3.鼓励学生开展课外实践活动，如调查身边的环保问题、撰写环保建议书等，将所学知识运用到实际生活中。
4.教师通过讲解、示范、反馈等方式，帮助学生发现并纠正语言错误，提高语言表达能力。
九年级英语Unit10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 Vocabulary oversleep（2） Target Language What happenedI 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 Vocabulary oversleep2． Target Language Narrate past events with the Past Perfect Tense Ⅲ． 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 ProceduresStep I Revision1． Ask some questions like this: What volunteer work would you like to doHelp 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．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．Step Ⅱ 1aFirst write by the time on the blackboard． and tell the class the meaning of it．Say this sentence to the class: By the time the teacher came in, the students had begun reading English．Tell them to note the structure "had begun" in this sentence． Begun is the past participle of begin． 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．Write By the time I came back…on the blackboard．Say to the class, By the time I came in． What had happenedHelp 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,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 notChoose one good student to answer them by saying something he or she usually does in the morning．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．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．Step Ⅲ 1bAsk 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．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．Step Ⅳ 1cFirst play the recording in Activity 1b again 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 begirtHave 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 Ⅴ SummaryStep Ⅵ Homework1． 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．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．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 ProceduresStep I Revision1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．2． 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 Ⅱ 2aRead 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．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．Step Ⅲ 2bAsk the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets．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．Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class．Step Ⅳ 2cAsk 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 classWork 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 down their ending, or do it after class if time is not enough．Step Ⅴ Grammar FocusCall 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．Ask the students to make sentences correctly using each form of the verbsin the box．Check the answers．Step Ⅵ Homework1． 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．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．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 ProceduresStep Ⅰ Revision1． 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．Step Ⅱ 3aAsk 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．Step Ⅲ 3bCall the students’attention to the photo of the woman sleeping． The girl is sleeping． She may oversleep． How about youHave you ever oversleptGet 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．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 Ⅳ 3cAsk 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 Ⅵ homework1． Write the answers to the questions in Activity 3b．2． Write a conversation in Activity 3c．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．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 ProceduresStep I Revision1． Revise the article in Activity 3a on page 70 by asking several students to read it．2． Dictate some words and phrases:3． Check the homework．Step Ⅱ 1aRead 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．Get a student to read the sample answers to the class before they start say, Fool call also be a verb． Ask the students to complete the chart on their own．Correct the answers by asking three students to read their answers to the class．Step Ⅲ 1bAsk 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 Ⅳ 2aSay something about April Fool’s Day to the studentsCall the students’attention to the four pictures． Ask the students what is happening in each picture．Ask four different students to describe the pictures．Read the instructions to the class．Play the tape the first time． The students only listen． Then play the tape again． Ask the students to write each boy’s name in the correct box． Check the answers by asking different students to tell their own answers．Step Ⅴ 2bRead the instructions to the class． There are six phrases in the box． Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording． And write "D" for Dave, "N" for Nick and "J" for Joes on the short lines before the phrases． Look at the first one． The answer has been given as a sample．Play the recording the first time． The students only listen． Then play the recording again．Ask the students to write the letters in the blanks．Ask six different students to report their answers to the class． Check the answers with the class．Step Ⅵ 2cThis activity provides oral practice using the target language．First play the recording again． Pause after each sentence and get the students to repeat．Do it at least twice．Ask a student to read the instructions to the class． Then have them look at the sample conversation on the right． Ask a pair of the students to read and try to continue itThen ask the students to work in pairs．Each pair makes two conversations using information from the earlier activities．Move around the room as they work, offering help as needed． Ask one or two pairs to say their conversations to the class．Step Ⅶ Homework1． Write something that has happened to you recently． Use two or more phrases from the list in Activity 1a．2． Write a conversation in Activity 2c．The Fifth PeriodⅠ． Teaching Aims and Demands1．Knowledge Objects（1） Key Vocabularyannounce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married, reply, ending（2） The reading passages about April Fool’s Day．（3） Write stories happened on April Fool’s Day．2． Ability Objects（1） Train the students’ reading skill．（2） Train the students’ writing and speaking skills．Ⅱ． Teaching Key Points1． Teach the students the new vocabulary．2． Help the students understand the three articles．3． Guide the students to write stories happened on April Fool’s Day．Ⅲ． Teaching Difficult Points1． Help the students understand the three articles．2． Help the students write the stories happened on April Fool’s Day．Ⅳ． Teaching ProceduresStep I Revision1． Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the class．2． Check the homework．Step Ⅱ 3aRead the instructions to the students．You’ll have to read three articles． The three articles are about three different stories happened on April Fool’s Day．Not all of them are true． Tell which of these stories is the most believable and which is the least believable． And you have to tell the reasons as well． At last, think over if you would be fooled by any of the stories．Read the first article to the class． The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．After reading, ask the students if it is believable and why． Ask several students to tell their opinions on the believability the first article． They may say like this:I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that．Do the same with the two articles left．Ask two good students to read the articles instead of the teacher． Elicit students’reasons for their answers． At last tell the students the correct answer．Step Ⅲ 3bRead the instructions to the class． Play the recording again to help the students．Ask three different students to read the notes to the class．Help the students make sentences with the notes first．After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed．After around ten minutes, ask a student to read the completed article to the class．The rest of the class help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs．Step Ⅳ 3cRead the instructions to the class． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．Then tell them to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized．Write a sample list on the blackboard:Next ask the students to write their jokes．Ask some students to read their articles to the class． Correct as many of the articles as possible in class．Step Ⅴ 4Read the instructions to the class． Review the meanings of funniest, most embarrassing and most creative．Have the class have a look at the sample conversation in the box before reading．Ask a pair of the students to read it to the class．Then ask the students to read their stories to the class． After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories．Step ⅥHomework1． Read the three articles aloud after class．2． Correct the magazine story and the joke you have written．3． Try to remember the new vocabulary．The Sixth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Verbsrush, realize, invite, show up, stay up．（2） Write an article according to the pictures given．（3） Vocabularyhomework, look, costume, empty2． Ability Objects（1）Train the students to use these verbs correctly:rush, realize, invite, show up, stay up．（2）Train the students’ writing skill．Ⅱ． Teaching Key Points1． Help the students have a self check on the key words and target language of this unit．2． Practise using these verbs: rush, realize, invite, show up, stay up．3． Review the new vocabulary introduced in this unit: homework, lock, costume, empty．4． Direct the students to write an article according to the pictures given．Ⅲ． Teaching Difficult Points1． Help the students make sentences with the verbs．2． Direct the students to write an article with the pictures given．Ⅳ． Teaching ProceduresStep I Revision1． Revise the contents in the three articles in Activity 3a on page 72 by asking some questions2． Ask three different students to read the articles．Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top．Ask students to fill in the blanks on their own． Check the answers．Ask students to make their own sentences with the words, preferably sentences that are meaningful．Move around the room．Collect a few students’answers with mistakes on the blackboard．Along with the students’ help correct the mistakes．Step Ⅲ Part 2Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order．Ask: What is happening to MingGet the whole class to read the instructions． Then ask the students to describe each picture in order．Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school．After a while, ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made．Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class．Step Ⅳ Part 3Call the students’attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group．The first one has been given as a model．Ask some students to tell their answers to the class． Check the answers with the whole class．Step Ⅴ Just for Fun!Call the students’ attention to the cartoon pictures． Tell them to see what happens．Ask the students to read the sentences under the pictures together．Then ask the children what is, funny about this cartoon． Help the students to answer like this:The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella．Step Ⅵ Homework1． Revise all the language points in this unit．2． Finish off the exercises on pages 36～38 of the workbook．3． Make another more sentence with each verb below, rush, realize, invite,show up, stay up．4． Rewrite the article．。
九年级英语全一册.docxunit10单元整体优秀教学案例
在导入新课后，我引导学生阅读课文，并讲解其中的主要内容和知识点。我讲解了一般现在时和一般过去时的用法，让学生了解如何描述日常生活中的环保行为和意识。同时，我还讲解了一些与环保相关的词汇和短语，如environmental protection、recycle、waste等。通过讲解新知，帮助学生掌握本节课的主要内容。
九年级英语全一册.docxunit10单元整体优秀教学案例
一、案例背景
本案例以人教版九年级英语全一册Unit 10为教学内容，本节课主要讨论了关于环保的话题，通过介绍日常生活中的环保行为和意识，引导学生关注环境保护，提高他们的环保意识。在教学过程中，我以学生为主体，注重培养他们的自主学习能力和合作精神，帮助他们掌握英语知识，提高他们的语言运用能力。
4.能够结合自己的生活实际，运用所学知识，提出环保建议。
（二）过程与方法
1.通过观察图片和阅读文章，培养学生的观察力和阅读理解能力。
2.通过听力练习，提高学生的听力技能，培养学生的信息获取能力。
3.通过小组讨论和任务型教学法，培养学生的合作精神和实践能力。
4.通过自评、互评和他评等多种评价方式，培养学生的自我调整能力和评价能力。
2.培养学生热爱生活，关注社会问题的积极态度。
3.培养学生合作学习，共同解决问题的团队精神。
4.培养学生自信、自主、自律的学习态度，培养他们的自主学习能力。
四、教学内容与过程
（一）导入新课
在九年级英语全一册Unit 10的教学中，我首先通过展示一些与环保相关的图片和视频，引发学生的兴趣和思考。我向学生提问：“你们认为环保重要吗？为什么？”让学生发表自己的观点和看法。这样的导入方式可以激发学生的学习兴趣，使他们能够更好地关注和理解环保的重要性。
课时人教版九年级英语全册Unit10大单元教学设计
（三）情感态度与价值观
1.尊重和欣赏他人的创新成果，认识到科技发展对社会进步的重要意义。
2.积极参与课堂活动，主动与同学交流，提高合作意识和团队精神。
3.增强对英语学习的兴趣和自信心，培养良好的学习习惯。
4.关注社会热点问题，学会用英语表达自己的观点，提高跨文化交际能力。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有较高的兴趣和热情。在本章节的学习中，学生将面临以下挑战：
1.一般过去时的用法和情态动词used to的用法较为复杂，学生需要通过实际语境进行反复练习，才能熟练掌握。
2.学生在描述过去事件时，可能会出现时态混乱、词汇搭配不当等问题，需要教师及时指导纠正。
2.学生独立完成练习，教师给予及时反馈，纠正学生的错误。
3.教师针对学生的共性错误，进行集中讲解，帮助学生掌握正确的语法知识。
4.学生进行小组合作，共同完成一篇关于重要发明的小短文，提高学生的写作能力。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般过去时和情态动词used to的用法。
2.学生分享学习心得，交流在讨论和练习过程中的收获。
-发明的名称和图片
-发明者的简介
-发明的历史背景和重要性
-发明对现代社会的影响
4.观看一部与科技发明相关的纪录片，并撰写观后感，不少于100词，要求学生结合所学的英语知识，表达自己的观点和感受。
5.进行一次家庭访谈，询问家人对某个重要发明的看法和体验，以口头报告的形式在下一节课上分享。
-写作：要求学生编写一个小故事，描述一个过去的发明或科技突破，锻炼学生的写作技能。
人教版新目标英语九年级全册Unit10单元教学设计
5.提高阅读理解能力，通过阅读课文和拓展材料，掌握文章的主旨大意，了解人物经历和成功背后的故事。
6.提高写作能力，能根据所学知识编写关于个人经历和目标的短文。
（二）过程与方法
1.采用任务型教学法，引导学生通过小组合作、讨论、分享等形式，培养合作意识和团队精神。
6.培养学生自主学习能力，鼓励他们课外阅读、积累词汇、拓展知识。
（三）情感态度与价值观
1.培养学生树立正确的人生观和价值观，认识到努力和坚持是成功的关键，激发他们为实现目标而努力奋斗的信心。
2.引导学生学会尊重他人，关心同伴，培养良好的人际关系和团队协作精神。
3.通过学习成功人士的故事，激发学生的奋发向上的精神，培养他们克服困难、勇敢面对挑战的勇气。
2.学会使用一般过去时和现在完成时描述过去的事情和经历，以及它们在语境中的运用区别。
3.能够理解和运用本章节所学的重点句型，如：“How did you achieve your goal?”, “What inspired you to work hard?”, “Can you set an example for us?”等，进行相关话题的讨论。
4.布置课后作业，要求学生运用所学知识，描述一个自己熟悉的成功人士，巩固课堂所学。
五、作业布置
为了巩固本章节的学习内容，确保学生能够将所学知识应用到实际中，特布置以下作业：
1.写作任务：请学生撰写一篇关于自己或身边人成功经历的短文。要求使用本节课所学的核心词汇和短语，正确运用一般过去时和现在完成时描述经历。通过这个任务，学生可以进一步巩固语法知识，提高写作能力。
2.小组内部分工合作，收集资料，整理成功人士的故事，并准备进行课堂分享。
人教版九年级英语全册.Unit10SectionAGrammarFocus4c优秀教学案例
（三）小组合作
1.分组讨论：将学生分成小组，让他们在小组内讨论一般现在时态疑问句和否定句的用法，培养学生的团队协作能力。
2.小组竞赛：设计一些小游戏或竞赛活动，激发学生的竞争意识，提高他们对一般现在时态疑问句和否定句的兴趣。
3.小组总结：每个小组派代表总结本组的学习心得和收获，促进学生之间的相互学习。
4.小组互评：让学生相互评价对方的小组表现，培养他们的评价能力和批判性思维。
（四）反思与评价
1.学生自我反思：让学生回顾自己的学习过程，总结自己在一般现在时态疑问句和否定句方面的优点和不足，明确今后的学习目标。
2.同伴评价：让学生相互评价对方的学习成果，给出建设性意见，促进共同进步。
3.教师评价：教师对学生的学习情况进行全面评价，给予肯定和鼓励，同时指出需要改进的地方。
4.故事导入：教师讲述一个关于两个朋友讨论周末计划的故事，引导学生关注故事中的一般现在时态疑问句和否定句，激发学生对课题的兴趣。
（二）讲授新知
1.一般现在时态疑问句：教师通过示例和讲解，引导学生了解一般现在时态疑问句的构成，如“Do you like apples?”，并让学生进行模仿练习。
2.一般现在时态否定句：教师通过示例和讲解，引导学生了解一般现在时态否定句的构成，如“I don't like oranges.”，并让学生进行模仿练习。
3.小组合作的互动性：教师组织学生进行小组讨论和角色扮演，鼓励他们积极参与课堂活动，培养团队协作能力和口语表达能力。通过小组合作，学生能够互相学习、互相评价，从而提高自己的学习效果。
课时人教版九年级英语全册Unit10大单元优秀教学案例
四、教学内容与过程
（一）导入新课
1.利用图片、实物等教学资源，创设一个与单元主题相关的情境，激发学生的学习兴趣。
2.通过提问方式，引导学生回顾已学过的相关知识，为新课的学习做好铺垫。
3.向学生介绍本节课的学习目标和要求，让他们明确学习方向。
（二）讲授新知
二、教学目标
（一）知识与技能
1.让学生掌握情态动词must与should的辨析，能够根据情境正确使用这两个词。
2.使学生理解并掌握一般现在时的被动语态和现在进行时态的构成和用法。
3.提高学生的阅读理解能力，能够通过阅读文章，理解并运用所学知识。
4.提升学生的写作能力，能够运用所学语法知识，撰写一篇条理清晰、语言流畅的短文。
2.教师对学生的学习情况进行评价，及时给予反馈，指导他们改进学习方法。
3.通过归纳总结，使学生明确本节课的学习目标和重点。
（五）作业小结
1.布置与本节课内容相关的作业，让学生巩固所学知识。
2.要求学生在作业中运用所学语法知识，提高他们的实际运用能力。
3.鼓励学生在课后进行自主学习，进一步拓展知识面。
针对本单元内容，我制定了以下教学策略：首先，通过情境创设，让学生在真实的环境中感受和理解情态动词must与should的用法；其次，利用多媒体教学手段，让学生直观地掌握一般现在时的被动语态和现在进行时态；最后，设计形式多样的练习和互动活动，巩固所学知识，提高学生的实际运用能力。
在教学过程中，我充分关注学生的个体差异，因材施教，使他们在课堂上充分展示自己的潜能。同时，注重培养学生的合作精神，让他们在小组活动中共同探讨、共同进步。此外，我还注重激发学生的学习兴趣，让他们在轻松愉快的氛围中学习英语。
人教版九年级英语第十单元教案-全
Unit 10 You’re supposed to shake hands.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：custom, bow, kiss, greet, be supposed to,2）掌握be supposed to句型的用法。
2. 情感态度价值观目标：1. 学习一些见面礼仪，生活习俗和对时间的看法。
2. 了解西方国家的风土人情和习俗。
二、教学重难点1. 教学重点：be supposed to的用法2. 教学难点：中西方人们见面礼仪的差别。
培养学生跨文化交际意识。
三、教学过程I. Lead-in师生讨论：学生在学校应该做哪些事情？引出新句型。
如：Is it a good idea to come to class late?S: No.T: That’s right. It’s not a good idea to come late. You’re not supposed to come to class late. You’re supposed to …eat in class, do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型II. Discussion1. 大屏幕展示一张世界地图，师生对话：T: Do you know where Brazil/ the United States/ Japan/Mexico/Korea is?S:…T: Do you know what people do when they meet for the first time?S: …2. 利用多媒体播放各国初次见面的礼仪，学习新单词：custom, bow, kiss, greet,III. Work on 1a-1c1.1a多媒体呈现1a图片，让学生根据图画内容，说说图中的握手，接吻，鞠躬是哪个国家的礼仪，然后按要求把书本给出的“国家”和“习俗”连接起来。
Unit 10 复习教案 人教版英语九年级全册
重点练习题
Our friendship is valuable.
valuable adj.有价值的
valueless adj.没有价值的
知识点6
drop by顺便拜访
重点例题
重点练习题
We dropped by the bookstore on our way home.
My family drop in at grandfather’s house yesterday.
bow:鞠躬；低头；屈从于
重点例题
We must bow to their wishes.
重点练习题
She bowed low to her teacher.
知识点2
be expected to
Expect+
sth.
sb.to do sth.
to do sth.
that从句
重点例题
be expected to do sth.应该做某事；被期望做某事
I dropped in on Mary last week.
知识点7
after all "毕竟；终究"
重点例题
重点练习题
Afterall, 15 minutes of exercise is betterthannothing.
毕竟，锻炼15分钟比不锻炼好。
知识点8
make an effort
重点例题
C. hopes
D. hoped
知识点3
hold out伸出、维持、抵抗
重点例题
重点练习题
He held out the keys and I took them.
知识点4
Unit10大单元整体教学设计人教版英语九年级全册
1.能够用动词不定式谈论习俗和首次见面时应该怎么做。
2.指导学生通过开展小组学习活动，培养协作意识。
3.通过学习，了解不同国家的文化知识，从而学会尊重不同的文化，养成良好的行为习惯。
1.重点：学习和练习用动词不定式谈论习俗和首次见面时应该怎么做。
2.难点：总结动词不定式的用法。
4.借助思维导图对文章关键内容进行复述。
5.让学生在听说读的基础上,有条理地输出语言。有条理并且有逻辑地进行语言输出,运用重点句型be supposed to, be expected to, It’s polite to进行写作。
单元
课时安排
教学内容
教学目标
教学重难点
Period ⅠSection A(1～2d)
Period Ⅳ
Section B(2a～2d)
1.教会学生读懂关于异国生活习俗的建议信。
2.掌握并运用阅读短文中的重点词汇和语言结构。
3.学会整理读书笔记。
1.通过对短文的阅读和复述，培养及时记忆的能力。
2.指导学生开展小组活动，培养协作意识。
3.指导学生了解不同国家的餐桌礼仪，提高对文明生活的知识。
1.复习已经学过的有关时间观念和礼仪方面的词汇。
2.口头掌握句型：
It's polite for boys to shake hands.
It's impolite to keep others waiting.
It's important to be on time.
3.学习和练习用动词不定式谈论习俗和首次见面时应该怎么做。
3.能综合运用本单元所学的重点句型You are (not) supposed / expected to do...和It’s polite / impolite to do...等来介绍中国的风俗礼仪。
九年级英语第十单元教案
Unit 10 You’re supposed to shake hands.目标确定的依据1.课程标准相关要求课程标准五级目标要求九年级学生能听懂有关熟悉话题的谈论；能借助语境克服生词障碍理解大意。
能就简单的话题提供信息，表达简单的观点和意见参与讨论，能根据上下文和构词法推断理解生词的含义，能独立起草短文，短信并在教师指导下进行修改。
2.教材分析本单元围绕different country. different customs 为话题来进行听、说、读、写活动。
描述自己或他人在不同场合应该做什么be supposed to do sth，不应该做什么be (not) supposed to do sth。
讨论不同国家的风俗习惯，如初次见面的礼仪，餐桌礼仪等，进一步提高文明意识，养成良好的行为习惯，培养学习兴趣。
了解各国餐桌习俗和饮食文化知识，以及相关的词汇，培养学生听、说、读、写能力。
有效提高阅读速度和理解材料的准确度，能灵活运用所学知识自如表达本课重点话题餐桌礼仪问题。
教材内容从基本语言知识到语言综合知识的应用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在活动中有目的的学习语言，这样对提高学生口语和交流能力很有帮助。
3.学情分析从整体来说，学生的学习积极性还是比较强的，大多数学生学习态度较端正。
部分学生学习的兴趣不够浓厚，学习的主动性不强，两极分化现象比较严重，尖子生不够突出。
从几次月考的情况看，学生各学科之间发展不平衡，存在着偏科的现象，尤其是英语学科，有一部分学生（特别是男生）其他六科成绩还可以，就英语特别差，独立解决问题的能力也比较差。
大部分学生还存在着依赖性，不愿意自己探究知识，没有好的学习习惯，还要教师在今后的学习中进行渗透。
课时1教学目标1.通过学习，能够正确使用下列词汇custom, bow, kiss, greet, shake hands with sb.进行简短的对话。
人教版九年级英语全册Unit10单元优秀教学案例
（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。
人教版英语九年级全册 Unit 10教案
九年级全册Unit 10Section A (3a-3c)教学设计一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：relaxed, value, capital, noon, mad, effort, drop by, after all,get mad, make an effort2）复习be supposed to句型。
3）如何正确的阅读课文。
2. 情感态度价值观目标：1）通过“应该” 与“不应该”进一步了解一些国家的礼仪和对时间的看法。
2）了解不同国家的不同的时间观念，加强对中国文化的理解。
二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
2. 教学难点：1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程Ⅰ. RevisionDifferent countries different customs.e.g. A: What are people supposed to do when they meet in...?B: They are supposed to bow / kiss / shake hands....Ⅱ. Warming upAre you supposed to be on time when you meet your friends?Are you supposed to call your friends before you go to their house for dinner?Are you supposed to make plans to meet your friends?But people in other countries may have different opinions. Let’s take two of them as examples.Ⅲ.Lead-in1. 展示一个哥伦比亚和瑞士风光的照片。
九年级英语第十单元教学设计和反思
九年级英语第十单元教学设计和反思一、教学设计1. 教学目标在本单元的教学中，我们的主要目标是帮助学生掌握有关时间表达的词汇和句型，以及相关的语法知识。
通过本单元的学习，学生将能够准确地表达时间，理解并运用一些常见的时间状语从句，提高自己的口头表达能力和语法应用能力。
2. 教学重点和难点（1）重点：时间的表达方式，时间状语从句的运用，使用一般现在时和一般将来时进行句子的构成。
（2）难点：时间状语从句的理解和使用，正确地选择时间的表达方式，正确地构造句子。
3. 教学内容本单元的教学内容主要包括以下几个方面：（1）时间的表达方式：包括几点几分的表达、日期的表达、星期几的表达等。
（2）时间状语从句的使用：引导学生理解和运用时间状语从句，提高学生的句子构成能力。
（3）一般现在时和一般将来时的使用：通过时间状语从句的引导，让学生理解和运用一般现在时和一般将来时进行句子构成。
4. 教学方法在本单元的教学中，我们将采取多种教学方法，包括听说读写结合的教学模式，尤其是注重口语表达的练习，帮助学生更好地掌握所学的知识。
5. 教学过程安排（1）导入：通过图片、视瓶或实物等形式引入相关话题，提高学生的学习兴趣。
（2）学习时间的表达方式：教师示范、学生模仿、小组讨论等形式进行时间的表达方式的训练。
（3）学习时间状语从句：介绍时间状语从句的用法和例句，并进行相关练习。
（4）学习一般现在时和一般将来时：介绍一般现在时和一般将来时的用法，通过例句和练习帮助学生掌握。
6. 教学评价教学评价将主要以考试、作业和口头表达为主要形式，通过不同形式的评价帮助学生检验自己的学习成果，及时发现问题并加以解决。
二、教学反思本次教学中，我们采取了多种教学方法，包括听说读写结合的教学模式，注重口语表达的练习等，取得了一定的效果，但也存在一些问题和改进的空间。
教学内容的安排需要更加紧凑和有目的性，避免内容过于零散，导致学生对所学内容缺乏整体把握。
教学评价需要更加多元化，包括平时的练习、作业的设计等，帮助学生真正掌握所学的知识。
新目标英语九年级十单元教案
新目标英语九年级十单元教案(总3页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--新目标英语九年级 Unit 10?Section A 第一课时教案设计一、教案背景：本节课面向九年级学生，无论是学生还是老师，准时到校是必须遵守的准则，能够一直守时的人是值得敬佩和学习的。
那么通过向学生问“我们有没有谁过头错过上学的公交车的时候呢”这一问题引起学生的兴趣。
再通过老师对自己早晨的描述，以及对学生早晨上学前的活动情况的询问把学生带到过去时的语境中，进而导出本节课的主角Tina。
二、教案课题：Unit 10? By the time I got outside, the bus had already left .Section A 第 I 课时三、教材分析：本课是新目标英语九年级上册第10单元，section A 的1a-2c部分。
教材以 Tina's morning 为中心话题，围绕着描述"过去发生的事情"展开，学习和运用过去完时态。
本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。
在学习活动中，学生通过交换对Tina's morning的描述及自己早晨发生的事，学习运用过去完成时。
四、教学目标：1. Knowledge Objects(1) Key vocabulary: by the time, oversleep, hadgotten/left/started/rung(2) Target Language: What happened/ I overslept/ By the time I got up, my brother had already gotten in the shower2. Ability Objects(1) Students can learn and use the new words.(2) Students can listen and speak the target language.(3) Students can narrate past events with the Past Perfect Tense3. Moral Objects(1) Let students know that they should have a good habit of going to bed early in the evening and getting up early in the morning. Soyou'll never be in a hurry in the morning.(2) Early to bed and early to rise makes a man healthy, wealthy and wise.五、教学重点与难点:1、Teaching Key Points:(1)Key words(2)Narrate past events with the Past Perfect Tense2、Teaching Difficult Points:(1)Train the students to narrate past events with the Past PerfectTense(2)Train the students to understand the target language in spokenconversation.六、教学方式:以任务型教学为主，采用情景教学法、多媒体辅助教学法、交际法等方式，利用多媒体课件展开课堂学习，谈论过去的事情。
人教版九年级英语Unit 10教案
Unit 10You're supposed to shake hands.课时分解第一课时Section A(1a～2d)在玛丽亚的国家，当你被邀请7点钟到，你应当在早点退到。
自主学习案翻译下列词组。
1．握手shake__hands__ 2.应该做某事be__supposed__to__do__sth.3．伸出手hold__out__one's__hand 4.找出，查明，出现find__out5．初次for__the__first__time 6.犯错make__mistakes7．衣着不得体wear__the__wrong__clothes8.问候的方式错了greet__sb.the__wrong__way课堂导学案Step 1 准备与热身(Preparation)师生讨论：学生在学校应该做哪些事情？引出新句型。
T ：Is it a good idea to come to class late?S: No.T: That's right. It's not a good idea to come late. You're not supposed to come to class late. You're supposed to …do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型。
Step 2 呈现与输入(Presentation)1. 要求学生看课本P73 1a部分的图片。
并按要求完成课本上相应的任务。
(1分钟)2. 检查答案，先要求全班一起给出答案并检查讨论。
然后要求2－3名同学根据提示内容编写对话，并把学生所编写的对话列举在黑板上。
(3分钟)参考案例Teacher：In your country, what are you supposed to do when you meet someone for the first time?Students：We are supposed to ______.①bow② kiss③ shake hands……3．要求学生听第一遍录音，并完成课本上1b的听力任务。
人教版九年级英语全册Unit10SectionA1a2d教学设计
作业要求：
1.完成作业时，注意书写规范，保持卷面整洁。
2.作业完成后，认真检查，确保无遗漏和错误。
3.家长签字确认，以督促学生按时完成作业。
4.教师将针对作业完成情况进行评价，给予反馈，帮助学生不断提高。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于时尚话题的相关词汇、短语以及一般现在时、一般过去时和一般将来时的被动语态的掌握和应用。
难点：如何让学生在实际语境中灵活运用被动语态，以及如何引导学生正确理解时尚概念，培养他们的审美观念。
2.重点：提高学生在听、说、读、写四方面的综合运用能力，特别是在听力理解、阅读分析和书面表达方面。
（2）设计问题链，引导学生深入思考，提高阅读理解能力。
（3）组织学生进行拓展阅读，推荐与时尚相关的文章、书籍，拓宽阅读视野。
4.针对写作教学，采用以下设想：
（1）以本章节的主题为写作话题，引导学生进行书面表达，提高写作能力。
（2）开展写作指导，帮助学生掌握写作技巧，如文章结构、过渡词等。
（3）组织同伴互评和教师评价，为学生提供反馈，促进写作水平的提升。
2.阅读拓展：阅读一篇关于可持续时尚的文章，分析文章中的观点和论证方法，总结出至少3个与可持续时尚相关的观点。
3.词汇积累：整理本节课所学的时尚词汇和短语，每个词汇或短语给出一个例句，并用彩色笔标注重点。
4.口语练习：与同学或家人进行对话，讨论以下问题：
（1）What is your favorite fashion item? Why?
（2）选择题：选择正确的词汇或短语，完成句子。
新目标英语九年级Unit 10 单元教学设计
新目标英语九年级Unit 10 单元教学设计一、教学内容及分析本单元继八年级下册Unit 9 Have you ever been to an amusement park ?学习现在完成时态后学生要掌握的另一种和他十分接近的时态---过去完成时态的用法。
本单元以“Bad days”为话题，以学习叙述过去发生的事情为题材，利用谈论图片、听故事、读故事等形式引导学生学习叙述发生在自己身上的烦恼事和尴尬事；学会运用“By the time I got outside, the bus had already left”等句型，谈论过去发生的事情；在学习语言知识的同时，让学生认识到不及时做某事的危害，培养学生良好的行为习惯。
本单元首先通过图片，叙述早上发生的一系列的糟糕事，引出本单元的中心话题和新目标语言的学习。
然后通过“April Fool’s Day”发生的故事，进一步围绕目标语言开展各种教学活动。
Section A部分以讨论有关“morning”的两个问题(1a)引入单元话题，通过听力练习（1b）和对话练习（1c）让学生掌握过去完成时的句型；接着继续用听力材料进行时态练习（2a-2b）以及口语训练（2c）；而后以一个“hurried morning”的故事展开训练，训练形式为阅读并给事件排序（3a）和回答问题（3b）以及口语练习（3c）。
Section B部分先是词汇的学习（1a）与运用（1b）；接着围绕“April Fool’s Day”继续对过去完成时进行听力（2a-2b）和口语训练（2c）；以及围绕三个“stories”展开阅读（3a）和写作（3b-3c）训练最后就“tell a funny story”展开小组活动，进行口语训练（4）。
Self check部分先以填空形式对所学词汇运用进行自我测试(1)；而后就“Ming’s Day”进行看图写话写作练习(2);还以“circle”的形式判断词汇类别(3)。
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Unit 10 You’re supposed to shake hands.
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：custom, bow, kiss, greet, be supposed to,
2）掌握be supposed to句型的用法。
2. 情感态度价值观目标：
1. 学习一些见面礼仪，生活习俗和对时间的看法。
2. 了解西方国家的风土人情和习俗。
二、教学重难点
1. 教学重点：be supposed to的用法
2. 教学难点：中西方人们见面礼仪的差别。
培养学生跨文化交际意识。
三、教学过程
I. Lead-in
师生讨论：学生在学校应该做哪些事情？引出新句型。
如：Is it a good idea to come to class late?
S: No.
T: That’s right. It’s not a good idea to come late. You’re not supposed to come to class late. You’re supposed to …
eat in class, do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型
II. Discussion
1. 大屏幕展示一张世界地图，师生对话：
T: Do you know where Brazil/ the United States/ Japan/Mexico/Korea is?
S:…
T: Do you know what people do when they meet for the first time?
S: …
2. 利用多媒体播放各国初次见面的礼仪，学习新单词：custom, bow, kiss, greet,。