九年级英语Unit10SectionA 3a-3c
+Unit+10+Section+A+3a-3c+教学设计 人教版九年级英语全册
Unit 10 You’re supposed to shake hands.Section A (3a-3c)The Analysis of the teaching material:This reading part includes two compositions written by two students from Columbia and Switzerland respectively,expressing their opinions about customs in their own countries such as the time concept.The customs talked about in the passage are completely different and then compared with each other, which tells the fact that cultural shock is very normal because of politics, economy and geographical features.So we shouldn’t attach more importance to one than the other.And the essence and good points should be kept and spread.Learning Aims:To master key words,phrases and sentences:value,capital,get mad,drop by,make an effort to,after all,etc.In Switzerland,it’s very important to be on time.I think it’s impolite to keep others waiting.etc.To read carefully about different customs of Colombia and Switzerland. To get a better understanding of “be supposed to/be expected to”in the specific contexts.To realize the differences of customs of different countries and respect other cultures.Learning Key Points:To master key expressions.To understand better the phrases---be supposed to and be expected to.To successfully get the detailed information while reading.Learning Difficult Points:To successfully find out the details about customs of the two countries. Teaching Procedures:Ⅰ. Free TalkT: Suppose you have a date with your friend, your friend is late and keeps you waiting without informing you first,do you think it’s impolite?S: …T: Right,it’s not polite to do so and you will even get mad if he or she isn’t on time. That’s because we believe time is valuable and being on time is important.S: …T: However, not everyone in the earth thinks so.People from France and those from the US disagree with each other. Here is a short video.Let’s watch.---T:After watching the video,we can see that different countries have different time concepts.And the passage we will learn today includes two short essays written by two students from different countries.They talk about their time concept in their countries.Let’s get to read more.Ⅰ. Pre- reading1. Lead students to pay attention to the two writers of the two essays,one from Columbia,the other from Switzerland.And then show several pictures of the two countries and talk about them.2. Encourage students to guess in which country it’s ok to be 15 minutes late for dinner.Ⅰ. While Reading1. Tell Ss to read the article quickly and check their guessing about the question:In which country is it OK to be 15 minutes late for dinner?Key: In Colombia.Students read through again and find out other customs the two students mention in their essays.T:Through the 1st reading, just as Teresa and Marc write, we know thatthe Colombians and the Swiss have their own ideas and customs about time. Then besides the custom related to time, do they mention other customs?Students read carefully again and find out the common customs the two students write about and compare them, and fill in the form.Colombia SwitzerlandIdeas and customsabout…Being on timeVisiting a friend’shouseMaking plans withfriendsEncourage students to think:What are the features of their customs?T:After reading, after the comparison in 3b,we can see that the customs from the two countries are totally different.Then how do you think of their customs?What are their features?People in Colombia ---S:---Ⅰ. Post-readingThink and write:1, If you get a chance to study in Colombia or Switzerland,which one will you choose to go and why?Write a short passage to express your ideas. 2, Think about “being on time”,“visiting a friend’s house”,“making plans with friends”in the context of Chinese culture,and write a short passage.。
Unit 10 SectionA 3a-3c课件 人教版英语九年级全册
Guide 3:Underline and understand.
Wtmteimlihlneead.rWfeirfeiIpe'dmneboodepnfyrrl'oetolmulai'kxr,rreeewudatgesoa'ohlribritenautolrgpvsueohrattuleolaaunt对tttredeyho.sesu.匆rb.oie感nr.ml忙/dahs到,etxos的hteoui放dmhsweia松egebsfho.d/oIl随rofyunyt意'otu sdpinenndert,iitm'seOwKithifsybo.u和a某rr高i人v度e共a重度b视i时t l某a光t人e.W/某e 物like to enjoy our time slowly.We value the time we spend with our family and friends in our everyday livietsi.sW+e形of容te词n j/u名st词dr+ofoprbsyb.o+urtofrdioensdths' hmoamkeespilfawnsedthor做aomvp某eebet事yitm+o对地eu.rW于点fre某名ide人no词dn是s't.顺W怎us便h样uea拜n的llwy访/是eh.a.s.什evee么to effaoacrcehg.Wi=orptleshlameotonrfsa,teiketkteon'ieidssandsjrpspguooelo..sap..asl..tniwactitwhhssneeats计ofocoblotnak.hrd划ncseaob.barr做o现sn.ooyt顺/u某hnsc在not便td事uo分hles拜d词hsai访尽d做kee某可伴ohf人能a随tnh.d状.e.s 语and the town center,seeing as many of our friends as we can.
人教版九年级英语全一册Unit10(SectionA3a3c+GrammarFocus)教学设计
在本章节的学习过程中，学生将采用以下方法：
1.通过小组合作、讨论等形式，运用所学的词汇和句型进行口语交流，提高口语表达能力。
2.通过阅读和分析文章，培养阅读理解能力，掌握阅读技巧。
3.通过语法练习，巩固一般过去时和现在完成时的用法，提高写作能力。
4.通过课堂互动，培养学生主动思考、积极参与的学习态度。
（三）情感态度与价值观
1.培养对英语学习的兴趣，增强自信心，形成持续学习的动力。
2.增进对他人经历和成就的认识，学会尊重和理解他人。
3.培养团队合作意识，学社会问题，培养乐于助人的品质。
在教学过程中，教师应关注学生的个体差异，鼓励学生积极参与，激发学生的学习兴趣，使他们在轻松愉快的氛围中学习英语，提高英语素养。同时，注重培养学生的情感态度和价值观，使他们成为具有责任感、关爱他人和积极向上的社会主义接班人。
2.学生分享学习心得，讨论在小组讨论和课堂练习中的收获和困惑。
3.教师针对学生的反馈，进行答疑解惑，巩固知识点。
4.教师强调本节课的情感态度与价值观目标，引导学生正确对待名人效应，关注社会问题，培养积极向上的价值观。
五、作业布置
为了巩固本节课的学习内容，培养学生的自主学习能力和语言运用能力，特布置以下作业：
（二）讲授新知
1.教师呈现Section A 3a-3c的短文，引导学生通过略读、寻读等方式，获取文章大意和关键信息。
2.教师讲解并板书本节课的核心词汇和短语，让学生跟读、模仿，确保正确掌握发音和用法。
3.通过对文章的深入分析，帮助学生理解一般过去时和现在完成时的用法，特别是它们在描述过去事件对现在影响时的区别。
例如，通过分组讨论名人的成就和贡献，引导学生运用一般过去时和现在完成时描述名人的经历和影响。
人教版英语九全Unit10SectionA(3a3c)教学设计
关注学生个体差异，设计不同难度的教学活动，使每个学生都能在原有基础上得到提高。针对基础薄弱的学生，进行个别辅导，提高他们的学习自信心。
4.搭建语言支架：
在教学过程中，为学生提供语言支架，如词汇卡片、关键句型提示等，帮助他们更好地理解和运用所学知识。随着学生能力的提升，逐步撤除支架，培养学生的自主学习能力。
5.听力训练：
设计不同难度的听力任务，逐步提高学生的听力理解能力。引导学生总结听力技巧，如预测、关键词定位等，提高听力效果。
6.口语表达训练：
鼓励学生大胆开口，积极参与课堂活动。采用同伴互评、教师评价等方式，为学生提供反馈，帮助他们提高口语表达能力。
7.课堂互动：
加强课堂互动，采用提问、讨论等方式，引导学生主动参与课堂，积极思考。关注学生的情感需求，营造轻松、愉快的学习氛围。
（2）完成课本练习册中Unit10 Section A（3a-3c）的相关练习题，加强对词汇、句型和语法的掌握。
2.口语作业：
（1）与同学合作，进行角色扮演，模拟一场时尚秀，要求运用所学词汇和句型进行表演。
（2）录制一段关于自己喜爱职业的介绍视频，使用一般现在时态进行描述，提高口语表达能力。
3.拓展作业：
（二）讲授新知
1.教学活动设计：
-通过多媒体展示Unit10 Section A（3a-3c）的听力材料，让学生听并跟读，学习新词汇和句型。
-讲解一般现在-学生听听力材料，跟读并学习新词汇和句型。
-教师针对一般现在时态进行讲解，让学生理解其用法，如：“She wears a blue dress.”、“He is taking notes.”
2.教学过程：
-学生观看图片，积极参与讨论，分享自己对时尚秀的喜好。
人教英语九年级全一册Unit10Section A 3a—3c(共25张PPT)
I _______ ____ _____ make an effort to be on time.
I always _______the house _____ _______ leave early to _____ avoid heavy traffic ________.It’s _________ impolite to _____ keep others _________ waiting
Ideas and customs about…
Colombia
Switzerland
being on time visiting a friend’s house
making plans with friends
being on time
relaxed about time. We’re pretty________
being on time
It’s very ____________to _____ important be ____ on_______. time
Example: If someone invites you to meet him or her at noon,then you are expected to be there at noon. If you’re even 15 minutes late, your friend may get mad.
人教版英语九年级全册Unit10SectionA(3a3c)课时优秀教学案例
（一）知识与技能
1.让学生掌握过去进行时态的构成，即“was/were +现在分词”，并能够正确运用过去进行时描述过去某个时刻正在进行的动作。
2.培养学生能够听懂、说对、读准过去进行时态的句子，提高他们的语言运用能力。
3.让学生通过课文学习，掌握表示过去进行时态的常用时间状语，如“was having lunch”，“were waiting for”等。
2.鼓励学生发挥个人特长，相互帮助，共同进步。
3.教师巡回指导，及时给予小组反馈，提高他们的合作效果。
4.组织小组展示和评价，让学生分享合作学习的成果，提高他们的表达能力和自信心。
（四）反思与评价
1.教师引导学生对自己的学习过程进行反思，总结过去进行时态的用法，提高他们的自主学习能力和思维能力。
2.鼓励学生相互评价，发现和学习他人的优点，促进共同进步。
（五）作业小结
1.教师设计有针对性的作业，让学生巩固过去进行时态的用法。
2.学生完成作业，教师及时批改并进行反馈。
3.教师针对学生的作业情况，进行针对性的辅导和指导，帮助他们提高语言运用能力。
4.学生根据教师的反馈，进行作业的修改和完善，巩固所学知识。
五、案例亮点
1.情境创设与现实生活紧密相连：通过展示两位学生的周末计划和实际行动情况的图片，让学生在真实的情境中感知过去进行时态的用法，提高学生的学习兴趣和积极性。
3.设计角色扮演活动，让学生模拟课文中的场景，进行实际的语言交流，提高他们的语言运用能力。
4.运用图片、图表等教学资源，帮助学生直观地理解过去进行时态的构成和用法。
（二）问题导向
1.设计有针对性的问题，引导学生深入思考过去进行时态的用法，如“为什么用过去进行时态描述过去某个时刻正在进行的动作？”“过去进行时态和一般过去时态有什么区别？”等。
Unit 10 Section A(3a-3c)九年级全册英语教学课件(人教版)
Fast reading 3a While-reading
1.Read the two passages quickly
and find out the main idea.
2.How many differences do the
two passages mention? What
are they?
Yes, it is. 2. Who are pretty relaxed about time,
Colombians or Swiss people?
Colombians. 3. Colombians usually make plans to meet
friends, don’t they?
No, they don’t. 4. What are you supposed to do if you want to
Prediction 3a While-reading
Look at the pictures and the question in 3a and try to choose the right answer.
What are the two passages mainly about? A.It’s very important to be punctual in Switzerland. B. People in Colombia are pretty relaxed about time. C. Differences between Colombian and Swiss customs.
Are you supposed to make plans to meet your friends?
What do you know about Switzerland?
+Unit10++Section+A++3a-3c 人教版九年级英语全册+
Language points
1. Where I’m from, we’re pretty relaxed about time. 在我们国家, 我们对时间相当宽松。
Fill in the blanks with the proper words from the text.
• In Switzerland, it’s very important to _b_e__o_n__ti_m_e_.They’re the land of clocks and watches, ________. Theyanfetevreravllisit a friend’s house without __________. They ucsaullainllgy mfiraskte plans to see friends. They usually ________ something inteprleasntitnog,door go somewhere together.
卡利
This is Marc LeBlanc. He is from Lausanne, Switzerland.
洛桑
Different countries have different customs.
首先，迅速浏览，掌握大意。 速读全文，抓住中心主 旨很有必要，在速读的过程中，应尽可能多地捕获信 息材料。其次，带着问题，回到原文中去寻找、捕获 有关信息。要领是：1) 明确题意，顺藤摸瓜。2) 按照 要求，寻找答案来源。3) 找准关键词，明白其暗示作 用。4) 再读课文，看答案是否符合题意。
Read the passage again and
3b complete the chart.
Ideas and Colombia customs about…
人教版英语九年级上册 Unit 10 Section A (3a-3c)
noon n. 正午；中午 mad adj. 很生气；疯的 get mad 大动肝火；气愤 effort n. 努力；尽力 make an effort 做出努力
Which country’s flags are they?
Colombia
Switzerland
Colombia is a counrty in South America. It’s famous fs
① Where I’m from, we’re pretty relaxed about time.（教材P75） relaxed adj. 放松的; 自在的 辨析: relaxed与relaxing
relaxed
形容词，“放松的”，其主语通常为人， be relaxed about对……感到放松。
Colombia
Switzerland
it’s OK to be late
drop in whenever they like
it’s important to be on time
always call first
don’t usually make plans
always make plans
Post-reading
3c Role-play a conversation. Student A is Teresa and
student B is Marc. Teresa is late and Marc is mad.
A: Hi, Marc. Sorry I’m a little late. B: Teresa, you’re 10 minutes late. A: It’s just 10 minutes! It’s not a big deal. B: Well, in Switzerland, you’re supposed to ...
Unit10SectionA3a-3c教案人教版九年级英语全册
Unit 10 "You're supposed to shake hands," Section A (3a3c)I. Teaching Objectives:By the end of this lesson, students will be able to:1. Understand cultural differences in greeting customs around the world.2. Learn and use key vocabulary related to customs and etiquette.3. Read a passage about cultural etiquette and answer questions based on it.4. Develop their ability to give advice using the modal verb "should."II. Key Vocabulary:CustomsEtiquetteGreetBowHandshakeHugHigh fiveElbow bumpFist bumpWinkIII. Target Language Structure:Using modal verb "should" for giving adviceIV. Teaching Aids:Multimedia projector for displaying slidesWhiteboard and markersHandouts with reading passages and exercisesWorld map or globe for discussion activityV. Teaching Procedures:Step 1: Warmup (5 minutes)Start the class by showing pictures of different countries and ask students what they know about the greeting customs in those countries. Lead into the topic by discussing the importance of understanding cultural differences in greetings.Step 2: Prereading (5 minutes)Introduce and explain the key vocabulary related to customs and etiquette.Ask students if they have experienced any awkward situations when encountering different greeting customs.Step 3: Whilereading (15 minutes)Distribute handouts with the reading passage from Section A (3a). Instruct students to read the passage silently and take notes on the main ideas and supporting details regarding cultural etiquette.After reading, ask several prehension questions to check understanding and clarify any doubts.Step 4: Postreading (15 minutes)Direct students to plete the exercises from Section A (3b) that involve unscrambling sentences related to the reading passage.Review the answers as a class and discuss any challenging points. Focus on the target language structure for giving advice using "should." Write example sentences on the board and practice with the whole class. Step 5: Pair Work & Class Discussion (10 minutes)Have students work in pairs to create dialogues where they give each other advice on how to behave in different cultural situations using "should."Bring some pairs to the front to act out their dialogues for the class. Step 6: Homework Assignment (5 minutes)Assign homework: Students are to write a short essay on a cultural experience they had or would like to have, focusing on the customs and etiquette of that culture. They should include at least five pieces of advice on how to behave appropriately using "should."VI. Assessment:Observe students during pair work and class discussions to assess their understanding of vocabulary and ability to use the target language structure for giving advice.Evaluate essays for content, use of vocabulary, and correct use of the target language structure with "should."。
人教版九年级英语全册Unit10 SectionA (3a-3c)课件
About making plans with friends
They almost always make plans. “We almost always make plans to see friends. We usually plan to do something interesting, or go somewhere together.”
They don’t usually have to make plans. “We don’t usually have to make plans to meet our friends. We often just walk around the town center, seeing as many of our friends as we can.”
3. Do you know about the ideas or customs about time in other countries?
Look at the pictures.
Who are thБайду номын сангаасy? Where are they from?
Teresa Colombia a Colombian (girl)
About being on time
It’s very important to be on time. “… If you’re even 15 minutes late, your friend may get mad. So I make an effort to be on time … it’s impolite to keep others waiting.”
Ideas and customs about …
初中英语人教版九年级全册《Unit 10 SectionA 3a~3c》课件
人教版 初中英语 九年级
非常感谢收看
教学课件
• A: Hi, Marc. Sorry I’m a little late. • B: Teresa, you’re 10 minutes late! • A: It’s just 10 minutes! It’s no big deal! • B: Well, in Switzerland, you’re supposed to ...
Sentence with this sentence pattern(句型) in this article:
In Switzerland, it's very important to be on time.
Group work
Talk about Chinese customs. Work in groups, give advice on the following parts(at least three parts) and take notes down, then give a report.
If someone invites you to meet him or her at noon, then you're expected to be there at noon.
be supposed to do相对于be expected to do 主观性更强一些。
3. It be + adj. +to do sth. It be important to do sth. 做某事很重要
Switzerland It’s in Europe.
/bə:n/ Bern
Two exchange students
Unit10SectionA3a~3c教案-2023-2024学年人教版英语九年级全册
四、教学资源
1. 软硬件资源：班级内的多媒体教学设备，如投影仪、计算机、音响等；教师准备的教学PPT和教学素材。
在知识方面，学生已经掌握了现在进行时和一般现在时的基本用法，这为本节课的学习提供了一定的基础。他们已经能够运用这些语法知识描述动物和地点，因此在本节课中，学生需要在此基础上进一步拓展相关的词汇和语法知识，以描述澳大利亚的自然环境和动物生活。
在能力方面，学生的阅读理解能力、听力理解和口语交流能力已经有了一定的基础。他们能够通过阅读理解文章内容，运用所学知识进行口语表达和写作。因此，在本节课中，学生需要通过阅读和讨论，进一步提高他们的阅读理解能力和口语交流能力。
在素质方面，学生已经培养了一定的文化意识和跨文化交际能力，他们能够了解和尊重不同的文化背景。在本节课中，学生需要通过学习和讨论，进一步提高他们的文化意识和跨文化交际能力，以更好地理解和尊重澳大利亚的文化和自然环境。
在行为习惯方面，学生的学习态度总体积极，课堂参与度较高。然而，部分学生在阅读和分析文章时，可能存在一定的困难，如阅读速度慢、分析能力不强等。针对这一情况，教师需要在教学中关注这部分学生，给予他们更多的指导和帮助，鼓励他们积极参与课堂活动，提高他们的学习效果。
教师活动：
- 发布预习任务：通过在线平台或班级微信群，发布预习资料（如PPT、视频、文档等），明确预习目标和要求。
- 设计预习问题：围绕澳大利亚的文化和自然环境，设计一系列具有启发性和探究性的问题，引导学生自主思考。
人教版英语九年级全册Unit10SectionA(3a3c)课时说课稿
在设计师生互动和生生互动环节时，我将充分考虑学生的参与和合作。师生互动方面，我将采用提问、解答、评价等方式，引导学生积极参与课堂讨论，提高他们的思维能力和语言表达能力。生生互动方面，我设计小组讨论、角色扮演、共同完成任务等活动，让学生在合作中学习、在实践中提高。此外，我还将适时给予反馈和鼓励，激发学生的学习兴趣和动机。通过这些互动方式，有助于营造积极、活跃的课堂氛围，容简洁明了，以关键词、时间线和思维导图等形式呈现。板书包括一般过去时的构成、标志词、不规则动词过去式变化规则以及实际语境中的运用。在教学过程中的作用是辅助学生理解和记忆知识点，形成清晰的知识结构。为确保板书清晰、简洁且有助于学生把握知识结构，我会在课前进行充分准备，并根据学生的反馈和理解情况进行调整。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将以一段关于过去发生事件的视频片段作为导入。视频内容将涉及一些不规则动词的过去式形式，引发学生对一般过去时的兴趣。随后，我提出问题：“请大家回想一下，视频中发生了哪些有趣的事情？它们是何时发生的？”让学生思考并回答，自然引入一般过去时的学习。
（三）教学重难点
1.教学重点：一般现在时和一般过去时的构成、标志词、动词变化规则以及它们的运用场景。
2.教学难点：一般过去时的动词变化规则，以及如何在实际语境中正确运用这两种时态。
二、学情分析导
（一）学生特点
面对九年级的学生，他们已经具备了一定的英语基础，对英语学习有了一定的认识和兴趣。这个年龄段的学生思维活跃，好奇心强，善于接受新知识，也愿意参与到课堂活动中去。他们的认知水平已逐渐接近成人，可以进行较复杂的语言理解和表达。在学习习惯上，部分学生已经形成了良好的学习习惯，但也有部分学生学习习惯尚待改善，需要教师的引导和监督。
最新人教新目标版九上英语Unit10SectionA(3a-3c)【教案】
Colombia is acountryin South America. It’s famous for its coffee, bananas and flowers. Colombia is also a major producer for coal, oil and emeralds.
Teaching Reflection
In this period,we should practice the key points more in reading and speaking activities.The key points are practicing the structure—it is＋adj.＋to do sth.
3.思维品质：能提取、概括语篇的关键信息、主要内容。
4.学习能力：用“be supposed to do”表达你应该做某事
Teaching Difficulties
Use the structure“It’s+adj.+to do sth.”in reading comprehension.
Teaching Aids
Switzerland is a country in central Europe. It is one of the most economically developed and richest countries in the world. Arounded by forest, mountains and lakes, Switzerland is rich in tourism resources. You can see both naturales there. Also, Switzerland is famous for its army knives, watches and cheese.
人教版九年级英语全一册Unit10(SectionA3a3c+GrammarFocus)说课稿
3.语法填空：设计一般现在时被动语态的填空题，让学生在实际语境中运用所学语法知识。
（四）总结反馈
在总结反馈阶段，我将采取以下措施：
1.自我评价：让学生回顾本节课所学内容，对自己的学习效果进行评价，总结自己在语法、听力、口语等方面的进步和不足。
我将使用以下教具、多媒体资源和技术工具：
1.多媒体课件：展示图片、视频等，为学生提供丰富的视觉和听觉材料，增强课堂趣味性，提高学生的学习兴趣。
2.网络资源：利用互联网查找与不同国家文化差异相关的资料，拓展学生的知识面。
3.交互式白板：方便教师在课堂上实时展示和标注重点知识，增加课堂互动性。
（三）互动方式
2.主要内容：板书将突出重点词汇、语法结构和听力技巧，同时通过图表、箭头等符号展示各知识点之间的联系。
3.风格：简洁明了，使用不同颜色的粉笔突出重点，使板书层次分明，易于学生识别。
板书在教学过程中的作用是帮助学生梳理和记忆知识点，构建知识结构。为确保板书清晰、简洁且有助于学生把握知识结构，我将：
1.在课前精心设计板书内容，确保与教学目标紧密结合；
（二）学习障碍
在学习本节课之前，学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。然而，他们在学习本节课时可能存在以下障碍：
1.对于一般现在时的被动语态，学生可能难以理解和运用；
2.在听力训练中，学生可能难以捕捉到关于文化差异的细节信息；
3.部分学生可能在学习过程中缺乏主动参与和合作意识。
（3）能够听懂并准确获取关于不同国家文化差异的信息。
2.教学难点：
（1）一般现在时的被动语态的构成和用法；
人教版 英语九年级Unit 10 Section A 3a-3c .(共11张PPT)
B: Teresa, you’re 10 minutes late!
A: It’s just 10 minutes! It’s no big
deal!
B: Well, in Switzerland, you’re
supposed to ...
Please continue…
Different countries have different customs. To learn the language of a country isn’t enough.
always call first always make plans
3c Role-play a conversation. Student A is Teresa and Student B is Marc. Teresa is late and Marc is mad.
A: Hi, Marc. Sorry I’m a little late.
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9、有时候读书是一种巧妙地避开思考 的方法 。21.8.321.8.3Tuesday, August 03, 2021
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10、阅读一切好书如同和过去最杰出 的人谈 话。17:11:3617:11:3617:118/3/2021 5:11:36 PM
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11、越是没有本领的就越加自命不凡 。21.8.317:11:3617:11Aug-213-Aug-21
What do you know about Colombia?
Colombia
Bogota
It’s famous for its coffee.
Pre-reading
1.有点儿：a little/bit 3.Drop by: 顺便拜访
人教版英语九全Unit 10 SectionA(3a-3c)课件(共18张PPT)
Reading skills
首先，对课文迅速浏览，掌握全文的主 旨大意。 在速读的过程中，应尽可能 多地捕获信息材料。其次，带着问题， 再回到原文中去寻找、捕获有关信息。
B. 通过阅读，初步了解不同国家对时间 的看法和朋友间的礼仪。
C.通过阅读短文，获得相关信息，提高阅 读能力。
y some places ad guess their nationalitie
Switzerland 瑞士
Colombia 哥伦比亚
isten and answer the question
Unit 10
You’re supposed to shake hands.
Period Three
Section A (3a—3c)
What are people in…… supposed to do when they meet for the first time?
学习目标
A.正确使用新单词和短语：relax , drop by , after all, effort等。
Careful reading
3b
Ideas and customs about…
being on time
visiting a friend’s house
making plans with friends
Colombia
Switzerland
It is OK to be It’s very important
Each country has its own customs. To be better learners, We are supposed to know more about the cultures in different countries.
人教版九年级英语全册Unit10SectionA3a3c说课稿
2.过程与方法：通过阅读和讨论，学生能够提高自己的阅读理解能力，培养合作和交流的能力。教师引导学生通过自主学习、合作学习和探究学习，提高学生的学习效果。
3.情感态度与价值观：学生能够认识到环境保护的重要性，培养环保意识；能够尊重和理解他人的观点，培养良好的情感态度和价值观。
（三）教学重难点
1.教学重点：本节课的教学重点是学生能够掌握情态动词must和should的用法，以及一般现在时的被动语态。通过阅读和讨论，学生能够理解文章的主旨大意，运用关键句型表达自己的观点和态度。
三、教学方法与手段
（一）教学策略
在本节课中，我主要采用交际式教学法和任务型教学法。交际式教学法强调师生之间的互动和交流，通过真实的语境和情境，让学生在实际交流中学习和运用英语。任务型教学法则是通过完成具体的任务，让学生在实践中运用所学知识，提高语言运用能力。这两种教学方法都符合语言学习的规律，能够激发学生的学习兴趣，提高他们的参与度和积极性。
（二）学习障碍
在学习本节课之前，学生需要具备一定的情态动词和被动语态的知识，以及对于环境保护话题的基本认识。可能存在的学习障碍主要有：部分学生可能对情态动词must和should的用法不够熟悉，对于一般现在时的被动语态的运用也存在一定的困难。此外，在讨论环境保护话题时，学生可能因为自己的观点和他人不同而感到紧张或不愿意表达。
（二）新知讲授
在新知讲授阶段，我会逐步呈现本节课的知识点。首先，我会通过示例和讲解，介绍情态动词must和should的用法，以及一般现在时的被动语态。在讲解过程中，我会结合具体的语境和实例，让学生理解和掌握这些语法知识。接着，我会引导学生进行一些练习，如填空、改写句子等，以巩固他们对所学知识的理解。
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What do you know about Colombia and
Switzerland?
/ kə`lʌmbɪə /
/ `swɪtsələnd/
What do you know about Colombia?
位置 position
1.What are the two passages mainly about? Columbia
2lFat.rtiIomnemfweo.”htrhiadcenhinsdcneo“enurtIt?en’nstHrcOyoeKwsis‘idfwitoyeoo’ykruoetuaoprkrrbeinevtoet1wya5r?ebmliatinxlauettdee.as”bout
It’s in South America.
national flag
Cali/`kɑ:lɪ/
卡利（哥伦比亚城市）
哥伦比亚以咖啡闻名于世。 It is famous for coffee.
What do you know about Switzerland? 位置 position
It’s in Europe.
Task 3 Careful reading
Read Para.1 and finish the exercises.
1. In Colombia, it is OK if you arrive a bit late for a dinner. (T or F?) T 2. People in Colombia usually make plans to meet their friends. (T or F?) F 3.we often __d_r_o_p__ _b_y_____ our friends’ homes if we are _f_r_e_e_____.
national Lausanne
flag
/ləʊ`zæn/
洛桑（瑞士城市）
瑞士是钟表之都。 It’s the capital of clocks and watches.
Task 2 Skimming （略读）
Different customs. What do people in Switzerland think of time?
They think it’s very important to be on time. 2. What are you supposed to do if you want to
visit your friends in Switzerland? I am supposed to make plans. 3.We’re the capital of clocks and watches, after all! (Translate)毕竟，我们是钟表之国！ 4.We usually plan to do something interesting, or go somewhere together. (Translate) 我们通常计划一起做一些有趣的事情，或一 起去某个地方。
Task 1 Pre-reading
What’s the meanings of words or phrases in red?
1. Don’t be afraid, just be relaxed about the interview. 对…放松/比较随意
2. If you value something or someone, you think they are important. v.重视，珍视 3.I often drop by my friend’s home. 顺便拜访 4.Beingjing is the capital of China. n.首都 5.We have lunch at noon. n. 正午，中午 6.If you arrive late, your friend may get mad. 生气，发疯 7.Don’t be angry with him. He is a child after all. 毕竟，终究 8.I will make an effort to pass the exam.
Words and Expressions
relaxed adj. 放松的；自在的 value v. 重视 n. 价值
drop by 顺便访问；随便进入
capital n. 首都；国都 after all 毕竟；终归
noon n. 正午；中午 mad adj. 很生气；疯的 get mad 大动肝火；气愤 effort n. 努力；尽力 make an effort 做出努力
1. Where I’m from, we’re pretty relaxed about time. 2. Often we just walk around the town center, seeing as many of our friends as we can! 3. We often just drop by our friends’ homes. 4. It’s very important to be on time. 5. We usually plan to do something interesting, or go somewhere together.
Unit 10
Section A 3a
【学习目标】 知识目标： 熟练掌握以下词汇：value, everyday, capital, noon, mad, traffic, somewhere. 理解以下短语: drop by, get mad, make an effort. 通过学习，掌握以下句型：
4.We often just walk around the town center,
seeing as many of our friends as we can!
我们经常只是在城镇中心走动，就会 尽可能多的看到我们的朋友。
Read Para.2 and find out the answers.