高中教案教案
發(fā)表時(shí)間：2021-04-30Unit 10 You’ re supposed to shake hands教案。
每個(gè)老師需要在上課前弄好自己的教案課件，大家在細(xì)心籌備教案課件中。我們制定教案課件工作計(jì)劃，才能在以后有序的工作！哪些范文是適合教案課件？下面是小編為大家整理的“Unit 10 You’ re supposed to shake hands教案”，大家不妨來(lái)參考。希望您能喜歡！
Unit10You’resupposedtoshakehands
TheFirstPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
bow,kiss,besupposedto,shakehands,customs
（2）Target’Language
WhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttime?
They’resupposedtobow．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’communicativecompetence．
Ⅱ．TeachingKeyPoints
Targetlanguage
Ⅲ．TeachingDifficultPoints
1．Howtotrainstudents’listeningability．
2．Howtotrainstudents’communicativecompetence．
Ⅳ．TeachingProcedures
StepⅠRevision
T:YesterdaywefinishedUnit11．Inthisunit,welearnedsomewaysofaskingforinformationpolitely．Nowifyouwanttogotoalibrarytogetabook,howcanyouask?
Writethetwocolumnheadingsontheboard:RightandWrong．
Say,Pleasetellmethingsthataregoodtodoinschoolandthatarenotgoodtodoinschool．
Writeeachsuggestionundertheappropriateheadingontheboard．
T:Isitagoodideatocometoclasslate?
S1:No．
T:That’sright,It’snotagoodideatocometoclasslate．You’renotsupposedtocometoclasslate．Classrepeat．You’renotsupposedtocometoclasslate．
Ss:You’renotsupposedtocometoclasslate．
T:（Writescometoclasslateunderwrong）Whataresomethingsyoushouldn’tdo?
S2:Weshouldn’teatinclass．
T:Right．You’renotsupposedtoeatinclass．
Askstudentstorepeatthisexample．
Thenaskstudentstotellaboutsomethingsthataregoodtodoinschool．Theymaysaythingssuchas,Youshoulddoyourhomeworkeveryday;Youshouldraiseyourhandbeforeyoutalk．Rephraseeachofthesesentencesusingsupposedtoandaskstudentstorepeat:You’resupposedtodoyourhomeworkeveryday．
You’resupposedtoraiseyourhandbeforeyoutalk．
StepⅡ1a
Letstudentsreadtheinstructions．
Pointtothetwolistsofwords．Readeachwordandaskstudentstorepeatit．
Putupamapoftheworldontheboard．
Askstudentstoexplainwhereeachofthecountriesis．
Askdifferentstudentstoactouttheactiondescribedbyeachwordorphrase—bow,shakehands,andkiss．
Readtheinstructionsagainandaskstudentstomatchthecustomslettereda,bandcwiththenumberedcountries．
Lookatthesampleanswer．Tallstudentstoguessiftheyaren’tsure．
StepⅢ1b
Gothroughtheinstructionswiththeclass．PointtothelistsinActivitylaandsay,Nowyouwillhearaconversationbetweenaboyandagirl．Theirconversationcontainstheanswerstothequestionsin
Activity1a．
Playthetapeforthefirsttime．Thistime,studentsonlylisten．
Playthetapeasecondtime．AskthemtolistentotherecordingandchecktheiranswerstoActivity1a．
Checktheanswerswiththeclass．Inviteastudenttoreadtheanswers．
StepⅣ1c
Readtheinstructionstothewholeclass．
Pointouttheexampleinthebox．Asktwostudentstoreadittotheclass．
PointtothelistsofcustomsandcountriesinActivityla．Tellstudentstofirsttalkaboutthesecountriesandcustoms,andthentalkaboutothercountriesandcustomstheyknowabout．
Asstudentsworktogether,movearoundtheclassroomcheckingtheirwork．
Askdifferentpairsofstudentstoaskandansweraquestionfortheclass．
StepⅤHomework
Reviewthetargetlanguage．
TheSecondPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
greet,besupposedto
（2）TargetLanguage
HowwasthedinneratPaul’shouselastnight?
Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarrivedat8:00．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’communicativecompetence．
3．MoralObjects
Whenyou’reinvitedtoaplace,youmustn’tbelate,greetpeoplethewrongwayandwearthewrongclothes．Thatis,youshouldactaccordingtoyourhost’scustoms．
Ⅱ．TeachingKeyPoints
1．KeyVocabulary
greet,besupposedto
2．TargetLanguage
HowwasthedinneratPaul’shouselastnight?
Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarriveat8:00．
3．Structure
Whatareyousupposedtodowhenyoumeetsomeone?
Ⅲ．TeachingDifficultPoints
1．thetargetlanguage
2．Howtoimprovestudents’listeningability．
Ⅳ．TeachingProcedures
StepⅠRevision
Checkhomework．AsksomepairstoactouttheirconversationsaccordingtoActivity1a．
StepⅡ2a
LookatthepictureandaskstudentstotellWhatishappening．
Helpstudentsunderstandthatthepeopleareatapicnic．
PointtoMariaandask,what’sMariawearing?（Sheiswearingadress．）Ask,Doesshelookcomfortable?（No．）
Readtheinstructionsandpointtothefourmistakesonthelist．Askdifferentstudentstoreadthemistakestotheclass．
ListentoMariatalkingtoaboyaboutwhathappenedatthepicnic．Shemadeseveralmistakes．Listentotherecordingandcheckthemistakesshemade．
Playtherecording．Studentsonlylistenthefirsttime．
Playtherecordingagain．GetstudentstocheckthemistakesMariamade．
Checktheanswerswiththeclass．
StepⅢ2b
Gothroughtheinstructionswiththeclass．Pointouttheblanksinthefoursentences．Inviteastudenttoreadthefirstsentence．
Playtherecordingagain．Letstudentsfillintheblankswiththewordstheyhearalone．
Correcttheanswerswiththeclass．
StepⅣ2c
Readtheinstructionsfortheactivitytotheclass．
Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．
PointoutthemistakesinActivity2aandthesentencesinActivity2b．RoleplayDanandMaria’sconversationusinginformationfromActivities2aand2b．
Askstudentstoworkinpairs．Astheywork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．
Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass．
StepⅤGrammarFocus
Reviewthegrammarbox．Getdifferentstudentstosaythequestionsandanswers．
StepⅥHomework
AskstudentstowriteatleasttwosentenceswiththesentencestartersinGrammarFocus．
TheThirdPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
land,dropby,afterall,relaxed,abit
（2）TargetLanguage
CanyoutellmethethingsI’msupposedtodo?
Thefirstthingistogreettheteacher．
Okay．WhatshouldIsay?
Youaresupposedtosay"goodmorning,teacher．"
2．AbilityObjects
（1）Trainstudents’integratingskills．
（2）Trainstudents’communicativecompetence．
Ⅱ．TeachingKeyPoint
Trainstudents’integratingskills．
Ⅲ．TeachingDifficultPoint
Howtoimprovestudents’integratingskills．
Ⅳ．TeachingProcedures
StepⅠRevision
T:Inlastperiod,wesummeduptheexpressionsfortellingwhatyouaresupposedtodo．NowI’llcheckyourhomework．I’llasksomepairstoactouttheconversationsbeforetheclass．
StepⅡ3a
Readtheinstructions．Doyouknowwhatanopinionis?
Askastudenttoanswerit．（Anopinioniswhatyouthinkorhowyoufeelaboutsomething．）
Lookatthechart．Pointtothewordattitudeonthechartandsay,Anopinionislikeanattitude．Tellstudentswhattheywillwriteinthechart．
Askstudentstoreadthefirstparagraphontheirown．Whentheyread,movearoundtheclassroomhelpingthemasnecessary．Thenaskstudentstoreadthesecondparagraph．Again,astheyread,movearoundtheclassroomansweringanyquestions．Thenreadtheinstructionsagainandpointoutthechart．Pointtothewordsattitudetowardandaskwhatotherwordsintheinstructionlinemeanthesamething（opinionsof）．
Inviteastudenttoreadthesampleanswertotheclass．Thenlethimpointoutwhichsentencetheanswerisfoundin．
Askstudentstoreadtheparagraphsagainandcompletethechartontheirown．
Correcttheanswerswiththeclass．
StepⅢ3b
Gothroughtheinstructionsfortheactivitywiththeclass．
Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．
Firstpracticethisconversationwithapartner．Thentalkaboutyourattitudetowardbeingontimeandgettingtogetherwithyourfriends．Usetrueinformation．
Havestudentsworkinpairs．
Asksomedifferentpairstosaytheirconversationstotheclass．
StepⅣPart4
Letstudentsreadtheinstructions．
Askapairofstudentstomodelthesampledialogue．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．
Getstudentstocompletetheworkinpairs．Astheywork,walkaroundtheclassroomofferinghelpasneeded．
Reviewthetask．Askafewstudentstosharetheirconversationswiththewholeclass．
StepⅤHomework
1．WriteaconversationusingtheinformationinPart4．
2．Finishofftheexercisesonpages49～50oftheworkbook．
TheFourthPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
wipe,napkin,stick,chopstick,rude,point,pickup
（2）TargetLanguage
We’resupposedtoeatwithchopsticks．
Yes,andit’srudetoeatwithourhands．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．
（3）Trainstudents’abilitytousethetargetlanguage．
Ⅱ．TeachingKeyPoints
1．KeyVocabulary
wipe,stick,chopstick,rude,point,pickup
2．TargetLanguage
We’resupposedtoeatwithchopsticks．
Yes,andit’srudetoeatwithourhands．
Ⅲ．TeachingDifficultPoints
1．Flowtoimprovestudents’listeningability．
2．Howtousethetargetlanguage．
Ⅳ．TeachingProcedures
StepⅠRevision
Checkhomework．GetsomestudentstoreadouttheirconversationsusingthetargetlanguageinSectionA4．Collecttheirconversationsandhelpcorrecttheirerrors．
StepⅡPart1
Lookatthepictureandaskstudentstosaywhatishappeninginit．
Lookatthetitle,Mindyourmanners!
Ask．Whatdoyouthinkitmightmean?
Readtheinstructionsandpointtothefivestatementsaboutmanners．Askstudentstoreadthestatements．
Reviewthefivestatementstobesurestudentsunderstandwhateachonemeans．Askstudentstoactoutthem．
Thenaskstudentstocompletethequizontheirown．
Correcttheanswerswiththeclass．
StepⅢ2a
Readtheinstructionstotheclass．Reviewwhatanexchangestudentisandwhattablemannersare．Ifnecessary,translatethemintoChinese．
Lookatthefourpictures．YouwillheartheexchangestudentSteve,talkingwithhisJapanesefriend,Satoshi．
Satoshiisexplainingsomethingsyouareandaren’tsupposedtodowheneatinginJapan．
Pointtotheboxeswherestudentsaresupposedtowriteanumbernexttoeachpicture．Say,Numberthese1through4toshowtheorderyouhearSatoshitalkabout,thesethingsintherecording．
Playtherecordingthefirsttime．Studentsonlylisten．
Playtherecordingasecondtime．Astheylistentotherecordingthistime,letstudentsnumberthepictures．
Correcttheanswerswiththeclass．
StepⅣ2b
Readtheinstructionsandpointtothenumberedlistofsentencestartersandtheletteredlistofsentenceendings．Askdifferentstudentstoreadthetwolists．
Youwillhearthesamerecordingagain．
Playtherecordingagain．Askstudentstowritethelettersintheblanksalone．
Checktheanswerswiththeclass．
StepⅤ2c
Gothroughtheinstructionsfortheactivitywiththeclass．
Lookattheexampleinthebox．Asktwostudentstoreadthesentencestarters．
Now,completeeachonewithatruestatementabouttablemannersinyourcountry．
Asktwostudentstoreadtheirsentences．
PointoutthesentencestartersinActivity2b．Say,Haveaconversationabouttablemannersinyourcountrywithapatter．
YoucanusethesentencestartersinActivity2btohelpyougetstarted．
Havestudentsworkinpairs．Askoneortwopairsofstudentstosaytheirconversationstotheclass．
StepⅥHomework
Talkaboutthetablemannersinyourcountryusingthesentencestartersin
Activity2b．
TheFifthPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
tablemanners,behave,be/getusedto,cutup,full,fork,Youshould…
（2）Practisereadinganarticle．
（3）Practisewritingsomethingusingthetargetlanguage．
2．AbilityObjects
（1）Trainstudents’readingability．
（2）Trainstudents’writingability．
Ⅱ．TeachingKeyPoint
Practisereadingandwritingusingthetargetlanguage．
Ⅲ．TeachingDifficultPoint
Howtowriteane-mailmessage．
Ⅳ．TeachingProcedures
StepⅠRevision
Reviewthetargetlanguagepresentedinthisunit．Checkhomework．
Asktwostudentstoreadouttheirsentences．
StepⅡ3a
Callattentiontothee-mailmessage．Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．
Readtheinstructionstotheclass．Askstudentstoreadthee-mailagain．Say,
Nowreadthee-mail．Answerthequestionsinyourexercisebook．Asstudentswork,movearoundtheclassroomandofferhelpasnecessary．
Checktheanswerswiththeclass．
StepⅢ3b
Readtheinstructionstotheclass．Pointtothebeginningofthee-mailmessage．
Readittotheclass．
HerearesomethingsyouneedtoknowabouttablemannerswhenyouvisitJapan．Firstofall,youshould…
LookbackatthepicturesinActivity2aandthematchingexerciseinActivity2b．
YoucanusethepicturesandinformationinActivities2aand2btohelpyouwriteyourletters．
Askstudentstofinishtheactivityontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．
Checktheanswerswiththeclass．Askastudenttoreadhiscompletedarticletotheclass．
StepⅣ3c
ReadtheinstructionsandaskstudentstolookbackatActivity2c．
Remindstudentsthattheymadeconversationsabouttablemannersintheirowncountry．
Say．YoucanusetheideasyoutalkedaboutinActivity2casyouwriteyouremailmessages．
Getstudentstofinishtheactivityontheirown．Asstudentswork,movearoundtheroomofferinghelpasneeded．
Askastudenttoreadhisorhermessagetotheclass．Haveotherstudentsaddanyinformationthatismissingfromthefirststudent’sreport．
StepⅥHomework
1．Readthee-mailmessageinActivity3aagain．
2．Writeane-mailmessagetoafriendabouttablemanners．
TheSixthPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）Fillinblanksandmakesentencesusingarrive,meet,spend,behaveandimagine．
（2）Finishthestory．
（3）Completethecrossword．
2．AbilityObjects
Trainstudents’writingability．
3．MoralObjects
Youaresupposedtolearnmuchmoretablemanners,Itisveryusefulandhelpful,especiallywhenyouareinforeigncountries．
Ⅱ．TeachingKeyPoints
1．Fillinblanksandmakesentences．
2．Finishthestory．
Ⅲ．TeachingDifficultPoints
1．Makesentencesusingarrive,meet,spend,behaveandimagine．
2．Finishthestory．
Ⅳ．TeachingProcedures
StepⅠRevision
Checkhomework．Askastudenttoreadthee-mailmessageinActivity3a．Thenaskastudenttoreadhis/herowne-mailmessage．
StepⅡPart1
Lookatthewordsinthebox．Askastudenttoreadthem．
Makesurestudentsunderstandthemeaningofthewords．
Thensay,Fillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．
Askstudentstofillintheblanksontheirown．
Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．
Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheclassroom．Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．
StepⅢPart2
Gothroughtheinstructionswiththeclass．Explainthemtostudents．
Getstudentstocompletetheworkinpairs．
Inviteafewstudentstoreadtheendofthestory．Answerswillvarybutwillprobablyincludewatchingwhatothersdofirstoraskingthehostorhostessoroneoftheguests．
Asampleendofthestory
…WhatIfinallydecidedtodowastowatchwhatothersdoandfollowthem．
StepⅣPart3
Dotheexamplewiththeclasstoshowthemhowtodoacrosswordpuzzle．Askstudentstocompletethecrosswordpuzzleontheirown．Checktheanswerswiththewholeclass．
StepⅤJustforFun!
Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．
Askstudentswhatisfunnyaboutthecartoon．Helpstudentstoexplain．Thelittleboyboughthisgrandmotheracatinsteadofahat,buthisgrandmotherlovesitanyway．
StepⅥSummaryandHomework
Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywords．
Afterclass,pleasefinishoffthestoryin2inyourtextbooks．Thenfinishofftheexercisesonpages50～52oftheworkbook．
TheSeventhPeriod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
KeyVocabulary
die,succeed,sacrifice,path,honor,dead-endroad,getintotrouble,giveup,keepshipping,militaryschool
2．AbilityObjects
Improvestudents’readingandwritingskills．
Ⅱ．TeachingKeyPoint
Trainstudents’readingandwritingskills．
Ⅲ．TeachingDifficultPoint
Trainstudents’readingandwritingskills．
Ⅳ．TeachingProcedures
StepⅠKeyVocabulary
Showthefollowingvocabularybycards．
Careful-readingtogetthedetailedinformation．
Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．
StepⅡPart1
ReadthetitleParenthelpschildtotheclass．Ask,Whatdoyouthinkthearticleisabout,basedonthetitle?
Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．
Askstudentstodiscussthefourquestions．Studentsdonotlookatthereadingtext．Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Astheywork,walkaround,lookingattheirprogress．
Whenmoststudentsfinishthetask,askstudentstocomparetheiranswerswithapartner,
Elicitanswersfromthestudents．Ask,Doyouhaveanyotheranswers?Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．
StepⅢPart2
Gothroughtheinstructionswiththeclass．
Askstudentstocompletethetaskindividuallyorinpairs．MakesurestudentsdiscusstheirreasonsinEnglish．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．
Askstudentstoreadtheiranswers．Encouragestudentstousecompletesentences．
StepⅣPart3
Lookatthestory．Payattentiontothewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．
Askstudentstoreadthearticleonce．
Say,Payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentencesyoudon’tunderstand．Readincontext,guessingthemeaningsofwordsandphrasesfromtheotherwordsaroundthem．
Askstudentstoread’thearticleagainforcomprehension．
Gothroughtheinstructionswiththestudentsandhavethemlookattheexample．Askstudentstocompletethenextwordonthelistontheleft．Studentsarematchingwordstomeanings．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．Studentscompletethetask．Remindthemtolookatthestoryagainforextrahelp．
Havestudentsreporttheiranswers．Encouragethemtousecompletesentences．
StepⅤPart4
Gothroughthetaskwithstudents．Elicitthefirstanswerfromstudentsfrommemory．Checkthattheyunderstandwhattheyneedtodo．
Askstudentstodotheactivityontheirownorinpairs．Studentsshouldtrytorememberorguesstheanswersbeforelookingatthereading．Astheywork,walk
aroundtheclassroomofferinghelpstudentsmayneed．
Checktheanswers．Invitedifferentstudentstogivetheiranswersandgivethecorrectstatementsfortheonesthatarefalse．
StepⅥPart5
Readtheinstructionswiththestudents．
Dividetheclassintosmallgroupstodotheactivity．Givestudentshelpthinkingofdifferentfunandeducationalactivities．Walkaroundtheclassroomofferinghelpasneeded．
Cheektheanswers．Havestudentssharetheiranswerswiththeclass．
StepⅦSummary
Inthisclass,we’vepractisedalotofreadingandwriting．
StepⅧHomework
1．ReadthestoryinActivity2againforfurthercomprehension．
2．Revisethetargetlanguageinthisunit．
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Unit 10 You’re supposed to shake hands教案
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Unit10You’resupposedtoshakehands.I．Teachingobjectives教學(xué)目標(biāo)
SkillFocus▲Listenandtalkaboutwhatyouaresupposedtodo▲Listenandtalkaboutcustomsindifferentcountries▲Learntodescribetablemanners▲Learntodealwithnewproblemsorsituationsusingwhatyouknow
Ⅱ.目標(biāo)語(yǔ)言功能句式Talkaboutgreetingsindifferentways（P94）Whatareyousupposedtodowhenyoumeetsomeoneforthefirsttime?You’resupposedto...You’renotsupposedto...Talkaboutvisiting（P95-96）HowwasthedinneratPaul’shouselastnight?Imadesomemistakes.Ifsomeoneinvitesyoutomeetthemat4:00,youhavetobethereat4:00.Wenevervisitafriend’shousewithoutcallingfirst.Talkabouttablemanners（P97-98）You’renotsupposedto...It’spoliteto...It’srudeto...Youshouldn’t...詞匯1.重點(diǎn)詞匯kiss,relaxed,land,pick,stick,full,spoon,knife,rubbish,form,mark,feeling,beside,riddle,experiment,e-mail,please,normally,seat,whose2.認(rèn)讀詞匯shake,custom,bow,Cali,Colombia,Lausanne,Switzer-land,Peru,wipe,napkin,rude,point,manner,fork,lap,elbow,gradually,occur,particular,compliment,toast,unfamiliar,crowd,seek,chatline,online,type,mostly,abbreviation,phrase,homophone,combine,symbol,punctuation,emotion,emoticon,colon,bracket,proper,queue,MarcLeBlanc3.詞組shakehands,dropby,afterall,pickup,tablemanners,makenoise,be/getusedto...,learn...byoneself語(yǔ)法Supposedto+infinitive:You’resupposedto...You’renotsupposedto...StrategyFocus1.Listeningforkeywords2.ComparingCultureFocusIndifferentcountries,peoplebehavedifferentlyindifferentoccasions,suchasgreetingwaysforthefirsttime,behaviorsatthedinnertable,arrivingforappointment,etc.III.Teachingmaterialsanalyzingandrearranging教材分析和重組1.教材分析本單元以Customs為話題,共設(shè)計(jì)了四個(gè)部分的內(nèi)容：SectionA該部分有4個(gè)模塊：第一模塊圍繞Whatdopeopledowhentheymeetforthefirsttime?這一話題展開思維（!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--1a）、聽力（1b）、口語(yǔ)（1c）訓(xùn)練；第二模塊圍繞Maria’smistakesatanAmericanfriend’shouse進(jìn)行聽力（2a-2b）、口語(yǔ)（2c）訓(xùn)練；第三模塊圍繞不同國(guó)家的風(fēng)俗習(xí)慣這一話題展開訓(xùn)練，訓(xùn)練形式為閱讀填表（3a）和角色表演（3b）；第四模塊就Whatarepeoplesupposedtodo?這一話題以小組活動(dòng)形式展開討論（4）。SectionB該部分有4個(gè)模塊：第一模塊要求學(xué)生就各國(guó)餐桌禮儀判斷正誤，激活學(xué)生相關(guān)背景知識(shí)（1）。第二、三模塊都圍繞tablemanners這一話題分別展開聽力（2a-2b）、口語(yǔ)（2c)、閱讀(3a)和寫作（3b-3c）訓(xùn)練。第四模塊就WhatareyousupposedtodoindifferentsituationsinChina?這一話題以listing的形式展開小組活動(dòng)（4）。Selfcheck該部分有3個(gè)模塊：第一模塊對(duì)所學(xué)詞匯進(jìn)行填空(1)訓(xùn)練；第二模塊就一個(gè)故事展開閱讀和寫作訓(xùn)練（2）；第三模塊是一個(gè)猜詞活動(dòng)(3)，要求學(xué)生根據(jù)所給解釋猜出單詞。Reading該部分共設(shè)置了5項(xiàng)任務(wù)：第一項(xiàng)任務(wù)以問(wèn)題討論的方式激活學(xué)生相關(guān)知識(shí)聯(lián)系(Section1)；第二項(xiàng)任務(wù)要求學(xué)生通過(guò)快速閱讀獲取信息(Section2)；第三項(xiàng)任務(wù)利用歸納、選擇等練習(xí)形式進(jìn)一步加深學(xué)生對(duì)閱讀內(nèi)容的理解(Section3)；第四項(xiàng)任務(wù)要求學(xué)生繼續(xù)圍繞e–mail的寫作方式展開討論(Section4)；第五項(xiàng)任務(wù)要求學(xué)生運(yùn)用所學(xué)知識(shí)進(jìn)行寫作練習(xí)(Ifyouhavetime)。2.教材重組和課時(shí)分配Period1(SectionA:1a,1b,1c)NewfunctionpresentingPeriod2(SectionA:2a,2b,2c)PracticePeriod3(SectionA:3a,3b,4;Selfcheck)IntegratingskillsPeriod4(SectionB:1,2a,2b,2c,3a,3b,3c，4)WritingPeriod5(Section1-Section4)ReadingIII.TeachingplansStepILead-in(1a:P94)T:Hello,everyone.Wehavelearnedaboutsomecartoons.Doyoustillrememberthem?Whatarethey?S1:Foreigncartoons:Garfield,SnoopyandWinniethePooh.T:Doyoulovethem?Why?S2:Yes.Welovetheimaginationandcreativityinthestoriesandthepictures.T:Todaywe’llgoontolearnsomethingdifferent.Showthestudentsamapoftheworld.T:Lookatthemapoftheworld.Pleaselistthecountriesasmanyaspossibleandtelltheotherswhatpeopledowhentheymeetforthefirsttimeindifferentcountries.Workinpairsanddiscussthequestion.Sampleanswers:S1:InChina,peopleshakehandswhentheymeetforthefirsttime.S2:InJapan,peoplebowwhentheymeetforthefirsttime.Askthestudentstodo1a.T:Now,lookatthecountriesandcustomsin1a.Whocanlocatethecountriesinthemap?Whatdopeopleinthesecountriesdowhentheymeetforthefirsttime?S1:(PointingtowhereBrazillocatesinthemap)Peoplekisseachotherwhentheymeetforthefirsttime.S2:(PointingtowheretheUnitedStateslocatesinthemap)Peopleshakehandswhentheymeetforthefirsttime.S3:(PointingtowhereJapanlocatesinthemap)Peoplebowtoeachotherwhentheymeetforthefirsttime.S4:(PointingtowhereMexicolocatesinthemap)Peoplekisseachotherwhentheymeetforthefirsttime.S5:(PointingtowhereKoreanlocatesinthemap)Peoplebowtoeachotherwhentheymeetforthefirsttime.Askthestudentstoactoutthescenewhenpeopleincountriesmentionedabovemeetforthefirsttime.T:Nowwehaveknownwherethecountriesareinthemapandwhatpeopleinthesecountriesdowhentheymeetforthefirsttime.Nowyou’llhavetoactoutthesituation:Whatpeopleinthesecountriesaresupposedtodowhentheymeetforthefirsttime.Actoutthesituationwiththehelpofthefollowingmodel.Showthefollowingtothestudents.—Inyourcountry,whatareyousupposedtodowhenyoumeetsomeoneforthefirsttime?—We’llshakehands/bowtoeachother/kisseachother/hugeachother...Sampledialogues:Dialogue1S1:InBrazil,whatareyousupposedtodowhenyoumeetsomeoneforthefirsttime?S2:Wekisseachotherwhenwemeetforthefirsttime.Dialogue2S1:IntheUnitedStates,whatareyousupposedtodowhenyoumeetsomeoneforthefirsttime?S2:Weshakehandswitheachotherwhenwemeetforthefirsttime.Dialogue3S1:InJapan,whatareyousupposedtodowhenyoumeetsomeoneforthefirsttime?S2:Webowtoeachotherwhenwemeetforthefirsttime.Dialogue4S1:InMexico,whatareyousupposedtodowhenyoumeetsomeoneforthefirsttime?S2:Wekisseachotherwhenwemeetforthefirsttime.Dialogue5S1:InKorea,whatareyousupposedtodowhenyoumeetsomeoneforthefirsttime?S2:Webowtoeachotherwhenwemeetforthefirsttime.StepIIListening(1b:P94)T:Next,you’llhearaconversationbetweenaboyandagirl.Theirconversationcontainstheanswerstothequestionsin1a,pleaselistenandcheckyouranswers.Forthefirsttime,justlistencarefully.Playtherecordingforthefirsttime.T:Forthesecondtime,listenandwritedownyouranswersto1a.Playtherecordingasecondtime.Checktheanswers.StepIIIPairwork(1c:P94)Firstasktwostudentstoreadtheexampleintheboxtotheclass.S1:WhatarepeopleinBrazil/Japan...supposedtodowhentheymeetforthefirsttime?S2:They’resupposedtokiss/bow...Thenasksomestudentstoactoutthedialogues.T:Nowlet’sdosomepairwork.Pleasetalkaboutwhatpeopleindifferentcountriesdowhentheymeetforthefirsttime.Youcantalkaboutthecountrieslistedaboveorothercountriesyouknowabout.Usingthefollowing:Showthefollowingtothestudents.—Whatarepeoplein...supposedtodowhentheymeetforthefirsttime?—They’resupposedto...Sampledialogue1:S1:WhatarepeopleinMexicosupposedtodowhentheymeetforthefirsttime?S2:Theyaresupposedtokisseachother.Sampledialogue2:S1:WhatarepeopleinJapansupposedtodowhentheymeetforthefirsttime?S2:Theyaresupposedtobowtoeachother.Sampledialogue3:S1:WhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttime?S2:Theyaresupposedtobowtoeachother.StepⅢGame(1):AskandanswerAsksomestudentstodoask-answergames.T:Iwantdifferentpairsofstudentstoaskandansweraquestionbeforeclass.YoucanlistthecountriessuchasEngland,Australia...Thenactouttheactions.Showthefollowing.S1:Whatarepeoplein_____supposedtodowhentheymeetforthefirsttime?S2:They’resupposedto_____.(actouttheaction)Sampledialogue1:S1:WhatarepeopleinChinasupposedtodowhentheymeetforthefirsttime?S2:Theyaresupposedtoshakehands.Sampledialogue2:S1:WhatarepeopleinIransupposedtodowhentheymeetforthefirsttime?S2:They’resupposedtohugeachother.StepⅣGame(2):SentencegameAskthestudentstodothefollowingexercises.ChoosethecorrectanswersfromColumnBtocompletethesentencesinColumnA.AB1.Youbow________________.a.hand2.Youcandropby__________.b.yourhead3.Imade__________________.c.somemistakes4.Youlookvery____________.d.instead5.Youkisswith_____________.e.afterschool6.Pleasedon’ttalk.Whisper____.f.aBrazil7.Youshakesomeone’s________.g.forclass8.Pleasebeontime____________.h.relaxedChecktheanswers.Sampleanswers:1.b2.e3.c4.h5.f6.d7.a8.gStepVHomeworkT:Therearemanycountriesintheworld.Eachcountryhasitsowncultureandcustoms.Afterclass,trytofindmoreinformationaboutthem.Unit 10 You’re supposed to shake hands教案3
Unit10You’resupposedtoshakehands.
一.教學(xué)內(nèi)容：
Unit10You’resupposedtoshakehands.
二.學(xué)習(xí)目標(biāo)：
1.掌握“be(not)supposedto”的結(jié)構(gòu)及用法。
2.熟悉不同國(guó)家的禮儀風(fēng)俗。
3.了解世界各國(guó)的文化，在生活中做個(gè)有心人及有禮有節(jié)之人。
三.教學(xué)重點(diǎn)難點(diǎn)：
句型“besupposedtodo”及本模塊中的一些重點(diǎn)短語(yǔ)
四.重點(diǎn)詞和短語(yǔ)：
1.besupposedtodosth.應(yīng)該做某事
2.shakehandswithsb.和某人握手
3.forthefirsttime第一次
4.bowtosb.向某人鞠躬
5.shouldhavedonesth.過(guò)去應(yīng)該做某事(但實(shí)際未做)
Youwhatyourteachersaidyesterday,butyoudidn’t.
A.shouldrememberB.shouldhaverememberedC.wouldremember
6.beimportanttosb.對(duì)某人重要
7.berelaxedaboutsth..對(duì)……放松
8.dropby順便拜訪
visitsb.拜訪
9.afterall畢竟
10.makeplanstodosth.制定計(jì)劃做某事
11.withoutdoingsth.沒(méi)有做某事
12.Thefirstthingistogreettheteacher.第一件事是問(wèn)候老師.
13.table/good/badmanners餐桌禮儀/有禮貌/不禮貌
14.atthetable/attable在桌旁/在進(jìn)餐
15.pickupyourbowl端起你的飯碗
pickup揀起,拾起
Myfriend’sfatherquicklysomerubbishandwentoutside.
A.pickupB.pickedupC.pickoutD.pickedout
16.pointat/to指向
17.thereisnoreasontodosth.沒(méi)有理由做某事
18.gooutofone’swaytodosth.特地做某事
19.makesb.feelathome使某人感到不拘束
20.bedifferentfrom與……不同
21.makeatoast敬酒
22.olderpeople長(zhǎng)輩
23.givecompliments稱贊
24.makeappointments約會(huì)
25.behavedifferently表現(xiàn)不同
26.beginwith從……開始
27.not…but…不是……，而是……
28.Questionscrowdedmymind.我滿腦子都是疑問(wèn)。
29.e-mailEnglish電子英語(yǔ)郵件
spoken/writtenEnglish英語(yǔ)口語(yǔ)/書面英語(yǔ)
30.e-mailchatline網(wǎng)上聊天熱線
31.haveonlineconversationswithfriends和朋友上網(wǎng)聊天
32.getbored感到煩惱
33.showtheemotionyouarefeeling把你正感覺(jué)著的感情表現(xiàn)出來(lái)
34.combinesth.tosth.把sth.和sth.結(jié)合
35.can’tstopdoingsth.忍不住做某事
36.learn…byoneself/teachoneself…自學(xué)
—WhotaughtFrench?
—Nobody.Shelearnedallby.
A.herself;herB.she;herselfC.her;herselfD.her;she
37.atthepropertime在適當(dāng)?shù)臅r(shí)候
38.sendamessagetosb.onamobilephone用手機(jī)發(fā)短信息給某人
39.bepleasedwith對(duì)……滿意
五.重點(diǎn)、難點(diǎn)、考點(diǎn)及疑點(diǎn)注釋
1.You’resupposedtoshakehands.你們應(yīng)該握手。（標(biāo)題）
besupposedto用來(lái)表示根據(jù)規(guī)定或按照法律人們不得不做的事，或期待將要發(fā)生的事，與should相似，后面也是接動(dòng)詞原形。否定形式在be動(dòng)詞后加not，常表示禁止做某事。
We’resupposedtomakenonoiseinclass.在課堂上我們不該發(fā)出噪音。
We’resupposedtostartworkat8:00everymorning.
我們應(yīng)該每天早晨八點(diǎn)開始工作。
ThisissecretandI’mnotsupposedtotalkaboutit.這是秘密，我不應(yīng)該談?wù)摗?/p>
2.Spendingtimewithfamilyandfriendsisveryimportanttous.與家人和朋友共度時(shí)光對(duì)我們來(lái)說(shuō)非常重要。（SectionA,3a）
Spendingtimewithfamilyandfriends是動(dòng)名詞短語(yǔ)，在本句中作主語(yǔ)。動(dòng)名詞（短語(yǔ)）作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞要用第三人稱單數(shù)形式。如果是并列的動(dòng)名詞（短語(yǔ)）作主句時(shí)，謂語(yǔ)動(dòng)詞用復(fù)數(shù)形式。
Readinginbedisnotgoodforyoureyes.在床上看書對(duì)你的眼睛不好。
Readingandwritingtakemealotoftime.讀書寫作花了我不少時(shí)間。
3.We’rethelandofwatches,afterall!畢竟我們這里是手表王國(guó)。（SectionA,3a）
句中的land意為“國(guó)土”，“國(guó)家”。它還可以表示“陸地”，與河流和海洋相對(duì)；也可以表示“土地”，可耕種的田地就叫做land。
Wetraveledbylanduntilwereachedthesea.我們沿陸路旅行，直到看見大海。
Allthewastelandinthisareahasbeenopenedup.這個(gè)地區(qū)的荒地全被開墾了。
知識(shí)拓展
與“土地”，“地”相關(guān)的詞語(yǔ)還有earth,soil和ground。
◎earth意為“地”，“地球”，“泥土”。它著重指“大地”，區(qū)別于“天空”。
Theearthmovesroundthesun.地球圍繞太陽(yáng)轉(zhuǎn)。
◎soil意為“土地”，“土壤”，尤指生長(zhǎng)植物的土地。
Thesoilisverythinintheforest.森林里的土層非常薄。
◎ground意為“地”，“地面”，主要指大地表面。不論是泥地，沙地或水泥地，均可用這個(gè)詞表示；也可以用來(lái)指運(yùn)動(dòng)場(chǎng)地。
Thegroundiscoveredwithleavesinthewoods.樹林里的地面上落滿了樹葉。
4.You’renotsupposedtomakenoisewhileeatingnoodles.吃面條的時(shí)候你不應(yīng)該弄出響聲來(lái)。（SectionB,2b）
句中的whileeatingnoodles是while接從句的省略形式，該句的完整形式是whileyouareeatingnoodles。由while和when引導(dǎo)的時(shí)間狀語(yǔ)從句，如果主語(yǔ)和主句的主語(yǔ)相同，從句中的主語(yǔ)和be動(dòng)詞?？墒÷?。
While/When(shewas)leavingthehouse,shewasheardtomakesomecommonplaceremarktoherhusb.and.有人聽到她在離開房間時(shí)同他的丈夫寒暄。
5.It’srudetopointatanyonewithyourchopsticks.用筷子指著別人是不禮貌的。（SectionB,2b）
本句是主系表結(jié)構(gòu)，不定式短語(yǔ)是真正的主語(yǔ)，it是形式主語(yǔ)。句中的point意為“指”，“指向”，常構(gòu)成短語(yǔ)pointat,pointto和pointout。
◎pointto和pointat都含有“指著”的意思，兩者一般可以互換。
Theteacherispointingat/tothemaponthewall.老師指著墻上的地圖。
◎但主語(yǔ)是事物時(shí)，一般用pointto作謂語(yǔ)。pointat可以分開使用，即point后直接跟名詞或代詞作賓語(yǔ)，再跟介詞at表示方向，意為“把……指向”，而pointto卻不能分開使用。
Thesoldierpointedhisgunatthedoctor.士兵用槍指著醫(yī)生。
◎pointout意為“指出”，其中out是副詞。如果它后面的賓語(yǔ)是代詞，則必須把該賓語(yǔ)放在out之前。
Pleasepointoutthemistakesinmycomposition.請(qǐng)指出我作文中的錯(cuò)誤。
Luckily，themanknewMrGreenandpointedhimouttous.
幸好這個(gè)人認(rèn)識(shí)格林先生，于是便把他指給我們看。
⑴Theenemypointedhimwithagun,buthewasn’tafraid.
A.atB.inC.onD.towards
⑵It’snotpolitetopeople.
A.hangoutB.dropbyC.pickupD.pointto
6.AlthoughIstillmakelotsofmistakes,itdoesn’tbothermelikeitusedto.雖然我還是出了不少錯(cuò)，但它（法語(yǔ)）不像以前那樣讓我煩惱。（SectionB,3a）
⑴mistake意為“錯(cuò)誤”，“過(guò)失”，可數(shù)名詞，常指由于認(rèn)識(shí)，理解或判斷上的失誤造成行為或看法上的錯(cuò)誤，也指因粗心，疏忽，技術(shù)不熟練等而犯的錯(cuò)誤。通常與make連用構(gòu)成makemistakes/amistake“出錯(cuò)”，“犯錯(cuò)誤”。
Anyonecanmakeamistake.人人都會(huì)犯錯(cuò)誤。
Heonlymadetwomistakesingrammartoday.他今天只犯了兩個(gè)語(yǔ)法錯(cuò)誤。
⑵bother意思是“煩擾，打擾”，常用作及物動(dòng)詞。
Hotweatherbothersme.炎熱的天氣使我煩惱。
7....yourteacherswillnotbepleasedifyouwritee-mailEnglishinatest!……如果你在測(cè)試中用電子郵件英語(yǔ)，老師會(huì)不高興的。（Reading）
please“使高興”，相關(guān)詞語(yǔ)有pleased,pleasure與pleasant。
Doestheclothpleaseyou?這布料合你的意嗎？
TheEmperorwaspleasedbywhattheMinistertoldhimaboutthecloth.
聽了大臣關(guān)于布料的稟報(bào)，皇帝非常高興。
這四個(gè)詞都有“滿意”，“高興”的意思，但詞性和用法不相同。
◎please是動(dòng)詞，可用作及物動(dòng)詞或不及物動(dòng)詞，表示“（使）高興，滿意，愉快”。
◎pleased是過(guò)去分詞，意為“感到高興（滿意）”，其作用相當(dāng)于形容詞，常與be連用，后接介詞at,with,by等引起的短語(yǔ)，還可接動(dòng)詞不定式或that從句。
◎pleasure是名詞，表示“高興”，“快樂(lè)”，“娛樂(lè)”時(shí)，為不可數(shù)名詞；表示“樂(lè)趣，高興的事”時(shí)，為可數(shù)名詞。如：Itisoneofmygreatestpleasures.它是我最大的樂(lè)趣之一。
◎pleasant是形容詞，意為“使人感到愉快（滿意）”，一般用作定語(yǔ)。如主語(yǔ)指物，也可用作表語(yǔ)。
六.語(yǔ)法：
besupposedtodo句型大練兵
★besupposedtodo…常用來(lái)表示被要求、希望做某事，含有必須、應(yīng)該或理應(yīng)做某事的意義，常意為“理應(yīng)；被期望”，相當(dāng)于should。
★besupposedtodo…時(shí)態(tài)、人稱和數(shù)的變化在動(dòng)詞be上體現(xiàn)，to為動(dòng)詞不定式符號(hào)，后面接動(dòng)詞原形。
否定句練兵
Youaresupposedtotellherthisbadnews.（改為否定句）
Youtellherthisbadnews.
besupposedtodo的否定句式，即在be動(dòng)詞后加not。此時(shí)相當(dāng)于shouldnot或benotallowedtodo，意為“不應(yīng)當(dāng)做；不被許可做”。應(yīng)填寫：aren’tsupposedto。
疑問(wèn)句練兵
1.Heissupposedtogetthereatsixo’clock.（改為一般疑問(wèn)句）
hegetthereatsixo’clock?
2.Billissupposedtocallhisfatherassoonaspossible.（對(duì)劃線部分提問(wèn)）
Billassoonaspossible?
besupposedtodo轉(zhuǎn)化為一般疑問(wèn)句式時(shí)，直接將be的相應(yīng)形式提到主語(yǔ)前。第2題考查特殊疑問(wèn)句。應(yīng)填寫：1.Is;supposedto2.Whatis;supposedtodo。
同義句練兵
Parentsshouldlettheirchildrenknowsomegoodmanners.（改為同義句）
Parentslettheirchildrenknowsomegoodmanners.
besupposedtodo意為“理應(yīng)、應(yīng)該”，與should同義。應(yīng)填寫：aresupposedto。
主動(dòng)句練兵
MrWangissupposedtobethebestteacherinourschool.（改為主動(dòng)語(yǔ)態(tài)）
WeMrWangthebestteacherinourschool.
sb./sth.besupposedtobe…其主動(dòng)形式為“supposesb./sth.tobe＋形容詞/名詞”，意思是“認(rèn)為某人/某事……”。應(yīng)填寫：suppose;tobe。
中考聚焦
考點(diǎn)1.besupposedtodo
①Youasktheteacherifyouwanttoleavetheclassroom.（2007廣東茂名）
A.supposedthatB.aresupposedtoC.arewanted
②人們初次見面時(shí)應(yīng)該握手。（2007山東煙臺(tái)）
Peoplearewhentheymeetforthefirsttime.
besupposedtodo…意為“理應(yīng)/被期望/應(yīng)該做……”。shakehands為固定短語(yǔ)，意為“握手”。①選B。②填寫：supposedtoshakehands。
考點(diǎn)2.區(qū)別usedto與be/getusedto
①Heusedtointhesun,butnowheisusedtoatnight.（2007甘肅蘭州）
A.read;readB.reading;readC.read;readingD.reading;reading
②邁克過(guò)去常常睡懶覺(jué)，但現(xiàn)在他習(xí)慣于早起。（2007山東煙臺(tái)）
Miketolate,butnowheusedtoupearly.
usedto“過(guò)去常?！保瑃o為動(dòng)詞不定式符號(hào)，后面接動(dòng)詞原形；be/getusedto“習(xí)慣于”，to為介詞，后面接v-ing形式、名詞、代詞。①選C。②填寫：used;sleep;is/gets;getting。
考點(diǎn)3.find＋it＋adj.＋todosth.
①M(fèi)ostyoungpeoplefindexcitingtowatchafootballmatch.（2007甘肅蘭州）
A.itB.thisC.thatD.one
②我們發(fā)現(xiàn)學(xué)習(xí)團(tuán)隊(duì)精神對(duì)青少年很重要。（2007四川樂(lè)山）
Wefindimportantforusteenagerslearnteamspirit.
find后面接復(fù)合賓語(yǔ)，其結(jié)構(gòu)為“find＋it＋adj.＋todosth.”。其中it為形式賓語(yǔ)，真正的賓語(yǔ)為后面的動(dòng)詞不定式短語(yǔ)todosth.，形容詞作賓語(yǔ)補(bǔ)足語(yǔ)。①選A。②填寫：it;to。
考點(diǎn)4.It’s＋adj.＋for/ofsb.＋todosth.
①It’sverynicepicturesforme.（2007天津）
A.ofyoutodrawB.foryoutodrawC.foryoudrawingD.ofyoudrawing
②Manypeoplethinkit’sveryimportantuslearnEnglishwell.（2007貴州貴陽(yáng)）
A.for;toB.to;toC.with;for
選用of還是for，要根據(jù)形容詞的性質(zhì)來(lái)確定。句型It’s＋adj.＋forsb.＋todosth.意為“對(duì)于某人來(lái)說(shuō)，做某事……”。其中的形容詞通常表示客觀情況。如：easy,hard,difficult,important,necessary,impossible,interesting等。句型It’s＋adj.＋ofsb.＋todosth.意為“某人能做某事真是太……了”。其中的形容詞通常表示主觀情感或態(tài)度。如：good,kind,nice,wise,clever,foolish,right,wrong,careful,careless等。①選A。②選A。
考點(diǎn)5.relaxed
①—Hownicethemusicsounds!
—Itdoes!Thepeacefulmusicwillmakeyoufeel.（2007湖北武漢）
A.excitedB.boredC.movedD.relaxed
②直到考試結(jié)束，學(xué)生們才會(huì)覺(jué)得放松。（2007遼寧省十二市）
Thestudentsuntiltheexamisover.
relaxed為形容詞，意為“放松的；寬松的；輕松自在的”，在句中可作表語(yǔ)或定語(yǔ)。①選D。②填寫：won’tberelaxed。
Unit 10 You’re supposed to shake hands教案設(shè)計(jì)
老師在新授課程時(shí)，一般會(huì)準(zhǔn)備教案課件，大家在用心的考慮自己的教案課件。寫好教案課件工作計(jì)劃，才能使接下來(lái)的工作更加有序！你們清楚有哪些教案課件范文呢？下面是小編為大家整理的“Unit 10 You’re supposed to shake hands教案設(shè)計(jì)”，希望能為您提供更多的參考。
Unit10You’resupposedtoshakehands一.本周教學(xué)內(nèi)容：
Unit10You’resupposedtoshakehands.
你應(yīng)該握手。
Hello,everyone!Howwasyourwintervacation?Ithinkyouwereverybusyduringtheholiday.Andthenewtermisbeginning.Thelasttermisthemostimportanttermforyou.So,studyhardfromtoday!
各位同學(xué)大家好！你們的寒假過(guò)得怎么樣？我想在寒假期間你們一定非常忙，最后一個(gè)學(xué)期對(duì)你們來(lái)說(shuō)是最重要的一個(gè)學(xué)期，所以，從今天開始努力吧！
Thetopicofthisunitiscustoms.Thereisasayinggoeslikethis:“WheninRome,doastheRomansdo.”Whatshouldwedoindifferentsituationsindifferentcountries?Now,Let’stalkaboutit.
今天，我們要談?wù)摰脑掝}是“風(fēng)俗”，俗話說(shuō)：入鄉(xiāng)隨俗。在不同的情景下，我們應(yīng)該如何去做呢？今天，我們就來(lái)談一談這個(gè)話題。
LanguageGoal:本單元教學(xué)目標(biāo)
1.Tellwhatyouaresupposedtodoindifferentsituations.
告訴別人在不同的情景下應(yīng)如何去做
2.了解各國(guó)不同的社交風(fēng)俗。
3.介紹自己國(guó)家的社交風(fēng)俗，詢問(wèn)別的國(guó)家的社交風(fēng)俗。
4.對(duì)比文化差異，做一個(gè)“入鄉(xiāng)隨俗”的人。
TargetLanguage（目標(biāo)句型）
1.Whatareyousupposedtodowhenyoumeetsomeone?
當(dāng)你遇到別人時(shí)，你應(yīng)該做什么？
2.You’resupposedtokiss.
你應(yīng)該親吻。
3.Youaresupposedtoshakehands.
你應(yīng)該握手。
4.Whenwereyousupposedtoarrive?
你應(yīng)該什么時(shí)候到？
5.Iwassupposedtoarriveat7:00.
我應(yīng)該在7點(diǎn)鐘到。
6.Youshouldhaveaskedwhatyouweresupposedtowear.
你本應(yīng)該問(wèn)一下你應(yīng)該穿什么衣服。
7.HowwasthedinneratPaul’shouselastnight?
昨天晚上在Paul家里舉行的宴會(huì)怎么樣？
Well,itwasOK,butImadesomemistakes.Iwassupposedtoarriveat7:00,butIarriveat8:00.
嗯，還可以，不過(guò)我出了點(diǎn)錯(cuò)。我應(yīng)該在7點(diǎn)鐘到，但我8點(diǎn)鐘才到。
詞組歸納
1.besupposedtodo應(yīng)該，被期望（做）…
2.forthefirsttime第一次
3.（in）thewrongway以錯(cuò)誤的方式
4.shakehands握手
5.berelaxedabout對(duì)…比較隨意
6.abit有點(diǎn)
7.beimportanttosb.對(duì)某人來(lái)說(shuō)非常重要
8.dropby順便訪問(wèn)
9.makeplanstodo計(jì)劃做某事
10.asmany（much）as…盡可能多地…
11.beontime準(zhǔn)時(shí)
12.afterall畢竟
13.plantodo計(jì)劃做某事
14.withoutdoing沒(méi)做…
15.makenoise出動(dòng)靜，制造噪音
16.pointatsb/sth指某人/某物
語(yǔ)法分析：
一.besupposedto
suppose的基本含義為認(rèn)為，以為
例句：Hesupposeditwastoolatetochangehismind.
他認(rèn)為改變主意為時(shí)已晚。
Ishallsupposehimtobeaboutfifty.
我認(rèn)為他有50歲左右。
這個(gè)詞常用被動(dòng)結(jié)構(gòu)besupposedto意為被期望或要求應(yīng)該（出于習(xí)俗的原因或職責(zé)的原因）
Ishesupposedtocleantheoutsideofthewindowsoronlytheinside?
他應(yīng)該把窗戶外面擦干凈，還是只擦窗戶里面就可以呢？
Heissupposedtoarriveonthefiveo’clocktrain.
他理應(yīng)乘五點(diǎn)的火車到。
這個(gè)句型的否定結(jié)構(gòu)為benotsupposedto常用于口語(yǔ)中，意為“不被許可”“不應(yīng)當(dāng)”
Youarenotsupposedtodothat.
你不應(yīng)當(dāng)做那種事情。
二.Youshouldhaveaskedwhatyouweresupposedtowear.
情態(tài)動(dòng)詞有時(shí)和動(dòng)詞的完成式構(gòu)成謂語(yǔ)，表示“應(yīng)當(dāng)已經(jīng)”，“想必已經(jīng)”這類意思。
Ishouldhavethoughtofthat.
這一點(diǎn)我是應(yīng)當(dāng)想到的。（但沒(méi)想到）
Theyshouldn’thaveleftsosoon.
他們不應(yīng)當(dāng)走得這么早（但已經(jīng)走了）
三.usedtodo/be,get,becomeusedtodoing的區(qū)別
本單元中，既出現(xiàn)了usedto
itdoesn’tbothermelikeitusedto.
又出現(xiàn)了getusedto和beusedto
,butI’mgraduallygettingusedtothings,…
Iwasusedtoeatingwithchopsticksandaspoon,…
那么，它們的區(qū)別是什么呢？
1.usedto表示“過(guò)去如此，現(xiàn)在不這樣了”。后面接動(dòng)詞原形。
Heusedtoplaybasketballwhenhewasyoung.
他年輕時(shí)常打籃球。
2.beusedto是“習(xí)慣于”某一客觀事實(shí)或狀態(tài)。
不強(qiáng)調(diào)動(dòng)作，to是介詞，后面接名詞或動(dòng)名詞。
如：Iamusedtotheweatherhere.
我已經(jīng)習(xí)慣這里的天氣了。
3.get（或become）usedto指的是從不習(xí)慣到習(xí)慣這一過(guò)程的轉(zhuǎn)變，后面接名詞或動(dòng)名詞。
Youwillsoongetusedtotheweatherhere.
你會(huì)習(xí)慣于這里的天氣的。
Intheend,Igotusedtodoinghardwork.
最后，我終于習(xí)慣于干苦活了。
聽力講解：
1.Whenyou’reinvitedfor7:00,you’resupposedtocomelater.
如果邀請(qǐng)你七點(diǎn)鐘到，你應(yīng)該去得稍微晚點(diǎn)。
2.fancydress聚會(huì)時(shí)所穿的奇裝異服
afancydressball化妝舞會(huì)
3.greetedPaul’smotherthewrongway.
用錯(cuò)誤的方式和Paul的媽媽打招呼
4.leavefor去…
5.Idon’tknowhowtobehaveatthedinnertable.
我不知道在就餐時(shí)應(yīng)當(dāng)怎樣去做
6.Itisrudetostickyourchopsticksintoyourfood.
把你的筷子插入你的食物是非常粗魯?shù)摹?br> 7.Andyoushouldn’tpointatanyonewithyourchopsticks.
你不應(yīng)該用你的筷子指人
point后既可接to也可接at
其區(qū)別是：
pointtosth
pointto/atsb.
“指”物時(shí)，只能用to，而“指”人時(shí)，to或at都可以用
8.gullible[]輕信的，易受騙的
聽力原文：
SectionA1b
Tapescript
Boy1:Whatarepeoplesupposedtodowhentheymeetinyourcountry,Celia?
Girl1:Well,doyoumeanwhenfriendsmeetforthefirsttime?
Boy1:Yeah.
Girl1:Well,inBrazil,friendskiss.
Boy1:WhataboutinMexico,Rodriguez?
Boy2:InMexicoweshakehands.
Boy1:HowaboutinJapan,Yoshi?
Boy3:Webow.
Girl2:AndinKoreawealsobow.
Boy1:Well,IguessinmostWesterncountriesweshakehands.
SectionA2a
Tapescript
Boy:Hi,Maria.HowwasPaul’sparty?
Girl:Oh,Dan,itwasadisaster.
Boy:Itwas?
Girl:Uh-huh.
Boy:Whathappened?
Girl:Well,Iwassupposedtoarriveat7:00butIarrivedat8:00.
Boy:Oh,soyouwerelate.
Girl:Yeah,butinmycountryit’sdifferent.Whenyou’reinvitedfor7:00,you’resupposedtocomelater!
Boy:Isee.
Girl:ThenwhenImetPaul’smom,Ikissedher.
Boy:Andyouweresupposedtoshakehandsinstead.
Girl:That’sright.ANDIworeafancydress.
Boy:What’swrongwiththat?
Girl:Well,itwasabarbecue.EveryoneelsewaswearingaT-shirtandjeans.
Boy:Iguessyoushouldhaveaskedwhatyouweresupposedtowear.
SectionB2a
Tapescript
Satosbi:YoumusebereallyexcitedaboutleavingforJapantomorrow,Steve!
Steve:Yeah,Iam.ButI’malittlenervous,too.
Satosbi:Nervousaboutwhat?
Steve:Well,foronething,Idon’tknowhowtousechopsticksverywell...andIdon’tknowhowtobehaveatthedinnertable.
Satosbi:Oh,Isee.IcouldgiveyoualittlelessononJapanesetablemannersifyou’dlike.
Steve:Really?Thatwouldbegreat!
Satosbi:Hmmmm.Letmesee.Onedifferenceisthatsometimesit’spolitetomakenoisewhenyou’reeating.Especiallywhenyou’reeatingnoodles.Itshowsthatyoulikethefood.
Steve:Really?That’sinteresting.IntheUnitedStatesyou’renotsupposedtodothat.
Satosbi:Yeah,Iknow.OK,soherearesomechopstickrules:it’srudetostickyourchopsticksintoyourfood.Andyoushouldn’tpointatanyonewithyourchopsticks.
Steve:Oh,OK.Iwon’t.
Satosbi:Andalso,thisisn’tabouttablemannersexactly,butyoushouldknowthatyouaren’tsupposedtoeatordrinkwhilewalkingdownthestreet.
Steve:Huh.
Satosbi:Oh,andthemostimportantthingyouneedtoknowisthatyou’renotsupposedtotalkwhenyou’reeatingdinner.Onlyparentsareallowedtotalkatthedinnertable.Childrenarenotallowedtospeak.
Steve:Wow!That’s...that’sunusual!
Satosbi:I’mjustkidding!Boy,you’rereallygullible,Steve!
課文分析：
一.SectionA3a
1.berelaxedabout在…方面比較隨意
WhereI’mfrom,we’reprettyrelaxedabouttime.
在我們國(guó)家（指哥倫比亞），人們?cè)跁r(shí)間方面相當(dāng)隨意。
2.Spendingtimewithfamilyandfriendsisveryimportanttous.
（1）spending為動(dòng)名詞短語(yǔ)作主語(yǔ)，短語(yǔ)作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞應(yīng)用單數(shù)。
（2）beimportanttosb.對(duì)某人來(lái)說(shuō)非常重要。
3.dropby順便訪問(wèn)一下
4.makeplantodo=plantodo
=planondoing
這三個(gè)詞組都為“計(jì)劃做某事”的意思
5.Oftenwejustwalkaroundthecitycentre,seeingasmanyofourfriendsaswecan!
（1）seeing為現(xiàn)在分詞短語(yǔ)作狀語(yǔ)，表示主語(yǔ)正在進(jìn)行的另一動(dòng)作，但這個(gè)動(dòng)作為次要?jiǎng)幼鳌?br> （2）asmanyas…（sb）can盡可能多地
Trytorememberasmanywordsasyoucan.
請(qǐng)你（你們）盡可能多地記單詞
這個(gè)詞組我們還可以說(shuō)
asmany（much）aspossible.
6.We’rethelandofwatchesafterall!
畢竟，我們國(guó)家是“鐘表之國(guó)”
作者說(shuō)這句話的意思是強(qiáng)調(diào)時(shí)間在瑞士的重要性。
7.Also,wenevervisitafriend’shousewithoutcallingfirst.
我們從不會(huì)不先打電話就去朋友家。
二.SectionB3a
1.exchangeprogram文化交流項(xiàng)目
2.It’sevenbetterthanIthoughtitwouldbe.
它（指這次交流項(xiàng)目）甚至比我想像的還要好。
3.IwasabitnervousbeforeIarrivedhere,buttherewasnoreasontobe.
在我到這兒之前我有點(diǎn)緊張，但卻沒(méi)有什么理由這樣。
4.Theygooutoftheirwaytomakemefeelathome.
gooutofone’swaytodo是個(gè)詞組
意為特意，特地，想盡辦法
他們想盡一切辦法，讓我感覺(jué)象在家里一樣。
5.Andyouwouldn’tbelievehowquicklymyFrienchhasimproved.
你不能相信我的法語(yǔ)長(zhǎng)進(jìn)了多少！
劃線部分本來(lái)為感嘆句，在本句中又成了賓語(yǔ)從句
6.AlthoughIstillmakelotsofmistakes,itdoesn’tbothermelikeitusedto.
盡管我仍然犯很多錯(cuò)誤，但這個(gè)問(wèn)題不像過(guò)去那樣困擾著我了。
7.You’renotsupposedtoeatanythingwithyourhandsexceptbread,notevenfruit!
除了吃面包以外，你不應(yīng)該用手吃任何東西，甚至是水果！
8.Mybiggestchallengeislearninghowtobehaveatthedinnertable.
我最大的挑戰(zhàn)是學(xué)習(xí)在用餐時(shí)如何去做
。
三.Selfcheck2
1.Questionscrowedmymind
crowd以前我們學(xué)過(guò)，它是一個(gè)形容詞，擁擠的，在這里我們應(yīng)把這個(gè)詞理解成為一個(gè)動(dòng)詞，意為“（使）充塞”＝fillwith
應(yīng)譯為：一大堆的問(wèn)題塞滿了我的腦子。
2.WasIsupposedtostartattheoutside
andworkinortheinsideandworkout?
食物應(yīng)該從里面往外吃呢，還是應(yīng)該從外往里吃呢？
