小學(xué)英語英語教案
發(fā)表時間：2021-05-03Unit 10 You’ re supposed to shake hands英語教案。
Unit10You’resupposedtoshakehands
TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybow,kiss,besupposedto,shakehands,customs（2）Target’LanguageWhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttime?They’resupposedtobow．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．Ⅱ．TeachingKeyPointsTargetlanguageⅢ．TeachingDifficultPoints1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevisionT: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．StepⅡ1aLetstudentsreadtheinstructions．Pointtothetwolistsofwords．Readeachwordandaskstudentstorepeatit．Putupamapoftheworldontheboard．Askstudentstoexplainwhereeachofthecountriesis．Askdifferentstudentstoactouttheactiondescribedbyeachwordorphrase—bow,shakehands,andkiss．Readtheinstructionsagainandaskstudentstomatchthecustomslettereda,bandcwiththenumberedcountries．Lookatthesampleanswer．Tallstudentstoguessiftheyaren’tsure．StepⅢ1bGothroughtheinstructionswiththeclass．PointtothelistsinActivitylaandsay,Nowyouwillhearaconversationbetweenaboyandagirl．TheirconversationcontainstheanswerstothequestionsinActivity1a．Playthetapeforthefirsttime．Thistime,studentsonlylisten．Playthetapeasecondtime．AskthemtolistentotherecordingandchecktheiranswerstoActivity1a．Checktheanswerswiththeclass．Inviteastudenttoreadtheanswers．StepⅣ1cReadtheinstructionstothewholeclass．Pointouttheexampleinthebox．Asktwostudentstoreadittotheclass．PointtothelistsofcustomsandcountriesinActivityla．Tellstudentstofirsttalkaboutthesecountriesandcustoms,andthentalkaboutothercountriesandcustomstheyknowabout．Asstudentsworktogether,movearoundtheclassroomcheckingtheirwork．Askdifferentpairsofstudentstoaskandansweraquestionfortheclass．StepⅤHomeworkReviewthetargetlanguage．
TheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularygreet,besupposedto（2）TargetLanguageHowwasthedinneratPaul’shouselastnight?Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarrivedat8:00．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjectsWhenyou’reinvitedtoaplace,youmustn’tbelate,greetpeoplethewrongwayandwearthewrongclothes．Thatis,youshouldactaccordingtoyourhost’scustoms．Ⅱ．TeachingKeyPoints1．KeyVocabularygreet,besupposedto2．TargetLanguageHowwasthedinneratPaul’shouselastnight?Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarriveat8:00．3．StructureWhatareyousupposedtodowhenyoumeetsomeone?Ⅲ．TeachingDifficultPoints1．thetargetlanguage2．Howtoimprovestudents’listeningability．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．AsksomepairstoactouttheirconversationsaccordingtoActivity1a．StepⅡ2aLookatthepictureandaskstudentstotellWhatishappening．Helpstudentsunderstandthatthepeopleareatapicnic．PointtoMariaandask,what’sMariawearing?（Sheiswearingadress．）Ask,Doesshelookcomfortable?（No．）Readtheinstructionsandpointtothefourmistakesonthelist．Askdifferentstudentstoreadthemistakestotheclass．ListentoMariatalkingtoaboyaboutwhathappenedatthepicnic．Shemadeseveralmistakes．Listentotherecordingandcheckthemistakesshemade．Playtherecording．Studentsonlylistenthefirsttime．Playtherecordingagain．GetstudentstocheckthemistakesMariamade．Checktheanswerswiththeclass．StepⅢ2bGothroughtheinstructionswiththeclass．Pointouttheblanksinthefoursentences．Inviteastudenttoreadthefirstsentence．Playtherecordingagain．Letstudentsfillintheblankswiththewordstheyhearalone．Correcttheanswerswiththeclass．StepⅣ2cReadtheinstructionsfortheactivitytotheclass．Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．PointoutthemistakesinActivity2aandthesentencesinActivity2b．RoleplayDanandMaria’sconversationusinginformationfromActivities2aand2b．Askstudentstoworkinpairs．Astheywork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass．StepⅤGrammarFocusReviewthegrammarbox．Getdifferentstudentstosaythequestionsandanswers．StepⅥHomeworkAskstudentstowriteatleasttwosentenceswiththesentencestartersinGrammarFocus．
TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyland,dropby,afterall,relaxed,abit（2）TargetLanguageCanyoutellmethethingsI’msupposedtodo?Thefirstthingistogreettheteacher．Okay．WhatshouldIsay?Youaresupposedtosay"goodmorning,teacher．"2．AbilityObjects（1）Trainstudents’integratingskills．（2）Trainstudents’communicativecompetence．Ⅱ．TeachingKeyPointTrainstudents’integratingskills．Ⅲ．TeachingDifficultPointHowtoimprovestudents’integratingskills．Ⅳ．TeachingProceduresStepⅠRevisionT:Inlastperiod,wesummeduptheexpressionsfortellingwhatyouaresupposedtodo．NowI’llcheckyourhomework．I’llasksomepairstoactouttheconversationsbeforetheclass．StepⅡ3aReadtheinstructions．Doyouknowwhatanopinionis?Askastudenttoanswerit．（Anopinioniswhatyouthinkorhowyoufeelaboutsomething．）Lookatthechart．Pointtothewordattitudeonthechartandsay,Anopinionislikeanattitude．Tellstudentswhattheywillwriteinthechart．Askstudentstoreadthefirstparagraphontheirown．Whentheyread,movearoundtheclassroomhelpingthemasnecessary．Thenaskstudentstoreadthesecondparagraph．Again,astheyread,movearoundtheclassroomansweringanyquestions．Thenreadtheinstructionsagainandpointoutthechart．Pointtothewordsattitudetowardandaskwhatotherwordsintheinstructionlinemeanthesamething（opinionsof）．Inviteastudenttoreadthesampleanswertotheclass．Thenlethimpointoutwhichsentencetheanswerisfoundin．Askstudentstoreadtheparagraphsagainandcompletethechartontheirown．Correcttheanswerswiththeclass．StepⅢ3bGothroughtheinstructionsfortheactivitywiththeclass．Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．Firstpracticethisconversationwithapartner．Thentalkaboutyourattitudetowardbeingontimeandgettingtogetherwithyourfriends．Usetrueinformation．Havestudentsworkinpairs．Asksomedifferentpairstosaytheirconversationstotheclass．StepⅣPart4Letstudentsreadtheinstructions．Askapairofstudentstomodelthesampledialogue．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．Getstudentstocompletetheworkinpairs．Astheywork,walkaroundtheclassroomofferinghelpasneeded．Reviewthetask．Askafewstudentstosharetheirconversationswiththewholeclass．StepⅤHomework1．WriteaconversationusingtheinformationinPart4．2．Finishofftheexercisesonpages49～50oftheworkbook．（檢討書大全 WWw.jT56W.cOm）
TheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularywipe,napkin,stick,chopstick,rude,point,pickup（2）TargetLanguageWe’resupposedtoeatwithchopsticks．Yes,andit’srudetoeatwithourhands．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．（3）Trainstudents’abilitytousethetargetlanguage．Ⅱ．TeachingKeyPoints1．KeyVocabularywipe,stick,chopstick,rude,point,pickup2．TargetLanguageWe’resupposedtoeatwithchopsticks．Yes,andit’srudetoeatwithourhands．Ⅲ．TeachingDifficultPoints1．Flowtoimprovestudents’listeningability．2．Howtousethetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．GetsomestudentstoreadouttheirconversationsusingthetargetlanguageinSectionA4．Collecttheirconversationsandhelpcorrecttheirerrors．StepⅡPart1Lookatthepictureandaskstudentstosaywhatishappeninginit．Lookatthetitle,Mindyourmanners!Ask．Whatdoyouthinkitmightmean?Readtheinstructionsandpointtothefivestatementsaboutmanners．Askstudentstoreadthestatements．Reviewthefivestatementstobesurestudentsunderstandwhateachonemeans．Askstudentstoactoutthem．Thenaskstudentstocompletethequizontheirown．Correcttheanswerswiththeclass．StepⅢ2aReadtheinstructionstotheclass．Reviewwhatanexchangestudentisandwhattablemannersare．Ifnecessary,translatethemintoChinese．Lookatthefourpictures．YouwillheartheexchangestudentSteve,talkingwithhisJapanesefriend,Satoshi．Satoshiisexplainingsomethingsyouareandaren’tsupposedtodowheneatinginJapan．Pointtotheboxeswherestudentsaresupposedtowriteanumbernexttoeachpicture．Say,Numberthese1through4toshowtheorderyouhearSatoshitalkabout,thesethingsintherecording．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingasecondtime．Astheylistentotherecordingthistime,letstudentsnumberthepictures．Correcttheanswerswiththeclass．StepⅣ2bReadtheinstructionsandpointtothenumberedlistofsentencestartersandtheletteredlistofsentenceendings．Askdifferentstudentstoreadthetwolists．Youwillhearthesamerecordingagain．Playtherecordingagain．Askstudentstowritethelettersintheblanksalone．Checktheanswerswiththeclass．StepⅤ2cGothroughtheinstructionsfortheactivitywiththeclass．Lookattheexampleinthebox．Asktwostudentstoreadthesentencestarters．Now,completeeachonewithatruestatementabouttablemannersinyourcountry．Asktwostudentstoreadtheirsentences．PointoutthesentencestartersinActivity2b．Say,Haveaconversationabouttablemannersinyourcountrywithapatter．YoucanusethesentencestartersinActivity2btohelpyougetstarted．Havestudentsworkinpairs．Askoneortwopairsofstudentstosaytheirconversationstotheclass．StepⅥHomeworkTalkaboutthetablemannersinyourcountryusingthesentencestartersinActivity2b．
TheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularytablemanners,behave,be/getusedto,cutup,full,fork,Youshould…（2）Practisereadinganarticle．（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects（1）Trainstudents’readingability．（2）Trainstudents’writingability．Ⅱ．TeachingKeyPointPractisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteane-mailmessage．Ⅳ．TeachingProceduresStepⅠRevisionReviewthetargetlanguagepresentedinthisunit．Checkhomework．Asktwostudentstoreadouttheirsentences．StepⅡ3aCallattentiontothee-mailmessage．Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Readtheinstructionstotheclass．Askstudentstoreadthee-mailagain．Say,Nowreadthee-mail．Answerthequestionsinyourexercisebook．Asstudentswork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswerswiththeclass．StepⅢ3bReadtheinstructionstotheclass．Pointtothebeginningofthee-mailmessage．Readittotheclass．HerearesomethingsyouneedtoknowabouttablemannerswhenyouvisitJapan．Firstofall,youshould…LookbackatthepicturesinActivity2aandthematchingexerciseinActivity2b．YoucanusethepicturesandinformationinActivities2aand2btohelpyouwriteyourletters．Askstudentstofinishtheactivityontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Checktheanswerswiththeclass．Askastudenttoreadhiscompletedarticletotheclass．StepⅣ3cReadtheinstructionsandaskstudentstolookbackatActivity2c．Remindstudentsthattheymadeconversationsabouttablemannersintheirowncountry．Say．YoucanusetheideasyoutalkedaboutinActivity2casyouwriteyouremailmessages．Getstudentstofinishtheactivityontheirown．Asstudentswork,movearoundtheroomofferinghelpasneeded．Askastudenttoreadhisorhermessagetotheclass．Haveotherstudentsaddanyinformationthatismissingfromthefirststudent’sreport．StepⅥHomework1．Readthee-mailmessageinActivity3aagain．2．Writeane-mailmessagetoafriendabouttablemanners．
TheSixthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Fillinblanksandmakesentencesusingarrive,meet,spend,behaveandimagine．（2）Finishthestory．（3）Completethecrossword．2．AbilityObjectsTrainstudents’writingability．3．MoralObjectsYouaresupposedtolearnmuchmoretablemanners,Itisveryusefulandhelpful,especiallywhenyouareinforeigncountries．Ⅱ．TeachingKeyPoints1．Fillinblanksandmakesentences．2．Finishthestory．Ⅲ．TeachingDifficultPoints1．Makesentencesusingarrive,meet,spend,behaveandimagine．2．Finishthestory．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．Askastudenttoreadthee-mailmessageinActivity3a．Thenaskastudenttoreadhis/herowne-mailmessage．StepⅡPart1Lookatthewordsinthebox．Askastudenttoreadthem．Makesurestudentsunderstandthemeaningofthewords．Thensay,Fillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．Askstudentstofillintheblanksontheirown．Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheclassroom．Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．StepⅢPart2Gothroughtheinstructionswiththeclass．Explainthemtostudents．Getstudentstocompletetheworkinpairs．Inviteafewstudentstoreadtheendofthestory．Answerswillvarybutwillprobablyincludewatchingwhatothersdofirstoraskingthehostorhostessoroneoftheguests．Asampleendofthestory…WhatIfinallydecidedtodowastowatchwhatothersdoandfollowthem．StepⅣPart3Dotheexamplewiththeclasstoshowthemhowtodoacrosswordpuzzle．Askstudentstocompletethecrosswordpuzzleontheirown．Checktheanswerswiththewholeclass．StepⅤJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Askstudentswhatisfunnyaboutthecartoon．Helpstudentstoexplain．Thelittleboyboughthisgrandmotheracatinsteadofahat,buthisgrandmotherlovesitanyway．StepⅥSummaryandHomeworkInthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywords．Afterclass,pleasefinishoffthestoryin2inyourtextbooks．Thenfinishofftheexercisesonpages50～52oftheworkbook．
TheSeventhPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjectsKeyVocabularydie,succeed,sacrifice,path,honor,dead-endroad,getintotrouble,giveup,keepshipping,militaryschool2．AbilityObjectsImprovestudents’readingandwritingskills．Ⅱ．TeachingKeyPointTrainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPointTrainstudents’readingandwritingskills．Ⅳ．TeachingProceduresStepⅠKeyVocabularyShowthefollowingvocabularybycards．Careful-readingtogetthedetailedinformation．Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1ReadthetitleParenthelpschildtotheclass．Ask,Whatdoyouthinkthearticleisabout,basedonthetitle?Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．Askstudentstodiscussthefourquestions．Studentsdonotlookatthereadingtext．Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Astheywork,walkaround,lookingattheirprogress．Whenmoststudentsfinishthetask,askstudentstocomparetheiranswerswithapartner,Elicitanswersfromthestudents．Ask,Doyouhaveanyotheranswers?Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．StepⅢPart2Gothroughtheinstructionswiththeclass．Askstudentstocompletethetaskindividuallyorinpairs．MakesurestudentsdiscusstheirreasonsinEnglish．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．Askstudentstoreadtheiranswers．Encouragestudentstousecompletesentences．StepⅣPart3Lookatthestory．Payattentiontothewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,Payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentencesyoudon’tunderstand．Readincontext,guessingthemeaningsofwordsandphrasesfromtheotherwordsaroundthem．Askstudentstoread’thearticleagainforcomprehension．Gothroughtheinstructionswiththestudentsandhavethemlookattheexample．Askstudentstocompletethenextwordonthelistontheleft．Studentsarematchingwordstomeanings．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．Studentscompletethetask．Remindthemtolookatthestoryagainforextrahelp．Havestudentsreporttheiranswers．Encouragethemtousecompletesentences．StepⅤPart4Gothroughthetaskwithstudents．Elicitthefirstanswerfromstudentsfrommemory．Checkthattheyunderstandwhattheyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Studentsshouldtrytorememberorguesstheanswersbeforelookingatthereading．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．Checktheanswers．Invitedifferentstudentstogivetheiranswersandgivethecorrectstatementsfortheonesthatarefalse．StepⅥPart5Readtheinstructionswiththestudents．Dividetheclassintosmallgroupstodotheactivity．Givestudentshelpthinkingofdifferentfunandeducationalactivities．Walkaroundtheclassroomofferinghelpasneeded．Cheektheanswers．Havestudentssharetheiranswerswiththeclass．StepⅦSummaryInthisclass,we’vepractisedalotofreadingandwriting．StepⅧHomework1．ReadthestoryinActivity2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．
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Unit 10 You’ re supposed to shake hands教案
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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．
Unit 10 You’re supposed to shake hands教案
老師會對課本中的主要教學(xué)內(nèi)容整理到教案課件中，大家應(yīng)該要寫教案課件了。我們要寫好教案課件計劃，才能在以后有序的工作！你們會寫多少教案課件范文呢？急您所急，小編為朋友們了收集和編輯了“Unit 10 You’re supposed to shake hands教案”，歡迎您參考，希望對您有所助益！
Unit10You’resupposedtoshakehands.I．Teachingobjectives教學(xué)目標
SkillFocus▲Listenandtalkaboutwhatyouaresupposedtodo▲Listenandtalkaboutcustomsindifferentcountries▲Learntodescribetablemanners▲Learntodealwithnewproblemsorsituationsusingwhatyouknow
Ⅱ.目標語言功能句式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.重點詞匯kiss,relaxed,land,pick,stick,full,spoon,knife,rubbish,form,mark,feeling,beside,riddle,experiment,e-mail,please,normally,seat,whose2.認讀詞匯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)計了四個部分的內(nèi)容：SectionA該部分有4個模塊：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（1c）訓(xùn)練；第二模塊圍繞Maria’smistakesatanAmericanfriend’shouse進行聽力（2a-2b）、口語（2c）訓(xùn)練；第三模塊圍繞不同國家的風(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形式展開討論（4）。SectionB該部分有4個模塊：第一模塊要求學(xué)生就各國餐桌禮儀判斷正誤，激活學(xué)生相關(guān)背景知識（1）。第二、三模塊都圍繞tablemanners這一話題分別展開聽力（2a-2b）、口語（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（4）。Selfcheck該部分有3個模塊：第一模塊對所學(xué)詞匯進行填空(1)訓(xùn)練；第二模塊就一個故事展開閱讀和寫作訓(xùn)練（2）；第三模塊是一個猜詞活動(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項任務(wù)：第一項任務(wù)以問題討論的方式激活學(xué)生相關(guān)知識聯(lián)系(Section1)；第二項任務(wù)要求學(xué)生通過快速閱讀獲取信息(Section2)；第三項任務(wù)利用歸納、選擇等練習(xí)形式進一步加深學(xué)生對閱讀內(nèi)容的理解(Section3)；第四項任務(wù)要求學(xué)生繼續(xù)圍繞e–mail的寫作方式展開討論(Section4)；第五項任務(wù)要求學(xué)生運用所學(xué)知識進行寫作練習(xí)(Ifyouhavetime)。2.教材重組和課時分配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：
1.掌握“be(not)supposedto”的結(jié)構(gòu)及用法。
2.熟悉不同國家的禮儀風(fēng)俗。
3.了解世界各國的文化，在生活中做個有心人及有禮有節(jié)之人。
三.教學(xué)重點難點：
句型“besupposedtodo”及本模塊中的一些重點短語
四.重點詞和短語：
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.過去應(yīng)該做某事(但實際未做)
Youwhatyourteachersaidyesterday,butyoudidn’t.
A.shouldrememberB.shouldhaverememberedC.wouldremember
6.beimportanttosb.對某人重要
7.berelaxedaboutsth..對……放松
8.dropby順便拜訪
visitsb.拜訪
9.afterall畢竟
10.makeplanstodosth.制定計劃做某事
11.withoutdoingsth.沒有做某事
12.Thefirstthingistogreettheteacher.第一件事是問候老師.
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長輩
23.givecompliments稱贊
24.makeappointments約會
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。
29.e-mailEnglish電子英語郵件
spoken/writtenEnglish英語口語/書面英語
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把你正感覺著的感情表現(xiàn)出來
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候
38.sendamessagetosb.onamobilephone用手機發(fā)短信息給某人
39.bepleasedwith對……滿意
五.重點、難點、考點及疑點注釋
1.You’resupposedtoshakehands.你們應(yīng)該握手。（標題）
besupposedto用來表示根據(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，后面也是接動詞原形。否定形式在be動詞后加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光對我們來說非常重要。（SectionA,3a）
Spendingtimewithfamilyandfriends是動名詞短語，在本句中作主語。動名詞（短語）作主語時，謂語動詞要用第三人稱單數(shù)形式。如果是并列的動名詞（短語）作主句時，謂語動詞用復(fù)數(shù)形式。
Readinginbedisnotgoodforyoureyes.在床上看書對你的眼睛不好。
Readingandwritingtakemealotoftime.讀書寫作花了我不少時間。
3.We’rethelandofwatches,afterall!畢竟我們這里是手表王國。（SectionA,3a）
句中的land意為“國土”，“國家”。它還可以表示“陸地”，與河流和海洋相對；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.這個地區(qū)的荒地全被開墾了。
知識拓展
與“土地”，“地”相關(guān)的詞語還有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.地球圍繞太陽轉(zhuǎn)。
◎soil意為“土地”，“土壤”，尤指生長植物的土地。
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，均可用這個詞表示；也可以用來指運動場地。
Thegroundiscoveredwithleavesinthewoods.樹林里的地面上落滿了樹葉。
4.You’renotsupposedtomakenoisewhileeatingnoodles.吃面條的時候你不應(yīng)該弄出響聲來。（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)的時間狀語從句，如果主語和主句的主語相同，從句中的主語和be動詞?？墒÷浴?/p>
While/When(shewas)leavingthehouse,shewasheardtomakesomecommonplaceremarktoherhusb.and.有人聽到她在離開房間時同他的丈夫寒暄。
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)，不定式短語是真正的主語，it是形式主語。句中的point意為“指”，“指向”，常構(gòu)成短語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。
◎但主語是事物時，一般用pointto作謂語。pointat可以分開使用，即point后直接跟名詞或代詞作賓語，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。如果它后面的賓語是代詞，則必須把該賓語放在out之前。
Pleasepointoutthemistakesinmycomposition.請指出我作文中的錯誤。
Luckily，themanknewMrGreenandpointedhimouttous.
幸好這個人認識格林先生，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，但它（法語）不像以前那樣讓我煩惱。（SectionB,3a）
⑴mistake意為“錯誤”，“過失”，可數(shù)名詞，常指由于認識，理解或判斷上的失誤造成行為或看法上的錯誤，也指因粗心，疏忽，技術(shù)不熟練等而犯的錯誤。通常與make連用構(gòu)成makemistakes/amistake“出錯”，“犯錯誤”。
Anyonecanmakeamistake.人人都會犯錯誤。
Heonlymadetwomistakesingrammartoday.他今天只犯了兩個語法錯誤。
⑵bother意思是“煩擾，打擾”，常用作及物動詞。
Hotweatherbothersme.炎熱的天氣使我煩惱。
7....yourteacherswillnotbepleasedifyouwritee-mailEnglishinatest!……如果你在測試中用電子郵件英語，老師會不高興的。（Reading）
please“使高興”，相關(guān)詞語有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，皇帝非常高興。
這四個詞都有“滿意”，“高興”的意思，但詞性和用法不相同。
◎please是動詞，可用作及物動詞或不及物動詞，表示“（使）高興，滿意，愉快”。
◎pleased是過去分詞，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，還可接動詞不定式或that從句。
◎pleasure是名詞，表示“高興”，“快樂”，“娛樂”時，為不可數(shù)名詞；表示“樂趣，高興的事”時，為可數(shù)名詞。如：Itisoneofmygreatestpleasures.它是我最大的樂趣之一。
◎pleasant是形容詞，意為“使人感到愉快（滿意）”，一般用作定語。如主語指物，也可用作表語。
六.語法：
besupposedtodo句型大練兵
★besupposedtodo…常用來表示被要求、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…時態(tài)、人稱和數(shù)的變化在動詞be上體現(xiàn)，to為動詞不定式符號，后面接動詞原形。
否定句練兵
Youaresupposedtotellherthisbadnews.（改為否定句）
Youtellherthisbadnews.
besupposedtodo的否定句式，即在be動詞后加not。此時相當(dāng)于shouldnot或benotallowedtodo，意為“不應(yīng)當(dāng)做；不被許可做”。應(yīng)填寫：aren’tsupposedto。
疑問句練兵
1.Heissupposedtogetthereatsixo’clock.（改為一般疑問句）
hegetthereatsixo’clock?
2.Billissupposedtocallhisfatherassoonaspossible.（對劃線部分提問）
Billassoonaspossible?
besupposedtodo轉(zhuǎn)化為一般疑問句式時，直接將be的相應(yīng)形式提到主語前。第2題考查特殊疑問句。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。
主動句練兵
MrWangissupposedtobethebestteacherinourschool.（改為主動語態(tài)）
WeMrWangthebestteacherinourschool.
sb./sth.besupposedtobe…其主動形式為“supposesb./sth.tobe＋形容詞/名詞”，意思是“認為某人/某事……”。應(yīng)填寫：suppose;tobe。
中考聚焦
考點1.besupposedtodo
①Youasktheteacherifyouwanttoleavetheclassroom.（2007廣東茂名）
A.supposedthatB.aresupposedtoC.arewanted
②人們初次見面時應(yīng)該握手。（2007山東煙臺）
Peoplearewhentheymeetforthefirsttime.
besupposedtodo…意為“理應(yīng)/被期望/應(yīng)該做……”。shakehands為固定短語，意為“握手”。①選B。②填寫：supposedtoshakehands。
考點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邁克過去常常睡懶覺，但現(xiàn)在他習(xí)慣于早起。（2007山東煙臺）
Miketolate,butnowheusedtoupearly.
usedto“過去常?！?，to為動詞不定式符號，后面接動詞原形；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3.find＋it＋adj.＋todosth.
①Mostyoungpeoplefindexcitingtowatchafootballmatch.（2007甘肅蘭州）
A.itB.thisC.thatD.one
②我們發(fā)現(xiàn)學(xué)習(xí)團隊精神對青少年很重要。（2007四川樂山）
Wefindimportantforusteenagerslearnteamspirit.
find后面接復(fù)合賓語，其結(jié)構(gòu)為“find＋it＋adj.＋todosth.”。其中it為形式賓語，真正的賓語為后面的動詞不定式短語todosth.，形容詞作賓語補足語。①選A。②填寫：it;to。
考點4.It’s＋adj.＋for/ofsb.＋todosth.
①It’sverynicepicturesforme.（2007天津）
A.ofyoutodrawB.foryoutodrawC.foryoudrawingD.ofyoudrawing
②Manypeoplethinkit’sveryimportantuslearnEnglishwell.（2007貴州貴陽）
A.for;toB.to;toC.with;for
選用of還是for，要根據(jù)形容詞的性質(zhì)來確定。句型It’s＋adj.＋forsb.＋todosth.意為“對于某人來說，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)生們才會覺得放松。（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”，在句中可作表語或定語。①選D。②填寫：won’tberelaxed。
