高中教案教案
發(fā)表時間：2021-05-03Unit 10 You are supposed to shake hands教案5。
Unit10Youaresupposedtoshakehands
一.[話題](Topic)Tellwhatyouaresupposedtodo
二.[重點詞組](KeyPhrases)
1.shakehands2.besupposedtodo
3.makesomemistakes4.makeplantodo
5.ontime6.afterall
7.getangry8.tabblemanners
9.pickup10.takeadrink
11.makenoise12pointout
13.it’srudetodo…14.haveagreattime
15.getusedto…16.makeappointments
17.makeatoast
三.[交際用語]
1.A:Whatareyousupposedtodowhenyoumeetsomeone?
B:We’resupposedtoshakehands/kiss/bow.
2.A:Whenwereyousupposedtoarrive?
B:Iwassupposedtoarriveontime.
3.Youshouldhaveaskedwhatyouweresupposedtowear.
4.Youarenotsupposedtoshakehands.
5.Spendingtimewithfriendsisveryimportant.
6.Wenevervisitafriend’shousewithoutcallingfirst.
7.Youarenotsupposedtostickyourchopsticksintoyourfood.
四.[重點難點釋義](LanguagePoints)1a-4
1.Youaresupposedtoshakehands.
Besupposedtodo…應(yīng)該……被期望做……,當句子的主語是人時,它可以用來表示勸告,建議,義務(wù),責任等,意思是“tobeexpectedtodosth,ortohavetodosth.”如:
You’resupposedtoasktheteacherifyouwanttoleavetheclassroom..
如果你要離開教室,應(yīng)該先問問老師.
WearenottosupposedtoplayfootballonSunday.
不準我們在星期日踢足球.
ThisissecretandI’mnotsupposedtotalkaboutit.
這是秘密,我不應(yīng)該談?wù)?/p>
sheislateforclassagainandsheissupposedtosaysorrytotheteacher.
她又遲到了,她應(yīng)該向老師說對不起.
2.bow
動詞,鞠躬,彎腰.如:
BowtotheQueen.
向女王鞠躬致敬.
Attheendoftheplayalltheactorscameontothestageandbowed.
終場時,全體演員都走到臺前鞠躬致謝.
Hebowedhisthanks.
他鞠躬致謝.
2a
3.greet=towelcomeorsay“hello”,動詞,問候,打招呼.如:
Hegreetedherbysaying“goodmorning”
他象她打招呼說“早上好”.
Shegreetedmewithafriendlysmile.
她向我微笑致意.
Abeautifulviewgreetedus.
美麗的景色呈現(xiàn)在我們面前.
3a
4.WhereI’mfrom,weareprettyrelaxedabouttime.
我來的那個地方對時間非常放松.
句子中的“WhereI’mfrom”是一個由“where”引導(dǎo)的地點狀語從句.引導(dǎo)地點狀語從句的副詞除了where還有wherever.如:
Juststaywhereyouare.
就留在你原來的地方.
Whereveryouare,youcanseenewfactoriesandstories,newschoolsandhospitals.
無論你走到哪里,你都能見到新建的工廠,商店,學(xué)校和醫(yī)院.
5.Wearethelandofwatches,afterall!
畢竟我們是手表王國.
(1)句中的land是一個名詞,“國家”“國土”的意思.如:
Afterlivinginforeignlandsformanyyears,themanwentbackhome.
在外國居住了多年之后,這個人回到了自己的祖國.
Land還可以表示“陸地”“土壤”“土地”等意思.如
Wetraveledbylanduntilwereachedthesea.
我們在陸路旅行,一直到大海.
(2)句子中的詞組“afterall’’意思是“畢竟”.如:
soyousee,Iwasrightafterall.
你看,畢竟還是我對吧.
Youdecidedtocomeafterall.
你畢竟還是決定來了.
SectionB
1.Inchina,you’renotsupposedtopickupyourbowlofrice.
在中國,你不應(yīng)該端起你的飯碗.
Pickup,“撿起;拾起;拿起”.如:
Agirlpickedupawalletonherwayhome.
一個小女孩在回家的路上撿到了一個錢包.
ThephonestoppedringingjustasIpickedupthereceiver.
我一拿起聽筒,電話就不響了.
Pickthosethingsupoffthefloor!
撿起地板上的東西.
2.InBrazil,youshouldwipeyourmouthwithyournapkineverytimeyoutakeadrink.
在巴西,每次喝完東西后你應(yīng)該用餐巾紙擦嘴.
Wipe動詞,意思是“擦,擦去.”常與away,off,up連用,表示“擦干凈’’.如:
Wipethedirtoffyourshoes.
抹去鞋上的污泥.
Wipeupthemilkyouspilled,please.
請抹掉灑出來的牛奶.
3.tostickyourchopsticksintoyourfood.
把筷子插入你的食物中.
(1)stick動詞,“刺,插入”如:
Stickaforkintothemeattoseeifit’sready.
將叉插進肉里看熟了沒有.
Ican’tmove.There’sapieceofwirestickinginmyleg.
我動不了啦,有一根金屬絲刺進我的腿里了.
(2)chopstick是由“chop(砍)+stick(棍子)組成的合成詞.意思是“筷子”它通常以復(fù)數(shù)形式出現(xiàn).如
OurChinesealwaysusechopsticktoeat,buttheEnglishdon’tusethem.
我們中國人通常用筷子吃飯,而英國人不.
(3)一雙筷子是apairofchopsticks.
4.It’srudetopointatanyonewithyourchopsticks.
用你的筷子指著別人是很不禮貌的.
(1)rude形容詞,粗魯?shù)?無理的.
常用詞組berudetosb,意思是“對某人無理”如:
It’srudetointerruptwhenpeoplearespeaking.
打斷人家的話是不禮貌的.
Ithinkitwasrudeofthemnottophoneandsaythattheyweren’tcoming.
他們來不了,也不打電話通知一聲,太不象話了.
(2)point是一個動詞,意思是“指,指向”.它構(gòu)成的詞組”“pointat”意思是“指向”“對準”.如:
“I’llhavethatone.”Shesaid,pointingatabigchocolatecake.
“我想要這個.”她指著一塊大的巧克力蛋糕說.
3a
1.tablemanners
餐桌禮儀.manner是“禮貌”的意思,常以復(fù)數(shù)形式出現(xiàn).如:
It’sbadmannertotalkwithafullmouth.
嘴里吃著東西說話是不禮貌的.
Manner還可以表示“風(fēng)俗;習(xí)慣”時,也常以復(fù)數(shù)形式出現(xiàn).如.
ThemanneroftheancientEgyptians古埃及的風(fēng)俗習(xí)慣
Manner還可以表示“方法;方式”“態(tài)度;舉止”等意思.如:
Don’tyouthinkthatDavidhasgotaveryarrogantmanner?
你難道不覺得戴維的態(tài)度很傲慢嗎?
Whyareyoutalkinginsuchastrangemanner?
你為什么用這種奇怪的方式談話.
2.Mybiggestchallengeislearninghowtobehaveatthedinnertable.
我最大的挑戰(zhàn)是學(xué)會餐桌上的禮儀.
Behave動詞,意思是“行為舉止;舉止”如:
Theboybehavedverywelllastnight.
孩子昨天晚上表現(xiàn)挺好.
Theteacherencouragedthechildrentobehavewellandnottobeadiscredittothecollective.
老師鼓勵孩子們表現(xiàn)得好一些,不要給集體丟臉.
Thelittleboybehavedwithgreatencourageinthefaceofgunman.
在持槍歹徒面前,這個小男孩表現(xiàn)得極有勇氣.
它還可以表示“守規(guī)矩;舉止適當有禮”的意思.如:
Pleasebehaveyourself.請禮貌點兒.
Willyouchildrenpleasebehave!jab88.cOm
你們這些孩子們能不能守規(guī)矩點.
它的相應(yīng)的名詞是behavior,意思是“行為”.如:
IfinditusefultolearnFrench.
我發(fā)現(xiàn)學(xué)習(xí)法語很有用.
Ithinkitispossibletofinishtheworktomorrow.
我想明天有可能結(jié)束這項工作.
(3)詞組get/beusedto意思是“習(xí)慣于……”詞組中的to是介詞其后如果跟動詞動詞應(yīng)該用動名詞形式如Theastronautssoongotusedtotheconditionofweightlessness太空人很快就習(xí)慣了失重狀態(tài)
I’mgettingusedtothecoldweather.
我開始習(xí)慣寒冷的天氣.
Shegetsusedtodrivingasmallcar.
她習(xí)慣開一輛小車.
Hewillgetusedtogettingupearly.
他將習(xí)慣于早起.
五.語法知識
現(xiàn)在完成時的用法
have(has)+過去分詞
1．現(xiàn)在完成時用來表示現(xiàn)在之前已發(fā)生活或完成的動作或狀態(tài)，但其結(jié)果卻和現(xiàn)在有聯(lián)系，也就是說，動作或狀態(tài)發(fā)生在過去但它的影響現(xiàn)在還存在。
Ihavelostmywallet.（含義是：現(xiàn)在我沒有錢花了。）
Janehaslaidthetable.（含義是：已可以吃飯了。）
Michaelhasbeenill.（含義是：現(xiàn)在仍然很虛弱）
Hehasreturnedfromabroad.（含義是：現(xiàn)在已在此地）
2.現(xiàn)在完成時可以用來表示發(fā)生在過去某一時刻的、持續(xù)到現(xiàn)在的情況,常與for，since連用。
Maryhasbeenillforthreedays.
Ihavelivedheresince1998.
3.現(xiàn)在完成時往往同表示不確定的過去時間狀語連用，如already,yet,just,before,recently,lately等：
Hehasalreadyobtainedascholarship.
Ihaven’tseenmuchofhimrecently(lately).
Wehaveseenthatfilmbefore.
Havetheyfoundthemissingchildyet?
4.現(xiàn)在完成時常常與表示頻度的時間狀語連用，如often,sometimes,ever,never,twice,onseveraloccasion等：
HaveyoueverbeentoBeijing?
IhaveneverheardBunnysayanythingagainsther.
Ihaveusedthispenonlythreetimes.Itisstillgood.
Georgehasmetthatgentlemanonseveraloccasions.
5.現(xiàn)在完成時還往往可以同包括現(xiàn)在時間在內(nèi)的時間狀語連用，如now,uptothesefewdays/weeks/months/years,thismorning/week/month/year,now,just,today,uptopresent,sofar等：
Peterhaswrittensixpaperssofar.
Manhasnowlearnedtoreleaseenergyfromthenucleusoftheatom.
TherehasbeetoomuchraininSanFranciscothisyear.
Thefriendlyrelationsandcooperationbetweenourtwocountrieshavebeenenhancedinthepastfewyears.
Uptothepresenteverythinghasbeensuccessful.
6.現(xiàn)在完成時表示現(xiàn)在之前業(yè)已完成的動作，雖然其效果或影響仍然存在但已不再繼續(xù)，但是有一些現(xiàn)在完成時的句子，在后面加上for+一段時間，則現(xiàn)在完成時的動作就表示延續(xù)性。
ThomashasstudiedRussian.(現(xiàn)在不再學(xué)俄語)
ThomashasstudiedRussianforthreeyears.(=ThomasbegantostudyRussianthreeyearsago,andisstillstudyingitnow.（同第2點用法第一個例句）
7.現(xiàn)在完成時還可以用來表示過去的一個時間到現(xiàn)在這段時間內(nèi)重復(fù)發(fā)生的動作。
Wehavehadfourtextsthissemester.
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Unit 10 You are supposed to shake hands教案2
Unit10Youaresupposedtoshakehands.
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．
Freetalk:
T:Whatarewesupposedtosaywhenwemeetothersforthefirsttime?
S:Wearesupposedtosay“Howdoyoudo.”or“Nicetomeetyou.”
T:Whatarewesupposedtodowhenwehaveanappointmenttofriends?
S:Wearesupposedtobeontime.
T:Doyouknowwhatwearesupposedtopayattentiontoatthetable?
S:Wecan’tmakenoisewhileeating
Lookatthepictureinactivity1a.
T:Whatarethepeopledoinginthepicture?
S:Theyareeating.
T:Howmuchdoyouknowabouttablemannersaroundtheworld?
Allowthestudentstohavedifferentanswers.
ThenlookatthesentencesinPart1.Comprehendeverysentence.Circle“T”or“F”aftereachone.
Whilecomprehending,raisingtwopointsinthem.
1.pickup
a.撿起，拾起，拿起
例：Hesawawalletlyingonthegroundandpickeditup.
b.接人，取物
例：I’mgoingtopickupmyuncleattheairport.
2.wipe擦，擦去wipeaway/off把…..擦去
例：Wipeyourtearsaway.
StepII2a
Readtheinstructionstotheclass.Reviewwhatanexchangestudentisandwhattablemannersare.Ifnecessary,translatethemintoChinese．
Lookatthefourpictures.YouwillheartheexchangestudentSteve,talkingwithhisJapanesefriend,Satoshi．Satoshiisexplainingsomethingsyouareandaren’tsupposedtodowheneatinginJapan．Pointtotheboxeswherestudentsaresupposedtowriteanumbernexttoeachpicture．
Say,Numberthese1through4toshowtheorderyouhearSatoshitalkabout,thesethingsintherecording．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingasecondtime．Astheylistentotherecordingthistime,letstudentsnumberthepictures．
Correcttheanswerswiththeclass．
StepIII2b
Readtheinstructionsandpointtothenumberedlistofsentencestartersandtheletteredlistofsentenceendings．Askdifferentstudentstoreadthetwolists．Youwillhearthesamerecordingagain．Playtherecordingagain．Askstudentstowritethelettersintheblanksalone．Checktheanswerswiththeclass．
StepIV2c
Gothroughtheinstructionsfortheactivitywiththeclass．
Lookattheexampleinthebox．Asktwostudentstoreadthesentencestarters．Now,completeeachonewithatruestatementabouttablemannersinyourcountry．
Asktwostudentstoreadtheirsentences．
PointoutthesentencestartersinActivity2b．
Say,Haveaconversationabouttablemannersinyourcountrywithapatter．YoucanusethesentencestartersinActivity2btohelpyougetstarted．Havestudentsworkinpairs．Askoneortwopairsofstudentstosaytheirconversationstotheclass．Helpthestudentstounderstandtheinstructions.Thenlistentothetapeandnumberthepicturesinorder.Listenagain.Matchsentenceparts.
Getthestudentstounderstandthemeaningofeverysentence,especiallythemeaningsofphrases:
“makenoise(制造噪音)，stick…into….(把…..插入…..)，pointat(指著)，walkdown(沿著….走)”.
Practising：Askstudentstomakeupthewholesentencesaccordingtotheonesin2b.Thensomesayouttheirsentencesbeforetheclass.
Exercise：Makeupsentencesbyusing“be(not)supposedto…,bepoliteto…,berudeto….,shouldn’t…..”.(Thesentencestheymakemustbedifferentfromtheonesinthebook.)
StepⅤ
Homework
1．WriteaconversationusingtheinformationinPart4．
2．Finishofftheexercisesonpages49～50oftheworkbook．
主備人：劉華備課時間：2009.11.2上課人：上課時間：
審閱人：審閱時間：課型：new教案序號：
Unit7-4Youaresupposedtoshakehands.
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．
StepV3a
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．
1.exchangeprogram文化交流項目
2.It’sevenbetterthanIthoughtitwouldbe.
它（指這次交流項目）甚至比我想像的還要好。
3.IwasabitnervousbeforeIarrivedhere,buttherewasnoreasontobe.在我到這兒之前我有點緊張，但卻沒有什么理由這樣。
4.Theygooutoftheirwaytomakemefeelathome.
gooutofone’swaytodo是個詞組,意為特意，特地，想盡辦法
他們想盡一切辦法，讓我感覺象在家里一樣。
5.Andyouwouldn’tbelievehowquicklymyFrienchhasimproved.
你不能相信我的法語長進了多少！
劃線部分本來為感嘆句，在本句中又成了賓語從句
6.AlthoughIstillmakelotsofmistakes,itdoesn’tbothermelikeitusedto.盡管我仍然犯很多錯誤，但這個問題不像過去那樣困擾著我了。
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)在用餐時如何去做
StepⅣPart4
Letstudentsreadtheinstructions．
Askapairofstudentstomodelthesampledialogue．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．
Getstudentstocompletetheworkinpairs．Astheywork,walkaroundtheclassroomofferinghelpasneeded．
Reviewthetask．Askafewstudentstosharetheirconversationswiththewholeclass．
StepⅥ
Homework
TalkaboutthetablemannersinyourcountryusingthesentencestartersinActivity2b．
Unit7-3Youaresupposedtoshakehands.達標訓(xùn)練
一、知識點掌握
1.InChina,you’renotsupposedtopickupyourbowlofrice.在中國,你不應(yīng)該端起你的飯碗。pickup“撿起;拾起;拿起”。
如:Agirlpickedupawalletonherwayhome.
一個小女孩在回家的路上撿到了一個錢包。
2.InBrazil,youshouldwipeyourmouthwithyournapkineverytimeyoutakeadrink.在巴西,每次喝完東西后你應(yīng)該用餐巾紙擦嘴。
wipe動詞意思是“擦,擦去”常與away,off,up連用,表示“擦干凈’’。如:
Wipethedirtoffyourshoes.抹去鞋上的污泥。
Wipeupthemilkyouspilled,please.請抹掉灑出來的牛奶。
3.…tostickyourchopsticksintoyourfood.把筷子插入你的食物中。
(1)stick動詞,“刺,插入”如:
Stickaforkintothemeattoseeifit’sready.將叉插進肉里看熟了沒有。(2)chopstick是由chop(砍)+stick(棍子)組成的合成詞。意思是“筷子”它通常以復(fù)數(shù)形式出現(xiàn)。如：OurChinesealwaysusechopsticktoeat,buttheEnglishdon’tusethem.我們中國人通常用筷子吃飯,而英國人不。
4.It’srudetopointatanyonewithyourchopsticks.用你的筷子指著別人是很不禮貌的。rudeadj.粗魯?shù)?無理的。常用詞組berudetosb,意思是“對某人無理”。It’srudetointerruptwhenpeoplearespeaking.打斷人家的話是不禮貌的。point是一個動詞,意思是“指,指向”。它構(gòu)成的詞組”“pointat”意思是“指向”“對準”。如:“I’llhavethatone.”Shesaid,pointingatabigchocolatecake.“我想要這個?！彼钢粔K大的巧克力蛋糕說。
二、單項選擇
1.Theboxis________heavy________Ican’tliftit.
A.too,toB.so,thatC.very,thatD.too,that
2.Jimhasmademanyfriendssincehe________toChina.
A.cameB.comesC.hascomeD.willcome
3.________wasthepartyatJim’shouselastnight?
A.WhatB.WhenC.HowD.Why
4.Hegaveup______twoyearsago.That’stosay,heisanon-smokernow.
A.smokeB.smokingC.tosmokeD.smoked
5.ShehadneverbeentothegreatWallbefore.Todayshesawit________thefirsttime.
A.atB.forC.inD.by
6.Pauldoesn’thavetobemade________.Healwaysworkshard.
A.learnB.tolearnC.learningD.learned
7.Haveyouseenthefilm“Titanic”,________wasworldfamous?
A.itsB.it’sC.whoseD.which
8.Doyouknowtheboy________hishandtowardsus?
A.wavesB.towaveC.wavingD.wave
我的收獲：
Unit7-4Youaresupposedtoshakehands.達標訓(xùn)練
一、知識點掌握
1.IwasabitnervousbeforeIarrivedhere...來之前我有點緊張……
1)句中abit作副詞用，后跟形容詞或副詞或它們的比較級形式，這時可與alittle互換使用。2)但abit后不能直接跟名詞，常用“abitof+名詞”結(jié)構(gòu)，而alittle可以直接跟名詞。例如：Givemeabitof/alittleink,please.請給我一點兒墨水。notabit表示“一點也不”，相當于“not...atall”；而notalittle表示“非常；很”，相當于“verymuch”。試比較：Iwasn’tabitnervous.我一點也不緊張。Iwasn’talittlenervous.我非常緊張。
2.Mybiggestchallengeislearninghowtobehaveatthedinnertable.
我最大的挑戰(zhàn)是學(xué)會餐桌上的禮儀。behave動詞,意思是“行為舉止;舉止”
Theboybehavedverywelllastnight.孩子昨天晚上表現(xiàn)挺好。
它還可以表示“守規(guī)矩;舉止適當有禮”的意思。如:Pleasebehaveyourself.請禮貌點兒。Willyouchildrenpleasebehave!你們這些孩子們能不能守規(guī)矩點！
它的相應(yīng)的名詞是behavior,意思是“行為”。
3.butIamusedtoit.詞組get/beusedto意思是“習(xí)慣于……”詞組中的to是介詞，其后如果跟動詞，動詞應(yīng)該用動名詞形式。
I’mgettingusedto___________________.我開始習(xí)慣寒冷的天氣。
Shegetsusedto___________________________.她習(xí)慣開一輛小車。
Hewillgetusedto_____________________________.他將習(xí)慣于早起。
二．根據(jù)3a內(nèi)容回答下列問題
1.WhywasWangKunnervousbeforeshearrivedinFrance?
2.Whydidshehavenoreasontobenervous?
3.WhatdifferenceshaveoccurredinherFrench?
4.Whatdoesshefindsurprising?
5.Whatisoneparticularchallengesheisfacing?
三.用括號內(nèi)所給動詞的適當形式完成句子。
1.TheFarmer’sMarketisagoodplace______________(eat).
2.Mostoldpeopleusuallyspendmanyhours____________(walk)throughthenewpark.
3.Couldyouplease_________(park)yourcarhere?
4.It’simportant___________(use)correctlanguageinaforeigncountry.
5.I’msorry_________________(trouble)you.
四.根據(jù)漢語提示完成下列英語句子，每空一詞。
1.Youmust______________(上交)yourhomeworkontime.
2.Thekidoften_______________(打扮)asaclownonweekends.
3.Billdidn’t_________hisdictionary____(把……借給)hissister.
4._______________________(咨詢信息)isaverycommonactivity.
5.Mr.Millergotupearly____________(為了)catchthefirstbus.
Unit 10 You’ re supposed to shake hands教案
每個老師需要在上課前弄好自己的教案課件，大家在細心籌備教案課件中。我們制定教案課件工作計劃，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．
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.
