小學(xué)五年級教案
發(fā)表時間：2021-05-04新目標(biāo)九年級Unit 10 You’re supposed to shake hands教案。
Unit10You’resupposedtoshakehands.你應(yīng)該握手。Hello,everyone!Howwasyourwintervacation?Ithinkyouwereverybusyduringtheholiday.Andthenewtermisbeginning.Thelasttermisthemostimportanttermforyou.So,studyhardfromtoday!各位同學(xué)大家好！你們的寒假過得怎么樣？我想在寒假期間你們一定非常忙，最后一個學(xué)期對你們來說是最重要的一個學(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：入鄉(xiāng)隨俗。在不同的情景下，我們應(yīng)該如何去做呢？今天，我們就來談一談這個話題。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.了解各國不同的社交風(fēng)俗。3.介紹自己國家的社交風(fēng)俗，詢問別的國家的社交風(fēng)俗。4.對比文化差異，做一個“入鄉(xiāng)隨俗”的人。TargetLanguage（目標(biāo)句型）1.Whatareyousupposedtodowhenyoumeetsomeone?當(dāng)你遇到別人時，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)該什么時候到？5.Iwassupposedtoarriveat7:00.我應(yīng)該在7點鐘到。6.Youshouldhaveaskedwhatyouweresupposedtowear.你本應(yīng)該問一下你應(yīng)該穿什么衣服。7.HowwasthedinneratPaul’shouselastnight?昨天晚上在Paul家里舉行的宴會怎么樣？Well,itwasOK,butImadesomemistakes.Iwassupposedtoarriveat7:00,butIarriveat8:00.嗯，還可以，不過我出了點錯。我應(yīng)該在7點鐘到，但我8點鐘才到。詞組歸納1.besupposedtodo應(yīng)該，被期望（做）…2.forthefirsttime第一次3.（in）thewrongway以錯誤的方式4.shakehands握手5.berelaxedabout對…比較隨意6.abit有點7.beimportanttosb.對某人來說非常重要8.dropby順便訪問9.makeplanstodo計劃做某事10.asmany（much）as…盡可能多地…11.beontime準(zhǔn)時12.afterall畢竟13.plantodo計劃做某事14.withoutdoing沒做…15.makenoise出動靜，制造噪音16.pointatsb/sth指某人/某物語法分析：一.besupposedtosuppose的基本含義為認(rèn)為，以為例句：Hesupposeditwastoolatetochangehismind.他認(rèn)為改變主意為時已晚。Ishallsupposehimtobeaboutfifty.我認(rèn)為他有50歲左右。這個詞常用被動結(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)乘五點的火車到。這個句型的否定結(jié)構(gòu)為benotsupposedto常用于口語中，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)動詞有時和動詞的完成式構(gòu)成謂語，表示“應(yīng)當(dāng)已經(jīng)”，“想必已經(jīng)”這類意思。Ishouldhavethoughtofthat.這一點我是應(yīng)當(dāng)想到的。（但沒想到）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usedtoitdoesn’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“過去如此，現(xiàn)在不這樣了”。后面接動詞原形。Heusedtoplaybasketballwhenhewasyoung.他年輕時常打籃球。2.beusedto是“習(xí)慣于”某一客觀事實或狀態(tài)。不強調(diào)動作，to是介詞，后面接名詞或動名詞。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)慣這一過程的轉(zhuǎn)變，后面接名詞或動名詞。Youwillsoongetusedtotheweatherhere.你會習(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.如果邀請你七點鐘到，你應(yīng)該去得稍微晚點。2.fancydress聚會時所穿的奇裝異服afancydressball化妝舞會3.greetedPaul’smotherthewrongway.用錯誤的方式和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?.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：pointtosthpointto/atsb.“指”物時，只能用to，而“指”人時，to或at都可以用8.gullible[!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--]輕信的，易受騙的聽力原文：
SectionA1b
TapescriptBoy1:Whatarepeoplesupposedtodowhentheymeetinyourcountry,Celia?Girl1:Well,doyoumeanwhenfriendsmeetforthefirsttime?Boy1:Yeah.Girl1:Well,in!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Brazil,friendskiss.Boy1:WhataboutinMexico,Rodriguez?Boy2:InMexicoweshakehands.Boy1:HowaboutinJapan,Yoshi?Boy3:Webow.Girl2:AndinKoreawealsobow.Boy1:Well,IguessinmostWesterncountriesweshakehands.
SectionA2a
TapescriptBoy: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
TapescriptSatosbi: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.SectionA3a1.berelaxedabout在…方面比較隨意WhereI’mfrom,we’reprettyrelaxedabouttime.在我們國家（指哥倫比亞），人們在時間方面相當(dāng)隨意。2.Spendingtimewithfamilyandfriendsisveryimportanttous.（1）spending為動名詞短語作主語，短語作主語時，謂語動詞應(yīng)用單數(shù)。（2）beimportanttosb.對某人來說非常重要。3.dropby順便訪問一下4.makeplantodo=plantodo=planondoing這三個詞組都為“計劃做某事”的意思5.Oftenwejustwalkaroundthecitycentre,seeingasmanyofourfriendsaswecan!（1）seeing為現(xiàn)在分詞短語作狀語，表示主語正在進行的另一動作，但這個動作為次要動作。（2）asmanyas…（sb）can盡可能多地Trytorememberasmanywordsasyoucan.請你（你們）盡可能多地記單詞這個詞組我們還可以說asmany（much）aspossible.6.We’rethelandofwatchesafterall!畢竟，我們國家是“鐘表之國”作者說這句話的意思是強調(diào)時間在瑞士的重要性。7.Also,wenevervisitafriend’shousewithoutcallingfirst.我們從不會不先打電話就去朋友家。二.SectionB3a1.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。三.Selfcheck21.Questionscrowedmymindcrowd以前我們學(xué)過，它是一個形容詞，擁擠的，在這里我們應(yīng)把這個詞理解成為一個動詞，意為“（使）充塞”＝fillwith應(yīng)譯為：一大堆的問題塞滿了我的腦子。2.WasIsupposedtostartattheoutsideandworkinortheinsideandworkout?食物應(yīng)該從里面往外吃呢，還是應(yīng)該從外往里吃呢？
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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(xì)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(biāo)
SkillFocus▲Listenandtalkaboutwhatyouaresupposedtodo▲Listenandtalkaboutcustomsindifferentcountries▲Learntodescribetablemanners▲Learntodealwithnewproblemsorsituationsusingwhatyouknow
Ⅱ.目標(biāo)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(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.九年級Unit 10 You’re supposed to shake hands教案
Unit10You’resupposedtoshakehands.
I.Learninggoals
1.TolearntousethestructureSupposedto+infinitive
2.Tolistenandtalkaboutwhatpeoplearesupposedtod
II.Procedures
WarmingupbylearningaboutthestructureSupposedto+infinitive
Turntopage51first.Lookatthesentences.DoyouseehowthestructureSupposedto+infinitiveisused?
1aLooking,listeningandmatching
Hello,class.Whatarewesupposedtodonext?Yes,youareright.Wearegoingtolook,listenandmatch.Nowturntopage94.Lookatthepictureandlistentotherecordingforwhatpeopledowhentheymeetforthefirsttime.
Nowyoucanturntopage52toreadthetapescript.While
reading.circletheconnectivesandunderlinetheexpressions.
1cDoingpairwork
Whatdopeopledowhentheymeetforthefirsttime?Nowinpairstell.
2aListeningandchecking
Maria,anexchangestudentfromIndia,wenttoherAmericanFriendDan’splaceandhaddinnerthere.
NowlistentothetapeforthemistakesMariamadethere.
2bListeningandfilling
Tofillintheblanksonpage95youaresupposedtolistentothetapeonemoretime.
2cDoingpairwork
YouaresupposedtoroleplaytheconversationbetweenMariaandDan.Andyouaresupposedtousetheinformationfromactivities2aand2b.
Closingdownbycompeting
ToendthisEnglishclassyouaresupposedtotakea
competition.Youaresupposedtosayasmanysentenceswith
theStructure:Supposedto+infinitiveaspossible.Nowgoaheadinpairs.Thewinnerwillbegivenabig,wonderfulgift.
VSummingup________________________________
VIHomework_________________________________
板書設(shè)計：
VIINotesforteaching
___________________________________________________
