Unit 10 You are supposed to shake hands教案2。
每个老师上课需要准备的东西是教案课件，大家在认真写教案课件了。只有写好教案课件计划，未来工作才会更有干劲！你们会写一段优秀的教案课件吗？小编特地为大家精心收集和整理了“Unit 10 You are supposed to shake hands教案2”，欢迎您参考，希望对您有所助益！
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.捡起，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(指着)，walkdown(沿着….走)”.
Practising：Askstudentstomakeupthewholesentencesaccordingtotheonesin2b.Thensomesayouttheirsentencesbeforetheclass.
Exercise：Makeupsentencesbyusing“be(not)supposedto…,bepoliteto…,berudeto….,shouldn’t…..”.(Thesentencestheymakemustbedifferentfromtheonesinthebook.)
StepⅤ
Homework
1．WriteaconversationusingtheinformationinPart4．
2．Finishofftheexercisesonpages49～50oftheworkbook．
主备人：刘华备课时间：2009.11.2上课人：上课时间：
审阅人：审阅时间：课型：new教案序号：
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文化交流项目
2.It’sevenbetterthanIthoughtitwouldbe.
它（指这次交流项目）甚至比我想像的还要好。
3.IwasabitnervousbeforeIarrivedhere,buttherewasnoreasontobe.在我到这儿之前我有点紧张，但却没有什么理由这样。
4.Theygooutoftheirwaytomakemefeelathome.
gooutofone’swaytodo是个词组,意为特意，特地，想尽办法
他们想尽一切办法，让我感觉象在家里一样。
5.Andyouwouldn’tbelievehowquicklymyFrienchhasimproved.
你不能相信我的法语长进了多少！
划线部分本来为感叹句，在本句中又成了宾语从句
6.AlthoughIstillmakelotsofmistakes,itdoesn’tbothermelikeitusedto.尽管我仍然犯很多错误，但这个问题不像过去那样困扰着我了。
7.You’renotsupposedtoeatanythingwithyourhandsexceptbread,notevenfruit!除了吃面包以外，你不应该用手吃任何东西，甚至是水果！
8.Mybiggestchallengeislearninghowtobehaveatthedinnertable.
我最大的挑战是学习在用餐时如何去做
StepⅣPart4
Letstudentsreadtheinstructions．
Askapairofstudentstomodelthesampledialogue．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．
Getstudentstocompletetheworkinpairs．Astheywork,walkaroundtheclassroomofferinghelpasneeded．
Reviewthetask．Askafewstudentstosharetheirconversationswiththewholeclass．
StepⅥ
Homework
TalkaboutthetablemannersinyourcountryusingthesentencestartersinActivity2b．
Unit7-3Youaresupposedtoshakehands.达标训练
一、知识点掌握
1.InChina,you’renotsupposedtopickupyourbowlofrice.在中国,你不应该端起你的饭碗。pickup“捡起;拾起;拿起”。
如:Agirlpickedupawalletonherwayhome.
一个小女孩在回家的路上捡到了一个钱包。
2.InBrazil,youshouldwipeyourmouthwithyournapkineverytimeyoutakeadrink.在巴西,每次喝完东西后你应该用餐巾纸擦嘴。
wipe动词意思是“擦,擦去”常与away,off,up连用,表示“擦干净’’。如:
Wipethedirtoffyourshoes.抹去鞋上的污泥。
Wipeupthemilkyouspilled,please.请抹掉洒出来的牛奶。
3.…tostickyourchopsticksintoyourfood.把筷子插入你的食物中。
(1)stick动词,“刺,插入”如:
Stickaforkintothemeattoseeifit’sready.将叉插进肉里看熟了没有。(2)chopstick是由chop(砍)+stick(棍子)组成的合成词。意思是“筷子”它通常以复数形式出现。如：OurChinesealwaysusechopsticktoeat,buttheEnglishdon’tusethem.我们中国人通常用筷子吃饭,而英国人不。
4.It’srudetopointatanyonewithyourchopsticks.用你的筷子指着别人是很不礼貌的。rudeadj.粗鲁的;无理的。常用词组berudetosb,意思是“对某人无理”。It’srudetointerruptwhenpeoplearespeaking.打断人家的话是不礼貌的。point是一个动词,意思是“指,指向”。它构成的词组”“pointat”意思是“指向”“对准”。如:“I’llhavethatone.”Shesaid,pointingatabigchocolatecake.“我想要这个。”她指着一块大的巧克力蛋糕说。
二、单项选择
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
我的收获：
Unit7-4Youaresupposedtoshakehands.达标训练
一、知识点掌握
1.IwasabitnervousbeforeIarrivedhere...来之前我有点紧张……
1)句中abit作副词用，后跟形容词或副词或它们的比较级形式，这时可与alittle互换使用。2)但abit后不能直接跟名词，常用“abitof+名词”结构，而alittle可以直接跟名词。例如：Givemeabitof/alittleink,please.请给我一点儿墨水。notabit表示“一点也不”，相当于“not...atall”；而notalittle表示“非常；很”，相当于“verymuch”。试比较：Iwasn’tabitnervous.我一点也不紧张。Iwasn’talittlenervous.我非常紧张。
2.Mybiggestchallengeislearninghowtobehaveatthedinnertable.
我最大的挑战是学会餐桌上的礼仪。behave动词,意思是“行为举止;举止”
Theboybehavedverywelllastnight.孩子昨天晚上表现挺好。
它还可以表示“守规矩;举止适当有礼”的意思。如:Pleasebehaveyourself.请礼貌点儿。Willyouchildrenpleasebehave!你们这些孩子们能不能守规矩点！
它的相应的名词是behavior,意思是“行为”。
3.butIamusedtoit.词组get/beusedto意思是“习惯于……”词组中的to是介词，其后如果跟动词，动词应该用动名词形式。
I’mgettingusedto___________________.我开始习惯寒冷的天气。
Shegetsusedto___________________________.她习惯开一辆小车。
Hewillgetusedto_____________________________.他将习惯于早起。
二．根据3a内容回答下列问题
1.WhywasWangKunnervousbeforeshearrivedinFrance?
2.Whydidshehavenoreasontobenervous?
3.WhatdifferenceshaveoccurredinherFrench?
4.Whatdoesshefindsurprising?
5.Whatisoneparticularchallengesheisfacing?
三.用括号内所给动词的适当形式完成句子。
1.TheFarmer’sMarketisagoodplace______________(eat).
2.Mostoldpeopleusuallyspendmanyhours____________(walk)throughthenewpark.
3.Couldyouplease_________(park)yourcarhere?
4.It’simportant___________(use)correctlanguageinaforeigncountry.
5.I’msorry_________________(trouble)you.
四.根据汉语提示完成下列英语句子，每空一词。
1.Youmust______________(上交)yourhomeworkontime.
2.Thekidoften_______________(打扮)asaclownonweekends.
3.Billdidn’t_________hisdictionary____(把……借给)hissister.
4._______________________(咨询信息)isaverycommonactivity.
5.Mr.Millergotupearly____________(为了)catchthefirstbus.
相关知识
Unit 10 You’ re supposed to shake hands教案
每个老师需要在上课前弄好自己的教案课件，大家在细心筹备教案课件中。我们制定教案课件工作计划，才能在以后有序的工作！哪些范文是适合教案课件？下面是小编为大家整理的“Unit 10 You’ re supposed to shake hands教案”，大家不妨来参考。希望您能喜欢！
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
老师会对课本中的主要教学内容整理到教案课件中，大家应该要写教案课件了。我们要写好教案课件计划，才能在以后有序的工作！你们会写多少教案课件范文呢？急您所急，小编为朋友们了收集和编辑了“Unit 10 You’re supposed to shake hands教案”，欢迎您参考，希望对您有所助益！
Unit10You’resupposedtoshakehands.I．Teachingobjectives教学目标
SkillFocus▲Listenandtalkaboutwhatyouaresupposedtodo▲Listenandtalkaboutcustomsindifferentcountries▲Learntodescribetablemanners▲Learntodealwithnewproblemsorsituationsusingwhatyouknow
Ⅱ.目标语言功能句式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...词汇1.重点词汇kiss,relaxed,land,pick,stick,full,spoon,knife,rubbish,form,mark,feeling,beside,riddle,experiment,e-mail,please,normally,seat,whose2.认读词汇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.词组shakehands,dropby,afterall,pickup,tablemanners,makenoise,be/getusedto...,learn...byoneself语法Supposedto+infinitive:You’resupposedto...You’renotsupposedto...StrategyFocus1.Listeningforkeywords2.ComparingCultureFocusIndifferentcountries,peoplebehavedifferentlyindifferentoccasions,suchasgreetingwaysforthefirsttime,behaviorsatthedinnertable,arrivingforappointment,etc.III.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析本单元以Customs为话题,共设计了四个部分的内容：SectionA该部分有4个模块：第一模块围绕Whatdopeopledowhentheymeetforthefirsttime?这一话题展开思维（!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--1a）、听力（1b）、口语（1c）训练；第二模块围绕Maria’smistakesatanAmericanfriend’shouse进行听力（2a-2b）、口语（2c）训练；第三模块围绕不同国家的风俗习惯这一话题展开训练，训练形式为阅读填表（3a）和角色表演（3b）；第四模块就Whatarepeoplesupposedtodo?这一话题以小组活动形式展开讨论（4）。SectionB该部分有4个模块：第一模块要求学生就各国餐桌礼仪判断正误，激活学生相关背景知识（1）。第二、三模块都围绕tablemanners这一话题分别展开听力（2a-2b）、口语（2c)、阅读(3a)和写作（3b-3c）训练。第四模块就WhatareyousupposedtodoindifferentsituationsinChina?这一话题以listing的形式展开小组活动（4）。Selfcheck该部分有3个模块：第一模块对所学词汇进行填空(1)训练；第二模块就一个故事展开阅读和写作训练（2）；第三模块是一个猜词活动(3)，要求学生根据所给解释猜出单词。Reading该部分共设置了5项任务：第一项任务以问题讨论的方式激活学生相关知识联系(Section1)；第二项任务要求学生通过快速阅读获取信息(Section2)；第三项任务利用归纳、选择等练习形式进一步加深学生对阅读内容的理解(Section3)；第四项任务要求学生继续围绕e–mail的写作方式展开讨论(Section4)；第五项任务要求学生运用所学知识进行写作练习(Ifyouhavetime)。2.教材重组和课时分配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 are supposed to shake hands教案4
Unit10Youaresupposedtoshakehands
课题
Unit10ectionA1a-1c主备
主讲案序
1th学习
目标
1．KnowledgeObjects（1）KeyVocabularybow,kiss,besupposedto,shakehands,customs（2）Target’LanguageWhatarepeoplein!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Koreasupposedtodowhentheymeetforthefirsttime?They’resupposedtobow．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．重点
难点
1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．学习内容与流程
StepⅠRevision1:YesterdaywefinishedUnit6.Inthisunit,welearnedthePastPerfectTense.Now,let’shavearevisionaboutit.2:Haveatalk:Pleasetellmethingsthataregoodtodoinschoolandthatarenotgoodtodoinschool．Writeeachsuggestionundertheappropriateheadingontheboard．T:Isitagoodideatocometoclasslate?S1:No．T:That’sright,It’snotagoodideatocometoclasslate.You’renotsupposedtocometoclasslate．Classrepeat．You’renotsupposedtocometoclasslate．Ss:You’renotsupposedtocometoclasslate．T:Whataresomethingsyoushouldn’tdo?S2:Weshouldn’teatinclass．T:Right．You’renotsupposedtoeatinclass．Askstudentstorepeatthisexample．3:Thenaskstudentstotellaboutsomethingsthataregoodtodoinschool．Theymaysaythingssuchas,Youshoulddoyourhomeworkeveryday;Youshouldraiseyourhandbeforeyoutalk．Rephraseeachofthesesentencesusingsupposedtoandaskstudentstorepeat:You’resupposedtodoyourhomeworkeveryday．You’resupposedtoraiseyourhandbeforeyoutalk．StepⅡ1a1:Letstudentsreadtheinstructions．2:Pointtothetwolistsofwords．Readeachwordandaskstudentstorepeatit．Askstudentstoexplainwhereeachofthecountriesis．3:Askdifferentstudentstoactouttheactiondescribedbyeachwordorphrase—bow,shakehands,andkiss．4:Readtheinstructionsagainandaskstudentstomatchthecustomslettereda,bandcwiththenumberedcountries．Lookatthesampleanswer．Tallstudentstoguessiftheyaren’tsure．StepⅢ1b1:Gothroughtheinstructionswiththeclass．PointtothelistsinActivitylaandsay,Nowyouwillhearaconversationbetweenaboyandagirl．TheirconversationcontainstheanswerstothequestionsinActivity1a．2:Playthetapeforthefirsttime．Thistime,studentsonlylisten．3:Playthetapeasecondtime.AskthemtolistentotherecordingandchecktheiranswerstoActivity1a．3:Checktheanswerswiththeclass．Inviteastudenttoreadtheanswers．StepⅣ1c1:Readtheinstructionstothewholeclass．2:Pointouttheexampleinthebox．Asktwostudentstoreadittotheclass．3:PointtothelistsofcustomsandcountriesinActivityla．Tellstudentstofirsttalkaboutthesecountriesandcustoms,andthentalkaboutothercountriesandcustomstheyknowabout．Asstudentsworktogether,movearoundtheclassroomcheckingtheirwork．4:Askdifferentpairsofstudentstoaskandansweraquestionfortheclass．StepⅤHomeworkReviewthetargetlanguage．反思与重建教研组长评价：
