Unit 10 You’ re supposed to shake hands英语教案。
教案课件是老师工作中的一部分，大家在着手准备教案课件了。将教案课件的工作计划制定好，这样我们接下来的工作才会更加好！你们知道适合教案课件的范文有哪些呢？下面的内容是小编为大家整理的Unit 10 You’ re supposed to shake hands英语教案，欢迎阅读，希望您能够喜欢并分享！
Unit10You’resupposedtoshakehands
TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybow,kiss,besupposedto,shakehands,customs（2）Target’LanguageWhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttime?They’resupposedtobow．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．Ⅱ．TeachingKeyPointsTargetlanguageⅢ．TeachingDifficultPoints1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevisionT:YesterdaywefinishedUnit11．Inthisunit,welearnedsomewaysofaskingforinformationpolitely．Nowifyouwanttogotoalibrarytogetabook,howcanyouask?Writethetwocolumnheadingsontheboard:RightandWrong．Say,Pleasetellmethingsthataregoodtodoinschoolandthatarenotgoodtodoinschool．Writeeachsuggestionundertheappropriateheadingontheboard．T:Isitagoodideatocometoclasslate?S1:No．T:That’sright,It’snotagoodideatocometoclasslate．You’renotsupposedtocometoclasslate．Classrepeat．You’renotsupposedtocometoclasslate．Ss:You’renotsupposedtocometoclasslate．T:（Writescometoclasslateunderwrong）Whataresomethingsyoushouldn’tdo?S2:Weshouldn’teatinclass．T:Right．You’renotsupposedtoeatinclass．Askstudentstorepeatthisexample．Thenaskstudentstotellaboutsomethingsthataregoodtodoinschool．Theymaysaythingssuchas,Youshoulddoyourhomeworkeveryday;Youshouldraiseyourhandbeforeyoutalk．Rephraseeachofthesesentencesusingsupposedtoandaskstudentstorepeat:You’resupposedtodoyourhomeworkeveryday．You’resupposedtoraiseyourhandbeforeyoutalk．StepⅡ1aLetstudentsreadtheinstructions．Pointtothetwolistsofwords．Readeachwordandaskstudentstorepeatit．Putupamapoftheworldontheboard．Askstudentstoexplainwhereeachofthecountriesis．Askdifferentstudentstoactouttheactiondescribedbyeachwordorphrase—bow,shakehands,andkiss．Readtheinstructionsagainandaskstudentstomatchthecustomslettereda,bandcwiththenumberedcountries．Lookatthesampleanswer．Tallstudentstoguessiftheyaren’tsure．StepⅢ1bGothroughtheinstructionswiththeclass．PointtothelistsinActivitylaandsay,Nowyouwillhearaconversationbetweenaboyandagirl．TheirconversationcontainstheanswerstothequestionsinActivity1a．Playthetapeforthefirsttime．Thistime,studentsonlylisten．Playthetapeasecondtime．AskthemtolistentotherecordingandchecktheiranswerstoActivity1a．Checktheanswerswiththeclass．Inviteastudenttoreadtheanswers．StepⅣ1cReadtheinstructionstothewholeclass．Pointouttheexampleinthebox．Asktwostudentstoreadittotheclass．PointtothelistsofcustomsandcountriesinActivityla．Tellstudentstofirsttalkaboutthesecountriesandcustoms,andthentalkaboutothercountriesandcustomstheyknowabout．Asstudentsworktogether,movearoundtheclassroomcheckingtheirwork．Askdifferentpairsofstudentstoaskandansweraquestionfortheclass．StepⅤHomeworkReviewthetargetlanguage．
TheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularygreet,besupposedto（2）TargetLanguageHowwasthedinneratPaul’shouselastnight?Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarrivedat8:00．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjectsWhenyou’reinvitedtoaplace,youmustn’tbelate,greetpeoplethewrongwayandwearthewrongclothes．Thatis,youshouldactaccordingtoyourhost’scustoms．Ⅱ．TeachingKeyPoints1．KeyVocabularygreet,besupposedto2．TargetLanguageHowwasthedinneratPaul’shouselastnight?Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarriveat8:00．3．StructureWhatareyousupposedtodowhenyoumeetsomeone?Ⅲ．TeachingDifficultPoints1．thetargetlanguage2．Howtoimprovestudents’listeningability．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．AsksomepairstoactouttheirconversationsaccordingtoActivity1a．StepⅡ2aLookatthepictureandaskstudentstotellWhatishappening．Helpstudentsunderstandthatthepeopleareatapicnic．PointtoMariaandask,what’sMariawearing?（Sheiswearingadress．）Ask,Doesshelookcomfortable?（No．）Readtheinstructionsandpointtothefourmistakesonthelist．Askdifferentstudentstoreadthemistakestotheclass．ListentoMariatalkingtoaboyaboutwhathappenedatthepicnic．Shemadeseveralmistakes．Listentotherecordingandcheckthemistakesshemade．Playtherecording．Studentsonlylistenthefirsttime．Playtherecordingagain．GetstudentstocheckthemistakesMariamade．Checktheanswerswiththeclass．StepⅢ2bGothroughtheinstructionswiththeclass．Pointouttheblanksinthefoursentences．Inviteastudenttoreadthefirstsentence．Playtherecordingagain．Letstudentsfillintheblankswiththewordstheyhearalone．Correcttheanswerswiththeclass．StepⅣ2cReadtheinstructionsfortheactivitytotheclass．Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．PointoutthemistakesinActivity2aandthesentencesinActivity2b．RoleplayDanandMaria’sconversationusinginformationfromActivities2aand2b．Askstudentstoworkinpairs．Astheywork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass．StepⅤGrammarFocusReviewthegrammarbox．Getdifferentstudentstosaythequestionsandanswers．StepⅥHomeworkAskstudentstowriteatleasttwosentenceswiththesentencestartersinGrammarFocus．
TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyland,dropby,afterall,relaxed,abit（2）TargetLanguageCanyoutellmethethingsI’msupposedtodo?Thefirstthingistogreettheteacher．Okay．WhatshouldIsay?Youaresupposedtosay"goodmorning,teacher．"2．AbilityObjects（1）Trainstudents’integratingskills．（2）Trainstudents’communicativecompetence．Ⅱ．TeachingKeyPointTrainstudents’integratingskills．Ⅲ．TeachingDifficultPointHowtoimprovestudents’integratingskills．Ⅳ．TeachingProceduresStepⅠRevisionT:Inlastperiod,wesummeduptheexpressionsfortellingwhatyouaresupposedtodo．NowI’llcheckyourhomework．I’llasksomepairstoactouttheconversationsbeforetheclass．StepⅡ3aReadtheinstructions．Doyouknowwhatanopinionis?Askastudenttoanswerit．（Anopinioniswhatyouthinkorhowyoufeelaboutsomething．）Lookatthechart．Pointtothewordattitudeonthechartandsay,Anopinionislikeanattitude．Tellstudentswhattheywillwriteinthechart．Askstudentstoreadthefirstparagraphontheirown．Whentheyread,movearoundtheclassroomhelpingthemasnecessary．Thenaskstudentstoreadthesecondparagraph．Again,astheyread,movearoundtheclassroomansweringanyquestions．Thenreadtheinstructionsagainandpointoutthechart．Pointtothewordsattitudetowardandaskwhatotherwordsintheinstructionlinemeanthesamething（opinionsof）．Inviteastudenttoreadthesampleanswertotheclass．Thenlethimpointoutwhichsentencetheanswerisfoundin．Askstudentstoreadtheparagraphsagainandcompletethechartontheirown．Correcttheanswerswiththeclass．StepⅢ3bGothroughtheinstructionsfortheactivitywiththeclass．Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．Firstpracticethisconversationwithapartner．Thentalkaboutyourattitudetowardbeingontimeandgettingtogetherwithyourfriends．Usetrueinformation．Havestudentsworkinpairs．Asksomedifferentpairstosaytheirconversationstotheclass．StepⅣPart4Letstudentsreadtheinstructions．Askapairofstudentstomodelthesampledialogue．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．Getstudentstocompletetheworkinpairs．Astheywork,walkaroundtheclassroomofferinghelpasneeded．Reviewthetask．Askafewstudentstosharetheirconversationswiththewholeclass．StepⅤHomework1．WriteaconversationusingtheinformationinPart4．2．Finishofftheexercisesonpages49～50oftheworkbook．Jab88.cOm
TheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularywipe,napkin,stick,chopstick,rude,point,pickup（2）TargetLanguageWe’resupposedtoeatwithchopsticks．Yes,andit’srudetoeatwithourhands．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．（3）Trainstudents’abilitytousethetargetlanguage．Ⅱ．TeachingKeyPoints1．KeyVocabularywipe,stick,chopstick,rude,point,pickup2．TargetLanguageWe’resupposedtoeatwithchopsticks．Yes,andit’srudetoeatwithourhands．Ⅲ．TeachingDifficultPoints1．Flowtoimprovestudents’listeningability．2．Howtousethetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．GetsomestudentstoreadouttheirconversationsusingthetargetlanguageinSectionA4．Collecttheirconversationsandhelpcorrecttheirerrors．StepⅡPart1Lookatthepictureandaskstudentstosaywhatishappeninginit．Lookatthetitle,Mindyourmanners!Ask．Whatdoyouthinkitmightmean?Readtheinstructionsandpointtothefivestatementsaboutmanners．Askstudentstoreadthestatements．Reviewthefivestatementstobesurestudentsunderstandwhateachonemeans．Askstudentstoactoutthem．Thenaskstudentstocompletethequizontheirown．Correcttheanswerswiththeclass．StepⅢ2aReadtheinstructionstotheclass．Reviewwhatanexchangestudentisandwhattablemannersare．Ifnecessary,translatethemintoChinese．Lookatthefourpictures．YouwillheartheexchangestudentSteve,talkingwithhisJapanesefriend,Satoshi．Satoshiisexplainingsomethingsyouareandaren’tsupposedtodowheneatinginJapan．Pointtotheboxeswherestudentsaresupposedtowriteanumbernexttoeachpicture．Say,Numberthese1through4toshowtheorderyouhearSatoshitalkabout,thesethingsintherecording．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingasecondtime．Astheylistentotherecordingthistime,letstudentsnumberthepictures．Correcttheanswerswiththeclass．StepⅣ2bReadtheinstructionsandpointtothenumberedlistofsentencestartersandtheletteredlistofsentenceendings．Askdifferentstudentstoreadthetwolists．Youwillhearthesamerecordingagain．Playtherecordingagain．Askstudentstowritethelettersintheblanksalone．Checktheanswerswiththeclass．StepⅤ2cGothroughtheinstructionsfortheactivitywiththeclass．Lookattheexampleinthebox．Asktwostudentstoreadthesentencestarters．Now,completeeachonewithatruestatementabouttablemannersinyourcountry．Asktwostudentstoreadtheirsentences．PointoutthesentencestartersinActivity2b．Say,Haveaconversationabouttablemannersinyourcountrywithapatter．YoucanusethesentencestartersinActivity2btohelpyougetstarted．Havestudentsworkinpairs．Askoneortwopairsofstudentstosaytheirconversationstotheclass．StepⅥHomeworkTalkaboutthetablemannersinyourcountryusingthesentencestartersinActivity2b．
TheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularytablemanners,behave,be/getusedto,cutup,full,fork,Youshould…（2）Practisereadinganarticle．（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects（1）Trainstudents’readingability．（2）Trainstudents’writingability．Ⅱ．TeachingKeyPointPractisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteane-mailmessage．Ⅳ．TeachingProceduresStepⅠRevisionReviewthetargetlanguagepresentedinthisunit．Checkhomework．Asktwostudentstoreadouttheirsentences．StepⅡ3aCallattentiontothee-mailmessage．Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Readtheinstructionstotheclass．Askstudentstoreadthee-mailagain．Say,Nowreadthee-mail．Answerthequestionsinyourexercisebook．Asstudentswork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswerswiththeclass．StepⅢ3bReadtheinstructionstotheclass．Pointtothebeginningofthee-mailmessage．Readittotheclass．HerearesomethingsyouneedtoknowabouttablemannerswhenyouvisitJapan．Firstofall,youshould…LookbackatthepicturesinActivity2aandthematchingexerciseinActivity2b．YoucanusethepicturesandinformationinActivities2aand2btohelpyouwriteyourletters．Askstudentstofinishtheactivityontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Checktheanswerswiththeclass．Askastudenttoreadhiscompletedarticletotheclass．StepⅣ3cReadtheinstructionsandaskstudentstolookbackatActivity2c．Remindstudentsthattheymadeconversationsabouttablemannersintheirowncountry．Say．YoucanusetheideasyoutalkedaboutinActivity2casyouwriteyouremailmessages．Getstudentstofinishtheactivityontheirown．Asstudentswork,movearoundtheroomofferinghelpasneeded．Askastudenttoreadhisorhermessagetotheclass．Haveotherstudentsaddanyinformationthatismissingfromthefirststudent’sreport．StepⅥHomework1．Readthee-mailmessageinActivity3aagain．2．Writeane-mailmessagetoafriendabouttablemanners．
TheSixthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Fillinblanksandmakesentencesusingarrive,meet,spend,behaveandimagine．（2）Finishthestory．（3）Completethecrossword．2．AbilityObjectsTrainstudents’writingability．3．MoralObjectsYouaresupposedtolearnmuchmoretablemanners,Itisveryusefulandhelpful,especiallywhenyouareinforeigncountries．Ⅱ．TeachingKeyPoints1．Fillinblanksandmakesentences．2．Finishthestory．Ⅲ．TeachingDifficultPoints1．Makesentencesusingarrive,meet,spend,behaveandimagine．2．Finishthestory．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．Askastudenttoreadthee-mailmessageinActivity3a．Thenaskastudenttoreadhis/herowne-mailmessage．StepⅡPart1Lookatthewordsinthebox．Askastudenttoreadthem．Makesurestudentsunderstandthemeaningofthewords．Thensay,Fillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．Askstudentstofillintheblanksontheirown．Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheclassroom．Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．StepⅢPart2Gothroughtheinstructionswiththeclass．Explainthemtostudents．Getstudentstocompletetheworkinpairs．Inviteafewstudentstoreadtheendofthestory．Answerswillvarybutwillprobablyincludewatchingwhatothersdofirstoraskingthehostorhostessoroneoftheguests．Asampleendofthestory…WhatIfinallydecidedtodowastowatchwhatothersdoandfollowthem．StepⅣPart3Dotheexamplewiththeclasstoshowthemhowtodoacrosswordpuzzle．Askstudentstocompletethecrosswordpuzzleontheirown．Checktheanswerswiththewholeclass．StepⅤJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Askstudentswhatisfunnyaboutthecartoon．Helpstudentstoexplain．Thelittleboyboughthisgrandmotheracatinsteadofahat,buthisgrandmotherlovesitanyway．StepⅥSummaryandHomeworkInthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywords．Afterclass,pleasefinishoffthestoryin2inyourtextbooks．Thenfinishofftheexercisesonpages50～52oftheworkbook．
TheSeventhPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjectsKeyVocabularydie,succeed,sacrifice,path,honor,dead-endroad,getintotrouble,giveup,keepshipping,militaryschool2．AbilityObjectsImprovestudents’readingandwritingskills．Ⅱ．TeachingKeyPointTrainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPointTrainstudents’readingandwritingskills．Ⅳ．TeachingProceduresStepⅠKeyVocabularyShowthefollowingvocabularybycards．Careful-readingtogetthedetailedinformation．Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1ReadthetitleParenthelpschildtotheclass．Ask,Whatdoyouthinkthearticleisabout,basedonthetitle?Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．Askstudentstodiscussthefourquestions．Studentsdonotlookatthereadingtext．Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Astheywork,walkaround,lookingattheirprogress．Whenmoststudentsfinishthetask,askstudentstocomparetheiranswerswithapartner,Elicitanswersfromthestudents．Ask,Doyouhaveanyotheranswers?Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．StepⅢPart2Gothroughtheinstructionswiththeclass．Askstudentstocompletethetaskindividuallyorinpairs．MakesurestudentsdiscusstheirreasonsinEnglish．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．Askstudentstoreadtheiranswers．Encouragestudentstousecompletesentences．StepⅣPart3Lookatthestory．Payattentiontothewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,Payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentencesyoudon’tunderstand．Readincontext,guessingthemeaningsofwordsandphrasesfromtheotherwordsaroundthem．Askstudentstoread’thearticleagainforcomprehension．Gothroughtheinstructionswiththestudentsandhavethemlookattheexample．Askstudentstocompletethenextwordonthelistontheleft．Studentsarematchingwordstomeanings．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．Studentscompletethetask．Remindthemtolookatthestoryagainforextrahelp．Havestudentsreporttheiranswers．Encouragethemtousecompletesentences．StepⅤPart4Gothroughthetaskwithstudents．Elicitthefirstanswerfromstudentsfrommemory．Checkthattheyunderstandwhattheyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Studentsshouldtrytorememberorguesstheanswersbeforelookingatthereading．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．Checktheanswers．Invitedifferentstudentstogivetheiranswersandgivethecorrectstatementsfortheonesthatarefalse．StepⅥPart5Readtheinstructionswiththestudents．Dividetheclassintosmallgroupstodotheactivity．Givestudentshelpthinkingofdifferentfunandeducationalactivities．Walkaroundtheclassroomofferinghelpasneeded．Cheektheanswers．Havestudentssharetheiranswerswiththeclass．StepⅦSummaryInthisclass,we’vepractisedalotofreadingandwriting．StepⅧHomework1．ReadthestoryinActivity2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．
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Unit 10 You’ re supposed to shake hands教案
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’re supposed to shake hands教案3
Unit10You’resupposedtoshakehands.
一.教学内容：
Unit10You’resupposedtoshakehands.
二.学习目标：
1.掌握“be(not)supposedto”的结构及用法。
2.熟悉不同国家的礼仪风俗。
3.了解世界各国的文化，在生活中做个有心人及有礼有节之人。
三.教学重点难点：
句型“besupposedtodo”及本模块中的一些重点短语
四.重点词和短语：
1.besupposedtodosth.应该做某事
2.shakehandswithsb.和某人握手
3.forthefirsttime第一次
4.bowtosb.向某人鞠躬
5.shouldhavedonesth.过去应该做某事(但实际未做)
Youwhatyourteachersaidyesterday,butyoudidn’t.
A.shouldrememberB.shouldhaverememberedC.wouldremember
6.beimportanttosb.对某人重要
7.berelaxedaboutsth..对……放松
8.dropby顺便拜访
visitsb.拜访
9.afterall毕竟
10.makeplanstodosth.制定计划做某事
11.withoutdoingsth.没有做某事
12.Thefirstthingistogreettheteacher.第一件事是问候老师.
13.table/good/badmanners餐桌礼仪/有礼貌/不礼貌
14.atthetable/attable在桌旁/在进餐
15.pickupyourbowl端起你的饭碗
pickup拣起,拾起
Myfriend’sfatherquicklysomerubbishandwentoutside.
A.pickupB.pickedupC.pickoutD.pickedout
16.pointat/to指向
17.thereisnoreasontodosth.没有理由做某事
18.gooutofone’swaytodosth.特地做某事
19.makesb.feelathome使某人感到不拘束
20.bedifferentfrom与……不同
21.makeatoast敬酒
22.olderpeople长辈
23.givecompliments称赞
24.makeappointments约会
25.behavedifferently表现不同
26.beginwith从……开始
27.not…but…不是……，而是……
28.Questionscrowdedmymind.我满脑子都是疑问。
29.e-mailEnglish电子英语邮件
spoken/writtenEnglish英语口语/书面英语
30.e-mailchatline网上聊天热线
31.haveonlineconversationswithfriends和朋友上网聊天
32.getbored感到烦恼
33.showtheemotionyouarefeeling把你正感觉着的感情表现出来
34.combinesth.tosth.把sth.和sth.结合
35.can’tstopdoingsth.忍不住做某事
36.learn…byoneself/teachoneself…自学
—WhotaughtFrench?
—Nobody.Shelearnedallby.
A.herself;herB.she;herselfC.her;herselfD.her;she
37.atthepropertime在适当的时候
38.sendamessagetosb.onamobilephone用手机发短信息给某人
39.bepleasedwith对……满意
五.重点、难点、考点及疑点注释
1.You’resupposedtoshakehands.你们应该握手。（标题）
besupposedto用来表示根据规定或按照法律人们不得不做的事，或期待将要发生的事，与should相似，后面也是接动词原形。否定形式在be动词后加not，常表示禁止做某事。
We’resupposedtomakenonoiseinclass.在课堂上我们不该发出噪音。
We’resupposedtostartworkat8:00everymorning.
我们应该每天早晨八点开始工作。
ThisissecretandI’mnotsupposedtotalkaboutit.这是秘密，我不应该谈论。
2.Spendingtimewithfamilyandfriendsisveryimportanttous.与家人和朋友共度时光对我们来说非常重要。（SectionA,3a）
Spendingtimewithfamilyandfriends是动名词短语，在本句中作主语。动名词（短语）作主语时，谓语动词要用第三人称单数形式。如果是并列的动名词（短语）作主句时，谓语动词用复数形式。
Readinginbedisnotgoodforyoureyes.在床上看书对你的眼睛不好。
Readingandwritingtakemealotoftime.读书写作花了我不少时间。
3.We’rethelandofwatches,afterall!毕竟我们这里是手表王国。（SectionA,3a）
句中的land意为“国土”，“国家”。它还可以表示“陆地”，与河流和海洋相对；也可以表示“土地”，可耕种的田地就叫做land。
Wetraveledbylanduntilwereachedthesea.我们沿陆路旅行，直到看见大海。
Allthewastelandinthisareahasbeenopenedup.这个地区的荒地全被开垦了。
知识拓展
与“土地”，“地”相关的词语还有earth,soil和ground。
◎earth意为“地”，“地球”，“泥土”。它着重指“大地”，区别于“天空”。
Theearthmovesroundthesun.地球围绕太阳转。
◎soil意为“土地”，“土壤”，尤指生长植物的土地。
Thesoilisverythinintheforest.森林里的土层非常薄。
◎ground意为“地”，“地面”，主要指大地表面。不论是泥地，沙地或水泥地，均可用这个词表示；也可以用来指运动场地。
Thegroundiscoveredwithleavesinthewoods.树林里的地面上落满了树叶。
4.You’renotsupposedtomakenoisewhileeatingnoodles.吃面条的时候你不应该弄出响声来。（SectionB,2b）
句中的whileeatingnoodles是while接从句的省略形式，该句的完整形式是whileyouareeatingnoodles。由while和when引导的时间状语从句，如果主语和主句的主语相同，从句中的主语和be动词常可省略。
While/When(shewas)leavingthehouse,shewasheardtomakesomecommonplaceremarktoherhusb.and.有人听到她在离开房间时同他的丈夫寒暄。
5.It’srudetopointatanyonewithyourchopsticks.用筷子指着别人是不礼貌的。（SectionB,2b）
本句是主系表结构，不定式短语是真正的主语，it是形式主语。句中的point意为“指”，“指向”，常构成短语pointat,pointto和pointout。
◎pointto和pointat都含有“指着”的意思，两者一般可以互换。
Theteacherispointingat/tothemaponthewall.老师指着墙上的地图。
◎但主语是事物时，一般用pointto作谓语。pointat可以分开使用，即point后直接跟名词或代词作宾语，再跟介词at表示方向，意为“把……指向”，而pointto却不能分开使用。
Thesoldierpointedhisgunatthedoctor.士兵用枪指着医生。
◎pointout意为“指出”，其中out是副词。如果它后面的宾语是代词，则必须把该宾语放在out之前。
Pleasepointoutthemistakesinmycomposition.请指出我作文中的错误。
Luckily，themanknewMrGreenandpointedhimouttous.
幸好这个人认识格林先生，于是便把他指给我们看。
⑴Theenemypointedhimwithagun,buthewasn’tafraid.
A.atB.inC.onD.towards
⑵It’snotpolitetopeople.
A.hangoutB.dropbyC.pickupD.pointto
6.AlthoughIstillmakelotsofmistakes,itdoesn’tbothermelikeitusedto.虽然我还是出了不少错，但它（法语）不像以前那样让我烦恼。（SectionB,3a）
⑴mistake意为“错误”，“过失”，可数名词，常指由于认识，理解或判断上的失误造成行为或看法上的错误，也指因粗心，疏忽，技术不熟练等而犯的错误。通常与make连用构成makemistakes/amistake“出错”，“犯错误”。
Anyonecanmakeamistake.人人都会犯错误。
Heonlymadetwomistakesingrammartoday.他今天只犯了两个语法错误。
⑵bother意思是“烦扰，打扰”，常用作及物动词。
Hotweatherbothersme.炎热的天气使我烦恼。
7....yourteacherswillnotbepleasedifyouwritee-mailEnglishinatest!……如果你在测试中用电子邮件英语，老师会不高兴的。（Reading）
please“使高兴”，相关词语有pleased,pleasure与pleasant。
Doestheclothpleaseyou?这布料合你的意吗？
TheEmperorwaspleasedbywhattheMinistertoldhimaboutthecloth.
听了大臣关于布料的禀报，皇帝非常高兴。
这四个词都有“满意”，“高兴”的意思，但词性和用法不相同。
◎please是动词，可用作及物动词或不及物动词，表示“（使）高兴，满意，愉快”。
◎pleased是过去分词，意为“感到高兴（满意）”，其作用相当于形容词，常与be连用，后接介词at,with,by等引起的短语，还可接动词不定式或that从句。
◎pleasure是名词，表示“高兴”，“快乐”，“娱乐”时，为不可数名词；表示“乐趣，高兴的事”时，为可数名词。如：Itisoneofmygreatestpleasures.它是我最大的乐趣之一。
◎pleasant是形容词，意为“使人感到愉快（满意）”，一般用作定语。如主语指物，也可用作表语。
六.语法：
besupposedtodo句型大练兵
★besupposedtodo…常用来表示被要求、希望做某事，含有必须、应该或理应做某事的意义，常意为“理应；被期望”，相当于should。
★besupposedtodo…时态、人称和数的变化在动词be上体现，to为动词不定式符号，后面接动词原形。
否定句练兵
Youaresupposedtotellherthisbadnews.（改为否定句）
Youtellherthisbadnews.
besupposedtodo的否定句式，即在be动词后加not。此时相当于shouldnot或benotallowedtodo，意为“不应当做；不被许可做”。应填写：aren’tsupposedto。
疑问句练兵
1.Heissupposedtogetthereatsixo’clock.（改为一般疑问句）
hegetthereatsixo’clock?
2.Billissupposedtocallhisfatherassoonaspossible.（对划线部分提问）
Billassoonaspossible?
besupposedtodo转化为一般疑问句式时，直接将be的相应形式提到主语前。第2题考查特殊疑问句。应填写：1.Is;supposedto2.Whatis;supposedtodo。
同义句练兵
Parentsshouldlettheirchildrenknowsomegoodmanners.（改为同义句）
Parentslettheirchildrenknowsomegoodmanners.
besupposedtodo意为“理应、应该”，与should同义。应填写：aresupposedto。
主动句练兵
MrWangissupposedtobethebestteacherinourschool.（改为主动语态）
WeMrWangthebestteacherinourschool.
sb./sth.besupposedtobe…其主动形式为“supposesb./sth.tobe＋形容词/名词”，意思是“认为某人/某事……”。应填写：suppose;tobe。
中考聚焦
考点1.besupposedtodo
①Youasktheteacherifyouwanttoleavetheclassroom.（2007广东茂名）
A.supposedthatB.aresupposedtoC.arewanted
②人们初次见面时应该握手。（2007山东烟台）
Peoplearewhentheymeetforthefirsttime.
besupposedtodo…意为“理应/被期望/应该做……”。shakehands为固定短语，意为“握手”。①选B。②填写：supposedtoshakehands。
考点2.区别usedto与be/getusedto
①Heusedtointhesun,butnowheisusedtoatnight.（2007甘肃兰州）
A.read;readB.reading;readC.read;readingD.reading;reading
②迈克过去常常睡懒觉，但现在他习惯于早起。（2007山东烟台）
Miketolate,butnowheusedtoupearly.
usedto“过去常常”，to为动词不定式符号，后面接动词原形；be/getusedto“习惯于”，to为介词，后面接v-ing形式、名词、代词。①选C。②填写：used;sleep;is/gets;getting。
考点3.find＋it＋adj.＋todosth.
①Mostyoungpeoplefindexcitingtowatchafootballmatch.（2007甘肃兰州）
A.itB.thisC.thatD.one
②我们发现学习团队精神对青少年很重要。（2007四川乐山）
Wefindimportantforusteenagerslearnteamspirit.
find后面接复合宾语，其结构为“find＋it＋adj.＋todosth.”。其中it为形式宾语，真正的宾语为后面的动词不定式短语todosth.，形容词作宾语补足语。①选A。②填写：it;to。
考点4.It’s＋adj.＋for/ofsb.＋todosth.
①It’sverynicepicturesforme.（2007天津）
A.ofyoutodrawB.foryoutodrawC.foryoudrawingD.ofyoudrawing
②Manypeoplethinkit’sveryimportantuslearnEnglishwell.（2007贵州贵阳）
A.for;toB.to;toC.with;for
选用of还是for，要根据形容词的性质来确定。句型It’s＋adj.＋forsb.＋todosth.意为“对于某人来说，做某事……”。其中的形容词通常表示客观情况。如：easy,hard,difficult,important,necessary,impossible,interesting等。句型It’s＋adj.＋ofsb.＋todosth.意为“某人能做某事真是太……了”。其中的形容词通常表示主观情感或态度。如：good,kind,nice,wise,clever,foolish,right,wrong,careful,careless等。①选A。②选A。
考点5.relaxed
①—Hownicethemusicsounds!
—Itdoes!Thepeacefulmusicwillmakeyoufeel.（2007湖北武汉）
A.excitedB.boredC.movedD.relaxed
②直到考试结束，学生们才会觉得放松。（2007辽宁省十二市）
Thestudentsuntiltheexamisover.
relaxed为形容词，意为“放松的；宽松的；轻松自在的”，在句中可作表语或定语。①选D。②填写：won’tberelaxed。
