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Unit 10 You’ re supposed to shake hands英语教案

一般给学生们上课之前,老师就早早地准备好了教案课件,大家在认真准备自己的教案课件了吧。只有制定教案课件工作计划,可以更好完成工作任务!你们了解多少教案课件范文呢?为满足您的需求,小编特地编辑了“Unit 10 You’ re supposed to shake hands英语教案”,供大家参考,希望能帮助到有需要的朋友。

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.

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。

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