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．

延伸阅读

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。

文章来源：http://m.jab88.com/j/89323.html

更多