Unit10 You’re supposed to shake hands. 教案和课时作业（4课时）

Unit10 You’re supposed to shake hands.第一课时教学设计和课时作业
The First Period (Section A 1a---2d)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about customs and what you are supposed to do
(2)Key Vocabulary:
Ss can master the following new words and phrases: custom, bow, kiss, greet, be supposed to do sth, for the first time, shake hands, be expected to do sth., make mistakes, hold out, to one’s surprise, on both sides of, find out
(3)Target Language:
What are you supposed to do when you meet someone for the first time
You’re supposed to shake hands.
In the United States, they’re expected to shake hands.
That’s how people in Japan are expected to greet each other.
I found out French people are supposed to kiss when they see each other.
(4)Structure:
Supposed to + infinitive, Expected to + infinitive
2. Ability Objects
①Enable the students to know about the different customs in different countries and talk about different customs using “be supposed to” and “be expected to”.
②Train the students’ listening and speaking skills with the target language
3. Moral Objects
Try to learn more about different customs. In this way, you can act politely and properly in different customs. Learn to be a polite person.
Teaching Key Points：
Talk about what people in different countries are supposed to do when they meet for the first time.
Train the students’ listening and speaking skills using the structure “be supposed to + infinitive” and “be expected to + infinitive”.
Teaching Difficult Points：
Learn to how to talk about different customs using “be supposed to” and “be expected to”.
Enable the students to know about the different customs in different countries in spoken conversation and train students’ listening and speaking skills.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Activity Teaching Method, The Communicative Approach.
Teaching Aids：
The pictures about greetings, PPT
Teaching Procedures：
Step 1 Warming up and Leading-in（About 4 minutes）
Greet the class as usual.
Play a video of the song “Hello…how are you ” and have students sing together. Then have a free talk with students.
T: How well everyone sings! Do you know when we should say “hello”
S1: When we meet, we often greet and say “hello”.
T: Yes. When we meet our friends, classmates and our teachers, we often say “Hello” to each other. But in our country, when you meet someone for the first time, what should you do
S1: We should shake hands.
T: Yes. In China, when we meet someone for the first time, we are supposed to shake hands.
Write down the sentence on the Bb and ask students to repeat. Then explain “be supposed to” to the class.
T: Different countries have different customs. Let’s look at the pictures and say what people are supposed to do when they meet for the first time.
Point to Picture 1 and present the dialogue:
T: Look at Picture 1.What are people supposed to do when they meet for the first time, S2
S2: They are supposed to shake hands.
Show the other pictures and ask some pairs to talk about what people are supposed to do when they meet for the first time.
Step 2 Presentation（About 6 minutes）
Present a map of the world and ask students to find the countries listed in 1a. Then have a talk like this.
T: Do you know where Brazil is
Ss: It’s here, in South America.
T: In Brazil, what are people supposed to do when they meet for the first time
Ss: They are supposed to kiss.
Have students discuss other countries with their partners after the example. Then call some pairs to share their conversation with other students.
Sample conversation 1:
S1: In the United States, what are people supposed to do when they meet someone for the first time
S2: They are supposed to shake hands when they meet for the first time.
Sample conversation 2:
S1: In Japan, what are people supposed to do when they meet someone for the first time
S2: They bow to each other when they meet for the first time.
Sample conversation 3:
S1: In Mexico, what are people supposed to do when they meet someone for the first time
S2: They shake hands when they meet for the first time.
Sample conversation 4:
S1: In Korea, what are people supposed to do when they meet someone for the first time
S2: They bow to each other when they meet for the first time.
Have students match the countries and the customs in 1a according to their discussions.
Step 3 Listening practice（About 4 minutes）
T: Next, you’ll hear a conversation between a boy and a girl. Their conversation contains the answers to the questions in 1a, please listen and check your answers.
Play the tape for the first time, have students to listen to the tape carefully and check their own matches. Then Play the recording again, and ask students to write down your answers to 1a.
Check the answers with the class. Invite a student to read the answers.
Step 4 Pairwork（About 4 minutes）
T: Just now, we know about some customs in different countries. Next, please make conversations in pairs to talk about what people in different countries do when they meet for the first time.
Invite two students to read the sample conversation in 1c. Ask them to guess the meaning of “be expected to”. Then tell them that “be expected to” is similar to “be supposed to”.
Then ask students to make their own conversations with their partners using the countries in 1a or other countries. As students work together, move around the classroom and listen to some pairs in order to check the progress and give them some help as needed.
Ask some pairs to come to the front of the classroom and act out their conversations.
Sample conversation:
A: What are people in Brazil supposed to do when they meet for the first time
B: They’re supposed to kiss. How about in Japan
A: In Japan, they are expected to bow.
Step 5 Listen and check（About 4 minutes）
T: In modern society, we are supposed to know some customs about other countries. If you don’t know the customs of other countries, you may make some mistakes.
First, have students look at the picture and talk about it.
T: What are they doing
Ss: They are having a picnic.
T: (Point to Maria and ask) What’s Maria wearing
Ss: She is wearing a dress.
T: Do you think that she looks comfortable Why
Ss: No. Her clothes are different from others.
T: Yes. She wore the wrong clothes. Next, listen to the conversation between Maria and her friend. They are talking about what happened at the picnic. Maria made several mistakes. Listen to the recording and check the mistakes she made.
Ask different students to read the four mistakes in 2a to the class. Then play the recording for the first time and ask students to check the mistakes Maria made. Play the tape again and check the answer in class.
Step 6 Listen and complete（About 6 minutes）
T: In some cultures, it is important to arrive on time for appointment. But in other cultures people are not expected to arrive on time. What’s the custom in Maria’s country
Have the students read the through the sentences in 2b and guess the answers. Play the recording and let students fill in the blanks with the words they hear alone. Play the recording again and check the answers with students.
Invite different students to read the full sentences and understand their different customs. Then fill in the following chart according to listening.
Maria’s mistake Maria was supposed to…
arrived late
greeted Paul’s mother the wrong way
wore the wrong clothes
Step 7 Pairwork（About 5 minutes）
Call two students read the sample conversations in 2c and help them complete the conversation according to the information in 2a and 2b. Then ask students to make up conversations in pairs using the information in 2a and 2b. As students work, move around the classroom offering help as needed.
Check the answers by calling on different pairs to role-play their conversations to the class.
Sample conversation 1:
A: How was the dinner at Paul’s house last night
B: Well, it was OK. But I made some mistakes. I was supposed to wear T-shirts and jeans, but I wore a dress.
Sample conversation 2:
A: How was the dinner at Paul’s house last night
B: Well, it was OK, but I made some mistakes. I was supposed to shake hands with Paul’s mother, but I kissed her.
Step 8 Expansion and extension（About 8 minutes）
Role-play the conversation
First, have students to role-play the conversation in 2d in groups, and then ask them the following questions.
①What did John do when he met the Japanese boy, Sato What was he expected to do
②What did Katie do when she met Marie How about Marie
③What were French people supposed to do when they see each other
Have students read the conversation and find out the sentences talking about the customs. Then have them discuss how to talk about the different customs using the structure “be supposed to + infinitive” and “be expected to + infinitive”. As students work, the teacher walks around and gives them some help if they need.
Explain the key sentences and some key new phrases “hold out, to one’s surprise, on both sides of, find out” and help students understand the language points and have them practice making sentences to talk about different customs using the structure “be supposed to + infinitive” and “be expected to + infinitive”.
Call several pairs to role-play the conversations in front of class.
Step 9 Summary（About 3minutes）
In this class, we’ve mainly known about the different customs in different countries when they meet for the first time. It can help us to communicate with people in different culture.
Guide Ss to summarize the language points they learnt in this class. And ask students to sum up how to talk about the different customs in different countries using the structure “be supposed to + infinitive” and “be expected to + infinitive”.
Step 10 Homework（About 1 minutes）
There are many countries in the world. Each country has its own culture and customs. After class, try to find more information about them.
Blackboard Design：
Unit10 You’re supposed to shake hands.
Section A 1a-2d
We are supposed to shake hands.
A: What are people in Brazil supposed to do when they meet for the first time
B: They’re supposed to kiss. How about in Japan
A: In Japan, they are expected to bow.
Countries Brazil The USA Japan Mexico Korea
Customs
A: How was the dinner at Paul’s house last night
B: Well, it was OK, but I made some mistakes.
I was supposed to arrive at 7:00, but I arrived at 8:00.
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. At the end of the play all the actors came onto the stage and b (鞠躬) .
2. He g______(打招呼) all the guests warmly as they arrived..
3. Do people in Britain k______(亲吻) when they meet
4. In some countries, such as in India, s______(摇) heads means “Yes”.
5. Giving lucky money to children on Chinese Spring Festival is an old c ______(习俗).
Ⅱ. 单项选择。
1. What should you do when you meet someone ________the first time in England
A. at B. for C. in D. with
2. To keep safe, drivers aren’t supposed to drink before driving.
A. aren’t expected to B. should C. aren’t sure to D. don’t have to
3. The disabled girl needs our help. We are ________ to do something for her.
A. allowed B. suggested C. supposed D. invited
4. She her arms warmly to hug me.
A. picked out B. gave out C. held out D. brought out
5. Do you know how to your English teacher in English
A. kiss B. bow C. visit D. greet
Ⅲ. 句型转换。
1. You are ______ (suppose) to shake hands when you meet a Chinese friend.
2. He made few ____(mistake) in his English Test Paper. His teacher was very pleased with him.
3. I was very embarrassed at the party because I____ (wear) the wrong clothes.
4. In Korea, People are _______ (expect) to bow when they see each other.
5. When you______(invite) for 8:00, you should arrive on time.
第一课时作业设计答案：
Ⅰ. 1. bowed 2. greeted 3. kiss 4. shaking 5. custom
Ⅱ. 1-5BACCD
Ⅲ. 1. supposed 2. mistakes 3.wore 4. expected 5. are invited
教学反思
本节课的教学把学生的发展放在首位，突出“以学生为主体，教师为主导”的教学理念，教学设计符合学生认知规律。
多媒体的使用，形象生动，直观性强。使用多媒体呈现不同国家的第一次见面礼仪的图片，让学生对见面礼仪有个直观的认识，激发学生学习兴趣，学生学的开心，印象深刻。
巧用表格，训练听说。表格设计科学实用，对学生的听说训练有着引领的作用，降低了听说练习的难度。
训练形式多样，兼顾“听说读写”。通过大量练习使学生充分熟悉和运用be supposed to 结构，在口头上得到充分训练，学生在对新知识充分理解的基础上进行听力训练，事半功倍。小组活动的开展促进了学生间的团结协作，对不同国家的见面礼节进行对话表演，把听说融为一体，进一步提高学生语言运用能力。
本节课谈论不同国家不同民族礼仪和风俗文化的差异，应结合学生了解的信息进行思考对比，这样可能对理解这一话题更有帮助。Unit10 You’re supposed to shake hands.
教材分析、教学设想、重要知识点及语法解析
本单元以“习俗(Customs)”为核心话题，围绕本单元语言交际功能项目“谈论风俗习惯和你应该做什么（Talk about customs and what you are supposed to do）”，逐步展开各项听、说、读、写活动，通过对一些国家的风俗习惯、礼仪、时间观念和饮食文化的学习，了解世界各地不同的文化知识，提高学生对文明生活的认识，加深学生对中外文化的了解，拓宽学生的文化视野。教材从谈论不同国家的见面礼仪入手，呈现本单元关键结构be supposed /expected to do sth.，然后围绕中心话题进行听说读写活动，运用关键结构进行交际，学会表达应该做什么和不应该做什么，并对不同的习俗做出正确评价，教育学生尊重不同的文化和习俗，养成良好的行为习惯。
本单元主要学习不同国家的不同的习俗礼仪，旨在培养学生跨文化交际的能力。学生在任务型语言教学模式下，采用主体参与和小组合作探究的学习模式，融合话题、交际功能和语言结构为一体。学生在教学活动中，通过了解一些国家的饮食起居、生活习惯和文化差异，可以提高自己的英语语言技能，拓宽自己的文化视野。
东西方文化和风俗存在很大差异，了解这些差异对于中国学生学习英语有很大帮助，因此本单元学习对学生而言非常重要，也很有必要。
Section A：是基本认知部分。主要介绍单元基本的语言内容和文化知识，注重学生的听说能力和短语的积累。教材主要是通过对一些国家的风俗习惯，礼仪差异，时间观念和饮食文化的学习，加深学生对中外文化的了解。从谈论几个不同国家的见面礼仪入手，导入本单元语言功能项目“谈论风俗习惯和你应该做什么（Talk about customs and what you are supposed to do）”，并介绍语法项目“be supposed to do sth”结构，然后从不同角度给学生提供了大量的听力、口语和阅读等方面的训练，逐步落实这个语言功能项目，使学生正确表达在不同的风俗习惯中应该做什么。
活动1a介绍表现习俗的重要词汇和目标语言。要求学生阅读表格，学习图中对话，掌握含有“be supposed to do sth”结构的目标语言，然后通过自己对几个不同国家第一次见面的礼仪的了解，把国家和风俗习惯配对。
活动1b提供理解目标语言在口语对话中运用的听力训练。听力内容是一个男孩和一个女孩谈论不同国家的见面礼仪。首先让学生读1a图上的对话，学习用“be supposed to do sth”结构介绍见面礼仪，并结对自由练习。然后播放录音，学生仔细听，根据听到的内容把国家和风俗习惯正确配对，检查自己的对各国见面礼仪的了解是否正确。
活动1c提供运用目标语言的示范性口语练习。重点练习使用“be supposed to do sth”和“be expected to do sth”结构谈论各国不同的见面礼仪。首先，让两个学生起来朗读1c中示例对话，理解“be supposed to do sth”和“be expected to do sth”结构的含义；然后根据1a信息和自己了解的其他国家的风俗，让学生和同伴仿照例子编写对话谈论在不同国家他们首次见面应该怎么做，反复操练“be supposed to do sth”和“be expected to do sth”结构。最后找几对学生在班里展示他们的对话。
活动2a提供的是使用目标语言进行的听力练习。听力内容是Maria和Dan谈论她在一个美国朋友家就餐时发生的一些情况，要求学生听录音找出Maria犯的一些错误。先让学生阅读2a表格，了解可能是Maria出现的四个错误。然后听对话，让学生根据对话的内容勾出Maria出现的错误。
活动2b提供理解目标语言在对话中运用的听和写的练习。要求学生根据听力内容填空，补全句子。先让学生阅读2b中的四个句子，理解或猜测在两个不同国家应该做什么，练习“be supposed to do sth”和“be expected to do sth”结构，猜测两个国家不同的风俗习惯；然后要求学生再听录音，根据听到的内容补全句子。引导学生体会运用“be supposed to do sth”和“be expected to do sth”结构表达应该做什么。
活动2c提供的是使用目标语言进行的示范性口语练习。让学生朗读示例对话，帮助学生根据听到的内容，把对话补充完整。然后仿照2c示例，根据2a和2b提供的信息和同伴一起谈论Maria犯的一些错误。找几对学生角色表演他们编写的对话，检查学生对目标语言的掌握情况。
2d提供的使用目标语言进行的角色练习，帮助学生对所学语言功能项目进行练习巩固。通过谈论欢迎外国学生聚会上出现的趣事，了解不同国家的不同风俗习惯，学习中西方不同的文化礼仪，练习巩固“be supposed to do sth”和“be expected to do sth”结构。首先要求学生朗读对话，找出对话中的“be supposed to do sth”和“be expected to do sth”结构，体会怎样运用这个结构表达应该做的事情，然后找部分学生在课堂上分角色表演对话。
3a提供的是使用目标语言的阅读理解练习。先让学生看图了解两个人来自哪个国家，并推测哪个国家吃饭可以迟到十五分钟。然后让学生阅读短文，理解短文主要意思，了解两个国家不同的风俗习惯和见面礼仪，回答3a的问题；再读短文，找出含有关键结构的句子，体会怎样使用目标语言表达风俗习惯。
3b提供的是读和写的练习。要求学生阅读短文，完成表格。先让学生阅读表格，然后阅读短文，找出两个国家在守时、拜访朋友以及和朋友制定计划的习惯上的不同要求，补全表格，进一步理解短文主要意思。
3c提供的是读、说和写的练习。要求学生角色表演有关不同习俗的对话。先让学生朗读3c的示例对话，再根据3a短文中提到的Teresa 和Marc两个国家有关守时的不同习惯，编写对话谈论3c所给的情景，然后找几组学生角色表演他们的对话。
Grammar focus通过一些谈论不同国家的不同文化习俗，总结了“be supposed to do sth.”和“be expected to do sth.”结构用来表示“应该做某事”和“It is +adj. + infinitive”结构的用法。要求学生在日常交际中能够准确运用“be supposed to do sth.”和“be expected to do sth.”结构去表达他们应该做什么和不应该做什么；学会运用“It is +adj. + infinitive”结构表达自己对一些习俗和生活习惯的看法。
4a是针对语言功能项目的写的练习。要求学生从方框里选择合适的短语完成句子，帮助学生理解“be supposed to do sth.”，“be expected to do sth.”和“It is +adj. + infinitive”结构的含义和用法，进一步巩固这几个关键结构。
4b提供针对语言功能项目的读和写的练习。要求学生阅读短文，了解不同国家有关社交场合的不同规则，运用所给的词的正确形式填空。帮助学生进一步练习目标语言，巩固“be supposed to do sth.”和“be expected to do sth.”结构。
4c提供的是运用目标语言进行说和写的练习。要求学生阅读表格中的短语，说说你们国家在这些方面有哪些习俗，并针对这些习俗，给第一次到你们国家的交换生一些建议。然后小组讨论，运用所学关键结构把不同的建议列出来，帮助学生进一步练习并巩固单元语言功能项目。
Section B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点谈论不同国家的餐桌礼仪，练习巩固学习的语言功能项目。
活动1a介绍新词汇，并提供使用目标语言进行读的练习。让学生阅读1a中描述不同国家的餐桌礼仪的句子，学习新的词汇，理解句意，然后判断每个句子表述的是否正确，完成练习。
活动1b提供在口语中理解目标语言的听的练习。首先让学生描述每幅图中的应该注意餐桌礼仪，然后要求学生根据自己听到的对话内容，把三幅图按照听到的顺序排列。
1c提供的是运用目标语言的听的练习。让学生阅读1c表格中的两部分的句子，根据自己对餐桌礼仪的了解把两部分配对；然后要求学生根据听到的内容，把右边部分的字母填在左边正确的位置。让学生读每个完整的句子，检查听到的餐桌礼仪和他们猜测的是否一样。
1d提供的是使用目标语言口语练习。这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。首先让不同的学生说出自己国家的一些餐桌礼仪，然后两人一组练习用一些餐桌礼仪补全1d中的示例对话。然后找几组同学角色表演他们自己编写的对话，帮助他们进一步理解和使用目标语言和关键结构。
活动2a是针对目标语言的说和写的练习。要求学生说说他们知道的一些国外的风俗习惯，然后让他们阅读2a中的例子，谈谈对自己来说，去国外哪个方面的风俗习惯是最大的挑战。
活动2b是提供的是使用目标语言的阅读理解练习。要求学生阅读短文，了解法国的一些风俗习惯和餐桌礼仪，理解短文大意，然后根据短文内容，回答2a的问题。
活动2c提供的是阅读理解和写的练习。先让学生阅读2c方框中的短语，理解短语的含义；然后让学生阅读2c中句子中的划线部分，理解其含义，并用方框里的短语替换它们。帮助学生理解这些重要短语的不同表达。
活动2d提供的是针对阅读内容和语言功能项目的读和写的练习。让学生先阅读2d的表格，了解阅读活动的任务，然后在阅读短文，把有关法国一些风俗习惯记录下来，再把这些习俗按照应该做的和不应该做的填在表格中，帮助学生进一步练习运用目标语言语言功能项目的用法。
活动2e提供使用目标语言进行说和写的训练。这是阅读活动的延伸，帮助学生训练口语和书面表达能力。要求学生小组活动，把法国和中国的餐桌礼仪做一比较，找出两国之间餐桌礼仪的相同之处和不同点，并把它们列出来。让每个小组汇报的讨论结果。
活动3a是针对功能语言项目的说和写的训练。让学生阅读3a的表格，根据表格要求记录下有关中国的餐桌礼仪、家庭规则和与人们一起外出等方面的风俗习惯，指出一个外国交换生有关做什么和不应该做什么。然后在小组里谈论有关情况。找几个同学汇报自己记录结果。
活动3b是运用目标语言围绕功能语言项目进行写和说的练习。先让学生阅读3b的提示，根据3a自己的笔记，给你的外国笔友提些建议，告诉他在中国怎样才能举止得当；然后把这些建议补充在3b的短文中组成一封信。找几个不同程度的学生在班里分享他们的习作。
Self-check：针对单元话题和语言功能项目进行词汇、语法和写作练习。
1复习有关重点词汇。要求学生理解方框里的词语的意思，然后阅读每个句子，根据句意，选择合适的词填空，把句子补充完整。
2是针对单元语言功能项目的写的练习。让学生根据自己的文化习俗，用关键结构“be supposed to do sth.”、“be expected to do sth.”和“It is +adj. + infinitive”描述在不同场合应该做什么和不应该做什么，并表达自己对这些风俗习惯的看法。找几个学生汇报他们的句子。
词汇 Section A：单词：custom, bow, kiss, greet, relaxed, value, capital, noon, mad, effort, passport, chalk, blackboard, northern, coast, season, knock, eastern, worth, manner 短语：be supposed to do sth.应该做某事；for the first time第一次；shake hands握手；be expected to do sth. 被期望做某事；make mistakes犯错误；hold out伸出，拿出；to one’s surprise使某人惊奇的是；on both sides of在……的两边；find out查明，弄清楚；be relaxed about对……随意；rush around东奔西跑；on time按时，准时；drop by顺便访问，随便进入；make plans制定计划；after all毕竟，终归；get mad大动肝火，气愤；make an effort作出努力；keep sb. doing sth.让某人不停做某事；big deal大事，要事；go abroad出国；clean…off把……擦掉；take off脱下（衣服），（飞机等）起飞；table manners餐桌礼仪；give gifts送礼物
Section B：单词：empty, basic, exchange, teenage, granddaughter, behave, expect, elbow, gradually, suggestion 短语：stick…into…把……插入……里；point at指，指向；get out one’s way特地，格外努力；make...feel at home使（某人）感到宾至如归；because of因为，由于；be different from与……不同；cut up切碎；get used to习惯于；not… any more不再；be excited about 对……感到兴奋
Self Check：show up到场，露面
语法 Supposed to + infinitive Expected to + infinitive It is +adj. + infinitive You’re supposed to shake hands. In the United States, they’re expected to shake hands. I think it’s impolite to keep others waiting.
功能用语和话题 功能用语：“谈论风俗习惯和你应该做什么（Talk about customs and what you are supposed to do）” 话题：“习俗(Customs)” What are you supposed to do when you meet someone for the first time You’re supposed to shake hands. Am I supposed to wear jeans No, you’re expected to wear a suit and tie. Is it important to be on time Yes, it’s important to be on time.
本单元以“习俗(Customs)”为核心话题，通过对一些国家的风俗习惯、礼仪、时间观念和饮食文化的学习，训练单元语言交际功能项目，学习be supposed /expected to do sth.和It is +adj. + infinitive等关键结构。教材从各国的见面礼仪谈起，呈现并训练关键结构，然后通过学生感兴趣的情境展开听说读写活动，帮助学生了解不同国家的不同习俗和礼仪，学会表达应该做什么和不应该做什么，并对不同的习俗做出正确评价，提高学生的英语语言交际能力，逐步培养学生跨文化交际的能力。
由于学生对单元谈论的话题兴趣浓厚，因此教师可以利用有趣的图片和一些视听材料等设置任务明确的交际活动，引导学生进行探究学习，在大量的训练中帮助学生掌握关键结构，并让学生运用关键结构谈论不同文化的风俗礼仪，拓宽学生的文化视野，教育学生尊重不同的文化和习俗，养成良好的行为习惯。
思路一：本单元的功能与话题部分内容，学生兴趣浓厚，与学生实际生活关系密切，因此充分利用有趣的图片和视听材料等创设与话题相关的情景进行教学。围绕单元教学目标和学生查到的信息，设计一些贴近学生生活实际的任务活动，如各国见面礼仪荟萃、玛利亚错在哪儿、餐桌礼仪知多少、中西文化对比等，激发学生的学习兴趣，积极参与结对练习、小组讨论、角色表演等听力和口语交际活动。通过完成任务，使学生能够自如地运用目标语言谈论不同的风俗礼仪。
思路二：本单元的语法教学主要是训练be supposed /expected to do sth.和It is +adj. + infinitive等关键结构。首先通过见面礼仪引入本单元功能句be supposed /expected to do sth.，然后通过谈论不同国家的见面礼仪练习巩固该结构。然后利用各国见面礼仪荟萃、玛利亚错在哪儿、餐桌礼仪知多少等各种任务活动，引导学生结对练习、小组讨论、采访活动等进行大量的听说训练，并练习用“It is +adj. + infinitive“结构对各种行为做评价。通过观察图片、听说训练、阅读理解以及书面模仿操练等，学会运用关键结构谈论应该做什么和不应该做什么，熟练掌握目标语言。
思路三：本单元阅读教学采用任务型教学法和自主探究等学习策略，帮助学生理解和掌握怎样运用目标语言谈论各国不同的风俗礼仪。围绕各地习俗和关键结构设计各项阅读活动，运用不同阅读策略和guess、skim、scan等阅读方法了解段落主要意思，，理解短文内容，了解不同文化背景下的习俗和礼仪，学会表达在不同文化背景下应该做什么和不应该做什么，并对不同的习俗做出正确评价，教育学生尊重不同的文化和习俗，养成良好的行为习惯。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1 (Section A: 1a-2d)
Period2 (Section A:3a-4c)
Period3 (Section B:1a-1e, self check)
Period4 (Section B2a-3b)
1. In your country, what are you supposed to do when you meet someone for the first time 在你的国家，当你第一次遇见某人时，你应该做什么？(P73)
【用法】⑴be supposed to主语是“人”时，意为“应该……；理应……”，强调客观事实，用来表示劝告、建议、义务、责任等，相当于should。其中to是动词不定式符号，不是介词，其后要跟动词原形。如：You are supposed to listen to the teacher carefully.你应该认真听老师讲课。
【拓展】①be supposed to …的否定形式是be not supposed to，表示“不应该；不被许可”。如：You are not supposed to smoke on the bus. 你不能在公共汽车上抽烟。②当be supposed to... 的主语是“物”时，它表示“本应；本该”，用于表示“某事本应该发生而没有发生”。如：The train was supposed to arrive half an hour ago. 火车本应在半小时之前到达。
⑵for the first time意为“第一次；首次”，表示有生以来或某段时间内的第一次，在句中一般单独作状语。如：I saw the film for the first time.我是第一次看这部电影。
【拓展】①the first time意为“第一次；首次”，常用来引导时间状语从句。如：The first time I saw the film, I loved it very much.当我第一次看这部电影时候，我就非常喜欢它。②the first time还常用于句型“It/This/That is/was the first time +that从句”中，其中that从句通常用完成时态。This is the first time that I have traveled by plane.这是我第一次乘飞机旅行。It was the first time he had been to China.那是他第一次去中国。
2. In the United States, they’re expected to shake hands. 在美国，他们应该握手。(P73)
【用法】be expected to意为“应该；被期望”，表示被期望去做某事。如：You are expected to say "please" and "Thank you".你应该说“请”和“谢谢”。expect是及物动词，意为“期待；预料”，后面跟名词或代词作宾语。We should not expect success overnight. 我们不能期望一夜之间就取得成功。
【拓展】expect其它用法：①expect to do sth.意为“料想做某事；期望做某事”。如：He expects to fail the exam. 他预料自己考试不会及格。They expected to finish the work by Friday.他们期望星期五可完成这项工作。②expect sb. to do sth.意为“期望某人做某事”。如：The teacher expects us to work hard. 老师期望我们努力学习。③expect +that从句，意为“预计/期望……”，口语中可意为“想；认为”。其宾语从句如果是否定式，常把否定词移至主句。如：I expect the book is a bit too difficult for you. 我想这书你看有点太难了。I don't expect that it is true. 我希望那不是真的。
3. I greeted Paul’s mother the wrong way. 我和保罗母亲打招呼的方式不对。(P74)
【用法】greet是及物动词，意为“和……打招呼；问候”，后接名词或代词作宾语。如：The manager in the hotel greeted us warmly．宾馆的经理热情地与我们打招呼。
【拓展】①greet作动词，意为“欢迎；迎接”。如：The host greeted us at the gate. 主人在大门口迎接我们。②greet后常与介词with搭配，表示“以……方式迎接……”。如：I greeted her with a smile. 我笑着向她致意。③其名词是greeting，意为“问候；祝贺”，常用复数形式。如：My mother sends her greetings to you all.我母亲向你们所有人致以问候。
4. I met a Japanese boy called Sato, and as soon as I held out my hand, he bowed.我遇见一个名叫佐藤的男孩，我刚伸出手，他就鞠了一躬。(P74)
【用法】⑴hold out是动词短语，意为“伸出；张开”。如：They held out the hand of friendship to me.他们向我伸出了友谊之手。hold是动词，意为“拿着；抓住”。如：The girl was holding her father's hand. 那女孩握住她父亲的手。常用短语：hold back阻止，犹豫不决；hold on坚持，稍等，（口语）别挂电话；hold up举起，拿起。
【拓展】⑴hold out其他用法：①意为“拿出；提供”。如：In his speech, he held out a special example.他在讲话中举了一个很特别的例子。 ②意为“坚持；顶住”。如：We must hold out till victory.我们必须坚持到胜利。③意为“隐瞒；保密”，后面跟on sb./sth.表示“隐瞒某人或某事”。如：Why didn't you tell me at once, instead of holding out on me 你为什么不马上告诉我，而瞒着我呢 ⑵hold作动词的其它用法：①意为“容纳”。如：The stadium holds sixty thousand people. 这个体育场能容纳6万人。②意为“举行”。如：Yesterday we held a meeting to discuss our plan.昨天我们开会讨论计划。⑶hold作名词，意为“抓住；控制”。如：She kept a hold of her little boy's hand as they crossed the road. 横过马路时，她牵着小男孩的手。常用短语：catch hold of抓住，握住；keep hold of握紧；take hold of握住，控制住，吸引。
⑵bow是不及物动词，意为“鞠躬”。如：He bowed low to the public.他向公众深深地鞠了一躬。
【拓展】①bow用作及物动词，意为“鞠躬；低头；使弯曲”。如：He bowed his thanks.他鞠躬致谢。常用短语：bow one’s head低头；bow down压弯，屈服。②bow用作名词，意为“鞠躬；弓；蝴蝶结”。如：He made a polite bow to me.他彬彬有礼地对我鞠了一躬。
5. Where I’m from, we’re pretty relaxed about time. 我所在的地方，对时间是相当宽松的。（P75）
【用法】⑴Where I’m from是副词where引导的地点状语从句。如：Put the book where it was.把书放在原来的地方。Where there is a will, there is a way. 有志者，事竟成。
【拓展】where也可引导定语从句，相当于in which. 如：This is the town where he was born.这是他出生的那个小镇。
⑵be relaxed about是固定短语，意为“对……宽松；对……随意”。如：He is relaxed about his breakfast.他对早饭很随意。其中relaxed是形容词，意为“轻松的；宽松的”，常用作表语，其主语多是人。如：I felt relaxed after the exam.考试后我感到很放松。
【拓展】①relaxing是其同根形容词，意为“令人放松的”，常用作表语或定语，通常用来修饰事物。如：The country music sounds really relaxing.乡村音乐听起来真的很令人放松。②relax是其动词形式，意为“放松；休息”。如：Let's stop working and relax for twenty minutes.让我们停止工作休息二十分钟吧。
6. We value the time we spend with our family and friends in our everyday lives. 我们重视日常生活中与家人和朋友一起度过的时光。（P75）
【用法】这里value是动词，意为“重视；珍视”。如：I valued my friendship with my classmates.我珍视我和同学们之间的友谊。
【拓展】①value作动词，还可意为“给……估价；给……定价”。如：He valued the house for me at 20000 pounds.那栋房子他替我估价两万英镑。②value作名词，意为“价值；重要性”。如：The value of the picture painting is rising.这幅画的价值正在上升。He doesn't know the value of fresh air and sunlight.他不了解新鲜空气和阳光的重要性。常用短语：of value有价值的；value for money物有所值。
7. We often just drop by our friends’ homes if we have time.如果我们有时间，我们经常直接到朋友家去拜访。（P75）
【用法】drop by是动词短语，意为“顺便拜访；随便进入”，指非正式的访问。drop by 后常接地点，这时相当于及物短语动词，也不不接地点，直接使用，相当于不及物短语动词。如：He dropped by my office this morning. 今天早晨他到我办公室串门来了。Drop by when you are free.有空时顺便来玩。
【拓展】①drop in 也指“顺路拜访”，后面跟地点或人时要加介词at或on。“drop in at+某地”表示“顺便访问某地”；“drop in at+某地”表示“顺便拜访某人”。如：Mr. Smith dropped in at the bookstore on his way home.斯密斯先生在回家的路上顺便去了书店。I just drop in on him for a chat.我只是顺便来和他聊聊天。②表示“拜访某人或某地”的短语还有：visit sb./ sp., pay a visit to sb./sp., call on sb., call at sp. 其中call on比drop by/in正式，而visit比call on正式。③drop其他短语：drop sb. off at/in（开车）顺路把某人送到某地；drop out of中途退学。
8. If you’re even 15 minutes late, your friend may get mad.如果你甚至迟了15 分钟，你的朋友可能生气。（P75）
【用法】get mad是固定短语，意为“大动肝火；气愤”。如：Every time I watch TV, my father gets mad.每次我看电视，我老爸就很生气。这里mad是形容词，意为“很生气的；气愤的”， 表示人的情绪变化。常用短语：be mad at sb.生某人的气；be mad about sth.对某事生气。如：The teacher was mad at me because I was late.因为我迟到了，老师很生气。They were mad about missing the train. 他们为误了火车而生气。
【拓展】①mad作形容词，意为“疯的”，用来形容人的精神状态。常用短语：go mad发疯。如：She was afraid of going mad. 她担心自己会疯掉。②mad作形容词，表示人对工作等的态度时，意为“狂热的；痴迷的”，其后可接介词about,、on或for。如：They are mad about football.他们对足球很狂热。Some teenagers are mad about/on that famous singer.有些青少年对那个著名的歌星很迷恋。
9. So I make an effort to be on time when I meet my friends.因此当我去见我的朋友时，我总是努力准时到。（P75）
【用法】make an effort是动词短语，意为“作出努力”，相当于make efforts或make every effort，后面常跟动词不定式，表示“努力做某事”。如：You should make an effort to improve your reading skill. 你应该努力提高你的阅读能力。effort是名词，意为“努力；尽力”，其后可接动词不定式作其定语。His effort to finish his work in one day failed.他要在一天内完成其工作的努力白费了。
【拓展】①effort作名词，还可意为“努力的成果；成就”。The painting was her finest effort.这幅画是她最好的成就。②effort其它常用短语：make no effort不努力；spare no efforts to do sth. 不遗余力去做某事；with(an)effort艰难地；without effort轻而易举地。
10. I always leave the house early to avoid heavy traffic because I think it’s impolite to keep others waiting. 为了避免交通堵塞，我总是很早离开家，因为我认为让其他人等是不礼貌的。（P75）
【用法】本句是because引导的原因状语从句，从句中是“it’s +形容词+动词不定式”结构作think的宾语， 其中It是形式主语，不定式短语是真正的主语。如：It’s important for us to learn English well.对我们来说学好英语很重要。
【拓展】“it’s +形容词+动词不定式”结构有两种句型：①“It’s +adj. +for +sb. +不定式”表示“做某事对某人来说怎么样”，其中动词不定式和形容词是主谓关系。这一句型中常用的形容词有important、necessary、difficult、easy、dangerous、useful、interesting、impossible等。 如：It’s very important for students to listen to teachers carefully.对于学生来说上课认真听老师讲课是非常重要的。②“It’s +adj. +of +sb. +不定式”表示“某人（做某事）怎么样”，其中sb.和形容词是主谓关系。这一句型中常用的形容词是描述行为者的性格、品质的形容词，如kind、nice、polite、clever、foolish、careful等。如：It’s very impolite of her to say such words.她说这样的话，真没礼貌。
11. …but it is worth the trouble if you want to understand another culture. ……但是如果你想理解另一种文化，费些事是值得的。（P76）
【用法】worth是形容词，意为“值得；有……价值的”，在句中一般作表语。worth用作表语时，不能单独使用，其后通常接名词或动词的-ing形式，而不能接动词不定式。常用的句式有：①表示“值（多少钱）；值得”时，其后主要接表示钱数或相当于“代价”的比喻性名词。如：This picture is worth 100 yuan. 这幅画值100元。His words are worth notice.他的话值得注意。②be worth 后还可接动词的-ing 形式，意为“值得做”。worth后面的动词-ing形式用主动形式表示被动意义，而不能直接用被动形式。如：I think the film is worth seeing again.我认为这部电影值得再看一次。Is it worth visiting the city 这个城市值得参观吗？
【拓展】①worth用作不可数名词，意为“价值；值……钱（的东西）”，指物质、精神等方面的价值。如：What is the worth of the old painting 这张旧油画值多少钱？②常用习惯用语：for all one is worth尽量地，拼命地；be worth it 值得（这样做）；for what it ' s worth不论真伪；worth one ' s salt胜任的，称职的。
12. In China, it’s impolite to use your chopsticks to hit an empty bowl. 在中国，用你的筷子敲一个空碗是不礼貌的。（P77）
【用法】本句是“it’s +形容词+动词不定式”的结构，It是形式主语，动词不定式短语是真正的主语。empty是形容词，意为“空的”，在句中可用作定语、表语或宾语补足语。如：The theatre was empty after the show.演出结束后，剧场里空荡荡的。常用短语：be empty of缺少；没有。
【拓展】①empty作形容词，指人心理时可意为“空虚的”；指语言等时意为“空洞的”。如：He didn't want to live an empty life.他不想过一种空虚的生活。We were tired of his empty speech. 我们对他的空洞的讲话很厌烦。②empty用作动词，意为“倒空；排空”。如：He emptied the box.他把箱子倒空了。常用短语：empty sth. into…把某物倒入……；empty out倒空；倒光。
13. You shouldn’t point at anyone with your chopsticks.你不应该用筷子指向任何人。（P77）
【用法】point at是动词短语，意为“指向”，与point to同义，但前者表示近指，后者表示远指。point是不及物动词，意为“指向”，常与介词to, at, towards等连用，表示“指向某位置或方向”。如：The guide pointed at an old house and told us that it was built hundreds of years ago.导游指着一座老房子，告诉我们说这是数百年前修建的。He pointed to where the village lay. 他指了指村子所在的地方。常用短语：point out指出，指明。如：The teacher pointed out the mistakes in my homework.老师给我指出了作业中的错误。
【拓展】①point用作名词，意为“观点；看法”，常用短语“point of view”来表达一个“观点”或者“意见”。如：They don’t agree with our point of view.他们不同意我们这个观点。②point用作名词，意为“特点；特征”。如：You should copy his good points, not his bad points. 你应当仿效他的优点,不要仿效他的缺点。
14. They go out of their way to make me feel at home.他们想方设法让我感觉像在家里一样。（P78）
【用法】⑴go out of one’s way to do sth.是固定结构，意为“特地做某事；格外努力做某事”，相当于try to do sth.。如：They are going out of their way to solve the problem.他们正在想办法解决这个问题。
【拓展】go out of one’s way还可意为“误入歧途”。如：Not knowing the road, the stranger went out of his way.这个陌生人因路不熟而误入歧途。
⑵make sb. feel at home意为“使（某人）感到宾至如归”。如：Mr. and Mrs. Green did their best to make me feel at home.格林夫妇尽力使我感到像在家一样。
【拓展】①make oneself at home意为“请随便；别拘束”。如：You should make yourself at home.你应该像到了自己家一样。②feel/be at home意为“随便；无拘无束；自由自在；驾轻就熟；运用自如”。如：I hope you can feel at home while you are here.我希望你在这儿能感觉自在。By the end of the year, she has begun to feel at home in her new job.到年底前,她已经开始对新工作感到很熟悉了。
15. Although I still make lots of mistakes, it doesn’t worry me like it used to.尽管我仍然会犯许多错误，但它不再像以前那样是我烦恼了。（P78）
【用法】⑴although是连词，意为“尽管；即使”，与though同义，用来引导的让步状语从句。在英语中，although/though不能与but、however连用，但可以与yet或still连用。如：Although he was ill, he still worked very hard.虽然他生病了，但是他仍然努力工作。
【拓展】though和although用作连词，意为“虽然”，一般可换用。但以下情况只用though：①though可与even，as连用构成even though, as though,短语，而although不能。如：He will come on time even though it rains. 即使下雨，他还是会准时来的。②though可引出倒装语序的让步状语从句，although 则不能。如：Young though she is, yet she is fit for the job.尽管她很年轻，可她还是胜任这项工作的。③though用作副词，意为“不过；然而”，可以置于从句末，而although则不能。如：He said he would come, he didn't, though.他说他要来，可是并没有来。
⑵make mistakes是固定短语，意为“犯错误”，与make a mistake同义，mistake是可数名词。如：You make mistakes if you do things in a hurry.如果你匆匆忙忙地做事，那你就要出差错。
【拓展】①mistake可用形容词或其它限定词修饰，用以说明所犯错误的程度；后面跟介词in引起的短语，表示在哪一方面犯错。如：She made a big mistake in pronunciation.她在发音方面犯了个大错误。常用短语：by mistake错误地。②mistake可用作动词，意为“弄错；误解”。常用短语：mistake…for…错把……当成……。如：People often mistake her for her twin sister.人们经常把她错当作她的孪生姐姐。
16. My biggest challenge is learning how to behave at the dinner table.我最大的挑战是学会怎样在餐桌上举止得当。（P78）
【用法】这里learning how to behave at the dinner table是动名词短语作表语。behave是不及物动词，意为“表现；举止”。behave常用well、badly等方式状语修饰，如无修饰语时，则指举止得体、行为有礼，等于behave well，常用于儿童和青少年。如：He has behaved well at school. 他在学校表现良好。
【拓展】behave也用作及物动词，后面接反身代词作宾语，意为“表现得体；守规矩”，主要用于大人对孩子说话。The kids are expected to behave themselves. 小孩子应该守规矩。He behaves himself like a man. 他表现得像一个男子汉。
17. Another example is you’re not supposed to eat anything with your hands except bread, not even fruit.另一个例子是，除了面包外，你不应该用手拿任何东西吃，甚至水果也不行。(P78)
【用法】本句是省略that的表语从句，you’re not supposed to…在句中作表语。except是介词，意为“除了……之外”。通常指所排除的事物不在所述范围之内，后面可接名词、代词、副词、介词短语、动词不定式或从句。如：They go to school every day except Sunday.除了星期天他们每天上学。Everyone got an invitation except him. 除他之外，所有人都收到了请柬。I looked everywhere except in the bedroom.我到处都找到了，就是没有在卧室找。We knew nothing about it except what he told us. 除了他告诉我们的情况外，我们对此一无所知。
【拓展】①except后面接不定式时，有时带to (此时其前通常没有do)，有时不带to (此时其前通常有do)。如：He did everything except wash clothes. 除了洗衣服外，他什么都做。He likes nothing except to watch TV. 除了看电视外，他什么都不喜欢。②except通常不能置于句首，若需置于句首，则应换成except for，这时二者意思相同。如：Except for me, everyone was late.除我外，大家都迟到了。
【辨析】except、besides和except for
三者都有“除了”的意思，但except侧重于排除在外，指的是所说的不包括在内；besides表示补充意义，指“除此之外还有”；except for表示“除了……；要不是……”，引述一个相反的原因或细节，修正前面所说的情况。如：Mary’s composition is very good besides Jim’s.除了吉姆的作文很好以外，玛丽的作文也很好。All the compositions are good except Jim’s.除了吉姆的以外所有的作文都好。Your composition is good except for a few spelling mistakes.你的作文，除了少数拼写错误外，是好的。
18. You have to cut it up and eat it with a fork.你必须把它切碎，用叉子来吃。（P78）
【用法】cut up是“动词+副词”构成的动词短语，意为“切碎”，名词作宾语可以放在up后面，也可放在二者之间；代词作宾语必须放在二者之间。如：She cut the cake up and gave everybody a slice.她把蛋糕切开，给每人分了一块。The meat is hard. Can you cut it up with a knife 肉很硬，你能用刀把它切碎吗？
【拓展】其它含cut短语：cut down砍倒；cut in插嘴；cut …into…把……切成……。
19. I have to say that I find it difficult to remember everything, but I’m gradually getting used to it.我不得不说，我发现把所有的都记住很难，但是我正逐渐适应它。（P78）
【用法】⑴宾语从句的前一分句是“find it +形容词+ to do sth.”结构，it是形式宾语，真正的宾语是动词不定式短语，形容词充当宾语补足语。如：I found it very important to learn English well.我发现学好英语非常重要。
【拓展】与find一样，think、feel、believe等动词也可用于这个句型。如：I think it difficult to solve the problem.我认为解决这个问题很难。Your help made it possible to finish the work on time.有了你的帮助才可能按时完成这个工作。
⑵get used to意为“习惯于；适应”，其中to是介词，后面跟名词、代词或动名词，get可以用become来代替，表示从不习惯到习惯这一过程。如：You’ll get used to the weather here.你会适应这里的天气的。His mother gets used to getting up early.他妈妈习惯早起。
【拓展】①be used to sth./doing sth.意为“习惯于（做）某事”。如：Joy is used to the life in the city.乔伊习惯于城市的生活。He is used to eating hot food.他习惯于吃辣的食物。②be used to do sth意为“被用来做某事”。如：This knife is used to cut bread.这把刀被用来切面包。③used to do sth意为“过去常常做某事”。如：He used to get up at 6:00 when he was in the countryside.他在农村的时候总是六点钟起床。
20. Let me give you some suggestions and advice about Chinese customs.让我给你一些有关中国习俗的一些建议和忠告。（P80）
【用法】suggestion是可数名词，意为“建议”，指为解决困难或改进工作提出的建议。Can you give me any suggestions on this matter 关于这件事，你能给我一些建议吗？
【拓展】①suggestion的动词是suggest，意为“建议”时，后面常跟名词、动名词或表语从句。常用结构：suggest doing sth.建议做某事；suggest sb. (sb’s) doing sth.建议某人做某事。如：She suggested an early start.她建议早一点出发。I suggested putting off the sports meet.我建议将运动会延期。I suggested his/him giving the plan up. 我建议他放弃那个计划。I suggest that we leave early for the airport. 我提议早点去机场。②suggest作动词，意为“暗示；表明”，接名词、动名词活出作宾语，其主语是事物而不是人。如：His pale face suggests bad health.他脸色苍白,说明他身体不好。Her expression suggested that she was angry.她的表情说明她生气了。③suggest作动词，意为“提出”。如：Jack suggested a new way to solve the problem.杰克提出了一个解决这个问题的新办法。
【辨析】suggestion 和advice
二者都可以为“建议”，但suggestion为是可数名词，指对某件事或某个问题，尤其是为改进工作或解决问题而提出的意见或建议，常用make a suggestion. ；advice是不可数名词，一般指有经验或有业务专长的人对某一行动提出带有指点或指教性的意见、建议或劝告。如：医生对病人的医嘱、老师对学生的指教等，常用a piece of , a bit of ,some 等修饰，advice意为“劝告；意见”时，常用take advice, give advice, follow advice等短语。
be supposed to do sth.的用法
概念：be supposed to do sth.意为“应该做什么；理应做什么；被期望或要求做什么”。to是动词不定式符号，其后要跟动词原形。常用来表示劝告、建议、义务、责任等，相当于情态动词should。如：They are supposed to arrive at the airport at nine.他们应该九点到达机场。You are supposed to finish the work today.你应该今天完成工作。
句式：be supposed to do sth.的否定结构是be not supposed to do sth.，意为“不被许可做某事；不应当做某事”。如：You are not supposed to smoke on the bus.你不可以在公共汽车上抽烟。
be supposed to do sth.的疑问句式需把be动词的相应形式提到主语前。如：Is she supposed to bow when she meets someone in Japan 在日本她遇到某个人时应该鞠躬吗？
用法：
①“be supposed to...”结构的主语为“人”时，后面跟动词原形，意为“应该做什么；被期望做什么”，可以用来表示劝告、建议、义务、责任等，相当于情态动词should。如：They are supposed to bow.他们应该鞠躬。而“be supposed to...”结构后面跟have done时，表示“本应做某事而没做”。如：You are supposed to have finished the work so far.到目前为止你们本应早已完成此项工作。
②“be supposed to...”结构的主语是物时，意为“本应；本该”，表示“某事本应该发生而没有发生”。如：The plane was supposed to arrive at 6：00.飞机本应6点钟到。
③“be supposed to be +形容词/名词”是“suppose sb. to be +形容词/名词”的被动形式，意为“某人或某事被认为如何”。如：The boy is supposed to be stupid by all the classmates.=All the classmates suppose the boy to be stupid.所有同学都认为这个男孩很蠢。
注意：“be expected to”意为“应该；被期望”，表示被期望去做某事，和“be supposed to...”用法相近。如：You are expected/ supposed to say "please" and "Thank you".你应该说“请”和“谢谢”。但“be supposed to...”表示客观事实，而“be expected to do”主观性强一些，意为“预料；有希望做；被期望”，表示一种可能性。如：She is expected to be a good doctor.她有希望成为一名好医生。They are expected to announce the good news later on today.他们被期望今天晚些时候会宣布那个好消息。
单元资料链接
American table manners
Manners in every country are different. What is polite in China may not be polite in the United States. These basic rules will help you enjoy western food with your American friends.
　　Always put the napkin on your lap first. Before you leave the table, fold your napkin and put it beside your plate.
　　As the meal is served, use the silverware farthest from the plate first. When eating something in a bowl, do not leave the spoon in the bowl. Put it on the plate beneath the bowl. Soup, as well as all American food is eaten quietly. Do not slurp the soup. The soup spoon is used by moving the spoon away from you. Do not over fill the spoon. The bowl may be tipped slightly away from you to allow the last bit of soup to be collected on the spoon. Do not pick the bowl up to hold it closer to your mouth. When you have finished your meal, place your knife and fork side by side on the plate. This signals that you have finished eating.
　　Wait until everyone has been served to begin eating. Everyone begins to eat at the same time. The host or hostess may invite you to start eating before everyone is served. Some foods may be cold if you are required to wait until everyone is served. If invited to begin before others are served, wait until three or four people have been served before starting to eat.
　　While eating, remember not to talk with your mouth full of food.
　　During the meal, the host or hostess will offer you a second helping of food. Sometimes they will ask you to help yourself. When they offer you food, give a direct answer. If you refuse the first time, they might not ask you again.
　　At the table, ask others to pass you dishes that are out of your reach. Good phrases to know are: “Please pass the ____” or “Could you hand me the ____, please ” If asked to pass the salt to someone, you should pass both the salt and pepper which are placed on the table together. Hand the salt and pepper to the person seated next to you. Do not reach over the person next to you to pass anything to others.
　　Sit up straight at the table. Bring the food up to your mouth. Do not lean down to your plate.
　　Cut large pieces of meat, potatoes and vegetables into bite size pieces. Eat the pieces one at a time.
　　When eating spaghetti, wind the noodles up on your fork. You may use your spoon to assist in winding the noodle on your fork. The spaghetti on your fork should be eaten in one bite. It is very impolite to eat half your noodles and allow the other half to fall back on your plate.
　　Some foods may be eaten with your fingers. If you are not sure if it is proper to eat something by picking it up with your fingers watch what others do before doing so yourself. Examples of foods which can be eaten with your fingers include: bacon which has been cooked until it is very crisp; bread should be broken rather than cut with a knife; cookies; sandwiches; and small fruits and berries on the stem. Most fast foods are intended to be eaten with your fingers.
　　Do not lean on your arm or elbow while eating. You may rest your hand and wrist on the edge of the table.
　　In America, people do not use toothpicks at the table.
　　Some of the rules mentioned here may be somewhat relaxed in informal settings.
　　The best way to learn good manners is to watch others. Observe the way your western friends eat. This is the best way to avoid making mistakes when you are unsure of what to do.Unit10 You’re supposed to shake hands.第二课时教学设计和课时作业
The Second Period (Section A 3a---4c)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about customs and what you are supposed to do
(2)Key Vocabulary:
Ss can master the following new words and phrases: value, capital, noon, mad, effort, passport, chalk, blackboard, northern, coast, season, knock, eastern, worth, manner, be relaxed about, rush around, on time, drop by, make plans, after all, get mad, make an effort, keep sb. doing sth., big deal, go abroad, clean…off, take off, table manners, give gifts
(3)Target Language:
When we see each other, it’s polite for boys to shake hands and for girls to kiss each other on the side of the face.
In Switzerland, it’s very important to be on time.
If someone invites you to meet him or her at noon, then you’re expected to be there at noon.
I always leave the house early to avoid heavy traffic because I think it’s impolite to keep others waiting.
(4)Structure:
Supposed to + infinitive, Expected to + infinitive, It is +adj. + infinitive
2. Ability Objects
① Be able to master and use the key vocabulary and target language.
② To read the passage, learn and master how to talk about different customs using “be supposed to”, “be expected to” and “It is +adj. + infinitive”.
3. Moral Objects
Different countries have different customs. So you are supposed to do in Rome as the Romans do.
Teaching Key Points：
⑴ To read the passage, learn about the different customs in different countries and master how to talk about different customs using “be supposed to”, “be expected to” and “It is +adj. + infinitive”.
⑵To master and practice the key vocabulary and target language.
Teaching Difficult Points：
To understand the passage, learn to talk about different customs using “be supposed to”, “be expected to” and “It is +adj. + infinitive”.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method.
Teaching Aids：
The pictures about customs in Colombia and Switzerland, reading chart, PPT
Teaching Procedures：
Step 1 Review（About 5 minutes）
Greet the class as usual.
Show the flags of different countries, point to the first one and talk with a student.
T: What are people in China supposed to do when they meet for the first time
S1: They are supposed /expected to shake hands.
Have different pairs talk about the customs in the other countries like this using “be supposed to” or “be expected to” in front of the class.
Step 2 Lead in （About 4 minutes）
T: Different countries have different customs. Each country has different rules about different situations. Next, I’ll ask you some questions. What are you supposed to say when you greet your teachers in the morning
S1: I’m supposed to say “Good morning”.
T: What are you supposed to do when you want to visit someone
S2: I am supposed to call him/her first.
T: What are you supposed to do when you go and visit someone
S3: I’m supposed to arrive there on time and bring some presents for him / her.
T: What are you supposed to do when you meet your friend’s mother
S4: I’m supposed to shake hands with her.
T: What are you supposed to do when you want to study abroad
S5: I’m supposed to learn some customs about the country first.
T: Well, we are supposed to know about the customs in different countries, so that we can do in Rome as the Romans do. Next, we’ll go on learning some different customs in different countries.
Step 3 Reading (About 12 minutes)
Pre-reading:
Have students look at the pictures in 3a and have a talk with them.
T: Where does the girl comes from
Ss: She comes from Colombia.
T: (Show the pictures)The men in Colombia are supposed to shake hands when they meet for the first time. What about the women in Colombia
Ss: They are supposed to kiss each other on both sides of the face.
T: You’re great. Where is the boy from
Ss: He is from Switzerland.
T: Do you know what Switzerland is famous for (Show the pictures)
Ss: It is famous for its watches.
T: Yes. So it’s important to be on time in Switzerland. Next, please read the passage and know about the different customs in Switzerland and Colombia.
While-reading:
First, have students to read the passage in 3a quickly and answer the following two questions.
①In which country is it Ok to be 15 minutes late for dinner
②Which country do you prefer Why
Call some students to answer the questions.
Have students read the chart in 3b, then ask them to read the passage carefully again and fill in the chart.
Call different students to say the information about the customs in the passage and check the answers in class.
Sample answers:
Ideas and customs about… Colombia Switzerland
being on time We’re pretty relaxed about time. It’s very important to be on time.
visiting a friend’s house We often just drop by our friends’ homes. We never visit a friend’s house without calling first.
making plans with friends We don’t have to make plans when we get together with friends. We usually make plans to meet friends.
Then have students listen to the passage carefully and find out key phrases and the key structures about talking about the customs.
Then help students sum up some key language points and explain some phrases and the key structures.(Phrases: be relaxed about, rush around, on time, drop by, make plans, after all, get mad, make an effort, keep sb. doing sth.. Key structure: It is +adj. + infinitive)
After-reading:
Have students read the instruction in 3c and invite two students to read the sample conversation. Then ask then to make up their conversations according to the passage. Remind them to use the structures “be supposed to”, “be expected to” and “It is +adj. + infinitive”. While working, move around and give them some help if necessary.
Invite several pairs to role-play their conversations in front of the class.
Step 4 Grammar Focus (About 5 minutes)
Have the students read and remember the sentences in Grammar Focus by themselves, and then have them sum up the structures “be supposed to”, “be expected to” and “It is +adj. + infinitive”.
Show the following chart and tell students that we can use the sentence pattern “sb + be (am / is / are ...) + supposed/expected to do sth” to express something should (not) be done.
sb. + be (am / is / are ...) + supposed/expected to do sth. sb. + be (am / is / are ...) + not + supposed/expected to do sth. Be (Am / Is / Are ...) + sb. + supposed/expected to do sth. What + be (am / is / are ...) + sb. + supposed/expected to do
Then help them understand how to use the structure “It is +adj. + infinitive” to talk about the customs.
Ask different pairs of students to take turns completing each pair of questions and answers using the structures “be supposed to”, “be expected to” and “It is +adj. + infinitive”. Give cues to help the students make questions and answers.
Invite two pairs to report in class and praise the students who don’t have any mistakes.
Step 5 Practice（About 4 minutes）
Have students read the sentences in 4a and choose the suitable phrase to complete each sentence. As they work, move around and give them some help if they need.
Call different students to say their answers and check them in class.
Step 6 Writing practice (About 5 minutes)
T: Each country has different rules about social situations. Let’s read the passage and know about how to learn the rules.
Have the students read the passage in 4b. Then use the first blank as an example to help them fill in the blank with the correct forms of the given words, and tell them why.
Have students work alone to finish 4b. First, let them say the structure for each sentence. Then use the correct form of the word to complete the sentence. Move around the classroom and give them some explanations if they have any difficulties.
Call different students to say their answers and check them with students. Then invite two students to retell the passage to tell us how to learn another culture.
Step 7 Groupwork (About 6 minutes)
T: Suppose someone is coming to our country as an exchange student for the first time. What is he/she supposed to pay attention to Please discuss in groups and give him/her some advice.
Have students read the information in 4c, and then ask them to discuss in groups and list the advice according to the instructions given. Move around the classroom and give them some language support if they need.
Then call each group to share their own advice listed with other groups.
Step 8 Summary（About 3 minutes）
Today we have learned a passage about the customs and it tells us that different countries have different customs. So we are supposed to do in Rome as the Romans do.
Ask students to sum up the important phrases and the key sentence they learned.
Help students sum up and practice using the structures “be supposed to”, “be expected to” and “It is +adj. + infinitive”.
Step 8 Homework（About 1 minutes）
Please read the information in the chart and write a passage to introduce the different customs about Switzerland and Brazil.
What should you do if you… In Switzerland In Brazil
meet someone for the first time shake hands kiss
be invited to a party be on time be a bit late
visit a friend’s house call first drop by without calling
Blackboard Design：
Unit 10 You're supposed to shake hands.
Section A 3a-4c
Ideas and customs about… Colombia Switzerland
being on time We’re pretty relaxed about time. It’s very important to be on time.
visiting a friend’s house We often just drop by our friends’ homes. We never visit a friend’s house without calling first.
making plans with friends We don’t have to make plans when we get together with friends. We usually make plans to meet friends.
…it’s polite for boys to shake hands and for girls to kiss each other…
In Switzerland, it’s very important to be on time.
… I think it’s impolite to keep others waiting.
It is +adj. + to do sth.
… then you’re expected to be there at noon.
be supposed/expected to
sb. + be (am / is / are ...) + supposed/expected to do sth.
sb. + be (am / is / are ...) + not + supposed/expected to do sth.
Be (Am / Is / Are ...) + sb. + supposed/expected to do sth.
What + be (am / is / are ...) + sb. + supposed/expected to do
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. Can you tell me the ______ (首都) of France
2. She v ______ (重视) the time she spends with her family.
3. His dream came true at last with his great e______ (努力).
4. It is well-known that there are four s________(季节) in a year.
5. He is a boy with good m_____ (礼貌), everyone likes him..
Ⅱ. 选择填空。
1. Don’t forget to my house when you come to Beijing next time.
A. drop off B. drop in C. drop by D. drop into
2. I think you are supposed to help him. , he is your close friend.
A. In all B. After all C. Of all D. At all
3. Those tourists were about missing the plane.
A. excited B. happy C. mad D. relaxed
4. ----I think his talk is well worth .
---So it is. We are moved by his story.
A. to listen B. to listen to C. 1istening D. 1istening to
5. —It’s hot today, isn’t it
—Yes, it is. Why not __________ your jacket
A. take care B. take place C. take after D. take off
Ⅲ. 用所给词的适当形式。
1. He went out without (turn) off the light.
2. I’m planning (go) climbing with my classmates next weekend.
3. It’s (relax) to listen to light music when you feel tired.
4. It’s not polite ________(speak) loudly while you are having a meal.
5. There is so much fog. You should drive as (care) as you can.
第二课时作业设计答案
Ⅰ. 1. capital 2. values 3. effort 4. seasons 5. manners
Ⅱ.1-5CBCDD
Ⅲ. 1. turning 2. to go 3. relaxing 4. to speak 5. carefully
教学反思
本节课是一节读写课，各教学环节环环相扣，相互呼应，铺垫自然。
采用任务型教学法，活动设计体现“以学生为中心” 的教学原则，抓住学生对不同国家有着不同的风俗习惯和礼仪的兴趣，充分利用图片引导学生运用关键结构谈论不同国家的风俗习惯。学生在小组活动中团结协作，共同完成学习任务，学生在获得知识同时，能够很容易运用关键结构谈论不同的风俗礼仪，真正做到让学生“在学中用，在用中学”。
各种任务活动都是围绕重要知识点设计，逐步深入。读写教学围绕不同国家不同的风俗礼仪展开，学生们兴趣很浓，学习积极性高，表现出强烈的表达欲望。阅读活动设计运用表格、问答、小组讨论等形式，激发学生的兴趣和积极性，帮助学生很好地理解阅读内容，进一步掌握并能熟练运用关键结构，达到预期的效果。Unit10 You’re supposed to shake hands.第三课时教学设计和课时作业
The Third Period (Section B 1a---1e)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about customs and what you are supposed to do.
(2)Key Vocabulary:
Ss can master the following new words and phrases: empty, stick…into…, point at, at the table, show up
(3)Target Language:
In India, you’re supposed to eat with your hands.
In China, you’re not supposed to stick your chopsticks into the food.
In Korea, the youngest person is expected to start eating first.
In China, it’s impolite to use your chopsticks to hit an empty bowl.
(4)Structure:
Supposed to + infinitive, Expected to + infinitive, It’s +adj. + infinitive.
2. Ability Objects
① Learn to talk about the different table manners in different countries and improve students’ ability of listening and speaking.
② Learn and master how to talk about different customs using “be supposed to”, “be expected to” and “It’s +adj. + infinitive”.
3. Moral Objects
In order to behave politely at the dinner table, you're supposed to learn some table manners.
Teaching Key Points：
⑴Learn and master how to talk about different table manners in different countries using “be supposed to”, “be expected to” and “It’s +adj. + infinitive”.
⑵ Learn to talk about different customs and improve students’ ability of listening and speaking.
Teaching Difficult Points：
Learn and master how to talk about different table manners in different countries using “be supposed to”, “be expected to” and “It’s +adj. + infinitive”.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method, The Communicative Approach.
Teaching Aids：
The pictures about table manners, PPT
Teaching Procedures：
Step 1 Warm-up（About 4 minutes）
T: Different countries have different customs. Each culture has different rules on different situations. How much do you know about your culture Please talk about Chinese culture in your group and make statements with the structure given in Self Check 2 to introduce some customs.
Have students read the information in the chart of Self Check 2, then discuss some customs about Chinese culture in groups and write down some customs with the structure given in Self Check 2. While students work, move around and offer language support if they need.
Call each group to say their sentences and see which group knows customs most about Chinese culture.
Step 2 lead in（About 5 minutes）
Show the picture in 1a to the students.
T: Look at the picture, what are they doing
Ss: They are having a meal.
T: Yes. In China, what are we supposed to do at the table Can you say something about Chinese table manners
S1: We shouldn’t make noise while we’re eating.
S2: We’re not supposed to point at others with our chopsticks.
S3: We shouldn’t knock the bowls with chopsticks.
…
T: Very good. You must behave well when you’re at table. And it’s necessary for us to know about table manners in different countries. It can help us behave well in front of different people. How much do you know about table manners around the world
Ss: Just a little.
T: Don’t worry. Next, we’ll learn some more about table manners. First, look at the title “Mind your manners!” What do you think it might mean
S5: I think it means “Be careful about your behavior”
T: Yes. It tells us to behave politely at the table. Now, please look at the pictures carefully and talk about what people in the picture are supposed to do or aren’t supposed to do at the table.
Step 3 Presentation（About 6 minutes）
Present some pictures and have a free talk with students.
T: Look at Picture 1, what’s the man doing
S1: He is eating.
T: Do you think if he behaves well
S1: No. He is not supposed to eat with their hands.
T: What about Picture 2
S1: The men are not supposed to make noise when they eat.
Have different students talk about other pictures according to the example.
T: There are many table manners around the world. But different countries have different customs. Now let’s take the quiz. Please read the five statements about manners in 1a and tell me if they are right.
Have different students read the five statements about manners and make sure students can understand what each one means. Invite some students to act out them, and then ask students to finish the quiz on their own.
Correct the answers with the class.
Step 4 Listen and number（About 5 minutes）
Have the students to look through the pictures in 1b first.
T: Look at the three pictures. What can we know from the pictures
S1: The chopstick is stuck into the food.
S2: The two young people start eating first before the older person doesn’t eat.
S3: The girl is pointing at the boy with her chopsticks.
T: You’re great. Next, you will hear the exchange student Steve, talking with his Chinese friend, Yang Ming. Yang Ming is telling him about the table manners in China. As you listen, write a number in the box below each picture to show the order you hear Yang Ming talk about the things in the recording.
Play the recording the first time. Students listen and number the pictures. Play the recording again. Check the answers with students.
Have different students say their opinions about the behaviors.
Step 5 Listen and match（About 5 minutes）
T: Next, you’ll listen to the same recording again and match these sentence parts.
Have students look through to the numbered list of sentence starters and the lettered list of sentence endings in 1c and know about what to do.
Play the recording twice and ask students to match the sentence parts and write the letters in the blanks alone. Then play the tape again and ask students to check their answers in class.
Then ask students to work in pairs talking about the table manners like this:
A: You aren’t supposed to
B: talk aloud while eating.
Invite some pairs to act out in class.
Step 6 Interview （About 6 minutes）
Invite a student to act as Yang Ming and the teacher acts as Steve, then make a interviewing conversation like this:
S: Good morning! I’m an exchange student from the USA. What’s your name
Y: My name is Yang Ming.
S: I wonder if I can ask you some questions.
Y: Sure.
S: Could you tell us about the table manners in China
Y: Yes. You are supposed to the elder persons to start eating first. You shouldn’t reach to get the food on the opposite side. It’s impolite to point at anyone with your chopsticks.
S: Thank you very much!
Y: You are welcome!
Divide students into groups of four to make similar interviewing conversations. Then choose three students to interview other students in class.
Step 7 Pairwork（About 6 minutes）
Show some pictures about the table manners in China and give students some model sentences. Then ask students to talk about the question in groups “What are you supposed to do at the table ”
Model sentences:
①You are supposed to pick up your bowl of rice.
②You are not supposed to eat with your hands.
③You are not supposed to talk at the table.
④You are not supposed to reach to get the food on the opposite side.
⑤The youngest person is not supposed to start eating first.
Ask the students to work in pairs and talk about table manners in China according to the sample conversation in 1d.
Sample conversation 1:
A: We’re supposed to keep quiet while eating dinner.
B: Yes, and it’s impolite to talk at the table.
Sample conversation 2:
A: We are not supposed to knock the bowls with chopsticks while eating.
B: And it’s impolite to speak to others with your mouth full of food.
Step 8 Practice（About 4 minutes）
Have a talk with students about the manners at school or at home.
T: What are you supposed to do when you are at school
S2: We are supposed to be polite to our classmates and teachers at school.
T: What are you supposed to do when you are at home
S2: We are supposed to do our homework carefully at home.
Ask students to say something they are supposed to do or aren’t supposed to do at school or at home. Then make similar conversations in pairs.
Sample conversation 1:
A: What are you supposed to do when you are at school
B: We are supposed to clean up our classroom after school.
Sample conversation 2:
A: What aren’t you supposed to do at home
B: We aren’t supposed to stay up.
Step 9 Summary（About 3 minutes）
In this class, we’ve mainly done much listening and writing practice using the target language. We’ve mainly known about the table manners in China and other foreign countries by listening and speaking. We're supposed to learn some table manners, so that we can behave politely at the dinner table.
Step 10 Homework（About 1 minutes）
①Have students review the new words and finish Self Check 1. Make sure students can use the words given to fill in the blanks correctly.
②Write a letter to your pen pal about Table Manners in China. You can use the following patterns: We are supposed to…/We are not supposed to…;We should / shouldn’t…;It’s polite/ impolite to…
Blackboard Design：
Unit 10 You're supposed to shake hands.
Section B 1a-1e
stick…into…
point at
are supposed to…/ are not supposed to…
should / shouldn’t…
It’s polite/ impolite to….
A: We’re supposed to keep quiet while eating dinner.
B: Yes, and it’s impolite to talk at the table.
课时作业设计
Ⅰ. 单项选择。
1. The little boy the map on the wall and told me where his country was.
A. pointed at B. pointed out C. took out D. took off
2. While he was starting the cake, someone knocked at the door.
A. cut B. cutting C. to cut D. and cutting
3. The Smiths were when I came into the room.
A. at the table B. at table C. on table D. on the table
4. Could you please buy some food for us The fridge is .
A. full B. empty C. new D. broken
5. John promised to play soccer with me last Sunday, but he never ___________.
A. showed off B. took off C. gave up D. showed up
Ⅱ.根据汉语意思完成句子。
1. 在美国，你不应该用手吃东西。
In America, you ________ _________to eat with your hands.
2. 在中国，你不应该把筷子插在食物里。
In China, you shouldn’t _______ your chopstick the food.
3. 不敲门进入别人的房间时不礼貌的。
It’s_______ to enter someone’s room ________ ________at the door.
4. 在中国，年龄最大的人应该先开始吃饭。
In China the oldest person is expected first.
5. 老师指着黑板给我们解释这道数学题。
Our teacher the blackboard and explained this math problem to us.
Ⅲ. 阅读理解。
Manners are important to happy relations (关系) among people. No one 1 a person with bad manners. A 2 with good manners never laughs at people when they are in trouble. Instead, he 3 to help them. When he asks for something, he says “ 4 . ”And when he receives something, he 5 says “Thank you”. He does not interrupt(打扰)_ 6 people when they are talking. He does not talk loudly or laugh loudly 7 public. When he sneezes or spits(吐痰), he uses a 8 . If you are late, you are 9 to make an apology (道歉) to the teacher either at the time 10 after class.
1. A. thinks B. likes C. hates D. greets
2. A. boy B. man C. person D. woman
3. A. tries B. wants C. has D. enjoys
4. A. Give me B. Please C. Yes D. Hello
5. A. never B. sometime C. usually D. still
6. A. every B. some C. his D. other
7. A. on B. at C. of D. in
8. A. book B. cup C. handkerchief D. hand
9. A. supposed B. allowed C. wanted D. thought
10. A. or B. nor C. and D. but
第三课时作业答案
Ⅰ. 1-5ACBBD
Ⅱ. 1. aren’t supposed 2. stick; into 3. impolite; without knocking 4. to start eating 5. pointed at
Ⅲ. 1－5 BCABC 6－10 DDCAA
教学反思
本节课是一节听说课，以大量的听说练习来谈论不同国家的餐桌礼仪，提升了学生的语言综合技能。
图片的使用具有针对性和趣味性，让学生很快进入学习情境，能够积极谈论他们感兴趣不同国家的餐桌礼仪，最大限度地调动学生学习的兴趣和热情，很好地激活了课堂气氛。另外学生通过对图片的直观认识，很容易理解餐桌礼仪；而且利用图片训练“You aren’t supposed to…, It’s polite/impolite to…, You shouldn’t…”等关键结构，既降低了难度，也为口语训练提供了范例，同时也激发学生对不同文化不同的餐桌礼仪探知的欲望。
任务活动联系实际，注意渗透思想教育。通过大量的听说训练，介绍中国餐桌礼仪习俗，了解与其他国家不同的餐桌礼仪，让学生知道在不同的文化背景下，在餐桌上怎样才能举止得当，养成良好的行为习惯。
训练方式多样，积极高效达成教学目标。教学中注意从学生身边挖掘一些熟悉而且有趣的情景吸引学生，并运用新颖、有效的练习方法巩固关键结构；不断调整学生学习英语的情感和策略，引导他们感知体验、探究发现，在大量的听说活动中，运用重点句型自由讨论不同国家的餐桌礼仪，达到了学以致用的根本目的，使课堂真正成为学生实际“交际”的训练场。Unit10 You’re supposed to shake hands.第四课时教学设计和课时作业
The Fourth Period (Section B 2a---3b)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about customs and what you are supposed to do.
(2)Key Vocabulary:
Ss can master the following new words and phrases: e basic, exchange, teenage, granddaughter, behave, expect, elbow, gradually, suggestion, get out one’s way, make...feel at home, because of, be different from, cut up, get used to, not… any more, be excited about
(3)Target Language:
They go out of their way to make me feel at home.
For example, you’re supposed to put your bread on your plate.
Another example is you’re not supposed to eat anything with your hands except bread, not even fruit.
Another thing is it’s impolite to say you’re full.
Also, you’re not supposed to put your elbows on the table.
I have to say that I find it difficult to remember everything, but I’m gradually getting used to it.
(4)Structure:
Supposed to + infinitive, Expected to + infinitive, It is +adj. + infinitive
2. Ability Objects
⑴ Enable the students to talk about table manners and master language knowledge, learn to take notes and summarize the main ideas.
⑵ Learn and master how to talk about different customs using “be supposed to”, “be expected to” and “It’s +adj. + infinitive”.
3. Moral Objects
You are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries.
Teaching Key Points：
⑴ Learn and master how to talk about table manners using “be supposed to”, “be expected to” and “It’s +adj. + infinitive”.
⑵ Enable the students to master language knowledge by taking notes and summarizing the main ideas.
Teaching Difficult Points：
Be able to take notes and summarize the main ideas, learn talk about table manners using “be supposed to”, “be expected to” and “It’s +adj. + infinitive”.
Teaching Methods：
The Task-based Language Teaching Method, The Cooperative Learning Method, The Situational Teaching Approach ,The Gaming Teaching Method
Teaching Aids：
The pictures about table manners, PPT
Teaching Procedures：
Step 1 Review（About 6 minutes）
Show some pictures and have students talk about the table manners in different countries using “be supposed to”, “be expected to” and “It’s +adj. + infinitive”.
T: Look at picture 1. In America, you are not supposed to eat with your hands.
S: It’s impolite to eat with your hands.
Have different pairs talk about the pictures in front of the class.
Step 2 Warm up (About 5 minutes)
T: There are many table manners around the world. But different countries have different culture. What else do you know about customs in foreign countries What do you think is the biggest challenge when you visit a foreign country Please discuss the questions in group and share your ideas with others.
Have students read the example in 2a, and then discuss the questions in groups.
Invite some students to share their ideas with others.
Step 3 Pre-reading (About 4 minutes)
Have students listen to the passage in 2b and find the new words and key phrases, and then let them try to guess their meanings. Then present the new word on the screen and use pictures or explanations to teach the new words and key phrases.
Step 4 While-reading（About 9 minutes）
Have students read through the questions in 2b. Then read the letter in 2b and find the answers.
Ask different students to answer each question in 2b. Check the answers with the class.
Have students look at the following statements in the chart. Then let them read the letter in 2b again to get a general idea about the table manners in France and circle “True” or “False”.
1. It’s impolite to say you’re full. True False
2. It’s polite to put your bread on your plate. True False
3. You aren’t supposed to eat fruit with your hands. True False
4. It’s polite to say it’s delicious. True False
5. You are supposed to cut your food up and eat with a fork. True False
6. You are supposed to put your elbows on the table. True False
Ask different students to say their answers. then check the answers with the class.
Have students read through the chart in 2d, and then ask them review the passage and make notes about French customs.
Call some students to report what people are supposed to do and aren’t supposed to do at the table.
Check the answers in the chart of 2d.
Ask students to read the phrases in the box in 2c and the teacher help students explain the meanings. Then let them read the sentences in 2c and replace the underlined words with the phrases in the box.
Invite a student to read the passage and let students check their answers. Then have some students share their answers with the class.
Step 5 After-reading (About 4 minutes)
T: From the passage, we have known about some French table manners. Please discuss in groups and find out the differences between the table manners in France and those in China.
Have students read the instructions in 2e, and then ask them to discuss in groups and make a list of the different table manners.
Call each group to read their answers and check the answers with the class.
Step 6 Make an interview (About 5 minutes)
T: China has some different customs from those in foreign countries. Please make notes in the chart if your foreign pen pal needs your help in these different situations in 3a, then make an interview.
First, have students list some customs in the chart about table manners, house rules and going out with people in China. Then make an interview in groups. Each group choose a students as an exchange student, ask him/her to interview other group members about Chinese customs and find out what he/she is supposed to do or not do in China. Finally, make a list of things people are supposed to do or not do.
Call different students to talk about their results and compare with other groups. Encourage them to say more customs.
Step 7 Writing (About 5 minutes)
First, have students read the uncompleted letter in 3b and tell them to give his/her pen pal some advice and suggestions on how to behave properly in China.
Then ask them choose some customs from notes in 3a to complete the letter. The teacher walks around and gives them some help if they need.
Finally, choose three students in different levels to read his/her own letter in class and all the students can give some advice to help correct the letter.
Have students write down their passages in the exercise books.
Step 9 Summary (About 3 minutes)
In this class, we've learned a passage about French table manners. The table manners can help us know more different culture in different countries. They are very useful and helpful, especially when we are in foreign countries.
Ask two students to sum up the key phrases, key sentences and the structures talking about French table manners. Help them to make their own sentences correctly using these phrases.
Step10 Homework (About 1 minute)
Different countries have different table manners. Write a passage about table manner in China and France. The following structures may help you.
We are supposed to…/We are not supposed to; We should / shouldn’t…;It’s polite/ impolite to…; We are allowed to…/ We aren’t allowed to…;We can/ could/ can’t/ couldn’t…;Things we are supposed to do…
Blackboard Design：
Unit 10 You're supposed to shake hands.
Section B 2a-3b
(
You aren’t supposed to …
You are supposed to…
put your bread on the table
put it on your plate
cut it up and eat it with a fork
eat anything with your hands
say “It was delicious”
say “You are full.”
put your elbows on the table
)There was no reason to be
go out of one’s way;
make sb. feel at home
because of
be comfortable doing
cut up
get used to
第四课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. B (基础的)practice is useful for learning English.
2. It's hard to train children to b (举止)well at the table.
3. Everyone else in my class was invited e_______(除了) me, and I don’t know why.
4. — Could you give me some s (建议) on how to learn English
5.They understand her meaning g (逐步地).
Ⅱ. 选择填空。
1. She always her way to please her guests.
A. goes for B. goes out of C. gets in D. keeps out of
2. ---_________ excellent work you have done!
---It’s very kind of you to say so.
A. What an B. How C. What D. How an
3. I find _ hard for me the work in such a short time..
it; finishing B. it’s; finished C. it; to finish D. its; finish
4. All of us went to the park ____ Bob. He had to look after his sister.
A. besides B. with C. except D. without
5. _____ they are very tired, they feel happy because they’ve finally finished their project.
A. So B. Although C. If D. But
Ⅲ. 根据汉语意思，把下列句子补充完整。
1. Mary used to (use) knives and forks. Now she gets used to (use)chopsticks.
2. He found it a little difficult (find) a place to park his car.
3. Can you tell me how (behave) at the dinner table
4. Everyone else had reached the top of the hill except (he).
5. The Whites were friendly to me and made me (feel) at home.
第四课时作业设计答案
Ⅰ. 1. Basic 2. behave 3. except 4. suggestions 5. gradually
Ⅱ. 1-5 BACCB
Ⅲ. 1.use; using 2. to find 3. to behave 4. him 5. feel
教学反思
本节课思路清晰，衔接自然，体现了师生互动，教师主导，学生主体的教学观念。教学设计围绕“想教学生什么”，“学生能学到什么”和“学生还想学什么”三个环节设计课堂活动，一环紧扣一环，收到了较好的效果。
复习活动在训练了本单元的关键结构同时，也为阅读做了语言铺垫。精心设计阅读任务活动，由判断正误、寻找主要信息、理解关键词语和小组讨论中国与法国餐桌礼仪的异同等，由易到难，层层递进，帮助学生逐步理解短文，掌握目标语言，让学生对不同文化的风俗礼仪有了一定的了解，激发学生的创造性思维，有效提高阅读效率和质量。小组讨论和采访活动既活跃课堂气氛，又培养学生团结协作的精神，并为书面表达提供了坚实的语言基础，使学生能够顺利完成写作任务，让学生在提高阅读能力的同时，听说和写的技能也同步提高。
教学活动在教师有效指导下始终突出学生的主体地位，分层次的学生活动设计，也给每位学生提供了表现和发挥自己的平台，学生在活动中自然地运用所学知识,真正成为课堂教学的主角。