教学设计
课题 Unit 10 You’re supposed to shake hands.(Section A 1a—2d)
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 Section A部分主要围绕“文化礼仪”话题展开，谈论不同国家在不同情境下的文化习俗，核心的句式结构是be supposed/expected to 及It is adj. to do sth，要求学生能用本单元词汇和句式结构恰当地表达各国的风俗习惯。1a-1c为本单元的导入部分。活动1a要求学生观察主题图，根据自己的初步判断将国家与初次见面的礼仪进行匹配。活动1b以听力的形式输入了本部分的重点句型：What are people supposed to do when they meet for the first time 要求学生听后检测自己对1a活动的预测是否正确。活动1c让学生结对操练，利用听力1b的信息和主题图进行控制性的语言输出——尝试运用be supposed to和be expected to句式就各国初次见面的礼仪进行问答。 2a-2d部分的重点是听说教学。听力活动按梯度设计，2a部分让学生选择Maria的举止错误；2b部分要求学生关注Maria礼仪举止错误的具体表现；2c是基于听力部分的语言输出，让学生运用2a、2b的具体信息模仿角色扮演，反复运用be supposed to和be expected to 句式进行表达。活动2d依然围绕初次见面的礼仪话题，为学生呈现了一个真实的语境，供学生参照模仿。
学情分析 学生对部分国家的风俗礼节比较陌生，本单元简要介绍几个国家的风俗习惯，学生仍需扩大阅读尽量多了解世界各地的风俗礼仪。
学习目标 1. 语言知识目标： 单词：custom, bow, kiss, greet 熟练掌握短语： 1. be supposed to do sth. 2. meet for the first time 3. be expected to do sth. 4. shake hands with sb. 5. (in) the wrong way 6. make some mistakes 7. greet each other8. hold out your hand 9. kiss me on both sides of my face10. to my surprise 句型： What are you supposed to do when you meet someone for the first time You are supposed to bow In the United States, they’re expected to shake hands. 2. 情感态度价值观目标：通过本部分学习，学生能够了解各国礼仪方面的差异，并对他人提出合理、可行的建议。
学习重难点 单词：custom, bow, kiss, greet 熟练掌握短语： 1. be supposed to do sth. 2. meet for the first time 3. be expected to do sth. 4. shake hands with sb. 5. (in) the wrong way 6. make some mistakes 7. greet each other8. hold out your hand 9. kiss me on both sides of my face10. to my surprise
评价任务 （1）能通过看、听了解常见的几面礼仪，并能谈论这些国家的习俗； （2）能运用be supposed\be expected to 谈论各个国家的文化礼仪； （3）能在听力中获取准确信息； （4）能简单地运用本单元词汇和句式谈论不同国家的文化习俗。
教学评活动过程 教师活动学生活动环节一：Warming-up 视频：各国见面礼仪： In which countries do people bow when they meet for the first time Do people bow in the same way What are we supposed to do when we meet for the first time 观看视频，了解常见的几面礼仪，并能谈论这些国家的习俗。 设计意图:以此引趣，活跃气氛，同时引出本堂课的讨论话题是打招呼并自然地过渡到教学greet和be supposed to，符合学生由浅入深的认知规律。环节二：Presentation(1a-1b)1．要求学生看课本P73 1a部分的图片，并按要求完成课本上相应的任务。(1分钟) 2．检查答案，先要求全班一起给出答案并检查讨论。然后要求2－3名同学根据提示内容编写对话，并把学生所编写的对话列举在黑板上。(3分钟) 1.学生们看幻灯片，并按要求完成课本上相应的任务。 2.学生听第一遍录音，并完成课本上1b的听力任务。 3.完成教材1c的任务，模仿听力内容，使用“—What are people in ________ supposed to do when they meet for the first time？—They're supposed to…”进行对话练习。2－3对同学当堂进行演示。(3分钟)设计意图通过学习1a，使学生对be supposed to句型有所了解；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对be supposed to句型的认识。环节三：Listening（2a-2c）1. Play the recording for the Ss to listen and fill in the blanks. 2. Play the recording again. Check the answers with the Ss.1.听力任务分解进行； 2.观察图片，获取关键信息，准确搭配 3.跟读模仿 速读获取前后关键信息；搭配填句。 认真精读，核准读音； 任务型阅读技巧的核实。 设计意图：将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用；同时，小组合作对话训练了同学们的合作意识和团队精神；对话的当堂演示使同学们有了学英语的成就感，张扬了个性。环节四：Role-play(2d)1.引导学生阅读小对话； 2.关键句型帮助理解。 1.小组内已不同方式练习对话，解决读音和意义。 2.各小组推选最优朗读并展示。设计意图1.通过阅读对话，学生寻找问题答案，达到理解文章的目的，进一步巩固重点句型。 2. 通过模仿朗读，以及表达对话，达到语言真实运用的目的。学生活动 1. Finish 1b and 1c. 抓住“如何做”关键词信息 2. 核对答案句型，自读，然后再次跟听跟读。 环节五：Exercise（Fill in the blanks） 准确模仿，进行书写核实1．He always made some mistakes when he was a little boy. 2．People in Korea often bow when they meet for the first time. 3．In China，people often shake hands when they meet in the street. 4．What are you supposed to do when you meet someone 5．It's our custom to greet people by giving them flowers. 学生完成练习。 设计意图 让学生完成练习题，检测学生本节课词汇掌握情况。
板书设计 Unit 10 You’re supposed to shake hands.（Section A） What are you supposed to do when you meet someone for the first time You are supposed to bow In the United States, they’re expected to shake hands.
教学反思与改进 在新课开始之前，教师应该坚持要求学生事先进行预习，可以让学生查字典，自己背记例句，自己用新词造句，自己找精炼的句型、典型的表达法来进行模仿，自己找句子进行汉英转换，自己找出新课文中的难点、疑点等。在预习课文内容的同时，还应该收集相关的背景知识及文化内涵资料。教学设计
课题 Unit 10 You’re supposed to shake hands.（Section A 3a -3c）
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 本课时是该单元的第二课时，3a-3c部分为阅读板块。3a的阅读材料是关于哥伦比亚和瑞士两国不同礼仪习俗的介绍，要求学生阅读文章回答一个关键问题，培养学生快速阅读的能力。3b的活动引导学生进一步关注细节，根据文章信息，找出两国间不同的礼仪习俗，培养学生细节阅读的能力。3c依据3a文章展开对话进行输出，巩固文章介绍的礼仪习俗。
学情分析 学生对部分国家的风俗礼节比较陌生，本课时简要介绍两个国家的风俗习惯，通过本部分的学习，学生能够运用快速阅读（skimming）和细节阅读(scanning)的技巧，掌握关键词和短语编创对话进行输出，巩固礼仪习俗，增强文化差异的意识。
学习目标 语言目标： 单词：relaxed, value, capital, noon, mad, effort 熟练掌握短语： 1. drop by 2. after all 3. get mad 4. make an effort 5. do something interesting 6. a bit late 句型： be supposed /expected to do sth. You are supposed to arrive on time in Switzerland. It is important to do sth./ It is +adj. +(for sb.) to do sth It’s polite for boys to shake hands and for girls to kiss each other on the side of the face.
重难点 1.通过朗读课文和完成练习题，让学生掌握运用本课重点词汇及短语句型。 2.通过交流表达和阅读训练，进一步运用be supposed to谈论风俗礼仪。
教学评活动过程 环节一：Lead-in教师活动 Let’s get to know Colombia. Where is Colombia Let’s get to know Switzerland. 利用杂志和图片介绍这两个国家，使学生熟识这两个国家的情况，为下面的阅读打下基础。学生活动 Answer the questions. 设计意图 通过上述介绍，使学生对这两个国家有了一定的了解，从而达到导入新课的目的，引起学生学习短文的兴趣。环节二： Pre-reading教师活动 Review the key phrases. 1、大动肝火 a. be relaxed about (doing) sth. 2、有点晚 b. a little/a bit/ a little bit late 3、做有趣的事情 c. drop by 4、毕竟，终究 d. at noon 5、在中午 e. after all 6、对某事随意/宽松 f. get mad 7、顺便来访 g. do something interesting 8、和家人共度时光 h. spend time with family Answers: 1. f 2. b 3. g 4. e 5. d 6. a 7. c 8. h学生活动 Match the meanings with the phrases设计意图: 再次熟悉和巩固文本中关键词汇，为阅读扫清障碍。环节三：While-reading（3a-3c）教师活动 1．要求学生快速默读短文，熟知大意，并完成课本3a的任务。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟) 2．先邀请几位同学朗读短文，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟) 3．短文内容巩固练习。教师可将这篇短文改写成对话，将一些重点的表达方式空出。让学生在规定的时间内补全对话。然后邀请若干同学给出自己的答案。(4分钟) 学生活动 学生完成课本3a的任务。 2．完成教材3b的任务，要求学生再次阅读短文，完成3b的表格。(5分钟) 3.学生在规定的时间内补全对话。设计意图 1、培养学生快速阅读（skimming），掌握文章大意的阅读技巧。 2、培养学生跳读文本（scanning）获取细节信息，加深文本内容理解。环节四：Post-reading教师活动 Role-play a conversation. Student A is Teresa and Student B is Marc. Teresa is late and Marc is mad.学生活动 学生两人一组，一人扮演Teresa，另一人扮演Marc，Teresa迟到了，Marc非常生气；依照3c所给对话的提示分角色表演对话。设计意图 通过阅读文本输入，角色扮演创编对话，进一步巩固目标词汇和句型，实现语言输出。环节五:Language points (refer to the ppt)教师活动 讲解文本中的语言知识点学生活动 Take notes设计意图 讲解文本中的语言知识点，巩固基础知识，有利于语言输出。环节六:Exercise用所给词的正确形式完成句子。 1. People are pretty __________(relax) about time in Colombia, but in Switzerland people are ________(严格的) about time . 2. We never visit a friend’s house without ________(tell) him in advance. 3. We like ___________(enjoy) ___________(spend) time with our family slowly. 4. I____________(make) an effort ___________(finish) the project so far. Answers: 1. relaxed, serious 2. telling 3. enjoying spending 4. have made, to finish 学生活动 完成练习。设计意图 让学生复习巩固本课重点词汇及短语。
板书设计 Unit 10 You’re supposed to shake hands. be relaxed about…，rush around， value the time， drop by，the capital of clocks and watches，after all， at noon，get mad，make an effort，It's no big deal! You are supposed to arrive on time in Switzerland. It is important to do sth./ It is +adj. +(for sb.) to do sth It’s polite for boys to shake hands and for girls to kiss each other on the side of the face.
教学反思与改进 在教学中，教师一定要注意学生的反馈信息，确保学生将注意力投入到了课堂活动中，专心地完成教师布置的任务。在上课时学生应该让头脑如机器一样迅速启动，既能开展领悟、理解、联想、归纳，自我设问、回忆等心理活动，又能紧跟老师的上课节奏，主动、积极参与课堂上的活动，全面提高课堂效率。要让学生积极地听课，养成善于记笔记的习惯很重要。教学设计
课题 Unit 10 You’re supposed to shake hands.(Section A Grammar Focus -4c)
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 4a-4c为本单元的语法部分，梳理、归纳了本单元的重要句式结构，通过一系列的活动，进一步学习语言结构。 本部分以表格的形式罗列并归纳了询问礼仪习俗的典型句型及建议。该部分还提供了表达建议的不同句式，旨在通过各种疑问句型的回答，让学生更好地掌握其表达。活动4a通过be supposed to, be expected to和be important to三个短语的对比练习，学会不同的表达方式。活动4b要求学生把握短文意义，用所给动词的适当形式填空。4c设计的是一个小组合作活动，要求学生针对不同场景，为新来的交换生提些建议。本活动能让学生在真实的语境中巩固所学内容。
学情分析 学生们已经学过本单元的课本基础知识，核心的句式结构是be supposed/expected to 及It is adj. to do sth，要求学生能用本单元词汇和句式结构恰当地表达各国的风俗习惯。通过情景句的呈现和学生在情景中的意义操练，学生能表达不同国家的风俗习惯，在课文文本的基础上展开较为真实的交谈和讨论。
学习目标 1、语言知识目标 单词：passport, chalk, blackboard, northern, coast, season, knock, eastern, worth, manner 熟练掌握短语： 1. clean …off 2. take off 句型： 1）---What are you supposed to do when you meet someone for the first time ---You’re supposed to shake hands. 2）---When were you supposed to arrive --- I was supposed to arrive at 7:00. 3）---Is it impolite to keep others waiting ---Yes, it’s very impolite to keep others waiting. 4）--- is it important to be on time --- Yes, it’s important to be on time. 2、语言技能目标 能够在真实的语境中运用目标语言谈论文化习俗及相关建议。 3、情感态度价值观： 通过本课时学习，学生能够了解各国礼仪方面的差异，并对他人提出合理、可行的建议。
重难点 1. 通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用本节课所学词汇、短语和句型。 2. 通过阅读语法后完成填空，让学生感知be supposed/expected to和it is adj. to do sth.句式的提问方式回答。
教学评活动过程 教师活动学生活动环节一：Lead inAsk: 1.What are people in China supposed to do when they meet for the first time 2.What are people in Korea and Japan expected to do when they meet for the first time 3.What are people in France supposed to do when they meet for the first time 4.Is it important to be on time in Colombia 5.Is it polite to keep others waiting in Switzerland Answer: 1.They are supposed to shake hands. 2.They are expected to bow. It’s impolite if you don’t bow. 3.They are supposed to kiss on both sides one’s face when they see each other. 4.No, it’s OK if you arrive a bit late. 5.No, you are supposed to be there on time. 设计意图:导入环节让学生谈论不同国家的见面礼仪，让学生练习be supposed/ expected to和it is adj. to do 句型，感知本单元语法知识点。环节二：Present the new words with the objects.T: Now, class begins! Good morning, boys and girls. T: Look at me please! What’s this in English T: Good. How about this T: Great. What am I doing (action) T: Yes. You are supposed to clean the chalk off the blackboard before class.Ss: Good morning, Miss Ren. Ss: It is chalk. Ss: Blackboard. Ss: You are cleaning the blackboard. 设计意图利用实物巩固新单词chalk,blackboard，更直观，学生更易理解。通过平时擦黑板的动作，自然引出目标句型“you are supposed to clean the chalk off the blackboard before class”，唤醒旧时知识。环节三：Present the target languageT: Do you remember what we have learned in 1a T: Yeah... What are people in Korea supposed to do when they meet for the first time (picture1) T: In this picture, when was the boy supposed to get up yesterday (picture2) T: Am I supposed to wear jeans to the party (picture3) Ss: Yes. S1: ... S2: ... S3: ... S4: Is it polite to keep others waiting S5: ... 速读获取前后关键信息；搭配填句。 认真精读，核准读音； 任务型阅读技巧的核实。 设计意图：利用图片再次展现目标句型“be supposed to do sth.”，图片场景切合语法重点中出现的句子，重复出现加深印象。师生问答、生生问答提高师生参与性。环节四：SummaryT: Read the sentences in Grammar Focus aloud and pay attention to the same structure in the sentences. T: Well done. Do you know the usage of the structures Ss: The same structure in these sentences is “be supposed to” and“Is it + adj. + to do ...”设计意图让学生阅读语言聚焦中的目标句型，注意句中的相同结构“be supposed to”，“Is it + adj. + to do ...”培养学生观察总结的能力。学生活动 1. Finish 1b and 1c. 抓住“如何做”关键词信息 2. 核对答案句型，自读，然后再次跟听跟读。环节五：Practice 准确模仿，进行书写核实1.4a练习：Complete the sentences with the phrases in the box. 2. 4b练习Fill in the blanks with the correct forms of the words in brackets.1．要求学生翻开课本P76，选择4a方框中所给的be supposed to，be expected to，be important to 完成句子。然后请5组同学朗读句子，全班集体核对答案。(5分钟) 2．根据4b的要求，用括号中所给单词的恰当形式完成短文。然后请1名同学朗读短文，全班集体核对答案。(5分钟) 设计意图通过前面对目标语言的理解归纳，从单纯的句子到文本逐级进行操练，进一步加深对目标语言的印象，巩固理解，内化到已有的知识框架，同时检验学生对目标语言的掌握程度。
板书设计 Unit 10 You’re supposed to shake hands. （Section A） —Am I supposed to wear jeans —No，you are expected to wear a suit and tie. It's very impolite to keep others waiting. 3． It's important to be on time. 4． When you go abroad，it is important to bring your passport. 5． If there are people in the meeting room，you are supposed to knock before entering. 6． In many eastern European countries，you are expected to take off your gloves before shaking hands.
教学反思与改进 本节课我从不同的角度带领学生畅通Grammar Focus：朗读、讨论、问答、表演对话展示、小组归纳等，将听说读写的任务结合起来，不仅锻炼了学生的语言综合运用能力，而且巩固了学生对目标语言的学习识记和运用。
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（共印20份）教学设计
课题 Unit 10 You’re supposed to shake hands.(Section B 1a-2e)
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析本课时在 Section A 的基础上对礼仪习俗有所拓展，主要介绍不同国家的餐桌礼仪。1a-1d 部分包含两个任务，任务一：学习和理解更多有关习俗的短语；任务二：丰富和延伸 Section A 的语言表达。活动 1a 让学生阅读不同国家的餐桌礼仪描述，根据已有的知识进行判断，为下面的听说活动做铺垫。活动 1b-1c 通过文本的听力训练完成相应的任务，1d部分进一步巩固有关餐桌礼仪的句型和对话。2a-2e部分为本单元阅读板块，对于阅读板块，学生针对活动2a问题进行思考，做好读前准备。活动2b要求学生阅读文章，利用复习(reviewing)策略，做好笔记，概括文章大意，把短时记忆迁移为长时记忆。2c活动让学生关注文章中的核心短语，并通过语境给出这些核心短语释义，让学生找到该短语释义。2d是对2b文本的复习，要求学生复习文本，记录法国风俗的相关信息。2e借助2d的信息记录，对比中国和法国的餐桌礼仪，模仿范例进行语言输出，为之后的写作做准备。
学情分析文段阅读中的词汇对于学生们来说有一定的难度，句式也相对复杂，引导学生熟练词汇意义和用法，且从简概括小作文思路，会对学生要点掌握有很大帮助。
学习目标1、语言知识目标通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型。词汇：basic, exchange, teenage, granddaughter, behave, except, elbow, gradually, suggestion短语： 1) table manners 2) stick your chopsticks in the food 3) hit an empty bowl 4) point at anyone with your chopsticks 4) go out of one’s way 5)make ... feel at home get used to 7) A bit nervous 8) be comfortable (doing) sth. 9) behave at the dinner table 10) get used to doing 句型： 1) You’re not supposed to stick your chopsticks into your food. 2) It’s impolite to point at anyone with your chopsticks. 3) You shouldn’t start eating first if there are older people at the table. 2、语言技能目标 1) 听取关键信息 2) 运用目标语言描述不同国家的餐桌礼仪及建议。3、情感态度价值观： 通过本课时学习，学生能够了解各国餐桌礼仪方面的差异，并对他人提出合理、可行的建议
重难点1.通过听力，能够理解更多关于习俗的短语，丰富习俗的语言表达。2.能借助记笔记或要点归纳的方式加强语言记忆，能运用阅读策略获取文章中有关法国文化习俗的细节信息。（学习理解、应用实践）3.能运用本单元词汇和句式谈论不同国家的习俗，在不同场合得体表现，提升跨文化意识。
教学评活动过程教师活动学生活动环节一：Lead in Look at the pictures,answer the questions:Which country do you think the table manners are Answer:1.It is a good practice to wash your hands before eating.You are not expected to use your left hand while eating. 2.It is important to keep your hands on the table. Eat with the fork in your left hand, and the knife in the right.3. You are suppose to place the napkin in your lap upon seating.When leaving the table temporarily, put the napkin on your chair.设计意图:通过图片导入，让学生谈论不同国家的餐桌礼仪，练习运用本单元词汇和句型。环节二：Pre-listeningWork on 1a: 1. Present some pictures about table manners; lead the students to speak the target language.2. How much do you know about table manners around the world Answer the following True or False questions.Check the answers with all the students. 学生在图片的提示、老师的引导下，用目标语言描述相应的餐桌礼仪。设计意图利用餐桌用餐的图片引出餐桌礼仪的话题。让学生列举已知的一些餐桌礼仪(eating without noise, the elder eating first...)，唤醒先前知识，为后面听力活动做准备。环节三：While-listening1. Steve is going to China to study. His friend Yang Ming is telling him about the table manners in China. Listen and number the pictures in the order you hear them. (1b)Answer: 2 1 32.Listen again. Match these sentence parts. (1c)3. Listen again and fill in the blanks.1．听第一遍录音，完成课本上1b部分的任务。并要求学生写下每段对话中游客所问到的地方。(2分钟)2．听第二遍录音，完成课本上1c部分的任务。(2分钟)3.听力内容巩固训练。要求学生根据所听到的内容完成练习。速读获取前后关键信息；搭配填句。认真精读，核准读音；任务型阅读技巧的核实。设计意图：听力输入也是为了输出，在此基础上运用关于餐桌礼仪的表达和本单元谈论习俗的目标语言进行创编对话，学以致用，培养学生口语表达的能力。环节四：ReadingStep 1 Pre-reading(2a) What do you know about customs in foreign countries What do you think is the biggest challenge when visiting a foreign country e.g. My cousin went to America, and she said that learning basic table manners was her biggest challenge. She never knew what she was supposed to do at the dinner table.Step 2 While-reading(2b,2c,2d). 1.Read the letter and answer the questions.2.Find out the main idea of paragraph 1 and 2, then underline the supporting words or phrases.3.Read the sentences and replace the underlined words with the phrases in the box.4. Review the passage and make notes about French customs in the chart.学生按要求完成学习任务。设计意图1.让学生读文章并回答问题，考察学生读取细节信息的能力。2.让学生阅读文章并总结各段段落大意，并找出支撑句，锻炼学生根据内容总结段落大意的能力及读取细节信息的能力。3.让学生把句子中划线部分用所给词替换，考察学生推理判断词汇意义的能力。4.让学生根据文章内容找出法国餐桌礼仪中可以做的事和不可以做的事，考察学生读取文章细节的能力。学生活动1. Finish 1b and 1c.抓住“如何做”关键词信息2. 核对答案句型，自读，然后再次跟听跟读。
教学反思与改进本节课我采用了“任务型”教学途径，通过小组合作的形式，并借助多媒体，增加趣味性和直观性，增大课堂容量，提高课堂效率。各个环节由易到难，环环相扣，面向全体学生，争取让每一个学生都能参与到活动中来，教学目标圆满完成。
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— 6 —教学设计
课题 Unit 10 You’re supposed to shake hands.(Section B 3a-Self Check)
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 对于写作板块，让学生在听、说、读的基础上，尝试有条有理地输出语言，体现写作的条理性和逻辑性。3a是写前准备活动，它提供了真实的情境，并呈现了餐桌礼仪、家规和与人外出等相关话题，要求学生根据提示，将相关的信息填入表格，通过此形式让学生整体把握写作内容和步骤等，并运用相关的短语和表达，为3b的独立写作做准备。3b提供了邮件的框架，要求学生根据3a所记内容完成信件写作。
学情分析 本课时的写作训练是对前面所学内容的输出和巩固，培养学生写作能力。
学习目标 1.在语境中理解、识记并运用本单元单词、短语，独立完成相关习题。（学习理解、应用实践） 2.运用目标语言进行文化习俗的写作，能完成一封向国外友人介绍中国礼仪的书信。（学习理解、应用实践）
重难点 （1）能通过看、听了解常见的几面礼仪，并能谈论这些国家的习俗； （2）能运用be supposed\be expected to 谈论各个国家的文化礼仪； （3）能简单地运用本单元词汇和句式谈论不同国家的文化习俗，完成信件写作。。
教学评活动过程 教师活动学生活动环节一：Lead-in Guess which country it is A friend from Australia is coming to China, she wants to know if Chinese customs are different from these in Australia, here is her letter about customs in Australia. Students read the letter: Dear friends, As I’m coming to China soon, I’d like to know some Chinese customs before I start. Here are some Australian Customs and Etiquettes, could you tell me the differences between our two countries. Meeting Etiquette Be casual and relaxed while greeting Aussies. A handshake and a smile will go a long way. Hi, Hello, G'day (good day) is a good way to greet people in Australia. Dining Etiquette You can just bring beer or wine with you. Being on time in order that you can get to know each other better. It is nice to offer help to the host/hostess with preparing a meal or cleaning up once the party is over. Table Manners Fork in the left hand and knife in the right hand is how food is eaten there. Laying your knife and fork parallel on your plate with the handles facing to the right indicates that you are finished with your meal. 设计意图:导入环节以一篇来信为背景，介绍澳大利亚的文化习俗，让学生找出澳大利亚能做和不能做的事，再让学生与中国文化习俗对比，达到以读促写的目的。环节二：Pre-Writing(3a)1.3a. Your pen pal is coming to China on an exchange program. He/She is asking you about Chinese customs and what he/she is supposed to do or not. Make notes in the chart. 1.让学生分组讨论并列举中国的文化习俗哪些能做哪些不能做的事。 Table manners It’s polite to ask older people to start eating first at the table. You’re supposed to use chopsticks to eat. It’s not polite to stick your chopsticks into your food. It’s impolite to point at anyone with your chopsticks. It’s impolite to knock your empty bowl with your chopsticks. House rules You’re supposed to greet the host family. You’re supposed to shake hands with people. You’re supposed to say “nihao” to people. You’re not supposed to bow, kiss or hug with people. Going out with people You should call first. You should make a going-out plan with friends.设计意图通过小组讨论并列举中国的文化习俗哪些能做哪些不能做的事，总结写作中会遇到的词汇、句型，为后面的写作做准备，也是进一步巩固本单元所学目标语言。环节三：Writing(3b)3b. Write a letter to your pen pal to give him/her advice and suggestions on how to behave properly in China.让学生完成一篇文章介绍中国文化习俗的信件，向国外交换生介绍中国的文化习俗。Complete your writing in 10 minutes.速读获取前后关键信息；搭配填句。 认真精读，核准读音； 任务型阅读技巧的核实。 设计意图：通过写作练习，检查学生是否掌握本单元所学目标语言，是否能够进行相应的写作输出。同时让学生在规定时间内完成写作，锻炼学生在限定时间内构思和完成写作的能力。环节四： Self Check1. Fill in the blanks with the words in the box. 2.Think about your culture and make statements. 自我检测学习本单元后的掌握情况，重点词汇的运用，重点句型的表达。设计意图1.用本单元重要词汇短语填空，锻炼学生重要知识点掌握情况。 2.练习使用本单元词和be supposed to，it is adj. to do sth.句型。学生活动 1. Finish 1b and 1c. 抓住“如何做”关键词信息 2. 核对答案句型，自读，然后再次跟听跟读。 环节五：Exercise 准确模仿，进行书写核实Write a letter to an exchange student to give him/her advice and suggestions on how to behave properly in Chinese school.学生根据本节课学习的写作指导完成一篇命题作文。 设计意图 巩固本单元所学内容，提高写作表达能力。
板书设计 Unit 10 You’re supposed to shake hands. 1) You’re not supposed to ... 2) It’s impolite to ... 3) You shouldn’t ...
教学反思与改进 教师可以根据情况多采用多种模式来进行课堂引入或者课堂讨论。班上的学生一起观看与教学内容相关的资料，然后进行讨论，能够营造出很好的课堂气氛，使学生能够迅速融入到课堂活动中，跟随教师的步伐进行英语学习。
