Unit 10 You’re supposed to shake hands.(5课时教案）

Unit
10　You’re
supposed
to
shake
hands.
Section
A(1a－2d)
【教学目标】
1.学生能学会重点单词：
custom，bow，kiss，greet。
2.学生能掌握重点句型be
supposed
to
do
sth.并运用。
3.学生能了解各国不同的文化习俗，学会在不同场合得体表现。
【教学重难点】
重点：句型结构be
supposed/expected
to
do
sth.。
难点：中西方人们见面礼仪的差别。培养学生的跨文化交际意识。
【课前准备】
1.让学生提前了解尽可能多的其他国家的礼仪习惯。
2.多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead inHave
a
free
talk.T：Do
you
like
traveling？Have
you
ever
been
to
other
countries S：(...Canada，the
United
States...)T：When
we
go
to
other
countries，we
are
supposed
to
behave
well.What
are
you
supposed
to
do
when
you
meet
someone
in
a
foreign
country
for
the
first
time 设计意图：通过自由交谈，让学生结合自身实际讨论中外文化差异，激活学生的背景知识，导入句型：What
are
you
supposed
to
do
when
you
meet
someone
for
the
first
time 　二、展开过程，探究新知Step
21.Discussion：Recall
the
map
of
the
world
you
have
learned
in
your
geography
class.Please
list
as
many
countries
as
possible
and
tell
the
others
what
the
people
in
these
countries
do
when
they
meet
for
the
first
time.Have
a
discussion
in
groups.设计意图：通过学生讨论交流，既能拓展学生的知识面，增强跨文化交际意识，也能训练学生运用句型：be
supposed
to
do
sth.与be
expected
to
do
sth.。2.Work
on
1a：What
do
people
do
when
they
meet
for
he
first
time
Match
the
countries
with
the
customs.3.Work
on
1b：Listen
and
check
your
answers
in
1a.4.Work
on
1c：Pairwork：Make
conversations
about
what
people
in
different
countries
do
when
they
meet
for
the
first
time.做法：The
1st
pair
act
as
Koreans，the
2nd
pair
act
as
Americans，and
the
3rd
pair
talk
about
what
people
in
different
countries
do
when
they
meet
for
the
first
time.设计意图：让更多的学生参与到真实情景对话中，使用目标语言针对各国风俗习惯恰当地进行语言输出。
Step
3：ListeningBefore
listeningAsk
students
to
read
the
phrases
in
2a.设计意图：教会学生在听力前浏览信息，为获得信息作准备。While
listeningMaria
is
an
exchange
student.Last
night
she
had
dinner
at
an
American
friend’s
house.Listen
and
check(√)
the
mistakes
Maria
made.Listen
again
and
fill
in
the
blanks
of
2b.Listen
and
repeat
to
have
the
correct
pronunciation
and
intonation.设计意图：通过听的方式输入功能句型，达到知识目标，先听后读，帮助学生掌握良好的语音语调。After
listeningWork
on
2c：Role play
a
conversation
between
Maria
and
Dan.Use
the
information
in
2a
and
2b.Ask
several
pairs
to
act
it
out.(The
teacher
gives
the
evaluation.)设计意图：巩固并输出语言，鼓励学生大胆开口模仿。Step
4：Work
on
2d：Role play
the
conversation.1.Read
the
dialogue
and
answer
the
question：What
happened
to
John
in
the
welcome
party
last
night 2.Read
and
role play
the
conversation.Ask
several
pairs
to
act
it
out.Step
5：Group
workShare
more
different
customs
in
different
countries
in
a
group.
　　三、布置作业口头作业：
Recite
the
conversation
in
2d.书面作业：Write
5
sentences
about
the
customs
in
different
countries
using
“be
supposed/expected
to”.
┃教学小结┃
【板书设计】
Unit
10　You’re
supposed
to
shake
hands.
Section
A(1a－2d)
New
words
custom
bow
kiss
greet
Sentence
structure
be
supposed
to...
be
expected
to...
Section
A(3a－4c)
【教学目标】
1.学生能学会重点单词、短语以及目标语言如：be
supposed
to，be
expected
to，be
important
to等。
2.学生能读懂文章，找出文中国家的不同礼仪习俗。
3.学生能使用目标语言谈论不同国家的习俗和在当地应该做的事。
【教学重难点】
重点：找出文中国家的不同礼仪习俗。
难点：理解课文并使用目标语言谈论不同国家的习俗。
【课前准备】
1.让学生提前了解其他国家的礼仪习惯。
2.多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead inHave
a
free
talk.T：First
of
all，a
question
for
you：As
students，are
you
allowed
to
come
late
for
school S：No.T：Do
you
think
it
is
polite
to
keep
others
waiting S：No.T：We
are
supposed
to
be
on
time
for
everything，right S：Yeah.设计意图：通过自由交谈，让学生讨论时间观念这一贴近生活的话题，为文本话题的阅读作铺垫。
　　二、展开过程，探究新知Step
2：T：How
about
in
other
countries，like
in
Colombia
and
Switzerland？By
the
way，do
you
know
what
Switzerland
and
Colombia
are
famous
for
Are
the
people
there
supposed
to
be
on
time 设计意图：瑞士的手表和哥伦比亚的咖啡实际上代表着快和慢两种生活方式和习惯。启动学生相关背景知识，激发学生阅读的兴趣和期待。Step
3：Work
on
3aⅠ.Fast
readingAsk
students
to
read
the
following
opinions
of
a
Colombian
and
a
Swiss
student
quickly
and
answer：In
which
country，is
it
OK
to
be
15
minutes
late
for
dinner 设计意图：让学生快速浏览文本，了解文章梗概。Ⅱ.Careful
readingAsk
them
to
read
the
passage
again
carefully
and
complete
the
chart
of
3b.Before
they
read
it，the
teacher
makes
students
have
a
look
at
the
chart
first.设计意图：先看图表，让学生带着问题有目的地去阅读，从而提高准确获取信息的能力。Ⅲ.Work
on
3cRole play
a
conversation.Student
A
is
Teresa
and
Student
B
is
Marc.Teresa
is
late
and
Marc
is
mad.设计意图：让学生使用目标语言和已经掌握的文本信息进行情景交际，亲身体验礼仪文化差异带来的碰撞。Ⅳ.Have
a
discussionWhat
are
we
supposed
to
do
when
we
go
to
a
foreign
country
with
different
customs？Why 设计意图：学生思考并能认识到我们应该互相尊重不同国家的风俗习惯，入乡随俗，从而增强学生的跨文化交际意识；使他们能积极参与课堂，表达自己的想法。Step
4：Grammar
FocusAsk
students
to
read
the
sentences
in
Grammar
Focus.设计意图：让学生进一步熟悉并观察be
supposed
to,
be
expected
to，be
important
to的用法。Step
5：Work
on
4aAsk
them
to
fill
in
the
blanks.设计意图：引导学生在句子中使用和巩固语法。Step
6：Work
on
4bFill
in
the
blanks
with
the
correct
forms
of
the
words
in
brackets
and
check
in
groups.设计意图：引导学生在语篇中灵活使用所学语法并合作学习。
　　三、布置作业口头作业：Read
the
two
passages
in
3a
again.书面作业：1.Work
on
4c：give
advice.2.Learn
language
point：Where
I’m
from，we’re
pretty
relaxed
about
time.在我的国家，我们对时间的要求非常宽松。“Where
I’m
from”，是地点状语从句。地点状语从句是指用一个句子作句子的地点状语，常用连词where引导。如：I
found
my
pen
______.我在丢失钢笔的地方找到了它。
┃教学小结┃
【板书设计】
Unit
10　You’re
supposed
to
shake
hands.
Section
A(3a－4c)
New
words
capital
get
mad
relaxed
Sentence
structure
be
supposed
to
be
expected
to
be
important
to
Section
B(1a－1d)
【教学目标】
1.学生能学会与习俗相关的重点单词、短语以及目标语言。
You’re
supposed
to...
You’re
not
supposed
to...
It’s
impolite
to...
You
shouldn’t...
2.能使用听力技巧听懂对话。
3.能拓展Section
A的语言表达。
【教学重难点】
重点：进行听力训练，提高综合听说能力。
难点：在听的过程中获取有用的信息并使用目标语言谈论餐桌礼仪。
【课前准备】
1.让学生提前了解中外餐桌礼仪习惯。
2.多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead inTalk
in
groups.T：First
of
all，a
question
for
you：How
much
do
you
know
about
table
manners
in
our
country S：...设计意图：小组活动能让学生互相交流各自知道的中国的餐桌礼仪，能够快速地启动背景图示，为听说活动打下基础。
　　二、展开过程，探究新知Step
2：T：Talk
about
table
manners
around
the
world
in
1a
and
decide
which
is
true
and
which
is
false.设计意图：在完成对中国餐桌礼仪的讨论后，看学生对其他国家餐桌礼仪的了解程度，让学生感受到礼仪文化的丰富和差异，激发学生听的期待。Step
3：Work
on
1bⅠ.Before
listeningAsk
students
to
have
a
quick
look
at
the
pictures.设计意图：培养让学生根据图片等信息进行听前预测的能力和习惯。Ⅱ.While
listening1.Ask
students
to
listen
and
number
the
pictures
of
1b
in
the
order
they
hear
them.2.Work
on
1c(结对练习)Listen
again.Match
these
sentence
parts.3.Listen
for
the
third
time
and
repeat.设计意图：让学生跟读，模仿标准语音语调。Ⅲ.After
listening讨论：1.How
do
you
practice
the
Chinese
table
manners
at
home 2.What
do
you
think
of
the
table
manners
in
America
that
are
different
from
China’s？For
example，you
are
not
supposed
to
start
eating
first
if
there
are
older
people
at
the
table.设计意图：让学生使用目标语言和已经掌握的听力信息进行思考和表达，提高学生说的能力和水平。
　　三、布置作业口头作业：借助磁带跟读1b，并反复模仿练习语音语调。书面作业：1.Read
books
or
surf
the
Internet
for
table
manners
in
America
and
write
a
report.2.Learn
language
point：pick的用法
┃教学小结┃
【板书设计】
Unit
10　You’re
supposed
to
shake
hands.
Section
B(1a－1d)
New
word
empty
Sentence
structures
You’re
supposed
to...
It’s
impolite
to...
You’re
not
supposed
to...
You
shouldn’t...
Section
B(2a－2e)
【教学目标】
1.学生能学会重点单词、短语以及目标语言：
exchange，go
out
of
one’s
way，behave
at
the
dinner
table，make...feel
at
home，teenage，granddaughter，behave，except，elbow，gradually，get
used
to。
2.学生能读懂文章，掌握重点句型并运用。
3.学生能理解关键词和短语。
4.学生能使用目标语言谈论不同国家的习俗。
【教学重难点】
重点：阅读短文，获得相关信息，提高学生们的综合阅读能力。
难点：运用所学内容谈论餐桌礼仪。
【课前准备】
1.让学生提前了解法国等欧美国家的餐桌礼仪习惯。
2.多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead inT：Ms
Li
is
in
England.Please
watch
the
video
and
tell
what
challenge
she
is
facing.S：Table
manners.T：Is
it
one
of
the
biggest
challenges
when
we
are
visiting
a
foreign
country S：Yes.设计意图：通过观看视频，让学生快速熟悉已学过的语言和了解即将阅读的话题，从而为文本话题的阅读启动背景图示。
　　二、展开过程，探究新知Step
2：You
know，Lin
Yue
is
now
in
France.Is
she
facing
challenges
like
Ms
Li
in
the
video？Let’s
read
about
Lin
Yue’s
life
in
France
and
find
out.设计意图：在观看视频了解Ms
Li的问题后，马上转入主题，激发学生走入文本的兴趣和期待。Step
3：Work
on
2bⅠ.Fast
readingRead
the
letter
quickly
and
answer
the
questions
of
2b.设计意图：让学生快速浏览文本，获取文章大意。Ⅱ.Careful
reading1.Read
the
first
paragraph
and
answer
the
questions.(1)What
do
the
people
in
her
host
family
do
to
make
Lin
Yue
feel
at
home (2)How
does
Lin
Yue
feel
about
speaking
French
now 教师引导学生总结出：
2.Read
the
second
paragraph
and
complete
the
chart.
设计意图：让学生带着问题去阅读，从而准确获取信息。Ⅲ.Read
the
letter
a
third
time
and
retell
Lin
Yue’s
life
in
France
with
the
help
of
the
mind
map.设计意图：让学生使用目标语言和已经掌握的文本信息复述文本内容，从而加深对文本特别是法国餐桌礼仪的理解。Ⅳ.Work
in
groupsCompare
the
table
manners
in
France
and
China.How
are
they
the
same
or
different 设计意图：让学生比较中法两国餐桌礼仪的异同，扩大文化视野，增强跨文化交际的意识。
Step
4：Discussion1.Are
the
different
customs
in
the
world
good？Why
or
why
not 2.What
do
you
think
is
the
most
important
for
people
of
different
customs
to
communicate 设计意图：让学生知道各种不同的礼仪习俗虽然会给我们带来一时的困难，但它们让我们的世界更加丰富多彩；同时让学生认识到我们应该互相尊重风俗习惯，从而增强跨文化交际意识。
　　三、布置作业口头作业：Share
the
challenges
you
faced
in
a
different
place
or
country
with
your
partners.书面作业：1.Search
online
for
more
about
table
manners
and
customs
in
France，and
then
write
a
report.2.Learn
language
point：“It’s＋形容词＋for
sb.＋(not)to
do
sth.”结构
┃教学小结┃
【板书设计】
Unit
10　You’re
supposed
to
shake
hands.
Section
B(2a－2e)
New
words
and
phrases
exchange
go
out
of
one’s
way
make...feel
at
home
behave
elbow
gradually
get
used
to
Sentence
structures
You
are
supposed
to...
You
are
not
supposed
to...
Section
B(3a－Self
Check)
【教学目标】
1.学生学会运用重点单词短语来组词成句，并有逻辑地组句成篇。
2.学生能够总结、归纳、巩固、运用本单元所学的重点短语或句型来表达更多的风俗习惯。
【教学重难点】
重点：1.运用重点句型be
supposed
to，be
expected
to,
be
important
to，be
impolite
to进行写作。
2.让学生在听说读的基础上，尝试有条理地输出语言，并体现语言的逻辑性。
难点：有条理且有逻辑性地输出语言。
【课前准备】
1.搜集一些关于中国传统习俗礼仪的知识。
2.准备好多媒体投影设备、课件、学案等。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead in1.Ask
students
to
discuss
the
different
manners
in
different
countries.2.Students
say
something
about
Chinese
table
manners
and
customs
and
discuss：(1)Table
manners
in
China.(2)How
a
person
behaves
properly
in
China？(shake
hands，be
on
time...)设计意图：通过复习前面学过的各国不同礼仪，启发学生思考中国的一些礼仪习俗，为下面的写作做好铺垫。
　　二、展开过程，探究新知Step
2：Work
on
3aPresentationYour
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.设计意图：引导学生更好地介绍中国的文明礼仪，更符合中国人既热情好客，又内敛含蓄的性格。1.Students
fill
in
the
chart
and
say
these
Chinese
customs
in
English.设计意图：教师在检查学生任务完成情况的同时，也完成了对下面写作任务的铺垫。2.Four
students
work
in
a
group.Read
your
sentences
and
other
students
in
the
group
give
some
advice.设计意图：此处设计四人小组分享信息，主要是让学生可以借鉴同伴资源，帮助学生打开写作的思路。3.Show
some
examples
for
each
heading.设计意图：引导学生大胆表达，组词成句，为形成语篇做好准备。Step
3：WriteWork
on
3b1.Write
a
letter.2.写作技巧指导：(1)英语书信的写法：称呼Dear...，左起顶格写。正文换行，也要顶格写，是信的核心部分。因此要求正文层次分明、简单易懂。祝福的话语，正文下换行，顶格写，如：Best
wishes!
Happy
New
Year!结束语在正文下面的一、二行处，第一个词开头要大写，句末用逗号。结束语的写法Yours，Yours
sincerely或Sincerely；在结尾语下面的署名必须亲自签名，也不加任何的标点符号。(2)Useful
expressions：You’re(not)supposed
to...You
are
expected
to...It’s
polite/impolite
to...It’s
important
to...You
should...3.学生们根据写作提示及上面表格中的提示来写这篇文章。4.Let
some
students
show
the
class
their
writings.以实物投影有代表性的(优秀、良好、及格、较差)的文章，师生共同阅读、修改、润色。投影几个有代表性的文章之后，6个人一个小组，小组之间的成员互相批改(内容是否完整，句子结构是否合理，语法是否有错误)。最后就这些修改过程，同学们讨论主要存在的问题以及需要改进的地方。设计意图：引导学生合作学习，互相启发，互相借鉴，丰富自己的语言，提高写作能力。Step
4：Work
on
Self
CheckSelf
Check
11.Let
some
students
read
the
words
in
the
box.Make
sure
all
the
students
know
the
meanings
of
the
words.2.Let
students
read
the
sentences
in
Self
Check
1.Then
students
try
to
fill
in
the
blanks
with
the
correct
forms
of
the
words
in
the
box.3.Let
some
students
read
their
answers.Check
the
answers
with
the
other
students.Self
Check
21.Tell
students
that
they
have
to
complete
the
statements
below.They
should
write
sentences
about
the
customs
with“be(not)supposed
to，be
expected
to，be
polite/impolite
to，be
important
to”.2.Students
think
and
try
to
complete
the
statements
by
themselves.3.Let
some
students
read
their
sentences
to
the
class.4.Correct
the
mistakes
they
make.
　　三、布置作业把收集到的各国的见面礼仪、餐桌礼仪、风俗习惯等信息制成一份手抄报。
┃教学小结┃
【板书设计】
Unit
10　You’re
supposed
to
shake
hands.
Section
B(3a－Self
Check)
Sentence
structures
You’re
(not)
supposed
to...
You
are
expected
to...
It’s
polite/impolite
to...
It’s
important
to...
You
should...