Unit 10You’re supposed to shake hands.单元表格式教案（4课时）

Unit 10　You’re supposed to shake hands.
课　题
Unit 10　You’re supposed to shake hands.
课时
第一课时Section A
(1a-2d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
bow, kiss, be supposed to, shake hands, customs
2. 掌握以下句型:
What are people in Korea supposed to do when they meet for the first time?
They’re supposed to bow.
能力目标
1. Train students’ listening ability.
2. Train students’ communicative competence.
情感目标
Before you meet foreigners, you should know some customs. In this way, you can act politely and properly.
教学重点
Talk about customs and what you are supposed to do.
教学难点
Know about customs of different countries.
课前预习
Preview the new words
教学方法
1. Scene teaching method
2. Listening and answering activity to help the students go through with the listening material.
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
1a
1. Let students talk about the questions “What do people do when they meet for the first time? What are you supposed to do? ”
2. Tell students different countries have different cultures and let them finish the chart in 1a.
1. Students talk about the questions “What do people do when they meet for the first time? What are you supposed to do? ”
2. Finish the chart in 1a.
通过展示图片以及讨论, 引导学生进行思考并引入本单元话题, 为听作词汇上的铺垫。
Step 2
Listening
(1b)
1. Play the recording for the students to listen.
2. Let students listen and try to check their answers in 1a.
1. Students listen to the recording.
2. Check the answers in 1a.
听力训练, 进一步感知、体验学习目标语言。
Step 3
Practice
(1c)
1. Let students read the conversation.
2. Let students make conversations about what people in different countries do when they meet for the first time.
3. Let some pairs act it in front of class in pairs
1. Students read the statement in 1a
2. Students make conversations
3. Ask and answer in pairs
通过两人小组对话, 让学生从读对话到模仿对话, 练习句型的运用。
Step 4
Listening
(2a&2b)
1. Ask the students to read the phrases in 2a and make sure they can understand the sentences.
2. Play the recording for the students and check the mistakes Maria made in 2a.
3. Play the recording again to check the answers.
4. Let students read the sentences in 2b. Make sure they know what to do.
5. Play the recording for the students to complete the sentences with the right words.
6. Play the recording again to check the answers.
1. Read the sentences.
2. Listen and check the mistakes Maria made in 2a.
3. Check the answer.
4. Read the sentences in 2b.
5. Listen and complete the sentences with the right words.
6. Check the answer.
教会学生通过浏览信息, 为获取准确的听力信息做好准备; 同时学会预测, 形成信息期待。同时通过预测为学生提供更多口头陈述的机会, 培养学生连贯表达的能力。
Step 5
Oral Practice
(2c)
1. Tell students to make conversations using the information in 2a and 2b.
2.
Let some pairs act out their conversations before the class.
1. Make conversations using the information in 2a and 2b.
2. Act out their conversations before the class.
通过进行口语结对活动, 在交流信息过程中, 进行真实的问答活动。在听力练习和小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。
Step 6
Role-Play
(2d)
1. Read the conversations and let students read after the teacher.
2. Ask students to role-play the conversation in groups.
1. Read the conversations.
2. Role-play the conversation in groups.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 7
Language
points
Explain the key words and phrases in 2d.
Learn the key words and phrases in 2d.
在真实语境中学习运用目标语言。
Step 8
Summarize
1. Guide the students to summarize what people in different countries do when they meet for the first time.
2. Guide the students to summarize the using of “be supposed to do”.
1. Summarize what people in different countries do when they meet for the first time.
2. Summarize the using of “be supposed to do”.
培养学生探究、归纳总结能力。
Step 9
Consolidation
教师设置巩固检测练习:
完成句子
1. 当他第一次上学时, 他感到兴奋。
He felt very excited when he went to school for the first time .
2. 他与保罗的妈妈打招呼的方式错了。
He greeted Paul’s mother in the wrong way.
3. 他们全都伸出双手欢迎我。
They all held out their hands to welcome me.
4. 让我吃惊的是, 他竟是我们教师的丈夫。
To our surprise , he is our teacher’s husband.
5. 他们期待周末上班。
They are expected to work on weekends.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 10
Homework
1. Write at least 5 sentences using “be supposed to do”
2. Find other differences of customs between China and other countries
板书设计
Section A (1a-2d)
I like /love/prefer music that. . .
I like music that I can dance to.
I like musicians who play different kinds of music.
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
资料链接
欧洲各国的见面礼
　　欧洲各国喜欢拥抱的礼节, 有时还伴以贴面和亲吻。但要注意, 不可吻出声响。在商务活动中一般不行此礼, 且中方人员不主动拥抱、亲吻外宾。男士还有特别的脱帽礼和对女士的吻手礼。
德国
　　握手很正式并伴有几乎感觉不到的鞠躬, 除非对主人很了解, 否则其他的接触, 如拥抱和亲吻面颊是不提倡的。 在德国送礼, 对礼品是否适当、包装是否精美要格外注意, 玫瑰是专送情人的, 绝不可随便送; 德国人喜欢应邀郊游, 但主人在出发前需要做好细致周到的安排。
英国
　　人们穿得很正式, 最好不要有身体接触。可以拥抱, 但不能有其他身体接触。
　　英国人讲究外表, 一般送礼都是送花费较多的东西, 如高级巧克力, 名酒和鲜花也是英国人收礼的最爱之物, 合适的送礼时机应是晚餐后或看完戏之后。对标有公司标记的礼品, 英国人普遍不欣赏。公司若送礼, 最好以老板或私人名义。
意大利
　　握手很重要, 在商务活动中表示很正式的尊重。
资料链接
法国
　　在法国送礼, 一般选在重逢时。礼品选择应表示出对法国主人的智慧的赞美, 应邀去法国人家里用餐时, 应送几枝不捆扎的鲜花。
荷兰
　　在荷兰, 人们大多习惯吃生、冷食品, 送礼忌送食品, 且礼物要用纸制品包好。到荷兰人家里做客, 切勿对女主人过于殷勤。在男女同上楼梯时, 其礼节恰好与大多数国家相反: 男士在前, 女士在后。
俄罗斯
　　 俄罗斯人送礼和收礼都极有讲究。俄罗斯人忌讳别人送钱, 认为送钱是一种对人格的侮辱。但他们很爱外国货, 外国的糖果、烟、酒、服饰都是很好的礼物。如果送花, 要送单不送双, 在他们看来, 双数是不吉利的。
　
课　题
Unit 10　You’re supposed to shake hands.
课时
第二课时Section A
(3a-4c)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
drop by, after all, get mad, make an effort, clean. . . off, take off
2. 掌握以下句型:
掌握be supposed to, be expected to, be important to的句型
能力目标
1. 能谈论不同国家的礼仪风俗。
2. 能询问不同场合的礼仪风俗。
3. 写一篇关于礼仪风俗的短文。
情感目标
了解不同国家的不同的时间观念, 了解不同国家的风土人情, 体会文化礼仪差异, 了解中国的基本礼仪。
教学重点
1. 掌握本部分出现的生词和词组, 达到熟练运用的目标。
2. 阅读短文, 获得相关的信息。通过阅读练习, 来提高阅读能力。
3. 总结 be supposed to, be expected to, be important to的不同句型。
教学难点
1. 阅读短文, 获得相关的信息的能力。
2. 理解并运用所学的词汇及表达方式。
3. be supposed to, be expected to, be important to 的不同句型。
课前预习
Preview the new words
教学方法
Individual　work　Team work　Cooperative work
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Lead-in
Show some beautiful pictures of Colombian and Swiss.
Learn some information of the two countries.
通过图片方式导入从而自然引入新课。
Step 2
Reading and
answer
(3a)
1. Let students read the article quickly, get the mian idea of the passage.
2. Let students read the article aloud and answer the question in 3a.
Read the article quickly and answer the question in 3a.
通过快速阅读获取信息能更好地提高阅读技能。
Step 3
Practice
(3b, 3c)
Let students read the article again and finish the task in 3b and 3c.
Read the article again and finish the task in 3b and 3c.
通过阅读文章回答问题, 更加加深了学生对于文章的理解以及对于本单元重要词汇句子的掌握。
Step 4
Grammar
Focus-4a
1. Guide students to read Grammar Focus by themselves.
2. Let students translate the sentences.
3. Explain the Grammer.
4. Let students read the sentences together.
1. Read Grammar Focus.
2. Translate the sentences.
3. Read the sentences together.
通过读句子翻译句子, 在语境中体会被动语态的用法。
Step 5
Practice
(4a, 4b, 4c)
Guide the students to finish the task in 4a, 4b, 4c.
Rewrite the questions in 4a, 4b, 4c.
通过练习加强学生对于被动语态的理解以及应用。
Step 6
Summarize
1. Guide the students to summarize what people in different countries do when they meet for the first time.
2. Guide the students to summarize the using of “be supposed to do”.
1. Summarize what people in different countries do when they meet for the first time.
2. Summarize the using of “be supposed to do”.
培养学生探究、归纳总结能力。
Step 7
Consolidation
教师设置巩固检测练习:
单项选择
(　A　)1. He can _______　his friends without _______. ?
A. drop by; calling　　
B. drop by; call
C. drop on; call
D. drop on; calling
(　B　)2. You can’t keep me _______you for 15 minutes. ?
A. to wait B. waiting
C. waited D. to waiting
(　C　)3. It’s very important _______on time. ?
A. get to B. to get to
C. to be D. being
(　C　)4. He came _______　late. So he only had _______　bread. ?
A. a bit; a bit
B. a bit of; a bit of
C. a bit; a bit of
D. a bit of; a bit
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8
Homework
Remember the Grammar.
板书设计
Section A (3a-4c)
be relaxed about. . . 对……感到放松
drop by　顺便拜访,
after all　毕竟
make an effort　做出努力
be supposed to do sth. 意为“(按规定、习惯、安排等)应该做某事, 可用来表示劝告、建议、义务、责任等。
be expected to表达“被期许(预期)会做某事, 希望做某事, 表示一种可能性。
It be important to do sth. . . 做某事很重要。
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
资料链接
美国的餐桌礼仪
　　餐桌上都不应该戴帽子; 在白天拜访别人的时候, 女士专用的帽子例外。
　　在正式的宴会中, 男士们须站在自己的座位后面, 等女士们都坐下了以后才能坐下。
　　在开始吃饭前, 主人要做饭前的谢饭祷告, 这在美国的家庭里是很普遍的, 客人应该加入这个谢饭的祷告, 如果不能加入这个祷告, 至少也要在祷告的时候保持安静以示尊敬。如果被邀请的客人有不同的信仰, 则主人的谢饭祷告不应该包括深奥的宗教仪式。
　　一般要等到每一个人都拿到了食物以后, 大家才一起开始吃饭。在别人还没有拿到食物以前, 不应该擅自先吃; 除非那些还没有拿到食物的人士请你不要等候, 你才可以先吃。
　　餐巾是放在膝盖上的。在正式的宴会中, 客人要等主人把他(她)的餐巾放到膝盖上之后, 才把自己的餐巾放在膝盖上。
　　在正式的宴会上, 食物应该同时送到餐桌上的每一位客人面前, 但还是要等主人拿起餐具之后客人才能拿起餐具进餐。如果你不能吃某些食品, 在你做客的时候(如果主人不是你的亲戚), 不应要求主人为你另外再增添你要吃的食物。
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课　题
Unit 10　You’re supposed to shake hands.
课时
第三课时Section B
(1a-1d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
empty
2. 掌握以下句型:
①Mind your manners!
②In China, it’s impolite to use your chopsticks to hit an empty bowl.
③You’re not supposed to start eating first if there are older people at the table.
能力目标
通过阅读, 学会用由that, who, 和which引导的定语从句对音乐和电影进行更广泛的描述。
情感目标
1. 通过对一些国家的风俗习惯、饮食文化以及餐桌礼仪的了解, 进一步提高学生对文明生活的认识。
2. 通过学习了解各国的基本礼仪。
3. 培养学生良好的合作能力和良好的行为习惯。
教学重点
进行听力训练, 提高综合听说能力。
教学难点
在听的过程中获取有用的信息。
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
(1a)
1. Let students talk about “What are you supposed to do when you are invited to a party? For example, time, coat, present, greetings and so on. What are the table manners in China? ”
2. After they talk about, finish the task in 1a.
3. Let read the sentences.
1. Say their favorite things such as: books, movies and bands in group.
2. Finish the task in 1a.
3. Read the sentences.
情景导入, 激活语言知识。为听作词汇上的铺垫。
Step 2
Listening
(1b)
1. Play the recording to students and number the pictures in the order in 1b.
2. Play the recording again and check the answers.
1. Students listen to the recording and number the pictures in the order in 1b.
2. Check the answers.
通过听力练习, 在语境中体会其语言的表达。
Step 3
Listening
(1c)
1. Play the recording again and match these sentence parts in 1c.
2. Play the recording again and check the answers.
1. Students listen to the recording and match these sentence parts in 1c.
2. Check the answers.
通过听力练习, 在语境中体会其语言的表达。
Step 4
Oral practice
(1d)
1. Let students to read the conversations in 1d.
2. Let students talk about other table manners in their countries with group.
1. Students to read the conversations in 1d.
2. Students talk about other table manners in their countries with group.
通过听力练习, 在语境中体会其语言的表达。
Step 5
Homework
Write a passage about the table manner you know.
板书设计
Section B (1a-1d)
1. Mind your manners!
2. In China, it’s impolite to use your chopsticks to hit an empty bowl.
3. You’re not supposed to start eating first if there are older people at the table.
教学反思
要传授给学生不同的学习方法, 也可以说是他们比较感兴趣的学习方法, 抓住他们的注意力。最大限度地发挥他们本身的潜力, 由他们原先的被动学习变为现在的主动地学习。
资料链接
巴西饮食风俗
　　烤肉为一品国菜, 在巴西的每个地方, 烤肉都是极为主流的风味菜。由于巴西畜牧业较发达, 所以食品中肉类较多, 他们常吃猪肉、牛肉, 一般较富有的人家牛肉吃得多些, 反之则吃猪肉多些。烤牛肉是巴西的著名风味菜肴, 每逢家宴或外出野餐, 都少不了烤肉。巴西烧烤发源于巴西最南端的州Rio Grande do Sul, 相传当地以放牧为生的高卓人经常聚集在篝火旁, 烘烤大块的牛肉分而食之, 这种烧烤方法传播开来, 成为巴西独特的美食。烤牛肉不加调料, 只在牛肉表面撒点食盐, 以免丧失原味; 炭火一烤, 表层油脂渗出, 外面焦黄, 里面鲜嫩, 有一种特有的香味。巴西烧烤代表了十足的拉丁风情: 不拘一格、活力四射。走进巴西, 你已经无法再次见证那种粗犷的风格及篝火边的原始风味。但你能享受到的, 除了原汁原味的巴西烧烤之外, 便是浓浓的巴西风情——在一个装饰最具风土味的地方, 墙上挂满了关于异国狂野风的壁画。 一个又一个高大威猛的巴西侍者们不断地穿梭在你身边, 他们高高举着长长的烤肉叉, 大块大块的牛肉串在叉上。当他们走到你的面前时, 你可以根据自己的喜好, 要一片三角肉, 点一客里脊, 再来点香肠……熟练的牛仔们手起刀落, 你的盘子里不一会儿就装满了美食。然后你可以随着热情奔放的拉丁音乐沉浸于异国风情中。一边品尝异域的美食, 一边回忆在绿茵场上让人热血沸腾的桑巴舞。
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课　题
Unit 10　You’re supposed to shake hands.
课时
第四课时Section B
(2a-Self Check)
课型
New
教学目标
知识目标
学习并掌握下列词汇:
basic, exchange, granddaughter, behave, except
能力目标
1. Train students’ reading ability.
2. Train students’ writing ability.
情感目标
With the development of society, table manners are more and more important. Sometimes they can help people succeed. So you have to learn more table manners.
教学重点
Practise reading and writing using the target language.
教学难点
How to write an e-mail message.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
2a
1. Ask students to talk about the questions in 2a and write them down.
2. Let some students read them.
1. Students talk about some questions and write some sentences about them.
2. Some students read them.
读前活动旨在为阅读铺垫, 激活学生对阅读话题或者内容的相关知识, 并引出本课时话题。
Step 2
Reading
(2b, 2c)
1. Tell students to read the article quickly and try to get the main idea in 2b.
2. Let students read article again and finish the task in 2c.
3. Check the answers with the class.
1. Students to read the article quickly and finish the task in 2c.
2. Check the answers.
整体理解文本意义, 掌握文章的结构, 加深思维层次, 由信息吸收转为输出, 为写作打下基础。
Step 3
Practice
(2d)
Let students finish the task in 2d.
Students finish the task in 2d.
通过练习加强对于文章及词汇的掌握及理解。
Step 4
Practice
(2e)
1. Let students work in groups. Talk about the table manners in France and China in group and make a list.
2. Let some students read them.
1. Students work in groups. Talk about the table manners in France and China in group and make a list.
2. Read the sentences.
让学生联想讨论世界上的其他奇观, 帮助学生开阔眼界, 发散思维。
Step 5
Practice
(3a)
Ask students to finish the tasks in 3a.
Students finish the tasks in 3a.
回顾知识, 深化理解。为写作作铺垫。
Step 6
Writing
(3b)
1. Tell students to read these sentences in 3b.
2. Try to finish the short article in 3b.
3. Walk around the class give any help students may need.
4. Let some students read their articles to the class.
1. Students to read the expression in 3b.
2. Students try to finish the short article in 3b.
有目的地布置写作任务, 并逐步做好写作准备, 然后在学生的谋篇布局中发现存在的问题, 并及时给予针对性的指导。
Step 7
Summarize
Guide the students to summarize how to behave properly.
Summarize how to behave properly.
培养学生探究、归纳、总结的能力。
Step 8
Consolidation
Ask students to finish Self Check
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
Write a letter to your pen pal to give him/her advice about table manners.
板书设计
Section B (2a-Self Check)
有关文化礼仪的写作常用句型
　　1. You’re (not) supposed to. . . 　You are expected to. . .
　　2. It’s polite/impolite to. . . 　　It’s important to. . .
　　3. You should. . . .
教学反思
要传授给学生不同的学习方法, 也可以说是他们比较感兴趣的学习方法, 抓住他们的注意力。最大限度地发挥他们本身的潜力, 由他们原先的被动学习变为现在的主动地学习。
资料链接
How to eat in public
　　France法国
　　Lonely Planet: Never discuss money or religion over dinner. Going Dutch is considered “the height of unsophistication”.
　　“孤独星球”: 餐桌上不要讨论金钱或宗教信仰问题。(在法国人眼中)AA制会被视作极其不懂世故。
　　 Tradition: In France, a meal is like a ceremony. People relish it and make it a special occasion.
　　传统: 在法国, 用餐就像是一种仪式。人们享受这一过程, 并将其看作是一种特殊场合。
　　What else to watch: In contrast to the etiquette in Russia, it’s considered good manners to finish everything on your plate in France.
　　其他注意事项: 与俄罗斯的餐桌礼仪相反, 在法国吃光盘中餐被认为是一种礼貌行为。
　　People often cut bread directly on a table cloth rather than on a plate. Tear your bread into bite-sized pieces before eating. Taking a bite from the whole piece is very impolite.
　　人们通常直接在桌布上切面包, 而不是在盘子上。吃之前要先将面包撕成适合食用的小块。拿着整个面包咬着吃很不礼貌。
资料链接
Mexico墨西哥
　　Lonely Planet: Whenever you catch the eye of someone who’s eating, even a stranger, it’s good manners to say “provecho”, which means enjoyment.
　　“孤独星球”: 无论何时, 如果你跟某个正在用餐的人目光相遇, 哪怕是陌生人, 你也应礼貌地说: “provecho”, 即“祝您好胃口”的意思。
　　Tradition: In Mexico, dining is more than a meal. It’s a social occasion—lunches are rarely quick and suppers can last for hours.
　　传统: 在墨西哥, 就餐不仅仅是填饱肚子那么简单, 更是一种社交场合——午餐很少会匆忙结束, 晚饭要吃上几个小时。
　　What else to watch: Where you sit matters in the country. Before you get seated, look for place cards, or wait until the host seats you.
　　其他注意事项: (在墨西哥)你就座的位置很重要。就座前, 要看清座位卡, 或是等主人领你就座。