Unit10You'resupposedtoshakehands.教材課時(shí)分配：Period1(SectionA：1a－2d)Period2(SectionA：3a－4c)Period3(SectionB：1a－1d,SelfCheck)Period4(SectionB：2a－3b)TheFirstPeriod(SectionA1a－2d)TeachingAims1.Enablestudentstoknowaboutthedifferentcustomsindifferentcountriesandtalkaboutdifferentcustomsusing“besupposedto”and“beexpectedto”．2.Trainstudents'listeningandspeakingskillswiththetargetlanguage.TeachingKeyPoints1．Talkaboutwhatpeopleindifferentcountriesaresupposedtodowhentheymeetforthefirsttime.2．Trainstudents'listeningandspeakingskillsusingthestructure“besupposedto＋infinitive”and“beexpectedto＋infinitive”．TeachingDifficultPoints1．Learnhowtotalkaboutdifferentcustomsusing“besupposedto”and“beexpectedto”．2.Enablestudentstoknowaboutthedifferentcustomsindifferentcountriesinspokenconversationandtrainstudents'listeningandspeakingskills.TeachingProceduresStep1Warming－upandLeading－in(About4minutes)Greettheclassasusual.PlayavideoofthesongHello...HowAreYou?andhavestudentssingtogether.Thenhaveafreetalkwithstudents.Writedownthesentenceontheblackboardandaskstudentstorepeat.Thenexplain“besupposedto”totheclass.Step2Presentation(About6minutes)Presentamapoftheworldandaskstudentstofindthecountrieslistedin1a.Thenhaveatalk.Havestudentsdiscussothercountrieswiththeirpartnersaftertheexample.Thenasksomepairstosharetheirconversationswiththeotherstudents.Havestudentsmatchthecountriesandthecustomsin1aaccordingtotheirdiscussions.Step3Listeningpractice(About4minutes)Playthetapeforthefirsttime,havestudentslistentothetapecarefullyandchecktheirownmatches.Thenplaytherecordingagain,andaskstudentstowritedowntheiranswersto1a.Inviteastudenttoreadtheanswers.Checktheanswerswiththeclass.Step4Pairwork(About4minutes)Invitetwostudentstoreadthesampleconversationin1c.Askthemtoguessthemeaningof“beexpectedto”.Thentellthemthat“beexpectedto”issimilarto“besupposedto”．Thenaskstudentstomaketheirownconversationswiththeirpartnersusingthecountriesin1aorothercountries.Asstudentsworktogether,movearoundtheclassroomandlistentosomepairsinordertochecktheprogressandgivethemsomehelpasneeded.Asksomepairstocometothefrontoftheclassroomandactouttheirconversations.Step5Listeningandchecking(About4minutes)T：Inmodernsociety,wearesupposedtoknowsomecustomsaboutothercountries.Ifyoudon'tknowthecustomsofothercountries,youmaymakesomemistakes.First,havestudentslookatthepicturein2aandtalkaboutit.Askdifferentstudentstoreadthefourmistakesin2atotheclass.ThenplaytherecordingforthefirsttimeandaskstudentstocheckthemistakesMariamade.Playthetapeagainandchecktheanswersinclass.Step6Listeningandcompleting(About6minutes)Havestudentsreadthroughthesentencesin2bandguesstheanswers.Playtherecordingandletstudentsfillintheblankswiththewordstheyhearalone.Playtherecordingagainandchecktheanswerswithstudents.Invitedifferentstudentstoreadthefullsentencesandunderstandtheirdifferentcustoms.Thenfillinthefollowingchartaccordingtolistening.Maria'smistakeMariawassupposedto...arrivedlategreetedPaul'smotherthewrongwayworethewrongclothesStep7Pairwork(About5minutes)Asktwostudentstoreadthesampleconversationsin2candhelpthemcompletetheconversationaccordingtotheinformationin2aand2b.Thenaskstudentstomakeupconversationsinpairsusingtheinformationin2aand2b.Asstudentswork,movearoundtheclassroom,offeringhelpasneeded.Checktheanswersbyinvitingdifferentpairstorole－playtheirconversationstotheclass.Step8Expansionandextension(About8minutes)Role－playtheconversationin2d.First,havestudentsrole－playtheconversationin2dingroups,andthenaskthemthefollowingquestions：①WhatdidJohndowhenhemettheJapaneseboy,Sato?Whatwasheexpectedtodo?②WhatdidKatiedowhenshemetMarie?HowaboutMarie?③WhatwereFrenchpeoplesupposedtodowhentheyseeeachother?Havestudentsreadtheconversationandfindoutthesentencestalkingaboutthecustoms.Thenhavethemdiscusshowtotalkaboutthedifferentcustomsusingthestructure“besupposedto＋infinitive”and“beexpectedto＋infinitive”.Asstudentswork,theteacherwalksaroundandgivesthemsomehelpiftheyneed.Explainthekeysentencesandsomekeynewphrases“holdout,toone'ssurprise,onbothsidesof,findout”andhelpstudentsunderstandthelanguagepointsandhavethempracticemakingsentencestotalkaboutdifferentcustomsusingthestructure“besupposedto＋infinitive”and“beexpectedto＋infinitive”．Askseveralpairstorole－playtheconversationsinfrontoftheclass.Step9Summary(About3minutes)T：Inthisclass,we'vemainlyknownaboutthedifferentcustomsindifferentcountrieswhentheymeetforthefirsttime.Itcanhelpuscommunicatewithpeopleindifferentcultures.Guidestudentstosummarizethelanguagepointstheyhavelearntinthisclass.Andaskstudentstosumuphowtotalkaboutthedifferentcustomsindifferentcountriesusingthestructure“besupposedto＋infinitive”and“beexpectedto＋infinitive”．Step10Homework(About1minute)T：Therearemanycountriesintheworld.Eachcountryhasitsowncultureandcustoms.Afterclass,trytofindmoreinformationaboutthem.BlackboardDesignUnit10You'resupposedtoshakehands.TheFirstPeriod(SectionA1a－2d)besupposedtodobeexpectedtodoCountriesBrazilTheUnitedStatesJapanMexicoKoreaCustomsA：HowwasthedinneratPaul'shouselastnight?B：Well,itwasOK,butImadesomemistakes.Iwassupposedtoarriveat7：00,butIarrivedat8：00.第一課時(shí)作業(yè)設(shè)計(jì)Ⅰ.單項(xiàng)選擇。()1.Whatshouldyoudowhenyoumeetsomeone__________thefirsttimeinEngland?A．a(chǎn)tB．forC．inD．with()2.Tokeepsafe,drivers__________drinkbeforedriving.A．a(chǎn)ren'texpectedtoB．shouldC．a(chǎn)ren'tsuretoD．don'thaveto()3.Thedisabledgirlneedsourhelp.Weare__________todosomethingforher.A．a(chǎn)llowedB．suggestedC．supposedD．invited()4.She__________herarmswarmlytohugme.A．pickedoutB．gaveoutC．heldoutD．broughtout()5.Doyouknowhowto__________yourEnglishteacherinEnglish?A．kissB．bowC．visitD．greetⅡ.用括號(hào)內(nèi)所給詞的正確形式填空。1．Youare__________(suppose)toshakehandswhenyoumeetaChinesefriend.2．Hemadefew__________(mistake)inhisEnglishTestPaper.Histeacherwasverypleasedwithhim.3．IwasveryembarrassedatthepartybecauseI__________(wear)thewrongclothes.4．InKorea,peopleare__________(expect)tobowwhentheyseeeachother.5．Whenyou__________(invite)for8：00,youshouldarriveontime.第一課時(shí)作業(yè)設(shè)計(jì)答案：Ⅰ.1－5BACCDⅡ.1.supposed2.mistakes3.wore4.expected5．a(chǎn)reinvited教學(xué)反思本節(jié)課的教學(xué)把學(xué)生的發(fā)展放在首位，突出“以學(xué)生為主體，教師為主導(dǎo)”的教學(xué)理念，教學(xué)設(shè)計(jì)符合學(xué)生認(rèn)知規(guī)律。首先，多媒體的使用，形象生動(dòng)，直觀性強(qiáng)。使用多媒體呈現(xiàn)不同國(guó)家的第一次見(jiàn)面禮儀的圖片，讓學(xué)生對(duì)見(jiàn)面禮儀有了直觀的認(rèn)識(shí)，激發(fā)了學(xué)生的學(xué)習(xí)興趣，學(xué)生學(xué)得開(kāi)心，印象深刻。其次，巧用表格，訓(xùn)練聽(tīng)說(shuō)。表格設(shè)計(jì)科學(xué)實(shí)用，對(duì)學(xué)生的聽(tīng)說(shuō)訓(xùn)練有著引導(dǎo)的作用，降低了聽(tīng)說(shuō)練習(xí)的難度。最后，訓(xùn)練形式多樣，兼顧“聽(tīng)說(shuō)讀寫(xiě)”。通過(guò)大量練習(xí)使學(xué)生充分熟悉和運(yùn)用besupposedto結(jié)構(gòu)，在口頭上得到充分訓(xùn)練，學(xué)生在對(duì)新知識(shí)充分理解的基礎(chǔ)上進(jìn)行聽(tīng)力訓(xùn)練，事半功倍。小組活動(dòng)的開(kāi)展促進(jìn)了學(xué)生間的團(tuán)結(jié)協(xié)作，對(duì)不同國(guó)家的見(jiàn)面禮節(jié)進(jìn)行對(duì)話表演，把聽(tīng)說(shuō)融為一體，進(jìn)一步提高學(xué)生語(yǔ)言運(yùn)用的能力。本節(jié)課談?wù)摬煌瑖?guó)家、不同民族禮儀和風(fēng)俗文化的差異，應(yīng)結(jié)合學(xué)生了解的信息進(jìn)行思考對(duì)比，這樣可能對(duì)理解這一話題更有幫助。TheSecondPeriod(SectionA3a－4c)TeachingAims1.Beabletomasterandusethekeyvocabularyandtargetlanguage.2.Toreadthepassage,learnandmasterhowtotalkaboutdifferentcustomsusing“besupposedto”，“beexpectedto”and“Itis＋adj.＋infinitive”．TeachingKeyPointsTomasterandpracticethekeyvocabularyandtargetlanguage.TeachingDifficultPointsTounderstandthepassage,learntotalkaboutdifferentcustomsusing“besupposedto”，“beexpectedto”and“Itis＋adj.＋infinitive”．TeachingProceduresStep1Reviewing(About5minutes)Havedifferentpairstalkaboutthecustomsintheothercountrieslikethisusing“besupposedto”or“beexpectedto”infrontoftheclass.Step2Leading－in(About3minutes)T：Differentcountrieshavedifferentcustoms.Eachcountryhasdifferentrulesaboutdifferentsituations.Next,I'llaskyousomequestions.Whatareyousupposedtosaywhenyougreetyourteachersinthemorning?Step3Reading(About12minutes)Pre－reading：Havestudentslookatthepicturesin3aandhaveatalkwiththem.While－reading：First,havestudentsreadthepassagein3aquicklyandanswerthefollowingtwoquestions：①InwhichcountryisitOKtobe15minuteslatefordinner?②Whichcountrydoyouprefer?Why?Callsomestudentstoanswerthequestions.Havestudentsreadthechartin3b,thenaskthemtoreadthepassagecarefullyagainandfillinthechart.Askdifferentstudentstosaytheinformationaboutthecustomsinthepassageandchecktheanswersinclass.Thenhavestudentslistentothepassagecarefullyandfindoutthekeyphrasesandthekeystructuresabouttalkingaboutthecustoms.Thenhelpstudentssumupsomekeylanguagepointsandexplainsomephrasesandthekeystructures.(Phrases：berelaxedabout,rusharound,ontime,dropby,makeplans,afterall,getmad,makeaneffort,keepsb.doingsth..Keystructure：Itis＋adj.＋infinitive)After－reading：Havestudentsreadtheinstructionin3candinvitetwostudentstoreadthesampleconversation.Thenaskthemtomakeuptheirconversationsaccordingtothepassage.Remindthemtousethestructures“besupposedto”，“beexpectedto”and“Itis＋adj.＋infinitive”.Whileworking,movearoundandgivethemsomehelpifnecessary.Inviteseveralpairstorole－playtheirconversationsinfrontoftheclass.Step4GrammarFocus(About5minutes)HavestudentsreadandrememberthesentencesinGrammarFocusbythemselves,andthenhavethemsumupthestructures“besupposedto”，“beexpectedto”and“Itis＋adj.＋infinitive”．Showthefollowingchartandtellstudentsthatwecanusethesentencepattern“sb＋be(am/is/are...)＋supposed/expectedtodosth.”toexpresssomethingshould(not)bedone.sb.＋be(am/is/are...)＋supposed/expectedtodosth.sb.＋be(am/is/are...)＋not＋supposed/expectedtodosth.Be(Am/Is/Are...)＋sb.＋supposed/expectedtodosth.？What＋be(am/is/are...)＋sb.＋supposed/expectedtodo？Thenhelpthemunderstandhowtousethestructure“Itis＋adj.＋infinitive”totalkaboutthecustoms.Askdifferentpairsofstudentstotaketurnstocompleteeachpairofquestionsandanswersusingthestructures“besupposedto”，“beexpectedto”and“Itis＋adj.＋infinitive”.Givecuestohelpstudentsmakequestionsandanswers.Invitetwopairstoreportinclassandpraisestudentswhodon'thaveanymistake.Step5Practice(About4minutes)Havestudentsreadthesentencesin4aandchoosethesuitablephrasetocompleteeachsentence.Astheywork,movearoundandgivethemsomehelpiftheyneed.Askdifferentstudentstosaytheiranswersandchecktheminclass.Step6Writingpractice(About6minutes)Havestudentsreadthepassagein4b.Thenusethefirstblankasanexampletohelpthemfillintheblankwiththecorrectformofthegivenword,andexplaintothem.Havestudentsworkalonetofinish4b.First,letthemsaythestructureforeachsentence.Thenusethecorrectformsofthewordstocompletethesentences.Movearoundtheclassroomandgivethemsomeexplanationsiftheyhaveanydifficulties.Askdifferentstudentstosaytheiranswersandcheckthemwithstudents.Theninvitetwostudentstoretellthepassage.Step7Groupwork(About6minutes)Havestudentsreadtheinformationin4c,andthenaskthemtodiscussingroupsandlisttheadviceaccordingtotheinstructionsgiven.Movearoundtheclassroomandgivethemsomelanguagesupportiftheyneed.Thencalleachgrouptosharetheirlistofadvicewithothergroups.Step8Summary(About3minutes)Askstudentstosumuptheimportantphrasesandthekeysentencestheyhavelearned.Helpstudentssumupandpracticeusingthestructures“besupposedto”，“beexpectedto”and“Itis＋adj.＋infinitive”．Step9Homework(About1minute)PleasereadtheinformationinthechartandwriteapassagetointroducethedifferentcustomsaboutSwitzerlandandBrazil.Whatshouldyoudoifyou...SwitzerlandBrazilmeetsomeoneforthefirsttimeshakehandskissbeinvitedtoapartybeontimebeabitlatevisitafriend'shousecallfirstdropbywithoutcallingBlackboardDesignUnit10You'resupposedtoshakehands.TheSecondPeriod(SectionA3a－4c)Ideasandcustomsabout...ColombiaSwitzerlandbeingontimeWe'reprettyrelaxedabouttime.It'sveryimportanttobeontime.visitingafriend'shouseWeoftenjustdropbyourfriends'homes.Wenevervisitafriend'shousewithoutcallingfirst.makingplanswithfriendsWedon'tusuallyhavetomakeplanstomeetourfriends.Weusuallymakeplanstomeetfriends....it'spoliteforboystoshakehandsandforgirlstokisseachother...InSwitzerland,it'sveryimportanttobeontime....Ithinkit'simpolitetokeepotherswaiting.Itis＋adj.＋todosth....thenyou'reexpectedtobethereatnoon.besupposed/expectedtosb.＋be(am/is/are...)＋supposed/expectedtodosth.sb.＋be(am/is/are...)＋not＋supposed/expectedtodosth.Be(Am/Is/Are...)＋sb.＋supposed/expectedtodosth.?What＋be(am/is/are...)＋sb.＋supposed/expectedtodo?第二課時(shí)作業(yè)設(shè)計(jì)Ⅰ.根據(jù)句意、中文意思和首字母提示完成句子。1．Canyoutellmethec__________(首都)ofFrance?2．Shev__________(重視)thetimeshespendswithherfamily.3．Hisdreamcametrueatlastwithhisgreate__________(努力)．4．Itiswell－knownthattherearefours__________(季節(jié))inayear.5．Heisaboywithgoodm__________(禮貌).Everyonelikeshim.Ⅱ.單項(xiàng)選擇。()1.Don'tforgetto__________myhousewhenyoucometoBeijingnexttime.A．dropoffB．dropinC．dropbyD．dropinto()2.Ithinkyouaresupposedtohelphim.__________，heisyourclosefriend.A．InallB．a(chǎn)fterallC．OfallD．Atall()3.Thosetouristswere__________aboutmissingtheplane.A．excitedB．happyC．madD．relaxed()4.—Ithinkhistalkiswellworth________.—Soitis.Wearemovedbyhisstory.A．tolistenB．tolistentoC．listeningD．listeningto()5.—It'shottoday,isn'tit?—Yes,itis.Whynot__________yourjacket?A．takecareB．takeplaceC．takeafterD．takeoff第二課時(shí)作業(yè)設(shè)計(jì)答案：Ⅰ.1.capital2.values3.effort4.seasons5．mannersⅡ.1－5CBCDD教學(xué)反思本節(jié)課是一節(jié)讀寫(xiě)課，各個(gè)教學(xué)環(huán)節(jié)環(huán)環(huán)相扣，相互呼應(yīng)，鋪墊自然。本節(jié)課采用任務(wù)型教學(xué)法，活動(dòng)設(shè)計(jì)體現(xiàn)“以學(xué)生為中心”的教學(xué)原則，抓住學(xué)生對(duì)不同國(guó)家有著不同的風(fēng)俗習(xí)慣和禮儀的興趣，充分利用圖片引導(dǎo)學(xué)生運(yùn)用關(guān)鍵結(jié)構(gòu)談?wù)摬煌瑖?guó)家的風(fēng)俗習(xí)慣。學(xué)生在小組活動(dòng)中團(tuán)結(jié)協(xié)作，共同完成學(xué)習(xí)任務(wù)，在獲得知識(shí)的同時(shí)，能夠輕松運(yùn)用關(guān)鍵結(jié)構(gòu)談?wù)摬煌娘L(fēng)俗禮儀，真正做到讓學(xué)生“在學(xué)中用，在用中學(xué)”。各種任務(wù)活動(dòng)都是圍繞重要知識(shí)點(diǎn)設(shè)計(jì)，逐步深入。讀寫(xiě)教學(xué)圍繞不同國(guó)家不同的風(fēng)俗禮儀展開(kāi)，學(xué)生們興趣很濃，學(xué)習(xí)積極性高，表現(xiàn)出強(qiáng)烈的表達(dá)欲望。閱讀活動(dòng)設(shè)計(jì)運(yùn)用表格、問(wèn)答、小組討論等形式，激發(fā)學(xué)生的興趣和積極性，幫助學(xué)生很好地理解閱讀內(nèi)容，進(jìn)一步掌握并能熟練運(yùn)用關(guān)鍵結(jié)構(gòu)，達(dá)到了預(yù)期的效果。TheThirdPeriod(SectionB1a－1d,SelfCheck)TeachingAims1.Learntotalkaboutthedifferenttablemannersindifferentcountriesandimprovestudents'abilityoflisteningandspeaking.2.Learnandmasterhowtotalkaboutdifferentcustomsusing“besupposedto”，“beexpectedto”and“It's＋adj.＋infinitive”．TeachingKeyPointsLearntotalkaboutdifferentcustomsandimprovestudents'abilityoflisteningandspeaking.TeachingDifficultPointsLearnandmasterhowtotalkaboutthedifferenttablemannersindifferentcountriesusing“besupposedto”，“beexpectedto”and“It's＋adj.＋infinitive”．TeachingProceduresStep1Warming－up(About4minutes)HavestudentsreadtheinformationinthechartofSelfCheck2,thendiscusssomecustomsaboutChinesecultureingroupsandwritedownsomecustomswiththestructuresgiveninSelfCheck2.Whilestudentswork，movearoundandofferlanguagesupportiftheyneed.AskeachgrouptosaytheirsentencesandseewhichgroupknowscustomsmostaboutChineseculture.Step2Leading－in(About5minutes)Showthepicturein1atothestudents.LetstudentssaysomethingaboutChinesetablemanners.Step3Presentation(About6minutes)Presentsomepicturesandhaveafreetalkwithstudents.Havedifferentstudentsreadthefivestatementsaboutmannersandmakesurestudentscanunderstandwhateachonemeans.Invitesomestudentstoactthemout,andthenaskstudentstofinishthequizontheirown.Checktheanswerswiththeclass.Step4Listeningandnumbering(About5minutes)Havestudentslookthroughthepicturesin1bfirst.Playtherecordingforthefirsttime.Studentslistenandnumberthepictures.Playtherecordingagain.Checktheanswerswithstudents.Havedifferentstudentssaytheiropinionsaboutthebehaviors.Step5Listeningandmatching(About5minutes)Havestudentslookthroughthenumberedlistofsentencestartersandtheletteredlistofsentenceendingsin1candtellthemwhattodo.Playtherecordingtwiceandaskstudentstomatchthesentencepartsandwritethelettersintheblanksalone.Thenplaythetapeagainandaskstudentstochecktheiranswersinclass.Thenaskstudentstoworkinpairstotalkaboutthetablemanners.Invitesomepairstoactoutinclass.Step6Interviewing(About6minutes)InviteastudenttoactasYangMingandtheteacheractsasSteve,thenmakeainterviewingconversation.Dividestudentsintogroupsoffourtomakesimilarinterviewingconversations.Thenchoosethreestudentstointerviewotherstudentsinclass.Step7Pairwork(About6minutes)ShowsomepicturesaboutthetablemannersinChinaandgivestudentssomemodelsentences.Thenaskstudentstotalkaboutthequestioningroups“Whatareyousupposedtodoatthetable？”Modelsentences：1．Youaresupposedtopickupyourbowlofrice.2．Youarenotsupposedtoeatwithyourhands.3．Youarenotsupposedtotalkatthetable.4．Youarenotsupposedtoreachtogetthefoodontheoppositeside.5．Theyoungestpersonisnotsupposedtostarteatingfirst.AskstudentstoworkinpairsandtalkabouttablemannersinChinaaccordingtothesampleconversationin1d.Step8Practice(About4minutes)Haveatalkwithstudentsaboutthemannersatschoolorathome.Askstudentstosaysomethingtheyaresupposedtodooraren'tsupposedtodoatschoolorathome.Thenmakesimilarconversationsinpairs.Step9Summary(About3minutes)T：Inthisclass，we'vemainlydonemuchlisteningandwritingpracticeusingthetargetlanguage.We'vemainlyknownaboutthetablemannersinChinaandotherforeigncountriesbylisteningandspeaking.We'resupposedtolearnsometablemanners,sothatwecanbehavepolitelyatthedinnertable.Step10Homework(About1minute)HavestudentsreviewthenewwordsandfinishSelfCheck1.Makesurestudentscanusethewordsgiventofillintheblankscorrectly.BlackboardDesignUnit10You'resupposedtoshakehands.TheThirdPeriod(SectionB1a－1d,SelfCheck)o...pointataresupposedto.../arenotsupposedto...should/shouldn't...It'spolite/impoliteto...A：We'resupposedtokeepquietwhileeatingdinner.B：Yes,andit'simpolitetotalkatthetable.第三課時(shí)作業(yè)設(shè)計(jì)Ⅰ.單項(xiàng)選擇。()1.Thelittleboy__________themaponthewallandtoldmewherehiscountrywas.A．pointedatB．pointedoutC．tookoutD．tookoff()2.Whilehewas__________thecake,someoneknockedatthedoor.A．cutB．cuttingC．tocutD．a(chǎn)ndcutting()3.TheSmithswere__________whenIcameintotheroom.A．a(chǎn)tthetableB．a(chǎn)ttableC．ontableD．onthetable()4.Couldyoupleasebuysomefoodforus?Thefridgeis__________．A．fullB．emptyC．newD．broken()5.JohnpromisedtoplaysoccerwithmelastSunday,buthenever________.A．showedoffB．tookoffC．gaveupD．showedupⅡ.根據(jù)中文意思完成句子。1．在美國(guó)，你不應(yīng)該用手吃東西。InAmerica,you____________________toeatwithyourhands.2．在中國(guó)，你不應(yīng)該把筷子插在食物里。InChina,youshouldn't__________yourchopsticks__________thefood.3．不敲門進(jìn)入別人的房間是不禮貌的。It's__________toentersomeone'sroom_____________________atthedoor.4．在中國(guó)，年齡最大的人應(yīng)該先開(kāi)始吃飯。InChinatheoldestpersonisexpected______________________________first.5．老師指著黑板給我們解釋這道數(shù)學(xué)題。Ourteacher____________________theblackboardandexplainedthismathproblemtous.第三課時(shí)作業(yè)設(shè)計(jì)答案：Ⅰ.1－5ABBBDⅡ.1.aren'tsupposed2.stick;into3．impolite;withoutknocking4．tostarteating5.pointedat教學(xué)反思本節(jié)課是一節(jié)聽(tīng)說(shuō)課，以大量的聽(tīng)說(shuō)練習(xí)來(lái)談?wù)摬煌瑖?guó)家的餐桌禮儀，提升了學(xué)生的語(yǔ)言綜合技能。圖片的使用具有針對(duì)性和趣味性，讓學(xué)生很快進(jìn)入學(xué)習(xí)情境，能夠積極談?wù)撍麄兏信d趣的不同國(guó)家的餐桌禮儀，最大限度地調(diào)動(dòng)學(xué)生學(xué)習(xí)的興趣和熱情，很好地激活了課堂氣氛。另外學(xué)生通過(guò)對(duì)圖片的直觀認(rèn)識(shí)，很容易理解餐桌禮儀；而且利用圖片訓(xùn)練“Youaren'tsupposedto...,It'spolite/impoliteto...,Youshouldn't...”等關(guān)鍵結(jié)構(gòu)，既降低了難度，也為口語(yǔ)訓(xùn)練提供了范例，同時(shí)還激發(fā)學(xué)生對(duì)不同文化、不同的餐桌禮儀的探知欲望。任務(wù)活動(dòng)聯(lián)系實(shí)際，注意滲透思想教育。本節(jié)課通過(guò)大量的聽(tīng)說(shuō)訓(xùn)練，介紹中國(guó)餐桌禮儀習(xí)俗，了解與其他國(guó)家不同的餐桌禮儀，讓學(xué)生知道在不同的文化背景下，在餐桌上怎樣才能舉止得當(dāng)，養(yǎng)成良好的行為習(xí)慣。訓(xùn)練方式多樣，積極高效地達(dá)成教學(xué)目標(biāo)。教學(xué)中教師注意從學(xué)生身邊挖掘一些熟悉而且有趣的情景吸引學(xué)生，并運(yùn)用新穎、有效的練習(xí)方法鞏固關(guān)鍵結(jié)構(gòu)；不斷調(diào)整學(xué)生學(xué)習(xí)英語(yǔ)的情感和策略，引導(dǎo)他們感知體驗(yàn)、探究發(fā)現(xiàn)，在大量的聽(tīng)說(shuō)活動(dòng)中，運(yùn)用重點(diǎn)句型自由討論不同國(guó)家的餐桌禮儀，達(dá)到了學(xué)以致用的根本目的，使課堂真正成為學(xué)生實(shí)際“交際”的訓(xùn)練場(chǎng)。TheFourthPeriod(SectionB2a－3b)TeachingAims1.Enablestudentstotalkabouttablemannersandmasterlanguageknowledge.Learntotakenotesandsummarizethemainideas.2.Learnandmasterhowtotalkaboutdifferentcustomsusing“besupposedto”，“beexpectedto”and“It's＋adj.＋infinitive”．TeachingKeyPoints1．Learnandmasterhowtotalkabouttablemannersusing“besupposedto”，“beexpectedto”and“It's＋adj.＋infinitive”．2．Enablestudentstomasterlanguageknowledgebytakingnotesandsummarizingthemainideas.TeachingDifficultPointsBeabletotakenotesandsummarizethemainideas.Learntotalkabouttablemannersusing“besupposedto”，“beexpectedto”and“It's＋adj.＋infinitive”．TeachingProceduresStep1Reviewing(About6minutes)Showsomepicturesandhavestudentstalkaboutthetablemannersindifferentcountriesusing“besupposedto”，“beexpectedto”and“It's＋adj.＋infinitive”．Havedifferentpairstalkaboutthepicturesinfrontoftheclass.Step2Warming－up(About5minutes)Havestudentsreadtheexamplein2a,andthendiscussthequestionsingroups.Invitesomestudentstosharetheirideaswithothers.Step3Pre－reading(About5minutes)Havestudentslistentothepassagein2bandfindthenewwordsandkeyphrases,andthenletthemtrytoguesstheirmeanings.Thenpresentthenewwordsonthescreenandusepicturesorexplanationstoteachthenewwordsandkeyphrases.Step4While－reading(About10minutes)Havestudentsreadthroughthequestionsin2b.Thenreadtheletterin2bandfindtheanswers.Askdifferentstudentstoanswereachquestionin2b.Checktheanswerswiththeclass.Havestudentslookatthefollowingstatementsinthechart.Thenletthemreadtheletterin2bagaintogetageneralideaaboutthetablemannersinFranceandcircle“True”or“False”.Askdifferentstudentstosaytheiranswers.Thenchecktheanswerswiththeclass.Havestudentsreadthroughthechartin2d,andthenaskthemreviewthepassageandmakenotesaboutFrenchcustoms.Checktheanswersinthechartof2d.Askstudentstoreadthephrasesintheboxin2candtheteacherhelpstudentsexplainthemeanings.Thenletthemreadthesentencesin2candreplacetheunderlinedwordswiththephrasesinthebox.Inviteastudenttoreadthepassageandletstudentschecktheiranswers.Thenhavesomestudentssharetheiranswerswiththeclass.Step5After－reading(About5minutes)Havestudentsreadtheinstructionsin2e,andthenaskthemtodiscussingroupsandmakealistofthedifferenttablemanners.Askeachgrouptoreadtheiranswersandchecktheanswerswiththeclass.Step6Makinganinterview(About5minutes)T：Chinahassomedifferentcustomsfromthoseinforeigncountries.Pleasemakenotesinthechartifyourforeignpenpalneedsyourhelpinthesedifferentsituationsin3a,thenmakeaninterview.First,havestudentslistsomecustomsinthechartabouttablemanners,houserulesandgoingoutwithpeopleinChina.Thenmakeaninterviewingroups.Eachgroupchooseastudentsasanexchangestudent,askhim/hertointerviewothergroupmembersaboutChinesecustomsandfindoutwhathe/sheissupposedtodoornottodoinChina.Finally,makealistofthingsthatpeoplearesupposedtodoornottodo.Askdifferentstudentstotalkabouttheirresultsandcomparewithothergroups.Encouragethemtosaymorecustoms.Step7Writing(About5minutes)First,havestudentsreadtheuncompletedletterin3bandtellthemtogivehis/herpenpalsomeadviceandsuggestionsonhowtobehaveproperlyinChina.Thenaskthemtochoosesomecustomsfromnotesin3atocompletetheletter.Theteacherwalksaroundandgivesthemsomehelpiftheyneed.Finally,choosethreestudentsindifferentlevelstoreadhis/herownletterinclassandallthestudentscangivesomeadvicetohelpcorrecttheletter.Havestudentswritedowntheirpassagesintheexercisebooks.Step8Summary(About3minutes)Asktwostudentstosumupthekeyphrases,keysentencesandthestructurestalkingaboutFrenchtablemanners.Helpthemmaketheirownsentencescorrectlyusingthesephrases.Step9Homework(About1minute)T：Differentcountrieshavedifferenttablemanners.WriteapassageabouttablemannersinChinaandFrance.BlackboardDesignUnit10You'resupposedtoshakehands.TheFourthPeriod(SectionB2a－3b)DosDon'tsputyourbreadonthetableputitonyourplatecutitupandeatitwithaforkeatanythingwithyourhandssay“Thatwasdelicious.”say“I'mfull.”/putyourelbowsonthetableTherewasnoreason...,gooutofone'sway，makesb.feelathome,becauseof,becomfortabledoingsth.,cutup,getusedto第四課時(shí)作業(yè)設(shè)計(jì)Ⅰ.單項(xiàng)選擇。()1.Shealways__________herwaytopleaseherguests.A．goesforB．goesoutofC．getsinD．keepsoutof()2.—________excellentworkyouhavedone!—It'sverykindofyoutosayso.A．WhatanB．HowC．WhatD．Howan()3.Ifind__________hardforme__________theworkinsuchashorttime.A．it;finishingB．it's;finishedC．it;tofinishD．its;finish()4.Allofuswenttothepark__________Bob.Hehadtolookafterhissister.A．besidesB．withC．exceptD．without()5.__________theyareverytired，theyfeelhappybecausethey'vefinallyfinishedtheirproject.A．SoB．AlthoughC．IfD．ButⅡ.用括號(hào)內(nèi)所給詞的正確形式填空。1．Maryusedto__________(use)knivesandforks.Nowshegetsusedto__________(use)chopsticks.2．Hefounditalittledifficult__________(find)aplacetoparkhiscar.3．Canyoutellmehow__________(behave)atthedinnertable?4．Everyoneelsehadreachedthetopofthehillexcept__________(he)．5．TheWhiteswerefriendlytomeandmademe__________(feel)athome.第四課時(shí)作業(yè)設(shè)計(jì)答案：Ⅰ.1－5BACCBⅡ.1.use;using2.tofind3.tobehave4.him5．feel教學(xué)反思本節(jié)課思路清晰，銜接自然，體現(xiàn)了“師生互動(dòng)，教師主導(dǎo)，學(xué)生主體”的教學(xué)觀念。教學(xué)設(shè)計(jì)圍繞“想教學(xué)生什么”，“學(xué)生能學(xué)到什么”和“學(xué)生還想學(xué)什么”三個(gè)環(huán)節(jié)設(shè)計(jì)課堂活動(dòng)，一環(huán)緊扣一環(huán)，收到了較好的效果。復(fù)習(xí)活動(dòng)在訓(xùn)練了本單元的關(guān)鍵結(jié)構(gòu)的同時(shí)，也為閱讀做了語(yǔ)言鋪墊。精心設(shè)計(jì)閱讀任務(wù)活動(dòng)，包括判斷正誤、尋找主要信息、理解關(guān)鍵詞語(yǔ)和小組討論中國(guó)與法國(guó)餐桌禮儀的異同等，由易到難，層層遞進(jìn)，幫助學(xué)生逐步理解短文，掌握目標(biāo)語(yǔ)言，讓學(xué)生對(duì)不同文化的風(fēng)俗禮儀有了一定的了解，激發(fā)學(xué)生的創(chuàng)造性思維，有效提高閱讀效率和質(zhì)量。小組討論和采訪活動(dòng)既活躍課堂