youaresupposedtoshakehands单元教案_Youaresupposedtoshakehands教案

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unit7-3 you are supposed to shake hands.
ⅰ． teaching aims and demands
1． knowledge objects
（1） key vocabulary
 land, drop by, after all, relaxed, a bit
（2） target language
 can you tell me the things i’m supposed to do?
 the first thing is to greet the teacher．
 okay． what should i say?
 you are supposed to say "good morning, teacher．"
2． ability objects
（1） train students’ integrating skills．
（2） train students’ communicative competence．
ⅱ． teaching key point
train students’ integrating skills．
ⅲ． teaching difficult point
how to improve students’ integrating skills．
ⅳ． teaching procedures
step ⅰ revision
t: in last period, we summed up the expressions for telling what you are supposed to do． now i’ll check your homework． i’ll ask some pairs to act out the conversations before the class．
free talk:
t: what are we supposed to say when we meet others for the first time?
s: we are supposed to say “how do you do.” or “nice to meet you.”
t: what are we supposed to do when we have an appointment to friends?
s: we are supposed to be on time.
t: do you know what we are supposed to pay attention to at the table?
s: we can’t make noise while eating
look at the picture in activity 1a.
t: what are the people doing in the picture?
s: they are eating.
t: how much do you know about table manners around the world?
allow the students to have different answers.
then look at the sentences in part 1. comprehend every sentence. circle “t” or “f” after each one.
while comprehending, raising two points in them.
1. pick up
a. 捡起，拾起，拿起
例：he saw a wallet lying on the ground and picked it up.
b. 接人，取物
例：i’m going to pick up my uncle at the airport.
2. wipe 擦，擦去 wipe away / off 把…..擦去
例：wipe your tears away.
step ii 2a
read the instructions to the class.review what an exchange student is and what table manners are.if necessary, translate them into chinese．

look at the four pictures.you will hear the exchange student steve, talking with his japanese friend, satoshi．satoshi is explaining some things you are and aren’t supposed to do when eating in japan．point to the boxes where students are supposed to write a number next to each picture．
say, number these 1 through 4 to show the order you hear satoshi talk about, these things in the recording．play the recording the first time．students only listen．play the recording a second time．as they listen to the recording this time, let students number the pictures．
correct the answers with the class．123456
step iii 2b
read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings． ask different students to read the two lists．you will hear the same recording again．play the recording again． ask students to write the letters in the blanks alone．check the answers with the class．
step iv 2c
go through the instructions for the activity with the class．
look at the example in the box． ask two students to read the sentence starters．now, complete each one with a true statement about table manners in your country．
ask two students to read their sentences．
point out the sentence starters in activity 2b．
say, have a conversation about table manners in your country with a patter．you can use the sentence starters in activity 2b to help you get started．have students work in pairs． ask one or two pairs of students to say their conversations to the class．help the students to understand the instructions. then listen to the tape and number the pictures in order. listen again. match sentence parts.
get the students to understand the meaning of every sentence, especially the meanings of phrases :
“make noise (制造噪音)，stick… into….(把…..插入…..)， point at (指着)，walk down (沿着….走)”.
practising：ask students to make up the whole sentences according to the ones in 2b. then some say out their sentences before the class.
exercise：make up sentences by using “be (not) supposed to…, be polite to…, be rude to…., shouldn’t…..”. (the sentences they make must be different from the ones in the book.)
step ⅴ
homework
1． write a conversation using the information in part 4．
2． finish off the exercises on pages 49～50 of the workbook．

主备人：刘华    备课时间：XX.11.2     上课人：    上课时间：
审阅人：        审阅时间：       课  型：new       教案序号：
unit7-4you are supposed to shake hands.
ⅰ． teaching aims and demands
1． knowledge objects
（1） key vocabulary
 wipe, napkin, stick, chopstick, rude, point, pick up
（2） target language
 we’re supposed to eat with chopsticks．
 yes, and it’s rude to eat with our hands．
2． ability objects
（1） train students’ listening ability．
（2） train students’ ability to understand the target language in spoken conversation．
（3） train students’ ability to use the target language．
ⅱ． teaching key points123456
1． key vocabulary
 wipe, stick, chopstick, rude, point, pick up
2． target language
 we’re supposed to eat with chopsticks．
 yes, and it’s rude to eat with our hands．
ⅲ． teaching difficult points
1． flow to improve students’ listening ability．
2． how to use the target language．
ⅳ． teaching procedures
step ⅰ revision
check homework． get some students to read out their conversations using the target language in section a 4． collect their conversations and help correct their errors．
step ⅱ part 1
look at the picture and ask students to say what is happening in it．
look at the title, mind your manners!
ask． what do you think it might mean?
read the instructions and point to the five statements about manners． ask students to read the statements．
review the five statements to be sure students understand what each one means． ask students to act out them．
then ask students to complete the quiz on their own．
correct the answers with the class．
step v 3a
read the instructions． do you know what an opinion is?
ask a student to answer it． （an opinion is what you think or how you feel about something． ）
look at the chart． point to the word attitude on the chart and say, an opinion is like an attitude． tell students what they will write in the chart．
ask students to read the first paragraph on their own． when they read, move around the classroom helping them as necessary． then ask students to read the second paragraph． again, as they read, move around the classroom answering any questions． then read the instructions again and point out the chart． point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．
invite a student to read the sample answer to the class． then let him point out which sentence the answer is found in．
ask students to read the paragraphs again and complete the chart on their own．
correct the answers with the class．
step ⅲ 3b
go through the instructions for the activity with the class．
look at the example in the box． ask two students to read the conversation to the class．
first practice this conversation with a partner． then talk about your attitude toward being on time and getting together with your friends． use true information．
have students work in pairs．
ask some different pairs to say their conversations to the class．
1. exchange program             文化交流项目
2. it’s even better than i thought it would be. 123456
 它（指这次交流项目）甚至比我想像的还要好。
3. i was a bit nervous before i arrived here, but there was no reason to be.   在我到这儿之前我有点紧张，但却没有什么理由这样。
4. they go out of their way to make me feel at home.
    go out of one’s way to do 是个词组,意为特意，特地，想尽办法
    他们想尽一切办法，让我感觉象在家里一样。
5. and you wouldn’t believe how quickly my friench has improved.
    你不能相信我的法语长进了多少！
    划线部分本来为感叹句，在本句中又成了宾语从句
6. although i still make lots of mistakes, it doesn’t bother me like it used to.     尽管我仍然犯很多错误，但这个问题不像过去那样困扰着我了。
7. you’re not supposed to eat anything with your hands except bread, not even fruit!     除了吃面包以外，你不应该用手吃任何东西，甚至是水果！
8. my biggest challenge is learning how to behave at the dinner table.
我最大的挑战是学习在用餐时如何去做
step ⅳ part 4
let students read the instructions．
ask a pair of students to model the sample dialogue． correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．
get students to complete the work in pairs． as they work, walk around the classroom offering help as needed．
review the task． ask a few students to share their conversations with the whole class．
step ⅵ
homework
talk about the table manners in your country using the sentence starters in activity 2b．

unit7-3 you are supposed to shake hands.达标训练
一、知识点掌握
1. in china, you’re not supposed to pick up your bowl of rice. 在中国, 你不应该端起你的饭碗。pick up “捡起; 拾起; 拿起”。
如: a girl picked up a wallet on her way home.
一个小女孩在回家的路上捡到了一个钱包。
2.in brazil, you should wipe your mouth with your napkin every time you take a drink.    在巴西, 每次喝完东西后你应该用餐巾纸擦嘴。
wipe 动词  意思是 “擦,擦去” 常与away, off, up 连用,表示“擦干净’’。如:
wipe the dirt off your shoes.抹去鞋上的污泥。
wipe up the milk you spilled, please.请抹掉洒出来的牛奶。
3. …to stick your chopsticks into your food. 把筷子插入你的食物中。
(1) stick 动词, “刺, 插入”   如:
stick a fork into the meat to see if it’s ready.将叉插进肉里看熟了没有。 (2)chopstick 是由 chop(砍)+stick(棍子)组成的合成词。意思是 “筷子” 它通常以复数形式出现。如：our chinese always use chopstick to eat, but the english don’t use them. 我们中国人通常用筷子吃饭, 而英国人不。123456
4. it’s rude to point at anyone with your chopsticks.用你的筷子指着别人是很不礼貌的。rude adj.   粗鲁的; 无理的。常用词组be rude to sb, 意思是 “对某人无理”。it’s rude to interrupt when people are speaking. 打断人家的话是不礼貌的。point 是一个动词,意思是 “指, 指向”。它构成的词组” “point at”意思是 “指向” “对准”。如: “i’ll have that one.” she said, pointing at a big chocolate cake. “我想要这个。”她指着一块大的巧克力蛋糕说。
二、单项选择
1. the box is ________ heavy ________ i can’t lift it.
a. too, to   b. so, that     c. very, that  d. too, that
2. jim has made many friends since he________ to china.
a. came   b. comes   c. has come  d. will come
3. ________was the party at jim’s house last night?
a. what   b. when   c. how   d. why
4. he gave up ______two years ago. that’s to say, he is a non-smoker now.
a. smoke   b. smoking  c. to smoke  d. smoked
5. she had never been to the great wall before. today she saw it ________ the first time.
a. at    b. for   c. in    d. by
6. paul doesn’t have to be made ________.  he always works hard.
a. learn   b. to learn  c. learning  d. learned
7. have you seen the film “titanic”, ________ was world famous?
a. its    b. it’s   c. whose   d. which
8. do you know the boy ________ his hand towards us?
a. waves   b. to wave  c. waving  d. wave
我的收获：

unit7-4 you are supposed to shake hands.达标训练
一、知识点掌握
1.i was a bit nervous before i arrived here ...来之前我有点紧张……
1) 句中a bit作副词用，后跟形容词或副词或它们的比较级形式，这时可与a little互换使用。2) 但a bit后不能直接跟名词，常用“a bit of + 名词”结构，而a little可以直接跟名词。例如：give me a bit of / a little ink, please.请给我一点儿墨水。【拓展】not a bit表示“一点也不”，相当于“not ... at all”；而not a little表示“非常；很”，相当于“very much”。试比较：i wasn’t a bit nervous. 我一点也不紧张。i wasn’t a little nervous. 我非常紧张。
2.my biggest challenge is learning how to behave at the dinner table.
我最大的挑战是学会餐桌上的礼仪。behave 动词,意思是 “行为举止; 举止”
the boy behaved very well last night.  孩子昨天晚上表现挺好。
它还可以表示 “守规矩;举止适当有礼”的意思。如:please behave yourself. 请礼貌点儿。will you children please behave!你们这些孩子们能不能守规矩点！ 123456
它的相应的名词是behavior, 意思是 “行为”。
3.but i am used to it.词组 get/be used to 意思是 “习惯于……”词组中的 to 是介词，其后如果跟动词，动词应该用动名词形式。
i’m getting used to ___________________. 我开始习惯寒冷的天气。
she gets used to ___________________________.她习惯开一辆小车。
he will get used to _____________________________.他将习惯于早起。
二．根据3a内容回答下列问题
1.why was wang kun nervous before she arrived in france?

2. why did she have no reason to be nervous?

3.what differences have occurred in her french?

4. what does she find surprising?

5. what is one particular challenge she is facing?

三. 用括号内所给动词的适当形式完成句子。
1. the farmer’s market is a good place ______________ (eat).
2. most old people usually spend many hours ____________ (walk) through the new park.
3. could you please _________ (park) your car here?
4. it’s important ___________ (use) correct language in a foreign country.
5. i’m sorry _________________ (trouble) you.
四. 根据汉语提示完成下列英语句子，每空一词。
1. you must  ______________ (上交) your homework on time.
2. the kid often _______________ (打扮) as a clown on weekends.
3. bill didn’t _________ his dictionary ____ (把……借给) his sister.
4.  _______________________  (咨询信息) is a very common activity.
5. mr. miller got up early ____________  (为了) catch the first bus.

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