Youre supposed to shake hands 教案3

　　 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.

　　 3.Moral Objects

　　 Different countries have different customs. So you are supposed to do in Rome as the Romans do.

　　 Ⅱ.Teaching Key Point

　　 Train students' integrating skills.

　　 Ⅲ.Teaching Difficult Point

　　 How to improve students' integrating skills.

　　 Ⅳ.Teaching Methods

　　 1.Fast reading to let students get the general idea of the text.

　　 2.Pairwork

　　 Ⅴ.Teaching Aids

　　 1.A projector

　　 2.The blackboard

　　 Ⅵ.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.

　　 Suggested conversation

　　 SA: What are you supposed to do after school?

　　 SB: I'm supposed to go home. I'm not supposed to play outside.

　　 SA: When were you supposed to finish your homework yesterday?

　　 SB: I was supposed to finish it at 8: 00. I wasn't supposed to hang out with my friends.

　　 Step Ⅱ 3a

　　 This activity provides reading and writing practice using the target language.

　　 Show the key words on the screen by a projector.

　　 Cali n.卡利(哥伦比亚西部城市)

　　 Colombia n. 哥伦比亚(南美洲西北部一国家)

　　 drop by 访问;拜访

　　 Lausanne n. 洛桑(瑞士西部城市)

　　 Switzerland n. 瑞士(欧洲中部国家)

　　 land n. 国家;国土

　　 after all 毕竟

　　 Read the words and have students repeat again and again until they can pronounce the words fluently and accurately.

　　 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. (the attitude of the Colombian girl and the Swiss boy toward these three things; being on time, visiting a friend's house, and making plans with friends.)

　　 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.

　　 Answers

　　 Colombian: We're pretty relaxed about time. We often just drop by our friends' home. We don't have to make plans when we get together with friends.

　　 Switzerland: It's very important to be on time. We never visit a friend's house without calling first. We usually make plans to meet friends.

　　 Step Ⅲ 3b

　　 This activity provides guided oral practice using the target language.

　　 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.

　　 SA: What kinds of rules do they have in Colombia?

　　 SB: Well, they have pretty relaxed rules.

　　 SA: Like what?

　　 SB : Well, it's OK if you're not on time.

　　 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.

　　 Suggested answers

　　 SA: What kinds of rules do you have in your opinion?

　　 SB: Well, we have relaxed rules.

　　 SA: Like what?

　　 SB: Well, it's OK if we visit a friend's house without calling first.

　　 Step Ⅳ Part 4

　　 This activity provides reading, writing, listening and speaking practice using the target language.

　　 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.

　　 SA: Can you tell me the things I'm supposed to do?

　　 SB: The first thing is to greet the teacher.

　　 SA: Okay. What should I say?

　　 SB: You're supposed to say "good morning, teacher. "

　　 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.

　　 SA: Can you tell me the things I'm supposed to do?

　　 SB: The first thing is to do your homework.

　　 SA: Okay. What should I say?

　　 SB: You're supposed to say "I must do my homework".

　　 Step Ⅴ Summary

　　 In this class, we've learned some key vocabulary words land, drop by and after all, and the 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". We've also done a lot of reading, speaking and writing practice using the target language.

　　 Step Ⅵ Homework

　　 1.Write a conversation using the information in Part 4.

　　 2.Finish off the exercises on pages 49~50 of the workbook.

　　 Step Ⅶ Blackboard Design

　　 Unit 12 You're supposed to shake hands.

　　 Section A

　　 The Third Period

　　 Target Language:

　　 A: Can you tell me the things I'm supposed to do?

　　 B: The first thing is to greet the teacher.

　　 A: Okay. What should I say?

　　 B: You're supposed to say "good morning, teacher".