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Unit 10 Section A 1a - 2d 教学设计
I. Teaching Aims
1. Knowledge Aims
Students can master the following key words and phrases: custom, bow, kiss, greet, be supposed to, be expected to.
Learn to use the sentence patterns “What are people supposed to do when they meet for the first time ” and “They are supposed to / be expected to...” to talk about different greeting customs in various countries.
2. Ability Aims
Improve students' listening skills, especially the ability to catch key information about customs from the listening materials.
Develop students' speaking skills by practicing conversations about cultural differences in greeting customs.
Enable students to compare and analyze cultural differences in greeting behaviors among different countries.
3. Emotional Aims
Cultivate students' interest in different cultures and enhance their cross - cultural awareness.
Encourage students to respect and tolerate cultural differences when communicating with people from other countries.
II. Teaching Key Points and Difficult Points
1. Key Points
New vocabulary related to greeting customs.
The sentence patterns “be supposed to” and “be expected to” for expressing expected behaviors in different cultural contexts.
Understanding the listening materials about greeting customs in different countries.
2. Difficult Points
Distinguishing the usage of “be supposed to” and “be expected to” accurately and using them flexibly in conversations.
Expressing complex cultural concepts and differences in greeting customs clearly in English.
III. Teaching Methods
Communicative teaching method: Create real - life communication scenarios to let students practice using the target language.
Task - based teaching method: Design various tasks, such as matching, listening, speaking, and role - playing tasks, to help students achieve the learning goals.
Group work method: Arrange students to work in pairs or groups to promote cooperation and communication among them.
IV. Teaching Aids
Multimedia courseware: To show pictures, videos, and play recordings related to greeting customs in different countries.
Tape recorder: For playing the listening materials.
Blackboard and chalk: For writing down key words, phrases, and sentence patterns.
V. Teaching Procedures
1. Warming - up
Greet the students: “Good morning/afternoon, class! How are you today ”
Show some pictures of people from different countries greeting each other in various ways, like Americans shaking hands, Japanese bowing, and Brazilians kissing on the cheeks. Then ask students: “What are they doing Do you know the different greeting customs in these countries ” Encourage students to share their ideas briefly. This activity aims to arouse students' interest in cultural customs and smoothly lead in the topic of this class.
2. Pre - teaching
New words teaching
Present the new words on the PPT one by one. For “custom”, give examples like “It's a custom in China to eat dumplings during the Spring Festival.” to explain its meaning “a traditional and widely - accepted way of behaving or doing something in a particular society, place, or time”.
For “bow”, make a bow gesture and say “We bow to show respect in some situations.”
When teaching “kiss”, show a picture of two people kissing on the cheeks and say “In some European countries, people kiss each other on the cheeks when they meet.”
Teach “greet” by saying “We usually greet our friends with a smile and a 'Hello'.”
For “be supposed to” and “be expected to”, give simple examples: “You are supposed to/expected to be on time for class.” Explain that they both mean there is an expectation or a rule about what one should do. Let students read the words and phrases aloud several times to practice pronunciation.
Prediction
Let students look at the pictures and the instructions in 1a. Ask them to predict: “Which country do you think has the custom of shaking hands when meeting for the first time Which one has the custom of bowing ” Encourage students to share their predictions in pairs first and then with the whole class. This step can activate students' prior knowledge and get them ready for the following learning.
3. While - teaching
1a (5 minutes)
Let students match the countries with the customs in 1a according to their predictions and prior knowledge. Then ask several students to share their answers and reasons.
For example, a student may say: “I think people in the United States are supposed to shake hands when they meet for the first time because I saw it in many American movies.”
1b (5 minutes)
Before playing the recording, briefly introduce the context: “Now we will listen to a conversation between two people. They are talking about what people in different countries do when they meet for the first time.”
Play the recording for the first time. Students listen carefully and check the answers in 1a.
Play the recording again. This time, students can listen and repeat the sentences to practice their pronunciation and intonation.
1c
Ask students to work in pairs. They should make conversations based on the information in 1a and 1b, using the sentence patterns “What are people supposed to do when they meet for the first time ” and “They are supposed to / be expected to...”.
For example:
A: What are people in Korea supposed to do when they meet for the first time
B: They are supposed to bow.
Walk around the classroom to monitor their conversations and offer help if necessary. Then invite several pairs to perform their conversations in front of the class.
2a - 2b
Present the situation in 2a: “Maria is an exchange student. She had dinner at an American friend's house last night, but she made some mistakes. Let's listen and find out what mistakes she made.”
Play the recording for the first time. Students listen and circle the mistakes Maria made in 2a.
Play the recording again. Students listen carefully and fill in the blanks in 2b.
Check the answers with the whole class and explain some difficult points if there are any, such as some cultural - specific expressions or behaviors.
4. Post - teaching
2c
Students work in pairs again. They use the information in 2a and 2b to role - play a conversation between Maria and her American friend. One student acts as Maria, and the other acts as the American friend. The American friend is telling Maria about the mistakes she made, and Maria is asking for advice.
For example:
American friend: Maria, you know, in the United States, we usually don't eat with our hands.
Maria: Oh, really I'm so sorry. I didn't know that. What should I do next time
Invite several pairs to act out their conversations. After each pair finishes, give some comments and praise.
2d
Let students read the conversation in 2d by themselves first, and then answer some questions on the PPT, such as “What happened at the welcome party ” “Why did John stand there with his hand out ”
Explain the new words and expressions in the conversation, such as “hold out” (extend) and “to one's surprise” (making someone feel surprised).
Play the recording of 2d. Students listen and imitate the pronunciation and intonation.
Ask students to work in pairs to role - play the conversation. Then invite some pairs to show their performances.
5. Summary and Homework
Summary
Summarize the key points of this class with students, including new words, important phrases, and sentence patterns, as well as the main content of the listening materials about greeting customs in different countries.
Write the key words and important sentence patterns on the blackboard while summarizing, such as “custom, bow, kiss, greet, be supposed to, be expected to” and the example sentences for using them.
Homework
Ask students to write a short passage about the greeting customs in their hometown or a country they are interested in. They should use at least three sentences with “be supposed to” or “be expected to”.
Encourage students to search for more information about cultural customs in different countries on the Internet or in books and share it with the class next time.

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