2017秋九年级英语全册Unit10You’resupposedtoshakehandsSectionB(1a_1e)课堂导学案(新版)人教新目标版

Unit10 You’re supposed to shake hands. B(1a-1d)评课
观课主题
听说技能训练
主要亮点
（围绕观课主题陈述现象）
1. 学生都积极投入学习，精神状态好，合作展示参与率高。

2. 教学设计重难点把握准确，电子导学语言简明。

3. 课堂节奏明快，教师对听说技能指导及时，务实、高效。

存在的不足
（围绕观课主题陈述现象）
由于平时相对训练听说的时间和机会较少，所以导致少部分学生不能开口大胆表达，课堂气氛稍有滞后。

策略建议
（围绕观课主题论述）
课前可用相关视频引入，使学生及时进入教学情境。

平时抓紧时间和机会及时进行跟读和听说训练，以求学生能够在听说方面全盘跟进。

人教版新目标九年级英语教案Ｕnit 10 You’re supposed to shake han d.Period 1 SectionA(1a-1c)Knowledge aims:(1)Key Vocabularybow, kiss, be supposed to, shake hands, customs(2) Target LanguageWhat are people in Korea supposed to do when they meet for the first time? They're supposed to bow.Ability aims:１. Train students' listening ability.２. Train students' communicative competence.Emotional aims:Before you meet foreigners, you should some customs. In this way, you can act politely and properly.Key points:Talk about customs and what you are supposed to do.Difficult points:Know about customs of different countries.Teaching methods:1．Scene teaching method2．Listening-and-answering activity to help the students go through with the listening material.Teaching tools:1.A tape recorder 2.PPT课件Teaching procedures:Step I: Review1.Yesterday we finished Unit 9. In this unit, we learned some ways of asking for information politely and express preferences.Make conversations with your friends.A: What kind of music do you like?B: I like music that ____________.2.Write your own sentence:I like music that________________________.I like musicians ________________________.Step II :New lesson1.Presentation：Step 1 1aThis activity introduces some target language.Let students read the instructions.Point to the two lists of words. Read each word and ask students to repeat it.Put up a map of the world on the board. Ask students to explain where each of the countries is.Suggested answers1．Brazil is in South America, next to Peru.2．The United States is in North America, next to Canada.3．Japan is in East Asia, to the east of China.4．Mexico is in North America, on the south of America.5．Korea is in East Asia. It is our neighbor.Look at the sample answer. Tell students to guess if they aren't sure. Answers1.c2.b3.a4.b5.aStep Ⅲ 1bThis activity gives students practice understanding the target language in spoken conversation.Play the tape for the first time. This time, students only listen.Play the tape a second time. Ask them to listen to the recording and check their answers to Activity 1a.Check the answers with the class. Invite a student to read the answers. Step Ⅳ 1cThis activity provides guided oral practice using the target language. Read the instructions to the whole class. Point out the example in the box. Ask two students to read it to the class.Step III:Practice:1. In Japan, the people are supposed to _________(鞠躬) when they meet for the time.2. It's not polite ____________(亲吻) the others in public in China.3. I was supposed to arrive at 8：00, but I (到达) at 9:00.4. When we meet Americans for the first time, we should_________(握手)with them.5. You must know some __________(习俗) before you go to some foreign countries.Step IV:summary:In this class, we've learned some important words, such as bow, kiss, be supposed to, shake hands. We've also learned the target language What are people in Korea supposed to do when they meet for the first time? They're supposed to bow.Step V:.homework:Review the target language.Bb design:Unit 10 You're supposed to shake hands.Section AThe First PeriodTarget Language:A: What are people in Korea supposed to do when they meet for the first time?B: They're supposed to bow.Period 2 SectionA(2a-2d)Knowledge aims:(1) Key V ocabulary :greet, be supposed to(2) Target Language: How was the dinner at Paul's house last night?Ability aims: １. Train students' listening ability.２. Train students' communicative competence.Emotional aims: When you're invited to a place, you mustn't be late, greet people the wrong way and wear the wrong clothes. That is, you should act according to your host's customs.Key points:What are you supposed to do when you meet someone?Difficult points:How to improve students' listening ability.Teaching methods:1．Listening method to improve students' listening ability. 2．PairworkTeaching tools:1.A tape recorder 2.PPT课件Teaching procedures:Step I: ReviewCheck homework. Ask some pairs to act out their conversations according to Activity 1a.A: What are people in Mexico supposed to do when they meet for the first time?B: They're supposed to bow.Step II :New lesson1.(2a)This activity provides guided listening practice using the target language.Look at the picture and ask students to tell What is happening.Help students understand that the people are at a picnic.Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.Ask different students to explain the meaning of each line in their own words. Listen to Maria talking to a boy about what happened at the picnic. She made several mistakes. Listen to the recording and check the mistakes she made.Play the recording. Students only listen the first time.Play the recording again. Get students to check the mistakes Maria made. Check the answers with the class.Answers√ arrived late________ ate wrong food√ greeted Paul's mother the wrong way√ wore the wrong clothes2.(2b)This activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Point out the blanks in the four sentences. Invite a student to read the first sentence.Play the recording again. Let students fill in the blanks with the words they hear alone.Correct the answers with the class.3.(2c)This activity provides guided oral practice using the target language. Read the instructions for the activity to the class.Look at the example in the box. Ask two students to read the conversation to the class.4.Role-Play conversationShow key points:expecte to do sthhold outTo one’s surpriseStep III:Practice:（）1. Jim stood up and shook hands___ both of them.A.byB.withC.forD.to( )2. Chinese never bowed _________the enemiesA.inB.toC.onD.with( )3. John _______ Beijing the day before yesterday.A. arrived atB. arrivedC. reached toD. arrived in( )4. You ________stand in line when waiting for the bus.A. mustn’tB. can’tC. are supposed toD. don’t( )5. She _______some _______in her competition yesterday.A. has made; mistakesB. made; mistakesC. had made; mistakeD. was mistaking; mistakesStep IV:summary:In this class, we've learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul's house last night? What are you supposed to do when you meet someone?Step V:.homework:Ask students to write at least two sentences with the key structure in this class.Bb design:Unit 12 Section A (2a-2d)1．Target Language:How was the dinner at Paul's house last night?2．What are you supposed to do when …You're … You're not …Period3 SectionA(3a-4c)Knowledge aims:(1) Key Vocabularyland, drop by, after all, relaxed, a bit(2) Target LanguageCan you tell me the things I'm supposed to do?Ability aims: １. Train students' integrating skills.２. Train students' communicative competence.Emotional aims:Different countries have different customs. So you are supposed to do in Rome as the Romans do.Key points:Talk about customs and what you are supposed to do. Difficult points:Know about customs of different countries.Teaching methods: 1．Fast reading to let students get the general idea of the text. 2．PairworkTeaching tools:1.A tape recorder 2.PPT课件Teaching procedures:Step I: ReviewRevisionT: 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.Step II :New lessonStep 1. 3aThis 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.Step2.3bRead the passage again and complete the chart.Look at the chart. Tell students what they will write in the chart.Check the answers.Step Ⅲ 3bThis 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.First practice this conversation with a partner. Then talk about your attitude toward being on time and getting together with your friends. Step IV Grammar FocusReview the grammar box Get different students to say the questions and answers.Step III:Practice:be supposed to be expected tobe important to1.When you go abroad ,it __ bring your passport.2. After class,students____ clean the chalk off the blackboard.3.If you visit the northern coast of Norway during the winter season, it ___ pack warm clothes.4.If there are people in the meeting room, you_____ knock before entering.5.In many eastern European countries, you ___ take off your gloves before shaking hands.Step IV:summary:1.key vocabulary2.Grammar focusStep V:.Homework:Finish exercise 4b in the textbook.Bb design:Unit 10 You're supposed to shake hands.Section AThe Three PeriodTarget Language:A: What are you supposed to do when you meet someone for the first time?B: The first thing is ……Period4 SectionB(1a-1d)Knowledge aims:(1) Key Vocabularywipe, napkin, stick, chopstick, rude, point, pick up(2) Target LanguageWe're supposed to eat with chopsticks.Yes, and it's rude to eat with our hands.Ability aims: (1) Train students' ability to understand the target language in spoken conversation.(2) Train students' ability to use the target language.Emotional aims:In order to behave politely at the dinner table, you're supposed to learn some talbe manners.Key points:Target language.Difficult points:1．How to improve students' listening ability. 2．How to use the target language.Teaching methods: 1．Listening method 2．PairworkTeaching tools: 1.A tape recorder 2.PPT课件Teaching procedures:Step I: ReviewCheck homework. Get some students to read out their conversations using the target language in Section A 4c. Collect their conversations and help correct their errors.Step II :New lessonPart 1This activity introduces new vocabulary and provides reading practice using the target language.Look at the picture and ask students to say what is happening in it. (A family is eating a meal.)Look at the title, Mind your manners!Ask: What do you think it might mean?(It means be careful of how you act.)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.Part2.2aThis activity gives students practice in understanding the target language in spoken conversation.Read the instructions to the class. Review what an exchange student is and what table manners are. If necessary, translate them into Chinese. 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.Step Ⅳ 2bThis activity provides listening practice using the target language.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.1．You aren't supposed to … a. to stick your chopsticks into your food. 2．It's impolite to… b. point at anyone with your chopsticks.3．You shouldn’t … c. start eating first if there are older people at the tableYou will hear the same recording again. This time as you listen, write the letter of the correct sentence ending after each sentence starter.Look at the sample answer. Read the correctly completed sentence to the class:Step Ⅵ SummaryIn this class, we've learned some key vocabulary, such as wipe, rude, point, pick up. We've also learned the target language by listening and speaking.Step Ⅶ HomeworkTalk about the table manners in your country using the sentence starters in Activity 1a.Bb design:Unit10 Period41．Sentences in Activity 2b:2．Target language:A: We're supposed to eat with chopsticks.B: Yes, and it's rude to eat with our hands.Period5 SectionB(2a-2b)Knowledge aims:(1) Key Vocabularytable manners, behave, be/get used to, cut up, full, fork, You should (2)Practice reading an article.Ability aims: (1) Train students' reading ability.(2) Train students' writing ability.Emotional aims: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.Key points: Practice reading and writing using the target language. Difficult points:How to write an e-mail message.Teaching methods: 1．Reading comprehension to help students grasp the main idea of the text.2．Writing method 3.Groupwork to make every student work in class.Teaching tools: 1.A tape recorder 2.PPT课件Teaching procedures:Step Ⅰ RevisionReview the target language presented in this unit. Check homework. Ask two students to read out their sentences.SA: You aren't supposed to visited a friend's house without calling first. SB: It's polite to be on time.Step II :New lesson1.Ask and answer.What do you know about customs in foreign countries? What do you think is the biggest challenge when visiting a foreign country?2.2bThis activity provides reading practice using the target language. Teach the new words. Show the following new words on the screen by a projector.manner n. 礼貌；风格；习惯table manners 餐桌礼仪behave v. 行为表现；举止be/get used to 习惯于……cut up 切开；切碎fork n. 叉；餐叉full adj. 饱的；吃胀了的lap n. (人坐着时)腰以下到膝为止的部分；大腿elbow n. 肘；肘部gradually adv. 逐渐地；渐渐地compliment n. 称赞；恭维toast v. 敬酒Call attention to the e-mail message. Invite a student to read the article aloud to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Now read the e-mail. Answer the questions in your exercise book. As students work, move around the classroom and offer help as necessary.Step 3.Read the sentences in 2c and replace the underlined words with the phrases in the box.1.Making mistakes in French used to make Lin Yue nervous.2.It was quite hard for her to feel good about speaking French.3.The host family tried very hard to help Lin Yue.4.Lin Yue has slowly learned how to be like her French friends.Step 4.Review the passage and make notes about French customs in the chart.This activity provides writing practice using the target language.Read the instructions and ask students to finish the exercise.Get students to finish the activity on their own. As students work, move around the room offering help as needed. Ask a student to read his or her message to the class. Have other students add any information that is missing from the first student's report.Step III: Practice:Your pen pal is coming to China on an exchange program. He/She is asking you about Chinese customs and what he/she is supposed to do or not. Make notes in the chart.Step IV: Summary:In this class, we've done a lot of reading, writing and speaking practice using the target language.Step V:Homework:Read the e-mail message in Activity 2b againBb design:Unit 12 You’re supposed to shake hands.Section B (2a-3a)1.What do you know about customs in foreign countries?2.Read the letter and answer the questions in 2b.Period6 SectionB (3b-selfcheck)Knowledge aims:1) Key Vocabularybe excited about doing sth 、some suggestions 、some advice、at the table (2) Target Language: You are supposed to …..You are not supposed to ….Ability aims: １. Train students' writing ability.２. Train students' communicative competence.Emotional aims:Before you meet foreigners, you should obey some rules. In this way, you can act politely and properly.Key points:Talk about customs and what you are supposed to do. Difficult points:Write a short passage about table manners.Teaching methods: 1．Task-based teaching 2．PairworkTeaching tools: 1.A tape recorder 2.PPT课件Teaching procedures:Step I: Review1.manner n. _________2.table manners _________3.behave v. _________4.be/get used to _________5.cut up _________6.fork n. _________7.full adj. _________8.elbow n. _________9.gradually adv. _________pliment n. _________toast v. _________Step II: New lesson1.Talk about some table manners in China.2.Write a letter to your pen pal to give him/ her advice and suggestions on how to behave properly in China.This activity provides writing practice using the target language.Read the instructions and ask students to look back at Activity 2 Remind students that they made conversations about table manners in their own country.3.Writing practice.Dear Jenny.You must be excited about coming to China soon. Let me give you some suggestions and advice about Chinese customs. When you’re eatin g at the table. It’s impolite to stick your chopsticks into the food.In our house,you’re supposed to watch TV and play computers.When you go out with people, you should tell somebody who is home. Have a safe trip, and I look forward to meeting you soon!Best wishes.Step 3.Self check.1.Fill in the blanks with the words in the box.worth capital basic traffic empty mad knocking2.Think about your culture and make statements.In my culture, when you….You’re supposed to …..You’re not supposed to ……You’re expected to …….It’s impolite to …….It’s important to …..Step III: Practice:Have conversations with your partner.In my culture, you’re supposed to ….. you’re not supposed to …….. Step IV: Summary:In this class, we've done a lot of writing and speaking practice using the target language.Talk with your partners after class.Step V: Homework:Talk about the table manners in your country using the sentence in Self check.Bb design:Unit 10 You’re supposed to shake h ands.1. Write a letter to your pen pal to give him/her advice about table manners.2.Self check.。

Unit 10: You^re supposed to shake hands.Part 1: Teaching Design第一部分:教学设计Period 1: Matching，Listening and Speaking(What are people supposed to do...?)Objectives•To learn to understand and use supposed to + infinitive•To listen and speak what you are supposed to doProcedures■ Warming up by studying the title “Yoifre supposed to shake hands?9Hello, class・ Is there anyone who is late for school today? I see Li Jianshe is late・ He is not here yet. You have to be here for class before the bell ring・ That is to say you are supposed to be on time for school. By the way do you know what I mean by saying "you are supposed to be on time for school 二be supposed to...其中to是动词不定式符号，不是介词，其后要跟动词原形。

当be supposed to...的主语是“人”时，意为“应该……”；“被期望……”，它可以用來表示劝告、建议、义务、责任等，相当于情态动词should。

如：Everyone is supposed to wear a seat-belt in the car.每个人在汽车里都应该系安全带。

Unit10 You are supposed to shake hands.Grammar语法：被动语态一．被动语态的概念某事被某人做二．被动语态的结构结构：be+动词过去分词三．主动语态变被动语态的步骤1.宾变主2.套结构3.看时态4.加by四.各种时态被动语态结构1.一现：is\am\ are+动词过去分词2.一过:was\were+动词过去分词3.一将：will be+动词过去分词4.现完：have\has+been+动词过去分词5.现进：is\am\are+being+动词过去分词五．被动语态特殊用法1.双宾动词被动语态She gave me a book.双宾动词，可将直接宾语转化为主语，保留间接宾语并且在被保留的间接宾语前加to/forA book was given to me by her.也可以将间接宾语转化为主语，保留直接宾语I was given a book by her.2.主动语态表被动(1)open，lock，write，read，sell，clean，wash，cut，burn，drive，等词作不及物动词且它们的主语为物时This pen writes very smoothly.This sweater washes well.(2)look,sound,taste,smellSchool uniforms look good on us.(3)be worth doingThe film is worth seeing.(4)want/ need/ require+doing=want/ need/ require+to be doneMy bike needs repairing=My bike needs to be repaired.3.不用被动语态的情况(1)主动句的宾语是each other或反身代词They help each other study English.The man introduced himself as Mr White.(2)主动句的谓语动词是表示状态的及物动词We will have a meeting.(3)主动句的宾语是不定式或动名词，不能把他们转换成被动语态的主语My mother enjoys watching TV.Watching TV is enjoyed by my mother.(错误)练习11.The sick boy__to hospital by the police yesterday.A.is takenB.was takenC.takesD.took2.Waste paper shouldn’t__everywhere.It’s our duty to keep our city clean.A.be thrownB.throwC.is thrownD.are thrown3.–Do you have any problems if you__this job?A.offerB.will offerC.are offeredD.will be offered4.It is reported that more new teaching buildings__in our school in the next term.A.will be builtB.was builtC.has builtD.will build5. ---David,turn off the TV__no one is watching it.--But it__off already!The music is from the radio.A.so that,has been turnedB.when,has turnedC.if,has been turnedD.beca use,has turned6.Jack__a job in a bank,but to our surprise,he didn’t take it.A.is offeredB.offered C was offered D.has offered7.—It’s difficult for the village children to cross the river for school.--I think a bridge__over the river.A.was builtB.is being builtC.has been builtD.should be built8.I___to get there before seven tomorrow,so I’ll have to get up early.A.toldB.have toldC.will tellD.was told9.It is reported that the Underground Line No.3__in our city in2010.A.will buildB.has builtC.will be builtD.has been built10.When you leave the room,make sure the door___.A.was lockedB.is lockedC.will be lockedD.should be locked11.—Do you believe there are aliens? -I am afraid not.I don’t think aliens__in space .A.can findB.can be foundC.can be findD.can’t be found12.–I want to be a Chinese teacher when I grow up.--That’s great.Chinese teachers__in China and some foreign countries.A.needB.are needingC.are neededD.will need13.Don’t worry.You___plenty of time to decide.A.will giveB.have givenC.will be givenD.are giving14.As China grows stronger and stronger,Chinese___in more and more schools out of our country.A.teachesB.is taughtC.has taughtD.was taught15.–Our environment is getting worse than before.-You’re right.But thanks to Earth Day,people have done more and more useful things to protect the earth since Earth Day___.A.is startedB.was startedC.has startedD.started16.The young man was often seen__by the lake.A.to drawB.to drawingC.DrawD.drew17.Ba Jin,one of the greatest writers in China,__as People’s Writer‖A.is regardedB.has regardedC.is regardingD.regards18.–Where did you go last night? - I__to go to Li Lei’s birthday party.A.askedB.am askedC.have been askedD.was asked19.–I want to be a doctor.–Doctors__in every part of the world,I think.A.needB.are neededC.are needingD.will need20.The village is building a school.I hope it__before August this year.A.finishesB.will finishC.is finishedD.will be finished参考答案：1.B2.A3.C4.A5.C6.C7.D8.D9.C 10.B 11.B 12.C 13.C 14.B15.D 16.A 18.D 19.B 20.D练习21.The road____last year.A.buildsB.builtC.was builtD.is built2.Liu Xiang___by his coach to train regularly.A.advisedB.advisesC.was advisedD.be advised3.A Disneyland Park___in Shanghai Pudong New Area in the near future.A.buildsB.has builtC.will buildD.will be built4.–Can you sing this English song? ---Of course,I can.It__many times on the radio.A.taughtB.has taughtC.is taughtD.has been taught5.The16th Asian Games____in Guangzhou in November,2010.A.holdsB.will holdC.was heldD.will be held6.No conclusion__before we complete this test.A.is madeB.will be madeC.has made7.Necessary action__so that students can be safe at schools.A.can be takenB.must be takenC.may be takenD.might be taken8.More than100workers__from the Wangjialing Coal Mine in April this year.A.is savedB.are savedC.was savedD.were saved9.Another new railway station___in Changsha in2011.A.was builtB.buildC.will be built10.People in Korea___bow when they meet for the first time.A.supposed toB.are suppose toC.are supposed to参考答案.1.C2.C3.D4.D5.D6.B7.B 8.D 9.C 10.CHomework一．单项选择1._____ a new library _____ in our school last year?A. Is; builtB. Was; builtC. Does; buildD. Did ; build2. An accident ____ on this road last week.A. has been happenedB. was happenedC. is happenedD. happened3.Cotton（棉花）____ in the southeast of China.A. is grownB. are grownC. growsD. grow4.So far, the moon ____ by man already.A. is visitedB. will be visitedC. has been visitedD. was visited5.A talk on Chinese history _____ in the school hall next week.A. is givenB. has been givenC. will be givenD. gives6.How many trees ____ this year?A. are plantedB. will plantC. have been plantedD. planted7.A lot of things ____ by people to save the little girl now.A. are doingB. are being doneC. has been doneD. will be done8.--When ___ this kind of computers______? --Last year.A. did; useB. was; usedC. is; usedD. are; used9.The Great Wall ____ all over the world.A. knowsB. knewC. is knownD. was known10.Who _____ this book _____?A. did; writtenB. was; written byC. did; writtenD. was; written11.A story _____ by Granny yesterday.A. was told usB. was told to usC. is told usD. told us12.The monkey was seen _____ off the tree.A. jumpB. jumpsC. jumpedD. to jump13.The school bag ___ behind the chair.A. putsB. can be putC. can be puttedD. can put14.Older people ____ well.A. looks afterB. must be looked afterC. must look afterD. looked after15.Our teacher ______ carefully.A. should be listened toB. should be listenC. be listenedD. is listened二、用括号内所给动词的正确形式填空。

Unit 12 you’re supposed to shake handsThe First Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybow, kiss, be supposed to, shake hands, customs（2）Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointsTarget languageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Procedures二、自主学习Step ⅠRevisionT: Yesterday we finished Unit 11．In this unit, we learned some ways of asking for information politely．Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong．Say, Please tell me things that are good to do in school and that are not good to do in school．Write each suggestion under the appropriate heading on the board．T: Is it a good idea to come to class late?S1: No．T: That’s right, It’s not a good idea to come to class late．You’re not supposed to come to class late．Class repeat．You’re not supposed to come to class late．S s: You’re not supposed to come to class late．T: （Writes come to class late under wrong）What are some things you shouldn’t do?S2: We shouldn’t eat in class．T: Right．You’re not supposed to eat in class．Ask students to repeat this example．Then ask students to tell about some things that are good to do in school．They may say things such as, You should do your homework every day; You should raise your hand before you talk．Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day．You’re supposed to raise your hand before you talk．三、合作探究Step Ⅱ1aLet students read the instructions．Point to the two lists of words．Read each word and ask students to repeat it．Put up a map of the world on the board．Ask students to explain where each of the countries is．Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss．Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．Look at the sample answer．Tall students to guess if they aren’t sure．四、训练巩固Step Ⅲ1bGo through the instructions with the class．Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl．Their conversation contains the answers to the questions inActivity 1a．Play the tape for the first time．This time, students only listen．Play the tape a second time．Ask them to listen to the recording and check their answers to Activity 1a．Check the answers with the class．Invite a student to read the answers．五、归纳小结Step Ⅳ1cRead the instructions to the whole class．Point out the example in the box．Ask two students to read it to the class．Point to the lists of customs and countries in Activity la．Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．As students work together, move around the classroom checking their work．Ask different pairs of students to ask and answer a question for the class．六、拓展延伸Step ⅤHomeworkReview the target language．教学反思The Second Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularygreet, be supposed to（2）Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes．I was supposed to arrive at 7:00, but I arrived at 8:00．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes．That is, you should act according to your host’s customs．Ⅱ．Teaching Key Points1．Key V ocabularygreet, be supposed to2．Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes．I was supposed to arrive at 7:00, but I arrive at 8:00．3．StructureWhat are you supposed to do when you meet someone?Ⅲ．Teaching Difficult Points1．the target language2．How to improve students’ listening ability．Ⅳ．Teaching Procedures二、自主学习Step ⅠRevisionCheck homework．Ask some pairs to act out their conversations according to Activity 1a．Step Ⅱ2aLook at the picture and ask students to tell What is happening．Help students understand that the people are at a picnic．Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．）Read the instructions and point to the four mistakes on the list．Ask different students to read the mistakes to the class．Listen to Maria talking to a boy about what happened at the picnic．She made several mistakes．Listen to the recording and check the mistakes she made．Play the recording．Students only listen the first time．Play the recording again．Get students to check the mistakes Maria made．Check the answers with the class．三、合作探究Step Ⅲ2bGo through the instructions with the class．Point out the blanks in the four sentences．Invite a student to read the first sentence．Play the recording again．Let students fill in the blanks with the words they hear alone．Correct the answers with the class．Step Ⅳ2c四、训练巩固Read the instructions for the activity to the class．Look at the example in the box．Ask two students to read the conversation to the class．Point out the mistakes in Activity 2a and the sentences in Activity 2b．Role play Dan and Maria’s conversation using information from Activities 2a and 2b．Ask students to work in pairs．As they work, move around the classroom checking the progress of the pairs and offering help as needed．Check the answers by calling on different pairs to say their conversations to the class．五、归纳小结Step ⅤGrammar FocusReview the grammar box．Get different students to say the questions and answers．六、拓展延伸Step ⅥHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．教学反思The Third Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyland, drop by, after all, relaxed, a bit（2）Target LanguageCan 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 PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Procedures二、自主学习Step ⅠRevisionT: 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．三、合作探究Step Ⅱ3aRead 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．四、训练巩固Step Ⅲ3bGo 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．五、归纳小结Step ⅣPart 4Let 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．六、拓展延伸Step ⅤHomework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook．教学反思The Fourth Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywipe, napkin, stick, chopstick, rude, point, pick up（2）Target LanguageWe’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 Points1．Key V ocabularywipe, stick, chopstick, rude, point, pick up2．Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．Ⅲ．Teaching Difficult Points1．Flow to improve students’ listening ability．2．How to use the target language．Ⅳ．Teaching Procedures二、自主学习Step ⅠRevisionCheck 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 ⅡPart 1Look 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．三、合作探究Step Ⅲ2aRead 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．四、训练巩固Step Ⅳ2bRead 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．五、归纳小结Step Ⅴ2cGo 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．六、拓展延伸Step ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．教学反思The Fifth Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularytable manners, behave, be/get used to, cut up, full, fork, You should…（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write an e-mail message．Ⅳ．Teaching Procedures二、自主学习Step ⅠRevisionReview the target language presented in this unit．Check homework．Ask two students to read out their sentences．Step Ⅱ3aCall attention to the e-mail message．Invite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Read the instructions to the class．Ask students to read the e-mail again．Say,Now read the e-mail．Answer the questions in your exercise book．As students work, move around the classroom and offer help as necessary．Check the answers with the class．三、合作探究Step Ⅲ3bRead the instructions to the class．Point to the beginning of the e-mail message．Read it to the class．Here are some things you need to know about table manners when you visit Japan．First of all, you should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b．You can use the pictures and information in Activities 2a and 2b to help you write your letters．Ask students to finish the activity on their own．As they work, walk around the classroom offering help and answering questions as needed．Check the answers with the class．Ask a student to read his completed article to the class．四、训练巩固Step Ⅳ3cRead the instructions and ask students to look back at Activity 2c．Remind students that they made conversations about table manners in their own country．Say．You can use the ideas you talked about in Activity 2c as you write your email messages．Get students to finish the activity on their own．As students work, move around the room offering help as needed．Ask a student to read his or her message to the class．Have other students add any information that is missing from the first student’s report．五、拓展延伸Step ⅥHomework1．Read the e-mail message in Activity 3a again．2．Write an e-mail message to a friend about table manners．教学反思The Sixth Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2）Finish the story．（3）Complete the crossword．2．Ability ObjectsTrain students’ writing ability．3．Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Finish the story．Ⅲ．Teaching Difficult Points1．Make sentences using arrive, meet, spend, behave and imagine．2．Finish the story．Ⅳ．Teaching Procedures二、自主学习StepⅠRevisionCheck homework．Ask a student to read the e-mail message in Activity 3a．Then ask a student to read his/her own e-mail message．StepⅡPart 1Look at the words in the box．Ask a student to read them．Make sure students understand the meaning of the words．Then say, Fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．Ask students to fill in the blanks on their own．Check the answers．Five students each read a sentence, filling in the blanks．The rest of the students check their answers．Ask students to make their own sentences with the words, preferably sentences that are meaningful．Move around the classroom．Collect a few students’answers with mistakes on the blackboard．Then help students correct the mistakes．三、合作探究Step ⅢPart 2Go through the instructions with the class．Explain them to students．Get students to complete the work in pairs．Invite a few students to read the end of the story．Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．A sample end of the story…What I finally decided to do was to watch what others do and follow them．四、训练巩固Step ⅣPart 3Do the example with the class to show them how to do a crossword puzzle．Ask students to complete the crossword puzzle on their own．Check the answers with the whole class．Step ⅤJust for Fun!This activity provides reading and speaking practice with the target language．Ask students what is funny about the cartoon．Help students to explain．The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．六、拓展延伸Step ⅥSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words．After class, please finish off the story in 2 in your textbooks．Then finish off the exercises on pages 50～52 of the workbook．教学反思The Seventh Period一、预习引导Ⅰ．Teaching Aims and Demands1．Knowledge ObjectsKey V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2．Ability ObjectsImprove students’ reading and writing skills．Ⅱ．Teaching Key PointTrain students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching Procedures二、自主学习Step ⅠKey V ocabularyShow the following vocabulary by cards．Careful-reading to get the detailed information．Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Parent helps child to the class．Ask, What do you think the article is about, based on the title?Look at the picture．Ask students to describe what is happening in the picture．Ask students to discuss the four questions．Students do not look at the reading text．Instead, they use their background knowledge to try to answer the questions．As they work, walk around, looking at their progress．When most students finish the task, ask students to compare their answers with a partner,Elicit answers from the students．Ask, Do you have any other answers? Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．三、合作探究Step ⅢPart 2Go through the instructions with the class．Ask students to complete the task individually or in pairs．Make sure students discuss their reasons in English．As they work, walk around the classroom offering help as necessary．Ask students to read their answers．Encourage students to use complete sentences．Step ⅣPart 3Look at the story．Pay attention to the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, Pay attention to the bold words and expressions．And note any other words or sentences you don’t understand．Read in context, guessing the meanings of words and phrases from the other words around them．Ask students to read’ the article again for comprehension．Go through the instructions with the students and have them look at the example．Ask students tocomplete the next word on the list on the left．Students are matching words to meanings．As they work, walk around the classroom offering help as necessary．Students complete the task．Remind them to look at the story again for extra help．Have students report their answers．Encourage them to use complete sentences．四、训练巩固Step ⅤPart 4Go through the task with students．Elicit the first answer from students from memory．Check that they understand what they need to do．Ask students to do the activity on their own or in pairs．Students should try to remember or guess the answers before looking at the reading．As they work, walkaround the classroom offering help students may need．Check the answers．Invite different students to give their answers and give the correct statements for the ones that are false．Step ⅥPart 5Read the instructions with the students．Divide the class into small groups to do the activity．Give students help thinking of different fun and educational activities．Walk around the classroom offering help as needed．Cheek the answers．Have students share their answers with the class．五、归纳小结StepⅦSummaryIn this class, we’ve practised a lot of reading and writing．六、拓展延伸Step ⅧHomework1．Read the story in Activity 2 again for further comprehension．2．Revise the target language in this unit．教学反思。

Unit10You'resupposedtoshakehands原文与翻译初中生学习英语要注意多听，将上课本录音下载下来，课前课后要反复练习听力，不能只停留在课上听的那十几分钟上。

下面是小偏整理的Unit10You'resupposedtoshakehands原文与翻译，感谢您的每一次阅读。

Unit10You'resupposedtoshakehands原文与翻译SectionA1bListenandcheckyouranswersin1a.Yoshi:Whatarepeoplesupposedtodowhentheymeetinyourco untry,Rodrigo?Rodrigo:Doyoumeanwhenpeoplemeetforthefirsttime?Yoshi:Yeah.Rodrigo:InMexico,weshakehands.Yoshi:WhataboutinBrazil,Celia?Celia:Well,inBrazil,peoplesometimeskiss.HowaboutinJapan,Y oshi?Whatarepeopleexpectedtodowhentheymeetforthefirsttime?Yoshi:Webow.Kim:AndinKoreawealsobow.Mike:Well,IguessinmostWesterncountriesweshakehands.SectionA2astnightshehaddinneratanAmer icanfriend’shouse.Listenandcheck(√)themistakesMariamade.Daisy:Hi,Maria.HowwasPaul’sparty?Maria:Oh,Daisy,itwasterrible.Daisy:Itwas?Maria:Uh-huh.Daisy:Whathappened?Maria:Well,Iwassupposedtoarriveat7:00,butIarrivedat8:00.Daisy:Oh,soyouwerelate.Maria:Yeah,butinmycountry,it’sdifferent.Whenyou’reinvit edfor7:00,you’reexpectedtocomelater!It’sconsideredstranget oturnupontime.Daisy:Isee.Maria:ThenwhenImetPaul’smom,Ikissedher.Daisy:Oh…youweresupposedtoshakehandsinstead.Maria:That’sright.AndIworeafanc ydress.Daisy:What’swrongwiththat?Maria:Well,itturnedoutthatitwasanoutdoorparty,Daisy.Every oneelsewasinaT-shirtandjeans.Daisy:Iguessnexttimeyoushouldaskwhatyou’resupposedto wear.SectionA2bListenagain.Fillintheblanks.Daisy:Hi,Maria.HowwasPaul’sparty?Maria:Oh,Daisy,itwasterrible.Daisy:Itwas?Maria:Uh-huh.Daisy:Whathappened?Maria:Well,Iwassupposedtoarriveat7:00,butIarrivedat8:00.Daisy:Oh,soyouwerelate.Maria:Yeah,butinmycountry,it’sdifferent.Whenyou’reinvit edfor7:00,you’reexpectedtocomelater!It’sconsi deredstranget oturnupontime.Daisy:Isee.Maria:ThenwhenImetPaul’smom,Ikissedher.Daisy:Oh…youweresupposedtoshakehandsinstead.Maria:That’sright.AndIworeafancydress.Daisy:What’swrongwiththat?Maria:Well,itturnedoutthatitwasanoutdoorparty,Daisy.EveryoneelsewasinaT-shirtandjeans.Daisy:Iguessnexttimeyoushouldaskwhatyou’resupposedto wear.SectionA2dRoleplaytheconversation.Howwasthewelcomepartyforforeignstudentslastnight?Great!Imadesomenewfriends.Butafunnythinghappened.What?ImetaJapaneseboycalledSato,andassoonasIheldoutmyhand, hebowed.That'showpeopleinJapanareexpectedtogreeteachother.It'sim politeifyoudon'tbow.Ididn'tknowthat.SoIjuststoodtherewithmyhandout.Finally,Ire turnedthebow.IrememberwhenlfirstmetMarielastyear,Ididthesamething.Ihe ldoutmyhandandtomysurprise,shekissedmeonbothsidesofmyfac e!Iwouldn'tmindthat!terlfoundoutFrenchpeoplearesupposedtokissw hentheyseeeachother.SectionA3aReadthefollowingopinionsofaColombianandaSwissstudent.I nwhichcountryisitOKtobe15minuteslatefordinner?TeresaLopezCall.ColomblaWhereI’mfrom,we’reprettyrelaxedabouttime.Wedon’tlik etorusharound,sowedon’tmindifpeoplearealittlelatesometimes.Ifyoutellafriendyou’regoingtotheirhousefordinner,it’sOKif youarriveabitlate.Weliketoenjoyourtimeslowly.Wevaluethetimew espendwithourfamilyandfriendsinoureverydaylives.Weoftenjustdropbyourfriendshomesifwehavetime.Wedon’tusuallyhavetomakeplanstomeetourfriends.Whenweseeeachoth er,it’spoliteforboystoshakehandsandforgirlstokisseachotheront hesideoftheface.Weoftenjustwalkaroundthetowncenter,seeingasmanyofourfr iendsaswecan!Marcleblanclausanne.SwitzerlandInSwitzerland,it’sveryimportanttobeontime.We’rethecapi talofclocksandwatches,afterall!Ifsomeoneinvitesyoutomeethimo rheratnoon,thenyou’reexpectedtobethereatnoon.Ifyou’reeven15minuteslate,y ourfriendmaygetmad.SoImake anefforttobeontimewhenImeetmyfriends.Ialwaysleavethehousee arlytoavoidheavytrafficbecauseIthinkit’simpolitetokeepothersw aiting.Also,wenevervisitafriend’shousewithoutcallingfirst.Wealmo stalwaysmakeplanstoseefriends.Weusuallyplantodosomethingin teresting,orgosomewheretogether.SectionB1bSteveisgoingtoChinatostudy.HisfriendYangMingistellinghim aboutthetablemannersinChina.Listenandnumberthepicturesinth eorderyouhearthem.YangMing:YoumustbeexcitedaboutleavingforChinatomorro w,Steve!Steve:Yeah,butI’malittlenervous,too.YangMing:Why?Steve:Well,foronething,Idon’tknowhowtousechopsticksver ywell…andIdon’tknowhowtobehaveatthedinnertable.YangMing:Oh,Isee.Well,oneimportantthingisthatyou’renots upposedtostarteatingfirstifthereareolderpeopleatthetable.Steve:That’sinteresting.IntheUnitedStates,itdoesn’tmatter.YangMing:Yeah,Iknow.It’salsoimpolitetostickyourchopsticksintoyourfood.Youshouldn’tpointatanyonewithyourchopsticks, either.Steve:Oh,OK.YangMing:Oh,andthere’sonemorethingyouneedtoknow.Yo u’renotsupposedtotalkwhenyou’reeatingdinner.Onlyparentsa reexpectedtotalkatthedinnertable.Childrenarenotallowedtospea k.Steve:Wow!That’s…that’sunusual!YangMing:Haha,I’mjustkidding!SectionB1cListenagain.Matchthesesentenceparts.YangMing:YoumustbeexcitedaboutleavingforChinatomorro w,Steve!Steve:Yeah,butI’malittlenervous,too.YangMing:Why?Steve:Well,foronething,Idon’tknowhowtousechopsticksver ywell…andIdon’tknowhowtobehaveatthedinnertable.YangMing:Oh,Isee.Well,oneimportantthingisthatyou’renots upposedtostarteatingfirstifthereareolderpeopleatthetable.Steve:That’sinteresting.IntheUnitedStates,itdoesn’tmatter.YangMing:Yeah,Iknow.It’salsoimpolitetostickyourchopstick sintoyourfood.Youshouldn’tpo intatanyonewithyourchopsticks, either.Steve:Oh,OK.YangMing:Oh,andthere’sonemorethingyouneedtoknow.Yo u’renotsupposedtotalkwhenyou’reeatingdinner.Onlyparentsa reexpectedtotalkatthedinnertable.Childrenarenotallowedtospea k.Steve:Wow!That’s…that’sunusual!Yang Ming:Haha,I’mjustkidding!Readtheletterandanswerthequestions.DearLaura,Thanksforyourmessage.Yes,I’mhavingagreattimeonmystudentexchangeprograminFrance.IwasabitnervousbeforeIar rivedhere,buttherewasnoreasontobe.Myhostfamilyisreallynice.Th eygooutoftheirwaytomakemefeelathome.Thegrandmotherknow sthatImissChinesefoodalot.SosheactuallylearnedhowtomakeChi nesefood!Shealsohasateenagegranddaughteraboutmyagewhois reallykind.ShealwaystalkstomeinFrenchtohelpmepractice.Youwo uldn’tbelievehowquicklymyFrenchhasimprovedbecauseofthat.I’mverycomfortablespeakingFrenchnow.AlthoughIstillmak elotsofmistakes,itdoesn’tworrymeasitusedto.Mybiggestchallengeislearninghowtobehaveatthedinnertabl e.Asyoucanimagine,thingsareverydifferentfromthewaytheyareat home.Forexample,you’renotsupposedtoputyourbreadonyourpl ate.You’resupposedtoputitonthetable!Ithoughtthatwasprettyst rangeatfirst,butnowI’musedtoit.Anotherexampl eisthatyou’renotsupposedtoeatanythingwit hyourhandsexceptbread,notevenfruit.Youhavetocutitupandeatit withafolk.Anotherthingisthatitisimpolitetosayyou’refull.Ifyoudo n’twantanymorefood,youshouldjustsay,“Thatwasdelicious.”Al so,you’renotsupposedtoputyourelbowson thetable.Ihavetosayt hatIfinditdifficulttoremembereverything,butI’mgraduallygettingusedtoit.Idon’tfindFrenchcustoms sostrangeanymore,I’llwriteagainsoonandtellyoumoreaboutmylifeinFrance.Hopeyou’rehavingagoodschoolyear.Yours,LinYue翻译：凯蒂：昨晚为留学生举办的欢迎派对怎么样?约翰：真棒!我交了一些新朋友，不过发生了一件很有趣的事情。