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本节课分为五个部分。
1. 第一部分是导入，由世界地图引入，听歌曲或看图片猜国家。此环节吸引学生注意力，带领学生迅速进入课堂主题。
2. 第二部分设置情景，提出第一个问题。学生们在观看了中国人和巴西人见面的情景视频后，回答问题，人们应该在巴西见面时怎么办。接下来通过闪图回顾美国、法国、南非、日本等国家的见面问候礼仪。
In America , People are supposed to ____________ when they meet for the first time.
在美国，人们初次见面应该握手。
In South Africa, People are supposed to _________when they meet for the first time.
在南非，人们初次见面应该握手。
In Japan , People are supposed to ________ when they meet for the first time .
在日本，人们初次见面应该弯腰。
In France , People are supposed to ________ when they meet for the first time.
在法国，人们初次见面应该亲吻。
In Brazil , People should ________ when they meet for the first time.
在巴西，人们初次见面应该亲吻。
3. 第三部分继续观看视频，设置在巴西人家吃晚餐的情景，提出第二个问题。老师通过判断对错的形式来介绍巴西的餐桌礼仪。接下来由学生展现自己的课外作业。分三个小组，美国、法国和日本，由每小组的组长上台做PPT展示。
1. He is supposed to use forks with the left hand and knives with the right hand.
2. He is not supposed to talk with full mouth.
3. He is supposed to clean the face with the napkin(餐巾).
4. He is supposed to eat food from others’plates(盘子).
5. He should not leave(留下) some food on the plate.
4. 第四部分观看另外一个视频，外教Benny不懂中国的餐桌礼仪，希望同学们提出建议。由此通过配乐图片展示引出中国的餐桌礼仪，然后学生根据老师给出的提示消化知识，最后完成短文填空。学生小组合作分工，解决外教的问题，并且上台展示合作成果。
Each country has different 1. __________ about table manners. Foreigners don’t know all of these, but it is helpful to 2.______________ them as many as possible. Because they help you avoid 3. ______ mistakes.
Let me give some advice. First of all, you are supposed to eat with 4. _________. Second, you are not supposed to 5.______ your chopsticks into the food. Third, it’s 6._______ to start first if there are the older people at the table. Last but not least, you should not 7._______ at anyone with your chopsticks.
If you understand these customs, you will behave(表现) 8._______. Hope you learn more about Chinese culture.
第五部分升华主题。入乡随俗。我们应该相互尊重各自的文化。
总结本节课的所学内容。
句型：What are you supposed to do when you …..
You are (not) supposed to …..= You should (not ) supposed to…
7. 布置家庭作业。在网上查找相关时间礼仪的资料。
五．教学反思
本节课被定位于话题活动课，通过设置情景来引导学生解决现实问题，拓展学生视野，提高跨文化交际能力，加强学生的文化素养。本节课存在的不足：篇章性的输入要再多一些；多给一些口语表达的机会给中下层学生；学生内化知识和思考讨论的时间再需要延长一些。