Unit 12You're supposed to shake hands.
Unit12You’resupposedtoshakehands教案15
Unit 12. You are supposed to shake hands.Section A一、词汇集中学，默写下列单词并高声朗读。
握手；风俗；鞠躬；亲吻；放松的；顺便拜访；国家，国土；毕竟；朝向，对于；问候二、课堂同步(一)仿写句子。
In Brazil, we are supposed to kiss when we meet someone for the first time.In the United States, when we meet someone for the first time. In Japan, when we meet someone for the first time.In koreaIn Mexico(二)2a and 2b 词句检测：以错误的方式问候了Paul 的母亲。
2.穿了错误的衣服3.你本应该问问你应当穿什么。
(三) 3a 检测：1.对时间相当的宽松，2.晚一点，3.我们经常拜访朋友4.毕竟我们是手表之国啊。
5不打电话，我们从不拜访朋友。
Section B and Self check一、预习导学，写出下列词句并高声朗读。
Activity1----2b用餐巾纸擦嘴，吃面条的时候发出噪音；用筷子插食物，用筷子指别人，粗鲁的，3a1交换项目，2有点紧张, 3原因，4他们想方设法让我感觉无拘无束。
5提高，6舒适的7尽管我仍然犯错，但它不像过去那样困扰我了。
8我最大的挑战就是学习如何在餐桌上表现举止。
9因为你可以想象，行为方式确实与在家的情形不一样。
10起先我认为非常奇怪，但是现在我习惯了。
11你必须把它切碎，然后用叉子吃。
12肘，13我逐渐的习惯了这些事情。
14特殊的挑战，15称赞，16敬酒，Self check西餐馆，不熟悉的，我习惯了用筷子和调羹，但是我不得不用刀叉和调羹吃。
问题挤满了我的头脑。
二、课堂同步（一）用预习导学第一部分的词组造句：1.It’s rude2.It’s polite3.You aren’t supposed to(二)1.根据3a内容，写写Table manners in France2.重点句子检测：（1）他们想方设法让我感觉无拘无束.（2）尽管我仍然犯错，但它不像过去那样困扰我了。
Unit 12 You’re supposed to shake hands.(全单元)
新目标板九年级导学案Unit 12 You’re supposed to shake handsPeriod1 Section A 1a—2c学习指标: 知识目标：口头及书面掌握下列句子：1. What are you supposed to do when you meet someone for the first time?2. You are supposed to shake hands./You are not supposed to kiss.3. — How was the dinner at Paul’s house last night?4. Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00,but I arrived at 8:00.熟练掌握词汇：kiss, shake, shake hands, custom, bow.技能目标：能听懂并运用be supposed to 谈论自己或他人在不同场合应该做什么。
情感态度：了解世界各地的风俗习惯，能够礼貌与人相处，学会入乡随俗。
课前准备I.请上网查询你所感兴趣的国家的见面礼仪，并把你查询到的信息整理下来。
II. 在中国，当你被邀请去别人家里做客时，你知道哪些是你应该做的，哪些是你不应该做的吗？试着用英语把它们写下来吧。
I’m supposed toI’m not supposed to学习过程Before listening1.以小组为单位，交流课前准备I中你所查询到得一些国家的见面礼仪，选出几个小组长进行汇报，其余各组加以补充。
2.结合课前准备的情况，根据你对Brazil, the United states, Japan,Mexico, Korea 这些国家第一次见面礼仪的了解，完成1a 的搭配练习。
While listening 模块一1.听1b的录音，检查1a的答案是否正确，改正错误的答案。
Unit 12. You 're supposed to shake hands.
Task 3
New phrases studying
10 min
1 .show the first part of the passage, get ss to read it, ask them to pay attention to the red words.
教学内容
课时
Period 2
教学对象
九年级学生
者
一、教材内容分析
本节课是本单元的第2课时，在继续巩固学习所学内容的基础上，进行阅读教学，本课依据《英语新课程标准》、教学内容及教学对象，确定本节课的主要教学目标为：1.通过阅读教学训练复习巩固目标语言。2通过阅读积累一些短语。3.会用目标语言谈论校规。
Difficult point:
1. can use the phrases correctly.
2. can retell the article with the related information.
四、教法选择与学法指导
针对本节课内容，利用多媒体课件向学生展示所学内容，设置练习和实践所需情景，营造良好的语言学习情景。采用情景视听法；情感激励法；任务型教学法，为学生设置真实的情景、语境，使学生在思考、交流、合作探究中学习和使用语言，
Read the passage ,try to finish the chart and show the answers
2 retell the passage with the information on the screen
3retell it to your classmates
通过填表和复述，加深对课文的理解。填表可以对课文重点信息进行梳理，复述可以检查学生对课文细节内容的掌握程度，提高学生的口语表达能力。
九年级英语同步作文 unit 12
Unit 12 You’re supposed to shake hands【单元话题分析】俗话说“入乡随俗”，不同国家之间的风俗习惯、社会礼仪有很大的差别。
在出国旅游、学习之前，了解一些目的地的风俗习惯不但会给我们带来诸多便利，还会使我们对自己的生活方式有更为深入的了解。
本单元谈论的话题就是风俗习惯和社会礼仪。
风俗习惯和社会礼仪是《英语课程标准》要求学生了解的重要话题，也是文化意识方面的重要内容，学会遵守英语交际的基本礼仪。
该话题涉及的内容比较广泛，较重要的如餐桌礼仪、各种寒暄的方式、传统习俗、生活方式等各方面的社会礼仪。
谈论该话题有助于激发同学们的学习兴趣，拓展视野，有助于提高大家跨文化交际的能力。
该话题的常见命题方式是提示性作文，主要是以说明为要方式的作文。
写作时要注意选择适当的文体，要突出重点内容，选择恰当的说明顺序，做到有条有理的说明。
【写作指导】1．谈论风俗习惯和社会礼仪的常用句型：You are (not) supposed to do…/ You should (not) do…It polite/rude/impolite to do…It’s good/bad manner to do…You should know that…You’d better…… is/are not allowed.2. 从时态上看，该话题涉及的内容和人们的价值观念、生活方式等有关，介绍某种风俗习惯是多用一般现在时。
还要根据写作内容的需要，选择其他合适的时态。
3.从语态来看，为了说明有关的客观事实，本单元话题也常用被动语态来描述。
4. 从内容上看，主要注意几个方面：（1）介绍风俗习惯，如餐桌礼仪等，要对重要特点首先做直接说明。
比如，中国人吃饭用筷子就是一大特点。
（2）介绍或说明风俗习惯、社会礼仪要有一定的顺序。
先将人们最重视的一些习俗，相对次要的后讲。
有时候，需要按照人们交往的一般顺序介绍各种习俗或礼仪。
Unit 12 You’re supposed to shake hands. 全单元
Unit 12 You ’re supposed to shake hands学习目标：1.能够描述自己或他人在不同场合应该做什么2.能同他人讨论不同国家的风俗习惯，如初次见面的礼仪，餐桌礼仪等3.了解各国风俗文化差异语言目标：1.What are you supposed to do kiss when you meet someone? You are supposed to kiss.2.When were you supposed to arrived? I was supposed to arrived at 7:00,but I arrived at 8:00.3.It ’s impolite to make noise while eating noodles.4.It ’s rude to stick your chopsticks into your food.重点词汇：kiss , bow, table manners, chopsticks, fork , spoon , napkin, greet , rude , wipe , point , stick, shake hands, be supposed to , drop by , pick up学习策略与思维技巧：1.学会交流合作2.学会比较不同文化的差异Section A1.预习并熟读P94—P96生词2.将下列短语译成英语 ：应该做某事 （和…）握 手 向……鞠躬 和某人吻别 第一次 顺便拜访 制定计划做某事 尽可能… 邀请某人做… 没有做某事 第一件事是问候老师.餐桌礼仪 有礼貌 不礼貌 在桌旁 在进餐 拣起,拾起 指向3.重点解析：（1）、be (not) supposed to do sth. 被（不被）期望/ (不)应该做某事与should (not) do sth. 意思相同。
Eg. What are you supposed to do if you see a thief? 如果你见到小偷，你该怎么办？ We are supposed to be there at seven. 我们应该7点到那儿。
Unit 12 You’re supposed to shake hands(打包3份)
3 ． Often we just walk around the town center, seeing as many of our friends as we can！我们经常只是到市中心走走，同
时尽可能多地见见朋友！
(1) 本句中的 seeing as many of our friends as we can 为现在
(1)be supposed to do sth.意为“应该做某事”或“被期望做 某事”。如： You're supposed to look after your parents.
你应该照顾你的父母。
(2)for the first time 为介词短语，意为“首次；第一次”， 在句中作时间状语。如： For the first tiห้องสมุดไป่ตู้e he has to pay attention to his health. 这是第 一次他非得注意自己的健康不可。 (3)shake hands 意为“握手”，shake hands with sb.意为“与 某人握手”。如：
They shook hands with each other and then sat down. 他们握
了握手， 然后坐了下来。
①他们相互握手，然后说再见。
shook ________ hands with each other and said goodbye. They ________ ②当我们在校园遇到老师，应该向他们问好。 supposed are ________ When we meet teachers at school, we ________
①All the students walk towards the school gate, ________
Unit12 You're supposed to shake hands.
Unit 12 You’re supposed to shake hands.1.You are supposed to shake hands.你们应该握手。
be supposed to do 表示“应该”、“被期望做……”，是一种表示提建议的句式，相当于should/ ought to do sth,其后跟动词原形，be 有人称和时态的变化，否定结构为be not supposed to do sth。
1)当be supposed to的主语为“物”时，它表示“本应，本该”的意思，用于表示某事本应该发生而没有发生。
2) be supposed to 还可以用于表示“被认为是……”、“被相信是……”。
Eg: 1.火车应该在十分钟之前到达。
_____________________________________2. 人们认为他们很聪明。
___________________________________________3.我们应该六点到达这里。
__________________________________________ 2. I guess you should ha ve asked …我想你应该提前问一问……此处用了“should + have + 过去分词”，表示“过去应该做某事（但没有做）”，其否定句式“should not + have + 过去分词”表示“过去不应该做某事（但做了）”，该句式含有不满或者责备之意。
Eg: 你本应该洗一洗你自己的衣服。
_____________________________________ 3.We often just drop by our friends’ homes.我们经常拜访我们朋友的家。
drop by 意为“顺便拜访”，后接表示地点的名词，也可接表示人的名词。
drop in sb 意为“顺便走访某人”。
Eg: 我只是顺便来看看你。
九年级英语下教案新部编本人教版Unit_12_You’_re_supposed_to_shake_hands_重难点解析(1)
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 12 You’ re supposed to shake hands 重难点解析（1）［教材全析］友情提示SECTION ALanguage Goal:Tell what you are supposed to do.语言目标：讲一下你应该干什么。
例题探究:He is supposed ________ (ask) what to do.解析：be supposed to do sth.答案：to ask1a What do people do when they meet for the first time?Match the countries and the customs.当人们第一次见面时，他们干什么？将国家和其风俗习惯对应起来。
In your country,what are you supposed to do when you meet someone for the first time?在你们国家，你第一次遇见一个人应该干什么？You’re supposed to shake hands.你应该握手。
1c Talk about what people in different countries do when they meet for the first time.Tell about the countries listed above or other countries you know about.谈论在不同的国家里当人们第一次见面时他们干什么。
谈一谈上面列举的或者你知道的国家。
A:What are people in Korea supposed to do when they meet for the first time?在朝鲜，人们第一次见面应该干什么？B:They’re supposed to bow.应该鞠躬。
Unit 12 You’re supposed to shake hands. 全单元
Unit 12 You’ re supposed to shake handsThe First PeriodⅠ．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 ProceduresStep 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 tocome 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．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．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．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．Step ⅤHomeworkReview the target language．Exercises反意疑问句练习1. I suppose the shoes will last you at least one year, ____________?A. won’t theyB. will theyC. do ID. don’t2. Everyone is surprised at the news, _____________?A, is he B. are they C. aren’t they D. is n ot he3. ----- You will come to have dinner with us, won’t you?----- ____________A. Excuse me, I won’t.B. I haven’t been there.C. You are welcome.D. Yes. That’s very nice of you.4. Tom isn’t a hard-working student, for it is the third time he has been late, ______________?A. wasn’t itB. hasn’t itC. isn’t itD. hasn’t he5. You don’t have to go school on Sundays, _____________ you?A. haveB. doC. shouldD. would6. I don’t think he had his supper at the school, _____________?A. had heB. did heC. do ID. don’t you7.I don’t think he’d like to take such a difficult job, __________?A. had heB. would heC. do ID. don’t you8. I don’t think her passport’s gone, __________?A. is itB. has sheC. do ID. don’t you9. Do pay attention to my work and keep your eyes open all the time, _____ _______?A. will youB. don’t youC. shall weD. won’t we10. All the drivers dislike driving on the narrow roads ________________?A. don’t theyB. don’t each of themC. do ID. don’t you11. Let’s go and have a walk,___________?A. doB. shallC. haven’tD. shan’t12. Go and fetch a chair for him, ___________?A. don’t youB. shall youC. won’t youD. will you13. There used to be a shop behind the factory, ________________?A. didn’t thereB. used thereC. usedn’t it C. didn’t it14. I’m sure he must have been sleeping at the moment, __________?A. aren’t I B, mustn’t C. wasn’t he D. hasn’t15. I had to tell the truth, __________?A. hadn’t IB. wouldn’t IC. didn’t ID. shouldn’t I16.------- Why is Tom absent now ?-------He must be sick,________________?A. isn’t heB. must heC. is heD. mustn’t he17, He’d like to have a look at your picture,_________-he ?A. hadn’tB. didn’t C .couldn’t D .wouldn’t18. You don’t think he will come,_________?A. do youB. will youC. will heD. won’t he19. Let’s go home, shall we? _________.A. That’s right.B. That’s allC. That’s all rightD. All right20. Jack had dinner with his mother at home yesterday,A. didB. doesC. didn’tD. hadn’t21. Let John finish the work all by himself,___________?A. shall weB. will youC. do youD. do we22.I don’t think it is going to rain, _____________ it?A. do IB. do youC. isD. isn’t23. Nothing the boy did was right, _______ it?A. wasB. didC. wasn’t C. didn’t24. It’s the first time that she has been to the United States, ____________?A. isn’t sheB. isn’t itC. hasn’t sheD. hasn’t it25. He was hardly able to stand on his feet after the car accident,_________ _ he?A. couldB. couldn’tC. wasD. wasn’t26. Jack seldom goes to the park, _______________?A. does heB. doesn’t heC. does JackD. doesn’t Jack27. People use tag question (反意疑问) because they are not sure of what t hey have said _____________they?A. doB. didC. didn’tD. don’t28. Everyone wants to be chosen for the work, ____________?A. isn’t heB. does heC. don’t theyD. do they29. She is going to see you ,_________ she ?A. isn’tB. isC. don’tD. doesn’t30. They used to live in these mountain areas ,_____________ they?A. didB. didn’tC. usedD. weren’t31. He ought to go by plane, _____he ?A. s houldn’tB. wouldn’tC. shouldD. would32. Lovely weather! ___________?A. Yes. You are right.B. Yes ,isn’t itC. No, it isD. No, you are w rong33. ---------- You must do as I tell you.----------Oh, I must, ____________I?A. shouldB. mustn’tC. oughtD. must34. We must start earlier,__________ we?A. needn’tB. mustn’tC. don’tD. mustn’t35. You must have studied English for many years, _________ you?A. didn’tB. haven’tC. needn’tD. mustn’t36. She must have arrived there yesterday, __________ she ?A. didn’tB. hasn’tC. needn’tD. mustn’t37. We mustn’t be late, __________ we?A. mustB. mayC. areD. A&B38, I needn’t show her the keys to the question, ________ I?A. mustB. needC. canD. do39. We need to practice speaking English more often, ___________ we?A. mustn’tB. needn’tC. can’tD. don’t40. I have to work this afternoon,__________ I?A. don’tB. have C, haven’t D. doKEY. 1--10 ACDCB BBAAA 11-20 BDACC ADADC21-30 BCABC ADCAB 31-40 ABDAB ADBDCThe Second PeriodⅠ．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 ProceduresStep 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．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 Ⅳ2cRead 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．Step ⅤGrammar FocusReview the grammar box．Get different students to say the questions and answers．Step ⅥHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．The Third PeriodⅠ．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 ProceduresStep 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．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 aboutsomething．）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 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．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．Step ⅤHomework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook．The Fourth PeriodⅠ．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 ProceduresStep ⅠRevisionCheck homework．Get some students to read out their conversations using the targetlanguage 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．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．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．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．Step ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．The Fifth PeriodⅠ．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 ProceduresStep 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．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．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．Step ⅥHomework1．Read the e-mail message in Activity 3a again．2．Write an e-mail message to a friend about table manners．The Sixth PeriodⅠ．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 ProceduresStepⅠRevisionCheck 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．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．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 itanyway．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．The Seventh PeriodⅠ．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 ProceduresStep 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 readingtext．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．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 to complete 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．Step ⅤPart 4Go through the task with students．Elicit the first answer from students frommemory．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, walk around 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．StepⅦSummaryIn this class, we’ve practised a lot of reading and writing．Step ⅧHomework1．Read the story in Activity 2 again for further comprehension．2．Revise the target language in this unit．。
Unit12 You re supposed to shake hands九年级英语教学分析 人教新
教学内容：You’re supposed to shake hands直击课标要求1．语言目标Tell what you are supposed to do2．重点词汇shake bow kiss greet land pick wipe napkin stick chopstick rude point manner behave fork full gradually pliment toast unfamiliar spoon crowd dead dead-end die succeed subject slip military army soldier sacrifice path be supposed to shake hands drop by after all pick up table manners be/ get used to cut up at the end of get into trouble give up3．关键句型You’re supposed to shake h ands.They’re supposed to bow.How was the dinner at Paul’s house last night?Can you tell me the things I’m supposed to do?The first thing is to greet the teacher.You aren’t supposed to… .It’s polite… .It’s rude to… .4．语法be supposed to do sth.的使用动词不定式作主语课前学习提示一、词汇1．shake [eik] vt.& vi.摇，抖动，动摇，挥舞，摆脱，它的过去式和过去分词是shook 和shaken，此外它还可作名词用表示“摇动，震动，一刹那”。
Unit 12 You’re supposed to shake hands. 教学建议
Unit 12 You’re supposed to shake hands. 教学建议一、教学目标1．能够描述自己或他人在不同场合应该做什么；2．能同他人讨论不同国家的风俗习惯，如初次见面的礼仪、餐桌礼仪等；3．了解各国风俗文化差异。
二、教学向导四、主题思维图及任务型活动学校将评选文明标兵，老师向全体学生征集评选标准。
任务二：社交礼仪学校开设礼仪课，让学生谈谈他们认为在社交中如何给人留下良好印象。
任务三：文化之旅让学生查阅在异国他乡因文化差异带来的尴尬或意想不到的经历。
曾经出国旅游的同学则可写自己的亲身经历。
任务四：中国礼仪手册我国是礼仪之邦。
让学生们谈谈哪些是我国文化中的重要礼仪，制作一本简洁的中国礼仪手册。
五、可供教师选择的任务Sample 1 文明标兵我们班将评选出10个文明标兵参加学校评比。
什么样的学生才是文明标兵呢？让学生写出自己心目中的文明标兵的标准，学校将依据同学的投稿制定评比标准。
通过这项任务，学会描述学校礼仪。
Teacher: What kind of students do you think is the best behaved ones？Please list all the standards.操作建议：1．老师给出一些图片，让学生谈论在学校应该做到的一些礼仪。
2．小组活动，学生列出文明标兵应做好的学校礼仪。
3．小组发言，请学生做记录，讨论出文明标兵的十大标准。
4．让学生根据标准自我测评，看谁能被评选为文明标兵。
完成任务所需的语言结构：1．They’re supposed to say, “Good morning, teacher.” when they meet teachers.2．They’re supposed to be friendly and helpful to others.3．They’re supposed to obey all the school rules.4．They’re not suppose d to speak loudly in the classroom.5．They’re not supposed to quarrel with others.Sample 2 社交礼仪在礼仪课上，让学生谈谈在社交中如何给人留下良好的印象，如初次见面的礼仪，谈话的礼仪，到别人家做客的礼仪，餐桌礼仪，送礼的礼仪（参看书108页阅读Receiving money makes me uncomforale.）等。
Unit 12 You're supposed to shake hands Section A & B
Talk about what people in different countries do when they meet for the first time. A: What are people in Korea supposed to B: They’re supposed to bow .
英汉互译： 1.你不应该那样做． You are not supposed to do that. ______________________________________ 2. 他理应五点到． He is supposed to arrive at five o’clock. ______________________________________ 3. 我们应该每天早上读英语． We are supposed to read English every morning. ______________________________________ 4. 中国人初次见面经常握手． Chinese often shake hands when they ______________________________________
do when they meet for the first time?
2a Maria is an exchange student. Last night she had dinner at an American friend’s house. Listen and check (√) the mistakes Maria made.
copy others’ homework
You are (not) supposed to …
be supposed to 表示 “被期望(做)或要求应该”, 后须接动词原形.
unit12 You're supposed to shake hands.
Homework
Revise what you have learned in the lesson. Make five sentences with “be supposed to do”. Find some more information about manners of meeting someone for the first time in different countries.
A：What are people in China
supposed to do when they meet 应该 B：They are supposed to shake hands. for the first time?
----What are people in …… (Brazil) supposed to do
Summary
The sentence pattern: what are you supposed to do when you meet someone for the first time? Be supposed to do/be not supposed to do; supposed. Tell what you are supposed to do when you meet someone for the first time in different countries.
China
Brazil
Korea
America
Japan
What are people supposed to do when they meet for the first time?
shake hands
kiss
Hale Waihona Puke bowDifferent countries have different customs.
九年级英语-Unit_12_You-re_supposed_to_shake_handsAqqlPK
Unit 12 You’re supposed to shake hands.一．单元分析本单元以“Customs”为话题，谈论不同国家的不同文化习俗，渗透跨文化交际意识，使学生了解不同的文化习俗和不同的礼仪。
该话题能激起学生的好奇心，调动学生学习英语的积极性，培养他们主动探究、认识世界的能力。
本单元的核心语言项目是“Tell what you are supposed to do”,围绕“Customs”话题，从Section A 的“Talk about what people in different countries do when they meet for the first time”，到Section B 的“Talk about table manners in different countries”, 再到拓展阅读的“You’re supposed to write quickly.”，自始自终贯穿着“谈论文化、礼仪、习俗”这一条主线，涉及不同国家的多种习俗，包括美国、日本、墨西哥、朝鲜、瑞士、秘鲁、哥伦比亚等国人们第一次见面的礼仪习俗、餐桌礼仪、以及时下最便捷、最受欢迎的e-mail用语。
二．学情分析学生在本册第三单元中已经学过情态动词的被动语态，又在第九单元中学习了一般过去时的被动语态。
八年级下册第四单元中出现过be supposed to结构，在此基础上，学习并掌握本单元的be supposed to结构就比较容易了。
通过本单元的学习，扩大学生的视野，培养跨文化交际的意识。
三．教学目标1.语言技能目标（1）能谈论不同国家人们见面时的礼仪习俗，如：You’re supposed to shake hands.（2）能询问不同场合的礼仪习俗，如：What are you supposed to do when you meet someone for the first time.（3）能谈论不同国家的礼仪习俗及日常生活中的习俗，如：When you’re invited for 7:00, you’re supposed to come later.2.语言知识目标（1）熟练运用“be supposed to+infinitive”句型提出建议，如：You’re supposed to shake hands.（2）熟练运用“What are you supposed to do when…”等句型询问礼仪习俗。
Unit 12 You’re supposed to shake hands. 全单元
Unit 12 You’re supposed to shake hands.Section A688.be supposed to do sth(=should do sth)应该做某事, 否定式be not supposed to do sth,宾语从句要否定前移689.shake v.摇动；震动 shake hands握手690.custom n.风俗；习俗；习惯 habbit n.（个人）习惯691.bow v.& n.鞠躬；弯腰 take a bow 鞠躬答礼，答谢；谢幕692.kiss v.& n.吻；亲吻P94693.in the wrong way用错误的方式 in this/that way用这种/那种方式 in the way挡道；阻碍in a way在某种程度上 on the way (to)=on one’s way (to)在…的途中694.should have done表示本应该完成但未完成的动作 You should have come earlier.shouldn’t have done表示不应该做却又做了的动作 I shouldn’t have told her the bad news. P95695.Cali （哥伦比亚西部城市）卡利696.Colombia（南美洲西北部国家）哥伦比亚697.relaxed adj.放松的；宽松的；轻松自在的 be relaxed about对…随意；宽松；不严格This piece of music makes me relaxed. You can never be relaxed about time. 698.be important to sb对某人来说很重要 English is more important to us Chinese nowadays.699.drop by顺便（或偶然）拜访=drop around; drop in;drop in on sb拜访某人drop in at someplace拜访某地700.make plans/a plan to do sth=plan to do sth制定做某事的计划usanne（瑞士西部城市）洛桑702.Switzerland瑞士nd n.国家；国土；土地 v.（on）登陆；着陆704.after all毕竟；终究；究竟。
优质课Unit_12_You_are_supposed_to_shake_hands.
(
(
）3. Everyone is supposed to___ a seal belt in the car. A.wearing B.to wear C.to be worn
(
) 4. Your mother looks unhappy. You___ have told her the truth. A . should B . must C.can
should have + 动词的过去分词
“本应该做某事（而实际上没有做）” eg: I should have made an appointment with the doctor, but I forget.
西方人见面时互相之间不问长问短,不拉家常,双方寒暄时的话题不痛不痒,无关紧 要,例如: 甲: 早上好! 彼得先生
Different countries have different customs.
bow
shake hands
customs
hug
kiss
Japan Brazil the United States China Korea Mexico
A: What are people in …… supposed to do when they meet for the first time? B: They’re supposed to ……
shake hands
kiss
bow
Different countries have different customs.
c 1.____Brazil
Countries
Customs a.bow b.shake hands c. kiss
b 2.____the United States a 3.____Japan b 4.____Mexico a 5.____Korea
Unit 12 You'er supposed to shake hands.
What about the customs in other countries?
Listen
in Mexico 墨西哥
in Brazil 巴西
kiss
shake hands
in Korea 韩国
bow
in Japan
bow
Look, listen and say.
in the United States
school. Work in groups of seven.
Open your mind
• Africa • Thai raise right hand the hands match ten in facial front • Indonesia press down a chest with the right hand • Maori touch noses
Discussion
What are we supposed to do to behave politely when we meet foreigners for the first time? • We are supposed to know more about different customs. • We are supposed to obey the rule “When you are at Rome, do as the Romans do(入乡随俗)”. • We are supposed to try to be a person with good manners(有礼貌).
Imagine you are a newspaper
reporter in an international(国际的)
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shake hands with his mum kissed her
A：How was Jim’s party last night? B：Oh, it was a disaster. A：What happened? B：I was supposed to shake hands
with his mum, but I kissed her .
spoon
eat fruit with a fork put bread on the table put hands on the table say, “It’s delicious.”
eat it with your hands put it on the plate put them in your lap say, “I’m full.”
When you eat in a western restaurant, you’re supposed to…, but you’re not…. You should…, but you shouldn’t…. It’s polite to…, but it’s rude to….
Unit 12 Words Dictation
China
Korea
America Brazil
Japan
A：What are people in China
supposed to do when they meet
for the first time?
应该
B：They’re supposed to shake hands.
A：What are people in Korea
B：They’re supposed to ….
1.be on time
be late
A：What are you supposed to do at school?
B：We’re supposed to be on time, but we’re not supposed to be late.
chopsticks
A：Could you give me a lesson on Japanese table manners?
B：Sure. You’re not supposed to stick the chopsticks into your food.
插
fork knife
1.be on time
be late
2.be hard-working be lazy
3.eat in the dining- hall eat in the classroom
A：What are you supposed to do at school?
B：We’re supposed to be on time, but we’re not supposed to be late.
supposed to do when they meet
for the first time?
鞠躬
B：They’re supposed to bow.
America Japan Brazil
kiss boople in …supposed
to do when they meet for the first time?
arrive at 7:00 arrived at 8:00
A：How was Jim’s party last night? B：Oh, it was a disaster. 灾难 A：What happened? 本应该 B：I was supposed to arrive at 7:00,
but I arrived at 8:00 .
wear a T-shirt wore an evening dress
A：How was Jim’s party last night? B：Oh, it was a disaster. A：What happened? B：I was supposed to …, but I… .
1. arrive at 7:00 arrived at 8:00
A：I don’t know how to behave at the Japanese dinner table?
B：Let me tell you. You’re supposed to make noise when you’re eating, especially when you’re eating noodles.
2. shake hands with kissed her
his mum
3. wear a T-shirt
wore an evening dress
A：How …Jim’s…? B：Oh, … disaster. A：What …? B：I was supposed to … , but I … .