【K12学习】Unit12You’resupposedtoshakehands.教学设计
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, ________
初三英语Unit 12 You are supposed to shake hands人教版
初三英语Unit 12 You are supposed to shake hands人教版【本讲教育信息】一. 教学内容：Unit 12 You are supposed to shake handsIn this unit, we’ll learn how to tell what you’re supposed to do. Such topic is very useful and practical. All of us can learn something about the customs of different countries from this unit.Target:Tell what people are supposed to do.Know the customs of different countries.Key words:kiss bow chopstick fork spoonnapkin greet rude wipe pointpickPhrasesbe supposed to do 被期望做，应该shake hands 握手for the first time 第一次table manners 餐桌礼仪drop by偶然拜访，顺便拜访after all 毕竟，终究be on time 准时(in) the wrong way 以错误的方式be relaxed about 对……比较随意 a bit 一点make plan to do…计划做point at 指着，指向leave for 动身去…stick…into…把…戳入，插入go out one’s way to do 特意做，想尽办法做pick up 捡起，拾起be/get used to sth/doing sth 习惯于做某事cut up 切碎make sb feel at home 使某人感觉像在家一样be full 吃饱Sentences structureWhat are you supposed to do when you meet for the first time?You’re supposed to shake hands.It’s rude to stick your chopsticks into your rice.It’s polite to bow when you meet for the first time.What are you supposed to do…?You’re supposed to …It’s rude to…When were you supposed to arrive?I was supposed to arrive at 7:00, but I arrived at 8:00.You should have asked what you were supposed to wear.Language point:1. be ( not ) supposed to do sthsuppose v. “认定；假定”的意思，这里用的是被动形式，表示：被(不被)期望/（不）应该做某事强调礼仪中该做与不该做的，意思可以相当于should①You’re supposed to kiss. = You should kiss.②You are not supposed to smoke here. = You shouldn’t smoke here.③It is supposed to be very hot there.据说，大家认为那儿很热。
(九年级英语教案)Unit12You'resupposedtoshakehands
Unit12You'resupposedtoshakehands 九年级英语教案Unit 12 You’re supposed to shake handsI.Teaching Aims and Demands1.Knowledge Objects1)Key vocabularyBow, kiss, be supposed to, shake hands, custom, table manners, elbow, fork2)Target language--What are people in Korea supposed to do when they meet for the first time?--They’re supposed to bow.2.Ability ObjectsTrain students’ reading, listening and writing ability3.Moral ObjectsBefore you meet foreigners, you should know some customs. In this way, you can act politely and properly. Table manners play an important role in the customs.II.Teaching Key Points and Teaching Difficult Points1.Practice reading and writing using target language2.How to write an e-mail message3.Get some information about different customs in different countriesIII.Teaching AidsBlackboard, a tape recorderIV.Teaching ProceduresStep 1: Revision1.In unit 11, we learned some ways of asking for information politely. Now, if you want to go to a restroom, how can you ask?1)Do you know where I can find a restroom?2)Could you tell me how to get to the restroom?3)Would you please tell me where the restroom is?2.Discuss things that are good / bad to do in the school. Fill the blankRightCome to class on timeRaise your hands before talking。
初中英语九年级下册《Unit 12 You're supposed to shake hands》精
学案Unit 12 You’re supposed to shake hands.SectionB 3a-4一．单元整体说明：本单元主要围绕“You’re not supposed to do ”这一话题，用来学习并感知不同情境，不同文化中的礼仪，特别是餐桌礼仪。
通过了解对比不同国家的不同习俗，提升自己的文化礼仪。
二．本课学习目标：1.Enable the Ss to grasp new words and phrases2.Learn to talk about the table manners .3.Enable the Ss to know that different countries have different table manners.三.本课预习目标1．New words fork, lap, elbow etc.2. Surf and collect the table manners in France and China四．课堂建构Step1Fast reading：Task1Choose the right answer.What’s Wang Kun’s biggest challenge?A. speaking FrenchB. learning how to behave at the dinner table.Step2 Careful readingThanks for your message. I’m having a great time on my exchange program in France. It’s even better than I thought it would be . I was a bit nervous before I arrived here , but there was no reason to be. My host family is really nice .They go out of their way to make me feel at home. And you wouldn’t believe how quickly my French has improved. I’m comfortable speaking French now. Although I still make lots of mistakes, it doesn’t bother me like it used to be .Task2 Read carefully and tell true or false.1. Wang Kun is having a good time on his/her exchange program in France .2. Wang Kun’s host family go out of their way to make her feel at home.3.Wang Kun’ s French hasn’t improved and she is still afraid of speaking French.My biggest challenge is learning how to behave at the dinner table. As you can imagine, things are different from the way they are at home. For example, you are not supposed to put your bread on the plate .You are supposed to put it on the table . I thought it was pretty strange at first , but now I am used to it .You are not supposed to eat anything with your ands except bread, not even fruit! (You have to cut it up and eat it with afork.)Task3Read and chooseAs you can imagine, things are different from the way they are at home.It means :A. Things in France are not the same as the way in Wang Kun’s home.B.Wang Kun can behave at the dinner table as he can in his owncountry.Another thing is that it is very rud e to say you are full. If you don’t want any more food, you should just say ,It was delicious. Also it’s rude to put your hands in your lap .You should always keep your hands ,but not your elbows, on the table .Task4 Tell which is the correctaI have to say ,I find it difficult to remember everything ,but I am gradually getting used to things and don’t find them so strange any more. I’ll write soon and tell you more about the life in France. Hope you’re having a good school year.Task5.从文中找出It is difficult for me to remember everything.的同义句Step3 Task6Listen & Read Find out their doubts.Step4 Task7collect informationBe not supposed to do Be supposed to doput … on …put ….on …eat …with…. except bread . cut …up and eat … with…say: “”say: “”Put.. .in …Keep …on…Step5 Task9 GroupworkWhat table manners in China do you know about?Step6 Task 10 Writing :Suppose Laura from France is invited to the party a Chinese dinner party on Christmas Day .She asked you for some advice. Please writeI am happy to hear that you have a great time in Qingdao! Merry Christmas to you ! As you know things are different from the way in France. Here are some things you need to know at a Chinese party. You should …._______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ ________________________________________________________________________________ _______________________________________________________ _______________________________________________________ ______________________________________________________________________ _____Step7 Task11 Harvest time达标检测(必做题)1、Translate the following phrases餐桌礼仪习惯于…很舒服地做某事犯很多错…特地(不怕麻烦)做某事使某人感到宾至如归7.和…不同8.有点紧张9.切碎…10.将手放在大腿上1.The knife is used for _______things.2.I used to ______afraid of the dark.3.We ___________living in the city.st night, Jim ______everyone at the party ____at home..5.My sister goes out of her way _____ help me with my English.（选做题）program in France. It’s even _____ than I thought it would be . I was a bit ______ before I arrived here , but there was no reason to be. My host family is really nice .They _____________to make me_______at home. And you wouldn’t believe how quickly my French has_______. I’m comfortable _______French now. Although I still2.I used to ______afraid of the dark.3.We ___________living in the city.st night, Jim ________everyone at theparty _______at home..5.My sister goes out of her way _______ help me with my English. Step8 Homework1.Level1.Try to retell the table manners after class.2. Level2.Wang Kun also needs to know about table manners in the USA. Please search for the information and write an e-mail to him.。
【推荐】初中英语Unit 12 You’re supposed to shake hands
【本讲教育信息】一. 教学内容：15. pick up your bowl 端起你的饭碗pick up 拣起,拾起【即学即用】My friend’s father quickly some rubbish and went outside.A. pick upB. picked upC. pick outD. picked out16. point at / to 指向17. there is no reason to do sth. 没有理由做某事18. go out of one’s way to do sth. 特地做某事19. make sb. feel at home 使某人感到不拘束20. be different from 与……不同21. make a toast 敬酒22. older people 长辈23. give compliments 称赞24. make appointments 约会25. behave differently 表现不同们来说非常重要。
（Section A, 3a）Spending time with family and friends 是动名词短语，在本句中作主语。
动名词（短语）作主语时，谓语动词要用第三人称单数形式。
如果是并列的动名词（短语）作主句时，谓语动词用复数形式。
Reading in bed is not good for your eyes. 在床上看书对你的眼睛不好。
Reading and writing take me a lot of time. 读书写作花了我不少时间。
3. We’re the land of watches, after all! 毕竟我们这里是手表王国。
（Section A, 3a）句中的land意为“国土”，“国家”。
它还可以表示“陆地”，与河流和海洋相对；也可以表示“土地”，可耕种的田地就叫做land。
Unit12 you’re supposed to shake hands. (一) 课件
·Listening
2
4
1
3
Tomorrow Steve is going to Japan to be an exchange students. His Japanese friend Satoshi is telling him about the table manners in Japan. Listen and number the pictures in the order Satoshi talks about them.
·Listening
Listen and match these sentence parts.
d 1. You aren’t supposed a. to make noise while
to…
eating noodles.
a 2. it’s polite… b 3. It’s rude… c 4. You shouldn’t…
manner 礼貌，习惯
table manners 餐桌文化 behave 行为表现
·Sentences
·Listening
Listen and match the countries and customs.
countries
1. c Brazil 2. b the United States 3. a Japan 4. b Mexico 5. a Korea
Customs
a. bow b. shake hands c. kiss
·Writing
Complete the crossword
九年级英语-Unit12_You're_supposed_to_shake_handsAlMKKM
Unit12 You’re supposed to shake handsSectionA（1a—2b）Zhashan Middle School Cheng Hong教学思路：本单元主要学习不同国家的风俗礼仪，让学生了解在不同场合下，怎样做才能表现得礼貌得体。
本节课主要学习各国初次见面不同礼仪。
本节课的目标语言是“be supposed to do …”重点学会模拟真实的语境中不同的见面礼仪。
同时在本节课训练学生的听、说、读、写能力，特别是学生的听力。
首先以一首英文歌“shake your hands”导入本单元的话题，而后通过展示各国国旗熟悉各国的英文名称，猜他们的见面礼仪，用1a部分听力检验学生的猜测。
然后用各种课堂活动表演巩固目标语言，渗透文化教学；完成2a、2b 部分的听力训练。
最后安排了一个采访活动；一个文化阅读和一个写作任务，旨在检测学生对目标语言的运用。
Teaching aims:Learn some words about customsLearn to use “be supposed to”Improve abilities of communication and improve students’listening skills.Difficulties:How to use “be supposed to”Teaching procedures :Step1 Lead--inGreet the students and listen to an English song “shake your hands”. Students guess its name. Show the language goals on the projector.Step2: Presentation:Guess game. Guess the name of countries by maps . Teach new words by imitation and act. Then guess different countries have different customs. Do listening 1a and check results.Step3: Practice:Practice “what are people supposed to do when they meet for the first time” and do Listening 1b、2b.Step4: Consolidation:1、Do an interview in 6 groups of the whole class.2、 A reading passage about cultures and answer questions3、Write about school manners using “be supposed to” or “be notsupposed to”. Maybe leave it as homework.。
九年级英语Unit 12 You’re supposed to shake hands.111
Unit 12 You’re supposed to shake hands.Section A（1a---1c）一．教学目标：学习一些见面礼仪，生活习惯，提高学生对文明生活的认识。
二．语言目标：能运用目标语言be supposed to进行对话。
三．认知目标：掌握关键词shake hands, bow, kiss ,目标语言What are people in Korea supposed to do when they meet for the first time ?They’re supposed to bow.四．情感目标：谈论“礼仪”。
尊重不同文化背景的人。
让学生知道哪些应该做，哪些不应该，养成良好的行为习惯。
五．重点：bow, kiss, shake hands, be supposed to六．难点：熟练运用目标语言进行对话。
七．教学方式：任务型教学法,情景教学，多媒体辅助教学。
八．教学设计Step 1 Warm up （Right or wrong?）T: Is it good to come to school late /eat in class /spit in public /raise your hand(s) before talking ?No, you should not come to school late . (You’re not supposed to come to school late)You should come to school early.(You’re supposed to come to school early )引出be (not) supposed to do sth.的用法。
( T: As we know, different countries have different customs. Now, look at the map )Step 2 Lead-in多媒体呈现一幅世界地图，提问学生说出一些国家的位置。
Unit 12 You’re supposed to shake hands教案
他们不理应走得这么早（但已经走了）
三.usedtodo/be,get,becomeusedtodoing的区别
本单元中，既出现了usedto
itdoesn’tbothermelikeitusedto.
又出现了getusedto和beusedto
他年轻时常打篮球。
2.beusedto是“习惯于”某一客观事实或状态。
不强调动作，to是介词，后面接名词或动名词。
如：Iamusedtotheweatherhere.
我已经习惯这里的天气了。
3.get（或become）usedto指的是从不习惯到习惯这个过程的转变，后面接名词或动名词。
Youwillsoongetusedtotheweatherhere.
嗯，还能够，不过我出了点错。我应该在7点钟到，但我8点钟才到。
词组归纳
1.besupposedtodo应该，被期望（做）…
2.forthefirsttime第一次
3.（in）thewrongway以错误的方式
4.shakehands握手
5.berelaxedabout对…比较随意
6.abit有点
7.beimportanttosb.对某人来说非常重要
今天，我们要谈论的话题是“风俗”，俗话说：入乡随俗。在不同的情景下，我们应该如何去做呢？今天，我们就来谈一谈这个话题。
LanguageGoal：本单元教学目标
1.Tellwhatyouaresupposedtodoindifferentsituations.
告诉别人在不同的情景下应如何去做
2.了解各国不同的社交风俗。
你会习惯于这里的天气的。
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.
Unit 12 You' re supposed to shake hands 重难点解析(1)
Unit 12 Y ou’ 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？Y ou’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。
2a Maria is an exchange st night she had dinner at an American friend’s house.Listen and check (√) the mistakes Maria made.玛丽娅是一个交换生。
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。
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
九年级unit 12 You're supposed to shake hands
《Unit 12 You’re supposed to shake hands》教案(1)
Unit 12 You're supposed to shake hands.The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(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.2．Ability Objects(1) Train students' listening ability.(2) Train students' communicative competence.3．Moral ObjectsBefore you meet foreigners, you should some customs. In this way, you can act politely and properly.Ⅱ．Teaching Key Points：Target languageⅢ．Teaching Difficult Points1．How to train students' listening ability.2．How to train students' communicative competence.Ⅳ．Teaching Methods1．Scene teaching method2．Listening-and-answering activity to help the students go through with the listening material.Ⅴ．Teaching Aids：1．A tape recorder 2．A map of the worldⅥ．Teaching ProceduresStep Ⅰ RevisionT: 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.Ask students to repeat this example. Then ask students to tell about some things that are good to do in school.Step Ⅱ 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.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. Tell students to guess if they aren't sure.Step Ⅲ 1bThis activity gives students practice understanding the target language in spoken conversation.Go through the instructions with the class. Point to the lists in Activity 1a and say, Now you will hear a conversation between a boy and a girl. Their conversation contains the answers to the questions in Activity 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 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 studentsto read it to the class.Step Ⅴ SummaryIn 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 Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard Des ignUnit 12 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.Unit 12 You're supposed to shake hands.Section AThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：greet, 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 Vocabulary：greet, 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．Structure：What are you supposed to do when you meet someone?Ⅲ．Teaching Difficult Points1．the target language2．How to improve students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve students' listening ability.2．PairworkⅤ．Teaching Aid：A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask some pairs to act out their conversations according to Activity 1a.Step Ⅱ 2aThis 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.Step Ⅲ 2bThis 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.Step Ⅳ 2cThis 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.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. Encourage students to express emotions such as disappointed or embarrassment as they say their conversations.Step Ⅴ Grammar FocusReview the grammar box Get different students to say the questions and answers.What are you supposed t o do when …You're … You're not …When were you supposed to …I was … I wasn't …Ask different pairs of students to take turns completing each pair of questions and answers. Give cues to help the students make questions and answers.Repeat the process usin g the question When were … and the answers I was … and I wasn't Step Ⅵ SummaryIn 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? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7 ; 00 , but I arrived at 8 : 00 and the structure What are you supposed to do when you meet someone?Step Ⅶ HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus.Step Ⅷ Blackboard DesignUnit 12 You're supposed to shake hands.Section AThe Second Period1．Target Language:How 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．What are you supposed to do when …You're … You're not …When were you supposed to …I was … I wasn't …Unit 12 You're supposed to shake hands.Section AThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：land, 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.3．Moral ObjectsDifferent countries have different customs. So you are supposed to do in Rome as the Romans do.Ⅱ．Teaching Key PointTrain students' integrating skills.Ⅲ．Teaching Difficult PointHow to improve students' integrating skills.Ⅳ．Teaching Methods1．Fast reading to let students get the general idea of the text.2．PairworkⅤ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: 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 3aThis activity provides reading and writing practice using the target language.Read the words and have students repeat again and again until they can pronounce the words fluently and accurately.Read the instructions. Do you know what an opinion is?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.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 Ⅲ 3bThis activity provides guided oral practice using the target language.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 Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language. Let students read the instructions.Ask a pair of students to model the sample dialogue. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.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 Ⅴ SummaryIn this class, we've learned some key vocabulary words land, drop by and after all, and the target language Can you tell me the things I'm supposed to do? The first thing is to greet the teacher. Okay. What should I say? You are supposed to say “good morning, teacher”. We've also done a lot of reading, speaking and writing practice using the target language.Step Ⅵ Homework1．Write a conversation using the information in Part 4.2．Finish off the exercises on pages 49～50 of the workbook.Step Ⅶ Bla ckboard DesignUnit 12 You're supposed to shake hands.Section AThe Third PeriodTarget Language:A: Can you tell me the things I'm supposed to do?B: The first thing is to greet the teacher.A: Okay. What should I say?B: You're supposed to say “good morning, teacher”.Unit 12 You're supposed to shake hands.Section BThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：wipe, 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.3．Moral ObjectsIn order to behave politely at the dinner table, you're supposed to learn some table manners. Ⅱ．Teaching Key Points1．Key Vocabulary：wipe, 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．How to improve students' listening ability.2．How to use the target language.Ⅳ．Teaching Methods：1．Listening method 2．PairworkⅤ．Teaching Aid：A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck 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 Ⅱ Part 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.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 Ⅲ 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.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 I 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 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.You 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. Play the recording again. Ask students to write the letters in the blanks alone. Check the answers with the class.Step Ⅴ 2cThis 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 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 parter. 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 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 2b.Step Ⅷ Blackboard DesignUnit 12 You're supposed to shake hands.Section BThe Fourth Period1．Sentences in Activity 2b:(1) You aren't supposed to eat or drink while walking down the street.(2) It's polite to make noise while eating noodles.(3) It's rude to stick your chopsticks into your food.(4) You shouldn't point at anyone with your chopsticks. 2．Target language:A: We're supposed to eat with chopsticks.B: Yes, and it's rude to eat with our hands.Unit 12 You're supposed to shake hands.Section BThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularytable 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.3．Moral ObjectsWith 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.Ⅱ．Teaching Key PointPractise reading and writing using the target language.Ⅲ．Teaching Difficult PointHow to write an e-mail message.Ⅳ．Teaching Methods1．Reading comprehension to help students grasp the main idea of the text.2．Writing method3．Groupwork to make every student work in class.Ⅴ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionReview the target language presented in this unit. Check homework.Ask two students to read out their sentences.Step Ⅱ 3aThis activity provides reading practice using the target language.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.Read the instructions to the class. Ask students to read the e-mail again. Check the answers with the class.Step Ⅲ 3bThis activity provides reading and writing practice using the target language. Read the instructions to the class. Point to the beginning of the e-mail message. Read it to the class.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 Ⅳ 3cThis activity provides writing practice using the target language.Read the instructions and ask students to look back at Activity 2c.Remind students that they made conversations about table manners in their own country.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 Ⅴ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Go through the instructions with the class. Ask a good student to give an example.Get students to . complete the work in small groups.Check the answers. Ask a few students to tell the class about what one should do in different situations. Answers will vary, but should emphasize politeness.Step Ⅵ SummaryIn this class, we've done a lot of reading, writing and speaking practice using the target language.Step Ⅶ Homework1．Read the e-mail message in Activity 3a again.2．Write an e-mail message to a friend about table manners.Step Ⅷ Blackbo ard DesignUnit 12 You're supposed to shake hands.Section BThe Fifth PeriodAnswers to Activity 3a:1．Her French was not very good.2．Her host family was really nice.3．Her French has improved.4．You put your bread on the table, not on the plate.5．One particular challenge is learning how to behave at the dinner table.Unit 12 You're supposed to shake hands.Section BThe 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 Objects：Train 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 Methods1．Teaching by explanation.2．Speaking methodⅤ．Teaching Aids：1．The blackboard 2．A projectorⅥ．Teaching ProceduresStep Ⅰ RevisionCheck 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.Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit.Look at the words in the box. Ask a student to read them.Make sure students understand the meaning of the words.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. Show the answers on the screen by a projector.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.Step Ⅲ Part 2This activity provides reading and writing practice using the target language.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.Step Ⅳ Part 3This activity focuses on the new vocabulary introduced in this unit.Do 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 Ⅴ Just 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.Step Ⅵ Summary 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.Step Ⅶ Blackboard DesignUnit 12 You're supposed to shake hands.Self checkThe Sixth PeriodSuggested answers to Activity 1:1．When you're invited to dinner, you should arrive on time.2．When you meet someone for the first time, you're supposed to shake hands. 3．We should spend much time learning English.4．The children don't know how to behave.5．I cannot imagine what he is doing.。
【K12学习】新目标九年级Unit12You’resupposedtoshakehands.教学设计
新目标九年级Unit12You’resupposedtoshakehands.教学设计Unit12you’resupposedtoshaehands.你应该握手。
Hello,everyone!Hoasyourintervacation?Ithinyouerever ybusyduringtheholiday.Andtheneterisbeginning.Thelas tteristheostiportantterforyou.So,studyhardfrotoday!各位同学大家好！你们的寒假过得怎么样？我想在寒假期间你们一定非常忙，最后一个学期对你们来说是最重要的一个学期，所以，从今天开始努力吧！Thetopicofthisunitiscustos.Thereisasayinggoesliethi s:“heninRoe,doastheRoansdo.”hatshouldedoindifferentsituationsindifferentcountri es?No,Let’stalaboutit.今天，我们要谈论的话题是“风俗”，俗话说：入乡随俗。
在不同的情景下，我们应该如何去做呢？今天，我们就来谈一谈这个话题。
LanguageGoal:本单元教学目标Tellhatyouaresupposedtodoindifferentsituations.告诉别人在不同的情景下应如何去做了解各国不同的社交风俗。
介绍自己国家的社交风俗，询问别的国家的社交风俗。
对比文化差异，做一个“入乡随俗”的人。
TargetLanguagehatareyousupposedtodohenyoueetsoeone?当你遇到别人时，你应该做什么？you’resupposedtoiss.你应该亲吻。
youaresupposedtoshaehands.你应该握手。
henereyousupposedtoarrive?你应该什么时候到？Iassupposedtoarriveat7:00.我应该在7点钟到。
Unit 12You’re supposed to shake hands(1)
chopsticks into your
3. It’s rude …
food.
c. point at anyone with
4. You shouldn’t …
your chopsticks.
d. eat or drink while
walking down the
street.
Can you tell us something about Steve and Japan?
In Japan, you are not supposed to eat or drink while walking down the street.
In Japan, you are supposed to make noise while eating noodles. It shows that you like the food.
参考句型：
We are supposed to … / We are not supposed to
We should / shouldn’t … It’s polite / rude to … We are allowed to … We aren’t allowed to … We can / could / can’t / couldn’t …
Unit 12 You’re supposed to shake hands.
Section B
Period 1 (1— 2c）
How much do you know about table manners around the world?
fork knife
spoon
chopsticks
What are you supposed to do when you are at school / at home?
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Unit12You’resupposedtoshakehands.教学设计Unit12you’resupposedtoshaehands.Part1:TeachingdesignStructures:Supposedto＋infinitiveTargetlanguage:HoasthedinneratPaul’shouselastnight?ell,itaso,butIadesoeistaes.Iassupposedtoarriveat7:0 0,butIarrivedat8:00.Vocabulary:iss,bo,tableanners,chopstic,for,spoon,na pin,greet,rude,ipe,point,stic,shaehands,besupposedt o,dropby,picup,youshould…Learningstrategies:paring,ListeningforeyordsSectionAGoals●TolearntousethestructureSupposedto＋infinitive●Tolistenandtalabouthatpeoplearesupposedtodo ProceduresaringupbylearningaboutthestructureSupposedto＋infinitiveTurntopage95first.Looatthesentences.Doyouseehothest ructureSupposedto＋infinitiveisused?hatareyousupposedtodohenyoueetsoeo ne?you’resupposedtoiss.you’renotsupposedtoshaehands.henereyousupposedtoarrive?Iassupposedtoarriveat7:00.youshouldhaveasedhatyoueresupposedtoear.1aLooing,listeningandatchingHello,class.hatareesupposedtodonext?yes,youareright .earegoingtoloo,listenandatch.Noturntopage94.Looatt hepictureandlistentotherecordingforhatpeopledohenth eyeetforthefirsttie.TapescriptBoy1:hatarepeoplesupposedtodohentheyeetinyourcountry,celia?Girl1:ell,doyoueanhenfriendseetforthefirsttie?Boy1:yeah.Girl1:ell,inBrazil,friendsiss.Boy1:hataboutinexico,Rodriguez?Boy2:Inexicoeshaehands.Boy3:ebo.Girl2:Andinoreaealsobo.Boy1:ell,Iguessinostesternco untrieseshaehands.1bListeningandchecingyouaresupposedtolistenforasecondtietochecyouransers in1a.countriescustoscBrazila.bob.shaehandsc.issbtheUnitedStatesajapanbexicoaoreaNoyoucanturntopage135toreadthetapescript.hilereadingcircletheconnectivesandunderlinetheexpressions.cDoingpairorhatdopeopledohentheyeetforthefirsttie?Noinpairstelleachotherhatyounoabouteetingforthefirsttie.youareso pposedtousetheSupposedto＋infinitivestructure,o?A:hatarepeopleinoreasupposedt odohentheyeetforthefirsttie?B:They’resupposedtobo.A:hatarepeopleintheUnitedStatessupposedtodohentheye etforthefirsttie?B:They’resupposedtoshaehands.A:hatarepeopleinchinasupposedtodohentheyeetforthefi rsttie?B:They’resupposedtoshaehands.A:hatarepeopleinexicosupposedtodohentheyeetforthefi rsttie?B:They’resupposedtoshaehands.A:hatarepeopleinBrazilsupposedtodohentheyeetforthef irsttie?B:They’resupposedtoiss.A:hatarepeopleinyourcitysupposedtodohentheyeetforth efirsttie?B:They’resupposedtoavetheirhands.2aListeningandchecingaria,anexchangestudentfroIndia,enttoherAericanFriendDan’splaceandhaddinnerthere.Nolistentothetapefortheistaesariaadethere.TapescriptBoy:Hi,aria.HoasPaul’sparty?Girl:oh,Dan,itasadisaster.Boy:Itas?Girl:Uh-h uh.Boy:hathappened?Girl:ell,Iassupposedtoarriveat7:00butIarrivedat8:00.Boy:oh,soyouerelate.Girl:yeah,b utinycountryit’sdifferent.henyou’reinvitedfor7:00,you’resupposedtoelater!Boy:Isee.Girl:ThenhenIetPaul’so,Iissedher.Boy:Andyoueresupposedtoshaehandsinstea d.Girl:That’sright.ANDIoreafancydress.Boy:hat’srongiththat?Girl:ell,itasabarbecue,Dan.Everyoneels easearingaT-shirtandjeans.Boy:Iguessyoushouldhaveas edhatyoueresupposedtoear.Noyouaychec√theistaesbyariaonpage95.aria’sistaes√Arrivelate;atetherongfood;√greetedPaul’sothertherongay;√oretherongclothes2bListeningandfillingTofillintheblansonpage9ouaresupposedtolistentothe tapeoneoretie.TapescriptariA:Iassupposedtoarriveat7:00butIarrivedat8:00.ari A:Inycountryit’sdifferent.henyou’reinvitedfor7:00,you’resupposedtoelater.Dan:Boy:Andyoueresupposedtoshaeh andsinstead.ariA:That’sright.AndIoreafancydress.Dan:Iguessyoushouldhaveas edhatyoueresupposedtoear.Nextyouaresupposedtoaeaconversationbasedon2b.youare supposedtosayanythingyoulie.LiHong:Iassupposedtogetupat7:00butIgotupat8:00.LiHo ng:Inyhoeit’sdifferent.henyou’reasedtogetupat7:00,you’resupposedtogetuplater.angBin:Andyoueresupposedtodotheorningexerciseinstea d.LiHong:That’sright.AndItooyschoolbacpac.angBin:Iguessyoushouldh aveasedhatyoueresupposedtotae.2cDoingpairoryouaresupposedtoroleplaytheconversationbeteenaria andDan.Andyouaresupposedtousetheinforationfroactivities2aand2b.A:HoasthedinneratPaul’shouselastnight?B:ell,itaso,butIadesoeistaes.Iassupposedtoarriveat7 :00,butIarrivedat8:00.A:hyasthat?hydidn’tyouarriveearlier?B:Butinycountryit’sdifferent.A:hatisthedifference?B:henyou’reinvitedfor7:00,you’resupposedtoelater!A:Soyoudidn’tarriveat7:00..B:henIetPaul’so,Iissedher.A:Butyoueresupposedtoshaehandsinstead. edon’tisseachotherheneareonlyfriends.B:ButIdidn’tnothatthen.A:hatdidyouear?B:Ioreafancydress.A:hat’srongiththat?B:Itasabarbecue,youno.Everyoneelseasea ringaT-shirtandjeans.A:oh,youadeanotheristae.Ithiny oushouldhaveasedhenyoueresupposedtoarriveandhatyoue resupposedtoear.3aReadingandfillingonpage96aretoexchangestudents,onefrocolobia,theothe rfroSitzerland,talingabouttheironhoeculture.Noreadt heirspeech,blacentheconnectivesandunderlinetheexpressions.TeresaLopezFrocali,colobiaarcLeBlancFroLausanne,SizerlandhereI’fro,e’reprettyrelaxedabouttie.Ifyoutellafriendyou’regoingtotheirhousefordinner,it’soayifyouarriveabitlate.Spendingtieithfailyandfrien dsisveryiportanttous.eoftenjustdropbyourfriends’hoes.edon’tusuallyhavetoaeplanstoeetourfriends.oftenejustalar oundthetoncenter,seeingasanyofourfriendsasecan！InSitzerland,it’sveryiportanttobeontie.e’rethelandofatches,afterall！Ifsoeoneinvitesyoutoeettheat4:00,youhavetobethereat 4:00.Ifyouareevenfifteeninuteslate,yourfriendaygeta ngry.Also,enevervisitafriend’shouseithoutcallingfirst.eusuallyaeplanstoseefriend s.eusuallyplantodosoethinginteresting,orgosoehereto gether.Andnoyouaresupposedtofillinthechart.Attitudeabout…colobiaSitzerlandBeingontiePrettyrelaxedabouttieveryiportanttobeontieVisitingafriend’shouseoftenjustdropbyfriends’housenevervisitafriend’shouseithoutcallingfirstaingplansithfriendsDon’tusuallyhavetoaeplanstoeetfriendsusuallyplantodosoethinginteresting,orgosoeheretoget her3bDoingpairorNextyouaresupposedtoroleplayaconversationbeteenTere saandarc,tellingaboutthedifferentattitudesoflifeint heirhoecountries.A:hatindsofrulesdotheyhaveincolobia?B:ell,theyhaveprettyrelaxedrules.A:Liehat?B:ell,it’soifyou’renotontie.A:couldyougiveeanexaple?B:Sure.Iftheytellafriendthe y’regoingtohisorherhousefordinner,it’soayiftheyarriveabitlate.A:Dotheyoftenvisitfriends’house?B:yes,theydo.Itisveryiportanttothe.Theyoftenj ustdropbytheirfriends’hoes.A:Dotheyhavetoaeplanstodothat?B:Theydon’tusuallyhavetoaeplanstoeettheirfriends.oftentheyjus talaroundthetoncenter,seeingasanyofourfriendsasethe y！B:hatindsofrulesdotheyhaveinSitzerland?A:It’sveryiportantforthetobeontie.B:Becausethey’rethelandofatches?A:aybe.Ifsoeoneinvitesyoutoeetthe at4:00,youhavetobethereat4:00.B:Ifyouareevenfifteen inuteslate,ayyourfriendgetangry?A:yes,theydo.B:Doth eyoftenvisitafriend’shouse?A:Soeties.Buttheynevergoithoutcallingfirst.T heyusuallyaeplanstoseefriends.Theyusuallyplantodoso ethinginteresting,orgosoeheretogether.DoingpairorAnexchangestudentfroEnglandisingtoyourschoolforclasses.youaresupposedtofillinthechartbeloonpage96 iththingsheissupposedtodoinsideandoutsidetheclassroo.Itesyouaresupposedto…GreetingteachersSay,“Goodorning”intheorningDoinghoeorAthoeorinschoolafterclassPhoningsoeoneSay,“NiHao,I’…”Visitingsoeone’splacecallfirst,andnocatthedooraingplansithfriendsDiscusstheplan,calltoaechangesBeingontieAlaysontieorlittleearlierGivinggiftsFestivalgiftsbeingnecessar……Noyouaresupposedtoroleplayaconversationbasedonthe chartyoujustfilledin.AconversationbeteenyouandanexchangestudentfroBritai nA:Hodoyoudo?B:Hodoyoudo?Areyouaneexchangestudent?A:yes,IafroBritain.couldtellethethingsIasupposedtod oinsideandoutsidetheclassroo?B:Sure.Togreettheteachersyousay,“Goodorning”intheorning,“Goodafternoon”intheafternoon.A:And“Goodevening”intheevening.That’sthesaeasedoinBritain.B:Forhoeoryouaydoitathoeorinschool,butalaysaftercla ss.A:canIdoitatclass?B:No,youcan’t,becauseyouhavelotstodothen.A:hatdoIhavetodoatclass?B:youillhavetositstraight,tolistenattentively,totae notes,toanserquestions,todopairor,todogroupor,todot hetestpapers,andtoreadLearningEnglish!A:LearningEnglish?AIhavetolearnEnglishhere?B:yes,youhavetolearnEnglish,too.Ifyoudon’t,youillfailtheEnglishexas.A:ButIaanativespeaerofEnglish!B:ButyouarepooratEnglishgraar!Therearelotsofgraarit esintheEnglishexa.A:ButIcanlisten,spea,readandriteinEnglish.Isthatnot enough?B:Idon’tno.Butyouhavetotaethe4th,the6thandthe8thlevelEngli shexas.A:Allright.IagreetotaeallthoseexasinEnglish,andongraar.B:Andtophonesoeoneyousaysay,“NiHao,I’…”A:“NiHao,I’…”B:Right.youarelearningfast.youaresart.A:hataboutvisitingsoeone’splace?B:callfirst,andnocatthedoor.A:hatshouldIdotoaeplansithfriends?B:Discusstheplaniththe.calltoaechangesbeforeitistoo late.A:DoIhavetobeontie?B:Itdepends.youhavetobeontieforschool.Andyoudon’thavetobeontieforealsbyyourselves.A:That’salsothesaeasedobacatBritain.A:Andgivinggifts?Ihearthatyougiveanygiftsonanyoccas ions.B:yes,edo.Butyoucan’tgivegiftstotheteachersinordertopasstheexas,andtheEnglishgraarexas!closingdonbypetingToendthisEnglishclassyouaresupposedtotaeapetition.youaresupposedtosayasanysentencesiththeStructure:Supposedto＋infinitiveaspossible.Nogoaheadinpairs.Theinnerillbe givenabig,onderfulgift.。