优质课Unit 12 You are supposed to shake hands.

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Unit 12 You’re supposed to shake hands优质备课课件人教新目标版九年级全

when they meet for the first time
shake hands
kiss
bow
1a 1b Match the countries with the customs.
1. 2. 3. 4. 5.
c b a b a
Countries
Brazil the United States Japan Mexico Korea
B: They’re supposed to bow.
Make a survey
old people’s home
A: What are you supposed to do when your classmate is ill in hospital
/when you go to nit 12 You’re supposed to shake hands.
Section A(1a-1c)
We are not supposed to eat in class.
We …
be supposed to do
被期望或要求做…；应当做…
be not supposed to do 不被许可做…;不应当做…
Customs
a. bow b. Shake hands
c. kiss
Say it like this: People in …(China)
are supposed to ..(shake hands) when they meet for the first time.
Listen again and fill in the blanks
•
bow：When you bow
to others, you should stand at attention and take off your hat to show your respect（尊重）.

九年级英语下教案人教版Unit 12 You’re supposed to shake hands

Unit 12 You’re supposed to shake hands.Part 1: Teaching design (第一部分：教学设计)Structures: Supposed to ＋infinitiveTarget 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.Vocabulary:kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…Learning strategies: Comparing, Listening for key wordsSection AGoals●To learn to use the structure Supposed to ＋infinitive●To listen and talk about what people are supposed to doProceduresWarming up by learning about the structure Supposed to ＋infinitiveTurn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋infinitive is used?What are you supposed to do when you meet someone? You’re supposed to kiss.You’re not supposed to shake hands.When were you supposed to arrive? I was supposed to arrive at 7:00.You should have asked what you were supposed to wear.1a Looking, listening and matchingHello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.TapescriptBoy1: What are people supposed to do when they meet in your country, Celia? Girl1: Well, do you mean when friends meet for the first time? Boy1: Yeah.Girl1: Well, in Brazil, friends kiss. Boy1: What about in Mexico, Rodriguez? Boy2: In Mexico we shake hands. Boy3: We bow.Girl2: And in Korea we also bow.Boy1: Well, I guess in most Western countries we shake hands. 1b Listening and checkingYou are supposed to listen for a second time to check your answers in 1a. Countries Customs 1. c Brazila. bowb. shake handsc. kiss2. b the United States3. a Japan4. b Mexico5. a KoreaNow you can turn to page 135 to read the tapescript. While readingcircle the connectives and underline the expressions. 1c Doing pairworkWhat do people do when they meet for the first time? Now in pairs telleach other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK?A: What are people in Korea supposed to do when they meet for the first time? B: They’re supposed to bow.A: What are people in the United States supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in China supposed to do when they meet for the first time? B: They’re supposed to shake hands.A: What are people in Mexico supposed to do when they meet for the first time? B: They’re supposed to shake hands.A: What are people in Brazil supposed to do when they meet for the first time? B: They’re supposed to kiss.A: What are people in your city supposed to do when they meet for the first time? B: They’re supposed to wave their hands.2a Listening and checkingMaria, an exchange student from India, went to her AmericanFriend Dan’s place an d had dinner there. Now listen to the tapefor the mistakes Maria made there.TapescriptBoy:Hi, Maria. How was Paul’s party?Girl: Oh, Dan, it was a disaster.Boy: It was?Girl: Uh-huh.Boy: What happened?Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.Boy: Oh, so you were late.Girl:Yeah, but in my country it’s different. When you’re invited for 7:00, you’reNow you may check√the mistakes by Maria on page 95.2b Listening and fillingTo fill in the blanks on page 95 you are supposed to listen to thetape one more time.Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.up at 7:00, you’re supposed to get up later.Wang Bin: And you were supposed to do the morning exerciseinstead.Li Hong:That’s right. And I took my school backpack.Wang Bin: I guess you should have asked what you were supposed to take.2c Doing pairworkYou are supposed to role play the conversation between Mariaand Dan. And you are supposed to use the information fromactivities 2a and 2b.A:How was the dinner at Paul’s house last nigh t?B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.A:Why was that? Why didn’t you arrive earlier?B:But in my country it’s different.A: What is the difference?B:When you’re invited for 7:00, you’re supposed to come later!A:So you didn’t arrive at 7:00..B:When I met Paul’s mom, I kissed her.A:But you were supposed to shake hands instead. We don’t kiss eachother when we are only friends.B:But I didn’t know that then.A: What did you wear?B: I wore a fancy dress.A:What’s wrong with that?B: It was a barbecue, you know. Everyone else was wearing a T-shirtand jeans.A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.3a Reading and fillingOn page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.Teresa LopezFrom Cali, Colombia Marc LeBlancFrom Lausanne, SwizerlandWhere I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.And now you are supposed to fill in the chart.Attitude about…Colombia SwitzerlandBeing on time Pretty relaxed about very important to be ontime timeVisiting a friend’s house Often just drop byfriends’ house never visit a friend’s house without calling firstMaking plans with friends Don’t usually have tomake plans to meetfriends usually plan to do something interesting, or go somewhere together3b Doing pairworkNext you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.A: What kinds of rules do they have in Colombia?B: Well, they have pretty relaxed rules.A: Like what?B:Well, it’s ok if you’re not on time.A: Could you give me an example?B:Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late.A:Do they often visit friends’ house?B:Yes, they do. It is very important to them. They often just drop by their friends’ homes.A: Do they have to make plans to do that?B:They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they！B: What kinds of rules do they have in Switzerland?A:It’s very important for them to be on time.4 Doing pairworkAn exchange student from England is coming to your school for classes. You are supposed to fill in the chart below on page 96 with things he is supposed to do inside and outside the classroom.Now you are supposed to role play a conversation based on the chart you just filled in.A conversation between you and an exchange student from BritainA: How do you do?B: How do you do? Are you a new exchange student?A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?B: Sure. To g reet the teachers you say, “Good morning” in the morning, “Good aft ernoon” in the afternoon.A:And “Good evening” in the evening. That’s the same as wedo in Britain.B:For homework you may do it at home or in school, butalways after class.A: Can I do it at class?B:No, you can’t, because you have lots to do then.A: What do I have to do at class?B:You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,and to read Learning English!A: Learning English? Am I have to learn English here?B:Yes, you have to learn English, too. If you don’t, you will fail the English exams.A: But I am a native speaker of English!B: But you are poor at English grammar! There are lots of grammar items in the English exam.A: But I can listen, speak, read and write in English. Is that not enough?B:I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.Closing down by competingTo end this English class you are supposed to take acompetition. You are supposed to say as many sentences withthe Structure: Supposed to ＋infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.。

Unit 12 You’re supposed to shake hands(打包3份)

太干了。”should have done 本应该做……。
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。

初中英语九年级下册《Unit12You'resupposedtoshakeha

Unit 12 You’re supposed to shake hands.Section B 3a-4Ⅰ.Teaching aims and demands1.Knowledge aims:1.)Key vocabularies and phrases: fork, lap, elbow, go out one’s way to do , make sb. feel at home, get used to doing .2.) Practice reading and learn to use the target language to write.2.Ability aims:Improve the students’ ability of reading and writing skills3.Emotion aims:Enable the Ss to understand different table manners in different countries and to behave well at the table.Ⅱ.Teaching key points:1.)Key vocabularies and phrases2.)Understanding the E-mail.3.)Writing practiceⅢ.Teaching difficult pointsWriting table manners using the target language.Ⅳ.Teaching methods: Task-based Teaching ApproachⅤ.Teaching Aids: Multi-media , recorder ,ⅥTeaching proceduresStep1 Greeting and Warm upPlay a short video and ask the Ss to think about :Does the man has good manners or bad manners?Aim: Arouse Ss’ interest and lead in the topic of this class.Step2Fast readingScan the e-mail and answer the question .Aim: Cultivate the Ss’ abilities of skimming and scanning to grasp the informationStep3Careful readingTask1Choose the right answer.Task2 Read carefully and tell true or false.Task3Read and chooseTask4 Tell which is the correct table manners in France:Task5.从文中找出It is difficult for me to remember everything.的同义句Task6.Listen & ReadAim: Train the SS’ abilities of understanding the passage better. By listening to the tape and reading after it ,Ss can correct their pronunciation and find their own doubts.Step4 Retell the passageTask7Collect informationTask 8 Retell table manners in FranceAim: Enable the Ss to practice speaking and enable them to understand the passage well.Step5 GroupworkTask9 What table manners in China do you know about?Aim: By co-operation , enable the Ss to talk more about Chinese table manners in group.Step6 Writing practice :Write sth about Chinese table manners and share it with the class. Aim: After reading and speaking , Ss have learned more about the target language. So it is important to write using the target language.Step7 ConsolidationEnable the Ss to consolidate what they have learned by doing some exercises.Aim: Consolidate the key points by practice and competition. .Step8 Homework (choose one of them.)1.) 1.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.（注：本资料素材和资料部分来自网络，供参考。

最新新人教版英语九年级《unit 12 you’re supposed to shake hands》教案.doc

Unit 12 You’ re supposed to shake handsThe 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’ municative petence．Ⅱ． Teaching Key PointsTarget languageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ municative petence．Ⅳ． 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．T Is it a good idea to e to class late?No．S1T That’s right, It’s not a good idea to e to class late． You’re not supposed to e to class late． Class repeat． You’re not supposed to e to class late．You’re not supposed to e to class late．SsT （Writes e to class late under wrong） What are some things you shouldn’t do?We shouldn’t eat in class．S2T 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 Ⅱ 1aLet 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 Ⅲ 1bGo 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 Ⅳ 1cRead 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．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularygreet, 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 700, but I arrived at 800．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ municative petence．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 Vocabularygreet, 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 700, but I arrive at 800．3． 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 Ⅰ RevisionCheck homework． Ask some pairs to act out their conversations according to Activity 1a．Step Ⅱ 2aLook 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 fortable? （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 Ⅲ 2bGo 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 2cRead 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 Ⅴ Grammar FocusReview the grammar box． Get different students to say the questions and answers．Step Ⅵ HomeworkAsk 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 Vocabularyland, 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’ municative petence．Ⅱ． Teaching Key PointTrain students’ integrating skills．Ⅲ． Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ． 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 3aRead the instructions． Do you know what an opinion is?Ask a student to answer it．（An opinion is what you think or how you feel about something．）Look at the chart． Point to the word attitude on the chart and say, An opinion is like an attitude． Tell students what they will write in the chart．Ask students to read the first paragraph on their own． When they read, move around the classroom helping them as necessary． Then ask students to read the second paragraph． Again, as they read, move around the classroom answering any questions． Then read the instructions again and point out the chart． Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．Invite a student to read the sample answer to the class． Then let him point out which sentence the answer is found in．Ask students to read the paragraphs again and plete the chart on their own．Correct the answers with the class．Step Ⅲ 3bGo 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 yourattitude 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 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 plete 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 Homework1． 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 Vocabularywipe, napkin, stick, chopstick, rude, point, pick up（2） Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．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 Vocabularywipe, 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 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 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 plete the quiz on their own．Correct the answers with the class．Step Ⅲ 2aRead 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 Ⅳ 2bRead 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 Ⅴ 2cGo 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, plete each one with a true statement about table manners in yourcountry．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 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．Ⅱ． Teaching Key PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult PointHow to write an e-mail message．Ⅳ． Teaching ProceduresStep Ⅰ RevisionReview the target language presented in this unit． Check homework．Ask two students to read out their sentences．Step Ⅱ 3aCall 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 Ⅲ 3bRead 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 pleted 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 Ⅵ Homework1． 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） plete 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 ProceduresStepⅠ 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．StepⅡ Part 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 Ⅲ Part 2Go through the instructions with the class． Explain them to students．Get students to plete 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 Ⅳ Part 3Do the example with the class to show them how to do a crossword puzzle． Ask students to plete 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．The Seventh PeriodⅠ． Teaching Aims and Demands1． Knowledge ObjectsKey Vocabularydie, 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 Ⅰ Key VocabularyShow 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 Ⅱ Part 1Read the title Parent helps child to the class． Ask, What do you think the article is about, based on the title?Look at the picture． Ask students to describe what is happening in the picture．Ask students to discuss the four questions． Students do not look at the reading text． Instead, they use their background knowledge to try to answer the questions．As they work, walk around, looking at their progress．When most students finish the task, ask students to pare 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 Ⅲ Part 2Go through the instructions with the class．Ask students to plete the task individually or in pairs． Make surestudents 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 plete sentences．Step Ⅳ Part 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 prehension．Go through the instructions with the students and have them look at the example．Ask students to plete 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 plete the task． Remind them to look at the story again for extra help．Have students report their answers．Encourage them to use plete sentences．Step Ⅴ Part 4Go through the task with students． Elicit the first answer from students from memory． Check that they understand what they need to do．Ask students to do the activity on their own or in pairs． Students should try to remember or guess the answers before looking at the reading． As they work, walkaround the classroom offering help students may need．Check the answers． Invite different students to give their answers and give the correct statements for the ones that are false．Step Ⅵ Part 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．Step Ⅶ SummaryIn this class, we’ve practised a lot of reading and writing．Step Ⅷ Homework1． Read the story in Activity 2 again for further prehension．2． Revise the target language in this unit．。

3教案--Unit12You’resupposedtoshakehands

学科：英语授课年级：九年级授课时间：2012年5月18日教师姓名：田兰一、课题You’re supposed to shake hands一、学习内容分析本课是《新目标英语》九年级第十二单元的课文，本课主要是讲解本课的第一课时，本课围绕一些国家的“习俗”展开语言活动，通过对一些国家的饮食起居、生活习惯和文化异同的描述，来体现各个国家习俗的不同。

二、学习者分析九年级学生经过几年的英语学习，有了初步的阅读能力，能借助于词典正确理解课文，对课文所讲述一些国家的习俗也有所了解。

此阶段的学生还具有较强的“自我”发展意识，对具有一定意义和影响的事情表现出强烈的赞同和浓厚的兴趣。

三、教学目标：1.语言目标：了解一些国家的饮食起居、生活习惯和文化异同，并用学习的知识表达自己对生活习惯的看法。

2.认知目标：掌握关键词汇和目标语言。

3.情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。

四、教学重点3. 掌握be supposed to的句型结构三、教学难点1. 学习一些见面礼仪，生活习俗和对时间的看法。

2. 通过听力训练和口语练习加深学生对目标语言的认识。

五、教学方法讲授法和讨论、练习法相结合六、教学过程Step 1 Warm upAsk the students to say out some school rules.T: Please tell me some school rules. Which are not allowed to do?When the students say them out, write t hem on the blackboard. They may be “We can’t be late. We can’t eat and play in class. We can play games after class.” And so on.. Then,T: We can’t be late. That is to say, we aren’t supposed to be late. We must get to class on time. That is to say, we are supposed to be on time.Ask the students to guess the meaning of “be supposed to”. Then tell them: be supposed to = should.Step 2 Lead inShow a map of the world.T: Do you know where Brazil is?S: It is in South America.T: Do you know where Japan is?S: It is in East Asia.…….Come up with other countries like “ the United States, Mexico, Korea”, and ask the studentsto tell their sites in the world. Then,T: Do you know what people do when they meet for the first time?Raise the words “bow, kiss,shake hands, greet ”. Help students to understand every word. Then students do 1a according to the instruction.Step 3 Listening and PractisingListen to 1b, check answers in 1a.Then read the conversation in the picture. Ask two students to translate it into Chinese. Practise it in pairs. The students can change country names and customs whilepracticing.Then ask several pairs to act their conversations out in the front.Step 4 Listening2a. Listen and check the mistakes Maria made. Then check the answers.2b. Listen again. Fill in the blanks. Check the answers then.Then repeat with the tape without looking at books. And look at the listening texts, comprehend the conversation.Step 5 Grammar FocusTell the students to point out the main grammar point in this lesson: be supposed to Then get some students to read sentences in Grammar Focus and put them into Chinese.All the students read them again.Step 6 HomeworkMaster all the sentences in Grammar Focus.七、教学反思从整个教学过程看，在教学中主要是关注学生这学习的主体，遵循了新《英语课程标准》所倡导的教学理念，在教学中营造良好的师生关系，整节课沉浸在民主，平等，和谐的氛围中，培养学生学习英语的兴趣，关注学生这一学习的主体。

《Unit12You‘resupposedtoshakehands》教学设计

《Unit 12 You're supposed to shake hands》教学设计Ⅰ.Learning aims and demands:1.Aims on knowledge(1)Key vocabulary: shake bow custom kiss shake hands Korea Brazil Mexico(2)Key structures: What are you supposed to do when you meet someone ? You are supposed to kiss/bow/shake hands.You are not supposed to shake hands.You should have asked what you were supposed to wear.2.Aims on abilities:Use be supposed to do to learn the customs in different countries.3.Aims on emotionLearn custom culture and enjoy it.Ⅱ.Leaning DifficultyHow to use be supposed to doⅢ. Leaning ProceduresStep 1.Experience1. Greet the class and check the homework.2. Look at the pictures. Let the students talk. what are they doing? When did they do this?3. Let students finish 1a.Step 2. Group work1. Let students practice 1a in pairs(Use the pictures).What are you supposed to do when you meet someone for the first time in Japan?You are supposed to bow.2．Play the tape and do 1b,then check the answers each other.3. Practice 1b in groups. Finish 1cStep 3.Explanation and consolidation1. There are some customs in the country. If you know it, you can make yourself feel at home. If not, you can make some mistakes.2. Listen to the tape, do 2a,2b.3. Practice 2c.4.Students say customs that they hear in 2a,2b. They can speak in English or Chinese.5. Learn Grammar Focus.Be supposed to do 应该干什么，人称和时态变化Be not supposed to do 为否定结构Eg. We are supposed to study hard at all subjects. She is supposed to clean her room every day.Step 4. Production1. SummaryBe supposed to do的具体用法2. Exercise:You are supposed -----(kiss)We are ----(suppose) to shake hands with each other.3.HomeworkCollect more customs about different countries.。

Unit 12 You are Supposed to Shake Hands

Unit 12 You are Supposed to Shake Hands——教案设计辽宁省大石桥市高坎中学杜书新Unit 12 You are Supposed to Shake Hands教案设计一、教学背景本教材是人教版初中三年级下学期Unit 12 You are supposed to shake hands. 本单元通过学习各国人初次见面时的习俗，帮助学生更好的了解各国风俗习惯的差异以及入乡随俗的重要性，从而避免不必要的误解, 加深学生对中外文化的了解，拓展学生的文化视野。

二、教学课题本课是新目标人教版义务教育课程标准实验教科书，Unit12 You are supposed to shake hands第一课时。

三、教材分析本课通过学习了解不同国家的见面礼仪，让学生了解在不同的文化氛围中，怎样做才能表现的礼貌得体。

学生能在自主学习的环境中探索、合作、交流。

学生能够通过对话练习、多媒体课件教学，迅速掌握所学内容。

同时学生能在语言环境中提出问题、分析问题、解决问题。

四、教学目标1、知识与技能掌握重点词汇shake hands ,custom, bow, kiss, drop by, after all能正确运用be supposed to, should do sth, shoud have done 等句型提高学生的听力和表达能力。

2、过程与方法通过小组讨论的活动方式来激发学生的学习积极性和兴趣，使学生在小组合作学习活动中大胆用英语交流。

掌握中国和其他国家风俗习惯的不同之处，并能灵活运用。

3、情感、态度和价值观通过本课的学习，使学生了解各地不同的文化知识，尊重各国的风俗习惯，养成良好的行为习惯，培养学生爱国家爱世界，崇尚和平的精神面貌。

四、教学重点、难点重点：要求学生掌握be supposed to do sth.的句型，小组讨论并进行对话表演，充分运用动作、表情、手势来体现较真实的语言环境。

说课稿unit12Youaresupposedtoshakehands

Unit 12 You are supposed to shake hand s 说课稿(2009-12-01 20:22:11)转载▼标签：教育Good afternoon, ladies and gentlemen. Today I’m going to talk about the topic“You’re supposed to shake hands.”I will divide the instruction into seven parts：they are Teaching material Analysis, Teaching aims and demands, Teaching keys and difficulties, Teaching methods, Study method, Teaching aids and Teaching procedures.Part 1 Teaching material analysisThis lesson is the first one of Unit12.So if the students can learn it well, it will be helpful to make the students learn the rest of the unit. In this unit, the topic is about customs. Different countries have different customs. By learning this unit I want to tell students what they are supposed to do in different situations and get them to know different countries’ customs. Students can introduce Chinese customsand ask for the different customs of other countries. By dong this I also want to arouse their cultural awareness.Part 2 Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabulary: bow, kiss, be supposed to, shake hands, customs(2) Target Language: What 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 Objects: Before you meet foreigners, you should know some customs. In this way, you can act politely and properly.Part 3 teaching keys and difficulties1.teaching keys: let students grasp the new words: bow, kiss, be supposed to, shake hands, customs and new sentence patterns: what are you supposed to do when you meet someone for the first time? you’re supposed to shake hands.2. teaching difficulties: get students to be familiar with some countries’ customs.Part 4 Teaching methodIn this topic, I design some tasks to help the students learn. I think if I want to improve the students’ oral English, I should give them enough chances to practice and I will use pair work, group work to let the students take an active part in all kinds of activities. That is “Learning by doing, learning by using”. Let the students be the masters of the class and thus, student-centered teaching method is well shown.Part 5 Study methodI request the students to study English independenly, cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn from each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse st udents to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.Part 6 Teaching aids1.A tape recorder2.A map of the worldPart 7 Teaching procedureStep Ⅰ．Lead-inLet’s have a free talk.T：Did anyone come school late in our class this morning?Ss: Yes.T：who?Ss：Chen Wenming and Zhu jiancheng.T：Chen Wenming, is it a good idea to come to class late?S1: No.T: That's right. It's not a good idea to come to class late. You're not supposed to come to class late. Class repeat. You're not supposed to come to class late.Ss: You're not supposed to come to class late.(The purpose is, on the one hand, to arouse the students’interest of study and on the other hand to creat a relaxing environment for students to learn English by choosing an example which happened around thestudents to lead in today’s important sentence patterns.)Step Ⅱ brainstorm and practiseT: (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 “be 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.(the purpose of this step is to help students consolidate the sentence patterns and on the other hand by practicing the sentence patterns I want to make students recognize what things they should do and whatthings they should not.)Step Ⅲ PresentationT: Just as the same, in different countries, you have something good to do and something wrong to do, because different countries have differentcustoms. There is a saying that goes like this: When in Rome, do as the Romans do. So we must know what we are supposed to do in different countries. Now first let us know some countries. Do you know these countries in 1a?Ss:YesT: Very good, now please read after mePut up a map of the world on the board. Ask students to point out where each of the countries is.Suggested answers1.Brazil is in South America, next to Peru.2.The United States is in North America, next to Canada.3.Japan is in East Asia, to the east of China.4.Mexico is in North America, on the south of America.5.Korea is in East Asia. It is our neighbor.T: have a guess, what customs exist in these countries.Help Ss get the answer: bow , shake hands , and kiss, and then ask different students to act out the action described by each word or phrase-bow , shake hands , and kiss and do SectionA 1a(the purpose of this activity is to deepen students’impression of these new words by doing action by themselves and increase their interest in English.)Step Ⅳ listeningGo through the instructions with the class. Point to the lists in Activity 1aT: now let’s hear a conversation between a boy and a girl at first. Their conversation contains the answers to the questions in Activity 1aPlay 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.( the purpose: This activity gives students practice understanding the target language in spoken conversation. On the one hand this activity practises their listening ability; on the other hand, it can foster their independence of learning by finding by themselves.)Step Ⅴ pair workT: What are people in Korea supposed to do when they meet for the first time?S3: What are people in Korea supposed to do when they meet for the first time?Point to the lists of customs and countries in Activity 1a. Get students to askand answer in pairs according to the model in 1cAs students work together, T moves around the classroom checking their work.Ask different pairs of students to ask and answer a question for the class.S1: What are people in the United States supposed to do when they meet for the first time?S2: They're supposed to shake hands.S3: What are people in Japan supposed to do when they meet for the first timeS4: They're supposed to bow.S5: What are people in France supposed to do when they meet for the first time?S6: They're supposed to shake hands.Step Ⅵ group workAsk students to work in group of four and talk about what other countries and customs they know about. Each group should choose one member to write down the results they talk about and choose one representative to report it.(The purpose is to cultivate students’ cooperative spirits and practise their speaking ability. Let students learn how to do teamwork.)Step Ⅶ HomeworkWrite a report to introduce some countries’customs by using the sentence patterns people are supposed to(The purpose is to let students change what they learned to their own language.)。

《Unit 12 You are supposed to shake hands》教学设计

《Unit 12 You are supposed to shake hands》教学设计【摘要】本文旨在介绍《Unit 12 You are supposed to shake hands》的教学设计。

在将概述本文的主要内容。

教学目标设定将明确学生学习该单元的目标，教学内容安排将详细列出教学内容的安排顺序。

教学方法选择将介绍教师选用的教学方法和原因，教学过程设计将具体描述每个环节的教学过程。

在教学评估方法部分，将介绍教师如何评估学生的学习成果。

在结论部分对教学设计进行总结和反思，以帮助教师改进教学方法，提高教学效果。

整个设计旨在帮助学生更好地掌握单元内容，提高他们的语言技能。

【关键词】引言概述, 教学目标设定, 教学内容安排, 教学方法选择, 教学过程设计, 教学评估方法, 总结反思1. 引言1.1 引言概述在本节课中，我们将学习Unit 12 You are supposed to shake hands这一话题。

通过本课的教学，学生将能够了解在不同场合应该如何适当地握手，掌握英语中相关的礼貌用语和表达方式。

这不仅可以帮助学生更好地适应国际社会的交往方式，还可以提高他们的社交能力和沟通技巧。

在实际教学中，我们将采用多种教学手段，让学生在轻松愉快的氛围中学习，提高他们的学习兴趣和效果。

通过本节课的学习，学生将不仅能够掌握相关的英语词汇和语言知识，还能够培养他们的礼仪意识和跨文化交际能力。

希望通过本节课的教学，能够帮助学生更好地认识到文化差异的重要性，增强他们的国际视野和交际能力。

.2. 正文2.1 教学目标设定1. 知识目标：- 学生能够掌握并正确使用与问候和礼节相关的词汇和句子。

- 学生能够了解不同国家和文化中的不同问候方式。

3. 情感目标：- 培养学生尊重他人文化和传统的意识，增进跨文化交流的能力。

- 培养学生团结友爱、互相尊重的品质，提高他们的人际交往能力。

通过设定这些教学目标，我们旨在帮助学生全面提升自己的语言能力、交际能力和人际交往能力，培养他们成为具有全球视野和跨文化交流能力的现代公民。

unit12_you_are_supposed_to_shake_hands教案

九、教学反思(teaching reflection)
在本节课的教学过程中，我采用了“任务型”的教学途径，通过小组合作的方式，并借助多媒体，增加趣味性和直观性，增大课堂容量，提高课堂效率，各个环节由易到难，环环相扣，面向全体学生，争取让每一个学生都能参与到教学活动中来，得到练习的机会，教学目标圆满完成，大部分学生在这节课后能准确流利的使用所学句型以及单词进行自由会话。但这堂课基本用全英语授课，导致基础不是太好的学生在理解上有些困难，从而不能很好的听懂老师的要求，课堂气氛有时不够活跃，总体上来说，学生对每个环节都比较感兴趣，能够在轻松快乐的氛围中学习和使用英语，体验学习英语的乐趣。
八、教学程（teaching procedure）
Ⅰ.Lead-in
T: Are you happy today?
Ss: Yes.
T: Can you tell me why?
Ss:Because ...
T: Show some pictures of our president Xi jinping and his wife Peng Liyuan greeting to some foreigners and ask students to say something about them.Then lead in to the new topic natually.
四、教学目标(teaching goal)
1．Knowledge goals:
(1) Know the meaning and structure of the phrase “be supposed to do” and its negative form; know the different customs betweenChinaand some other countries.

Unit12You're supposed to shake hands公开课课件

Homework
Remember new words
Preview 3a in P96
Goodbye !
c b a b a
Countries
Brazil the United States Japan Mexico Korea
Customs
a. bow
b. Shake hands
c. kiss
If you meet someone in the following countries
what are you supposed to do? Please show
your conversations in pairs.
Talk about what people in different countries do when they meet for the first time. What are people in Korea supposed to A: do when they meet for the first time?
arrived late ate the wrong food greeted Paul’s mother the wrong way wore the wrong cloths
Listen again and fill in the blanks.
Maria: I was supposed to arrive at 7:00 , but I arrived at 8:00. Maria: In my country, it’s different. When you’re invited for 7:00, you’re supposed to come later . Dan: And you were supposed to instead. Dan: I guess you should have asked what you were supposed to wear .

英语：Unit_12_You're_supposed_to_shake_hands_Period_1公开课课件(人教新目标九年级)

二、翻译句子。
1. 当初次见面时他们应该鞠躬。
They _a_re__ _s_u_p_p_o_s_e_d__ __to__ bow when they meet
_fo_r_ _t_h_e_f_ir_s_t_t_im__e_. 2.你不应该在这里吸烟.
You are _n_o_t_ _s_u_p_p_o_s_e_d_ _t_o_ smoke here. 3. 他们应该在哪里见面？
B1: Well, do you mean when friends meet for the first time?
A1: Yeah. B1: Well, in Brazil, friends _k_is_s_. A1: What about in Mexico, Rodriguez? A2: In Mexico we __sh__a_k_e_h_a_n_d_s_. A1: How about in Japan, Yoshi? A3: We bow . B2: And in Korea we also _b_o_w__. A1: Well, I guess in most Western countries,
2.ate the wrong food
√ 3.greeted Paul’s mother the wrong way
√ 4.wore the wrong clothes
Listen again and fill in blanks.
Maria: I was supposed to _a_rr_i_v_e_a_t_7_:_0_0_, but I arrived at 8:00.
Unit 12 You’re supposed to
shake hands.

《Unit 12 You are supposed to shake hands》教学设计

《Unit 12 You are supposed to shake hands》教学设计一、教学目标：1. 知识目标：本课要求学生学会介绍习俗及礼仪，掌握本单元相关词汇，如greet，shake hands，bow等。

2. 能力目标：通过本课的教学，学生将能够用英语表达习俗及礼仪，并能够在实际生活中应用所学内容。

3. 情感目标：通过学习习俗及礼仪，培养学生的尊重他人的意识，提高学生对不同文化的包容和理解。

二、教学重点和难点：1. 重点：掌握并运用本单元所学的习俗和礼仪相关的词汇和表达方式。

2. 难点：能够正确使用英语表达不同文化中的习俗和礼仪，和其他学生展开交流。

三、教学准备：2. 教学设备：投影仪、电脑、音响等。

3. 学生准备：学生需要提前预习本单元相关内容，并准备好笔和纸。

四、教学过程：1. Warm-up (5 minutes)通过播放一段视频或图片，向学生展示不同国家的习俗和礼仪，让学生了解不同文化之间的差异。

请学生用英语简单描述他们看到的场景。

2. Presentation (15 minutes)通过幻灯片等形式，向学生介绍本单元的重点词汇和表达方式，比如greet，shake hands，bow等。

并举例子让学生理解这些词汇的使用方法。

3. Practice (20 minutes)让学生分组进行角色扮演，模拟不同国家的习俗和礼仪场景。

每组学生可以选择不同的国家或地区，比如中国、日本、美国等，通过对话和动作展示出这些国家的习俗和礼仪。

4. Review (10 minutes)进行小组讨论，让学生分享他们模拟的场景，并讨论各国的习俗和礼仪之间的共同点和不同点。

老师可以引导学生用英语进行讨论，并帮助他们总结出不同文化之间的交流技巧和注意事项。

5. Production (15 minutes)让学生根据本单元学习的内容，创作一个小对话或展示，展示一个不同文化之间的交流场景，比如一位中国学生和一位美国学生之间的交流。

优品课件之Unit 12 You’re supposed to shake hands.

Unit 12 You’re supposed to shake hands.Unit 12 You’re supposed to shake hands. 一. 教学内容： Unit 12 You’re supposed to shake hands. 二. 学习目标： 1. 掌握“be (not) supposed to”的结构及用法。

2. 熟悉不同国家的礼仪风俗。

3. 了解世界各国的文化，在生活中做个有心人及有礼有节之人。

三. 教学重点难点：句型“be supposed to do ”及本模块中的一些重点短语四. 重点词和短语： 1. be supposed to do sth. 应该做某事 2. shake hands with sb. 和某人握手 3. for the first time 第一次4. bow to sb. 向某人鞠躬5. should have done sth. 过去应该做某事(但实际未做) 【即学即用】 You what your teacher said yesterday, but you didn’t. A. should remember B. should have remembered C. would remember6. be important to sb. 对某人重要7. be relaxed about sth.. 对……放松8. drop by 顺便拜访visit sb. 拜访9. after all 毕竟 10. make plans to do sth. 制定计划做某事 11. without doing sth. 没有做某事 12. The first thing is to greet the teacher. 第一件事是问候老师. 13. table / good / bad manners 餐桌礼仪/有礼貌/不礼貌 14. at the table / at table 在桌旁 / 在进餐 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 up B. picked up C. pick out D. picked out 16. 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 26. begin with 从……开始 27. not … but… 不是……，而是…… 28. Questions crowded my mind. 我满脑子都是疑问。

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《Unit 12 You are supposed to shake hands》教学设计

优品课件之Unit 12 You’re supposed to shake hands.

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