优品课件之Unit 12 You’re supposed to shake hands
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 .
初三九年级英语 Unit 12 You’re supposed to shake hands教学演示 ppt课件
5.have conversations with sb. 和某人交谈
6. each other互相 7. get bored感到无聊 ★get/turn/become/keep/stay/make do 8. help sb. to do 帮助某人做某事 with + n/Ving
+adj.
e-mail English
How are you?
1. punctuation marks 标点符号 2.in the traditional way用传统的方法
3.to show the emotion you are feeling 去展示你当时的情感
4.make faces做鬼脸 5.be made with sth. 被…构成
ICQ I seek you
↓ computer program :
↓
an e-mail chatline
have online conversations with friends
1. be formed被构成
2. the first letter of each word in the phrase
• is supposed to be used
on internet or a mobile phone ____________________________.
in class/tests • is not supposed to be used____________.
remember
Using e-mail English at proper time
1.look unfamiliar看起来不熟悉
★look/sound/smell/taste/feel+adj.
九年级英语全册 Unit 12 You’re supposed to shake hands全单元课件 人教新目标版
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 late. r
shake hands.
Section A(2a-2c)
2a Listening Maria’s mistake
2a Maria is an exchange student. Last night she had dinner at an American friend’s house. Listen and check (√) the mistakes Maria made.
Unit 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…
Dan: I see. Maria: Then when I met Paul’s mom, I
kissed her. Dan: And you were supposed to shake
hands instead. Maria: That’s right. AND I wore a fancy
dreቤተ መጻሕፍቲ ባይዱs.
countries we shake hands.
unite12《You’resupposedtoshakehands_SectionB》课件1(36张PPT)(人教新目标九年级)
are at school / at home?
smoke do our homework on time get our ears pierced wash the dishes bring snacks to the classroom choose our own clothes make the bed by ourselves run in the hallways be late for school
∨
In the United States, you’re not supposed to eat with your hands.
You’re not supposed to
talk at the table.
×
In Peru
In China, you’re not supposed to pick up your bowl to eat .
What do you know about the table manners?
bowl
plate
chopsticks
fork
spoon
knife
knives
Table Manners
You are supposed to pick up ... your bowl to eat .
Table Manners
eat fruit with a fork put bread on the table put hands on the table say, “It’s delicious.”
eat it with your hands put it on the plate put them in your lap say, “I’m full.”
Unit 12 You’re supposed to shake hands. 第一课时课件
Make five sentences with
“be supposed to”.
B ? 3. ___ she supposed _____ A. Is , sleep late, B. Is, to sleep late C. Does , to sleep late D. Does, sleep late.
二、翻译句子。
1. 当初次见面时他们应该鞠躬。 are __________ supposed ____ to bow when they meet They ____ ___ ____ time ____. for ____ the first 2.你不应该在这里吸烟. not _________ supposed ___ to smoke here. You are ____ 3. 他们应该在哪里见面？ are they __________ supposed to meet? Where_____
Customs
a. bow
b. shake hands c. kiss
Listen and check your answers in 1a.
Countries
1.____Brazil c
2.____the United b States 3.____Japan a
Customs a. bow b. shake hands c. kiss
Sentences study
A：What are people in China
supposed to do when they meet
for the first time? B：They’re supposed to shake hands.
--What are people in America supposed to do when they meet for the first time? They are supposed to shake hands.
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。
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。
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
unite12《You’resupposedtoshakehands_SectionA》课件5(22张PPT)(人教新目标九年级)
A：What are Americans supposed to do when they meet for the first time?
America
B：They’re supposed to shake hands.
Korea
A：What are people in Korea
supposed to do when they meet for the first time?
Language points： • be supposed to do 被期望或要做…； 应该做… • be not supposed to do 不被许可做…
Everyone is supposed to know the law.
We’re not supposed to play basketball in the classroom.
We are supposed to put hands together in front of the chest.
India Japan Brazil the United States China Korea England Mexico ……
A: What are people in …… supposed to do when they meet for the first time? B: They’re supposed to ……
一、写出下列词的形容词。
1. China ____ 2. Germany____ 3.Canada____ 4. Australia ____ 5. India ____ 6. France____ 7. Japan _____ 8. the United States _____
九年级英语 unit 12《You are supposed to shake hands》Reading课件
Six. ICQ, BTW, CSL, gr8, CUl8r, :)
3. After You Read
3a.Write the names of the three types of e-mail English at the top of each column. Then give an example.
(C ) 5. A _______ can do almost anything for man, but it can’t take the place of man. A. e-mail B. Internet C. Computer D. mobile phone
(B ) 6. －Could you let me know ________ yesterday? －Because the traffic was bad. A. why did you come late B. why you came late. C. why do you come late D. why you come late
九年级新目标
Unit 12 You’re supposed to shake hands.
Reading
You’re supposed to write quickly!
E-mail English is a new kind of written English that is being used to save time.
Homework
Write a note to some friends using e-mail English, or practice typing e-mail English messages on a computer.
九年级unit_12_You're_supposed_to_shake_hands.单元课件
短语
be supposed to shake hands after all pick up table manners be/ get used to cut up at the end of get into trouble give up 应该 握手 毕竟 拾起 餐桌文化 习惯于 切碎 最后 使陷入困境 放弃
used to do / be, get, become used to doing 的区别。
1. used to表示“过去如此，现在不这样了”。后 面接动词原形。 He used to play basketball when he was young. 他年轻时常打篮球。 2. be used to 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：I am used to the weather here. 我已经习惯这里的天气了。
1c
Pair work
eg. 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 Brazil supposed to do when they meet for the first time? B: They‟re supposed to kiss.
重点难点
语言目标
告诉应该怎样去做及Tell what you are supposed to do 。
•难点
be supposed to do 的用法 ；
It is + adj 的用法；
九年级下英语unit 12《You are supposed to shake hands》Section A精品PPT课件
If you tell a friend you’re going to their
house for dinner, it’s OK if you arrive a bit
late. Spending time with family and friends is
Maria: I was supposed to __a_rr_i_v_e_a_t_7_:_0_0__, but I arrived at 8:00.
Maria: In my country, it’s different. When you’re invited for 7:00, you’re supposed to _c_o_m__e_l_a_t_er__.
a. bow b. shake hands c. kiss
1b. Listen and check the answer in 1a.
1c. Pairwork
A: What are people in Korea supposed to do when they meet for the first time?
九年级新目标
Unit 12 You’re supposed to shake hands.
Section A
Warm up: What do people do when they meet for the first time.
Different countries has different culture.
country? What are good manners if you go to a
foreigner’s house to have dinner? What are you supposed to pay attention to?
Unit 12 You're supposed to shake hands
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 ofasking 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 students to 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 DesignUnit 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 to 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 using th e question When were … and the answers I was … and I wasn'tStep 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, itwas 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 su pposed 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 practiceusing 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 Blackboard 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 s hould …(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 orher 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 Blackboard 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.。
优品课件之You’ re supposed to shake hands
You’ re supposed to shake handsUnit 12 You’ re supposed to shake hands The First Period Ⅰ．Teaching Aims and Demands 1．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 fi rst time? They’re supposed tobow． 2．Ability Objects （1）Train students’ listening ability．（2）Train students’ communicative competence．Ⅱ．Teaching Key Points Target language Ⅲ．Teaching Difficult Points 1．How to train students’ listening ability． 2．How to t rain students’ communicative competence．Ⅳ．Teaching Procedures Step Ⅰ Revision T: Yesterday we finished Unit 11． In this unit, we learned some ways of asking for information politely． Now if you want to go to a library to get a book, how can you ask? Write the two column headings on the board: Right and Wrong． Say, Please tell me things that are good to do in school and that are not good to do in school． Write each suggestion under the appropriate heading on the board． T: Is it a good idea to come to class late? S1: No．T: That’s right, It’s not a good idea to come to class late．You’re not supposed to come to class late． Class repeat．You’re not supposed to come to class late．Ss: You’re not supposed to come to class late． T: （Writes come to class late under wrong） What are some things you shouldn’t do? S2: We shouldn’t eat in class． T: Right．You’re not supposed to eat in class． Ask students to repeat this example． Then ask students to tell about some things that are good to do in school． They may say things such as, You should do your homework every day; You should raise your hand before you talk． Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to doyour homework every day．You’re supposed to raise your hand before you talk．Step Ⅱ 1a 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． Tall students to guess if th ey aren’t sure．Step Ⅲ 1b Go 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 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 1c Read the inst ructions 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 ⅤHomework Review the target language．The Second Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects （1）Key Vocabulary greet, be supposed to （2）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 arriveat 7:00, but I arrived at 8:00． 2．Ability Objects （1）Train students’ listening ability．（2）Train students’ communicative competence． 3．Moral Objects When you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes． That is, you should act according to your host’s customs．Ⅱ．Teaching Key Points 1．Key Vocabulary greet, be supposed to 2．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 arrive at 8:00． 3．Structure What are you supposed to do when you meet someone? Ⅲ．Teaching Difficult Points 1．the target language 2．How to improve students’ listening ability．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask some pairs to act out their conversations according to Activity 1a．Step Ⅱ 2a Look at the picture and ask students to tell What is happening． Help students understand that the people are at a picnic． Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．） Read the instructions and point to the four mistakes on the list． Ask different students to read the mistakes to the class． Listen to Maria talking to a boy about what happened at the picnic． She made several mistakes． Listen to the recording and check the mistakes she made． Play the recording． Students only listen the first time． Play the recording again． Get students to check the mistakes Maria made． Check the answers with the class． Step Ⅲ 2b 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 2c Read the instructions forthe 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 Activity2b．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 Focus Review the grammar box． Get different students to say the questions and answers．Step Ⅵ Homework Ask students to write at least two sentences with the sentence starters in Grammar Focus．The Third Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects （1）Key Vocabulary land, drop by, after all, relaxed, a bit （2）Target Language Can you tell me the things I’m supposed to do? The first thing is to greet theteacher． Okay．What should I say? You are supposed to say "good morning, teacher．" 2．Ability Objects （1）Train students’ integrating skills．（2）Train students’ communicative competence．Ⅱ．Teaching Key Point Train students’ integrating skills．Ⅲ．Teaching Difficult Point How to improve students’ integrating skills．Ⅳ．Teaching Procedures Step Ⅰ Revision T: In last period, we summe d 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 3a Read 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 paragraphon their own． When they read, move around the classroom helping them as necessary． Then ask students to read the second paragraph． Again, as they read, move around the classroom answering any questions． Then read the instructions again and point out the chart． Point to the words attitude toward and ask what other words in the instruction line mean the same thing （opinions of）． Invite a student to read the sample answer to the class． Then let him point out which sentence the answer is found in． Ask students to read the paragraphs again and complete the chart on their own． Correct the answers with the class．Step Ⅲ 3b Go through the instructions for the activity with the class． Look at the example in the box． Ask two students to read the conversation to the class． First practice this conversation with a partner． Then talk about your attitude toward being on time and getting together with your friends． Use true information． Have students work in pairs． Ask some different pairs to say their conversations to the class．Step Ⅳ Part 4 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 Homework 1．Write a conversation using the information in Part 4． 2．Finish off the exercises on pages 49～50 of the workbook．The Fourth Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects （1）Key Vocabulary wipe, napkin, stick, chopstick, rude, point, pick up （2）Target Language We’re supposed to eat with chopsticks．Yes, and it’s rude to eat with ourhands． 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 Points 1．Key Vocabulary wipe, stick, chopstick, rude, point, pick up 2．Target Language We’re supposed to eat with chopsticks． Yes, and it’s rude to eat with our hands．Ⅲ．Teaching Difficult Points 1．Flow to improve students’ listening ability． 2．How to use the target language．Ⅳ．Teaching P rocedures Step Ⅰ Revision Check 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 1 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 2a 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 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 thistime, let students number the pictures． Correct the answers with the class．Step Ⅳ 2b 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． Play the recording again． Ask students to write the letters in the blanks alone． Check the answers with the class．Step Ⅴ 2c 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 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 ⅥHomework Talk about the table manners in your country using the sentence starters in Activity 2b．The Fifth Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects （1）Key Vocabulary table manners, behave, be/get used to, cut up, full, fork, Yo u 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 Point Practise reading and writing using the target language．Ⅲ．Teaching Difficult Point How to write an e-mail message．Ⅳ．Teaching Procedures Step Ⅰ Revision Review the target language presented in this unit． Check homework． Ask two students to read out their sentences．Step Ⅱ 3a Call attention to the e-mail message． Invite a student to read thearticle 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 3b Read the instructions to the class． Point to the beginning of the e-mail message． Read it to the class． Here are some things you need to know about table manners when you visit Japan．First of all, you should… Look back at the pictures in Activity 2a and the matching exercise in Activity 2b． You can use the pictures and information in Activities 2a and 2b to help you write your letters． Ask students to finish the activity on their own． As they work, walk around the classroom offering help and answering questions as needed． Check the answers with the class． Ask a student to read his completed article to the class．Step Ⅳ3c Read the instructions and ask students to look back at Activity 2c． Remind students that they made conversations about table manners in their owncountry． 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 i s missing from the first student’s report．Step Ⅵ Homework 1．Read the e-mail message in Activity 3a again． 2．Write an e-mail message to a friend about table manners．The Sixth Period Ⅰ．Teaching Aims and Demands 1．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 Objects You are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ．Teaching Key Points 1．Fill in blanks and make sentences． 2．Finish the story．Ⅲ．Teaching Difficult Points 1．Make sentences using arrive, meet, spend, behave and imagine． 2．Finish the story．Ⅳ．Teaching Procedur es StepⅠ Revision Check 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 1 Look 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’ an swers with mistakes on the blackboard． Then help students correct the mistakes． Step Ⅲ Part 2 Go through the instructions with the class． Explain them to students． Get students to complete the work in pairs． Invite a few students to read the end of the story． Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．A sample end of the story …What I finally decided to do was to watch what others do and follow them．Step Ⅳ Part 3 Do the example with the class to show them how to do a crosswordpuzzle． 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 Homework In 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 Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects Key Vocabulary die, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school 2．Ability Objects Improve students’ reading and writing skills．Ⅱ．Teaching Key Point Train students’ reading and writing skills．Ⅲ．Teaching Difficult Point Train s tudents’ reading and writing skills．Ⅳ．Teaching Procedures Step Ⅰ Key Vocabulary Show 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 1 Read the title Parent helps child to the class． Ask, What do you think the article is about, based on the title? Look at the picture． Ask students to describe what is happening in the picture． Ask students to discuss the four questions． Students do not look at the reading text． Instead, they use their background knowledge to try to answer the questions． As they work, walk around, looking at their progress． When most students finish the task, ask students to compare their answers with a partner, Elicit answers from the students． Ask, Do youhave 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 2 Go through the instructions with the class． Ask students to complete the task individually or in pairs． Make sure students discuss their reasons in English． As they work, walk around the classroom offering help as necessary． Ask students to read their answers． Encourage students to use complete sentences．Step Ⅳ Part 3 Look 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 agai n for comprehension． Go through the instructions with the students and have them look at the example． Ask students to complete the next word on the list on the left． Students are matching words to meanings． As they work, walk around the classroom offering help as necessary． Students complete the task． Remind them to look at the story again for extra help． Have students report their answers． Encourage them to use complete sentences．Step Ⅴ Part 4 Go 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, walk around the classroom offering help students may need． Check the answers． Invite different students to give their answers and give the correct statementsfor the ones that are false．Step Ⅵ Part 5 Read 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 Summary In this class, we’ve practised a l ot of reading and writing．Step Ⅷ Homework 1．Read the story in Activity 2 again for further comprehension． 2．Revise the target language in this unit．优品课件，意犹未尽，知识共享，共创未来！！！。
unite12《You’resupposedtoshakehands》课件2(16张PPT)(人教新目标九年级)
1.√ 2. 3. √ way 4. √
arrived late ate the wrong food greeted Paul’s mother the wrong
wore the wrong clothes
Listen again and fill in the blanks
Marian: I was supposed to
What are you supposed to do when you see a thief stealing someone’s wallet?
What are you supposed to do when you find rubbish everywhere?
What are you supposed to do when your classmate is ill or hurt in hospital?
(3)
(2)
instead. Dan: I guess you should have asked what wear you were supposed to ________.
(4)
Look at these photos, talk about what you are supposed to do if you meet these situations.
In Korea
What are you supposed to do when you meet people from Korea (bow) for the first time?
Brazil
The United States
Japan
bow shake hands kiss
Mexico
Unit 12 You’re supposed to shake hands.教学课件设计_1
Unit 12 You’re supposed to shake hands.教学课件设计_1Unit 12 You’re supposed to shakehands.教学设计Unit12you’resupposedtoshakehands.I.Teachingobjectives教学目标SkillFocus▲Listenandtalkaboutwhatyouaresupposedtodo▲Listena ndtalkaboutcustomsindifferentcountries▲Learntode scribetablem anners▲Learntodealwithnewproblemsorsituationsusingwhatyouk nowⅡ.目标语言功能句式Talkaboutgreetingsindifferentways(P94) whatareyousupposedtodowhenyoumeetsomeoneforthefirsttime?you’resupposedto...you’renotsupposedto...Talkaboutvisi ting(P95-96)Howwasthe dinneratPaul’shouselastnight?Imadesomemistakes.Ifso meoneinvitesyoutomeetthemat4:00,youhavetobethereat4:00.wenevervi sitafriend’shousewithoutcallingfirst.Talkabouttablemanners(P97-98)you’renotsupposedto...It’spoliteto...It’srudeto...yoush ouldn’t...词汇 1.重点词汇kiss,relaxed,land,pick,stick,full,spoon,knife,rubbish,form,mark,feeling,beside,riddle,experiment,e-mail,please,normally,seat,whose2.认读词汇shake,custom,bow,cali,colombia,Lausanne,Switzer-land,Peru,wipe,napkin,rude,point,manner,fork,lap,elbow ,graduall y,occur,particular,compliment,toast,unfamiliar,crowd,seek,chatline,online,type,mostly,abbreviation,phrase,homophone,combine,symbol,punctuation,emotion,emoticon,colon,bracket,proper,queue,marcLeBl anc3.词组shakehands,dropby,afterall,pickup,tablemanners,makenoise,be/getusedto...,learn...byoneself语法Supposedto+infinitive:you’resupposedto...you’renotsupposedt o...StrategyFocus1.ListeningforkeyworparingcultureFocusIndifferentcountries,peopl ebehavedifferentlyindifferentoccasions,suchasgreeti ngwaysforthefirsttime,behaviorsatthedinnertable,arr ivingforappointment,etc.III.Teachingmaterialsanalyzingandrearranging教材分析和重组 1.教材分析本单元以customs 为话题,共设计了四个部分的内容:SectionA该部分有4个模块:第一模块围绕whatdopeopledowhentheymeetforthefirsttime?这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕mar ia’smistakesatanAmericanfriend’shouse进行听力(2a-2b)、口语(2c)训练;第三模块围绕不同国家的风俗习惯这一话题展开训练,训练形式为阅读填表(3a)和角色表演(3b);第四模块就whatarepeoplesupposedtodo?这一话题以小组活动形式展开讨论(4)。
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Unit 12 You’re supposed to shake hands人民教育出版社九年级Go for it！单元教学设计Unit 12 You’re supposed to shake hands. 一．学情分析九年级学生学习习惯已基本成形，有较强的自学能力，对中外文化的异同有一定的了解，并表现出较强的兴趣；绝大部分同学喜欢上网，能通过网络搜索一些有用的信息；能用情态动词should表达看法。
二．教材分析本单元主要是通过对一些国家的风俗习惯，礼仪差异，时间观念和饮食文化的学习，进一步提高学生对文明生活的认识，让学生在了解中外文化的差异中拓展自己的文化视野，激发学生学习英语的兴趣。
三．单元教学安排课时：4课时课型：利用多媒体设备，创设与本单元相关的情境进行教学，结合任务型教学法和图式教学法，让学生和教师在教学活动中体验愉悦感。
相关性分析：结合本教材的Unit 3所讨论的校规和家规话题，进一步帮助学生养成良好的行为习惯。
四．单元目标语言目标：能谈论自己的生活习惯和看法；了解一些国家的饮食起居，生活习惯和文化异同，在对比中更好地了解本国的文化。
技能目标：通过对话，交流信息，在真实的情境中培养学生综合语言运用能力；在体验式教学中，促进学生参与教学活动，使他们明白英语的实用性，激发其使用英语于日常生活中的欲望。
情感态度目标：激发学生学习英语的兴趣，并引导他们将兴趣转化为稳定的学习动机；以“习俗”为话题，了解中外文化的异同，学会尊重不同的文化，养成良好的行为习惯；在英语交流中，学会理解他人的情感，能恰到好处表明自己的观点，营造和谐的班级氛围。
五．课时安排及相关设计第一课时 1. 课型：任务型教学法 2. 时间：45分钟 3. 教学要求：完成Section A: 1a, 1b, 1c, 2a, 2b, 2c的内容教学，使学生了解不同国家和地区的见面礼仪的异同，引导学生思考如何做一个文明礼貌的中学生，并通过听力材料了解出席朋友的家庭宴会时要注意的相关事宜，为第二课时的教学任务做好铺垫。
4. 教学过程：步骤目的教师活动学生活动条件/手段 Introduction： Greet each other and sum up the sentences used to greet others. Make students relaxed and lead them into the topic. 1. Greet the students. 2. Ask some questions about greeting. 1. Greet theteacher. 2. Think about how to greet others. Make conversations. Presentation Learn some body language about greeting. 1.Show some pictures about body language, e.g. shake hands, hug, bow, pat on the back, kiss on the hand & kiss on the cheek. 2. Play the recorder. 1.Watch the pictures and guess. 2.Listen and find the answers. (1a & 1b) Pictures and recorder. Pair work Practice the key conversation for this unit. Show the pictures again and set a sample dialogue for students. Make similar conversations according to the pictures. Make conversations. Discussion Make students be polite and follow the school rules learnt in Unit 3. 1. Ask the students if being polite is important. 2. Divide the students into several groups and give proper instruction. Discuss with group mates, fill in the chart and try to report. Chart for discussion. Listening practice Improve listening skill and get information. Play the recorder. Get some information about Maria’s mistakes. Recorder. A ssignment Consolidation Write a paragraph about Maria’s mistakes. Think about what she should do. Try to get some information about visiting friends by surfing the Inter第二课时 1. 课型：任务型教学和图式教学法 2. 时间：45分钟 3. 教学要求：完成Section A：3a & 3b的教学，结合第一课时Maria的错误，讨论拜访朋友时要注意的事项和礼节，联系本国实际，说说我们拜访朋友时的礼节是怎么样的。
4. 教学过程：步骤目的教师活动学生活动条件/手段 Warm-up 1. Review and check their homework. 2. Draw their attention. 1. Comment on their homework.2. Show some beautiful videos about Colombia and Switzerland.1. Talk about Maria’s mist akes and express what Maria should do.2. Enjoy the videos about Colombia and Switzerland. Videos Reading(3a) Get information about differences between the two countries on the three items. Show the key words, check the answers and explain. Read the passage and get the informationto fill in the chart. Reading materials and chart.Pair work & speech Compare our country with the two on the three items, using what they got from the Inter As a guide. Talk with their partners about our opinions and behaviors on the three items. And then make a speech. (Students try to show their information gotten from the Inter ) Conversations and speech. Summary Analyze the customs in China. Sum up the key points. Show their opinions. Graph. Homework Preparation Get some information about the table manners. Prepare for the next period. 附：The Schema for analyzing the customs in China:第三课时 1. 课型：任务型教学法 2. 时间：45分钟 3. 教学要求：完成Section B: 1, 2a, 2b, 2c, 3b的教学，知道不同的国家有不同的餐桌礼仪，知道怎样的行为是有礼貌的。
4. 教学过程：步骤目的教师活动学生活动条件/手段 Revision & introduction Review the items in 3a. 1. Ask questions about visiting friends’ homes. 2. Lead in the table manners 1. Review the item in 3a.2. Think about the table manners. Make conversations. Presentation 1. Know some table manners in different countries and some new words. 2. Get information by listening practice. Show some pictures about the table manners in different countries to draw their attention; play the recorder. 1. Watch the pictures and learn the new words. 2. Guess and choose T/F.3. Listening for details. (2a&2b) Multimedia and recorder. Discussion & writing 1. Know the good manners and bad manners.2. Add more ideas about the items and write an e-mail. 1. Sum up the table manners in Japan and lead them to divide them into good ones and bad ones.2. Organize the discussion as a guide.3. Comment on their work.1. Identify good manners and bad ones.2. Use the information got from the Internet to discuss with group mates.3. Write an e-mail message to a friend about the table manners in Japan asyou are Steve. Group work and writing. Assignment Consolidation and preparation. Think about the table manners in China, collect some information.第四课时 1. 课型：任务型教学和图式教学法 2. 时间：45分钟 3. 教学要求：完成课本Section B: 3a, 3c, 4 and Self check的教学，通过他人的亲身经历，了解法国人的餐桌礼仪，和中国的餐桌礼仪进行对比，然后写一篇文章介绍我们的就餐习惯。