真题解析 They’re supposed to bow.

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人教版九英重点知识口头表达专练Unit 10 You're supposed to shake hands

In France, you’re supposed to put your bread on the table.
In China, it’s impolite to use your chopsticks to hit an empty bowl.
You’re not supposed to start eating first if there are older people at the table.
you are expected to come later.
When Maria meet Paul’s mom,
she was supposed to shake hands.
Maria should ask what she is supposed to wear if she is invited to a party next time.
Unit 10
You’re supposed to shake hands.
This information comes from Yang Xuehui
at Shili middle school in Xihe, Gansu.
在你们国家，第一次遇见某人时你们应该干什么？
你们应该握手。
韩国人第一次见面的时候应该做些什么？
In the United States, they are expected to shake hands.
Maria was supposed to arrive at 7:00, but she arrived at 8:00.
In Maria’s country, when you are invited for 7:00,

人教版九年级英语U10 Youre supposed to shake hands. 教案(共15页)

You’re supposed to shake hands.The First PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybow, kiss, be supposed to, shake hands, customs(2) Target LanguageWhat are people in Korea supposed to do when they meet for the first time? They’re supposed to bow.2. Ability Objects(1) Train students’ listening ability.(2) Train students’ communicative competence.II. Teaching Key PointsTarget languageIII. Teaching Difficult Points1. To improve students’ listening ability.2. To improve students’ communicative competence.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 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 :( Write come to class lat e under wrong) what are some things you shouldn’t do? S2: We shouldn’t eat in class.T: Right. You’re not supposed to eat in class.Ask students to repeat this example.Then ask students to tell about some things that are good to do in school. They may say things such as, you should do your homework every day; you should raise your hand before you talk. Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day.You’re supposed to raise your hand before you talk.Step 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. Tell students to g uess 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 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 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, 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 V HomeworkReview the target language.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularygreet, be supposed to(2) Target LanguageHow was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.2. Ability Objects(1) Train students’ listening ability.(2) Train students’ communicative competence.3. Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way or wear the wrong clothes. That is, you should a ct according to your host’s customs.II. Teaching Key Points1. Key V ocabularygreet, be supposed to2. Target LanguageHow was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.3. StructureWhat are you supposed to do when you meet someone?III. Teaching Difficult Points1. The target language2. 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 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 one 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 playDan 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 student s 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 V ocabularyland, drop by, after all, relaxed, a bit(2) Target LanguageCan you tell me the things I’m supposed to do? The first thing is to greet the teacher.Okay. What should I say? You are supposed to say “good morning, teacher.”2. Ability Objects(1) Train students’ in tegrating skills.(2) Train students’ communicative competence.II. Teaching Key PointsTrain students’ integrating skills.III. Teaching Difficult PointsTo improve students’ integrating skills.IV. Teaching ProceduresStep I RevisionT: In the last period, we summed up the expressions for telling what you aresupposed 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 should 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 and 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 the students to read the paragraphs again and complete 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 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 4Let students read the instructions.Ask a pair of students to model the sample dialogue. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Get students to complete the work in pairs. As they work, walk around the classroom offering help as needed.Review the task. Ask a few students to share their conversations with the whole class.Step 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 V ocabularywipe, napkin, stick, chopstick, rude, point, pick up(2) Target LanguageWe’re supposed to eat with chopsticks.Yes, and it’s rude to eat with our hands.2. Ability Objects(1) Train students’ listening ability.(2) Train students’ ability to understand the target language in spoken conversation.(3) Train students’ abilit y to use the target language.II. Teaching Key Points1. Key V ocabularywipe, stick, chopstick, rude, point, pick up2. Target LanguageWe’re supposed to eat with chopsticks.Yes, and it’s rude to eat with our hands.III. Teaching Difficult Points1. How to improve stu dents’ 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. 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 complete 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, 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 pattern.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 HomeworkTalk about the table manners in your country using the sentence starters in Activity 2b.The Fifth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularytable manners, behave, be/get used to, cut up, full, fork, you should…(2) Practice reading an article.(3) Practice writing something using the target language.2. Ability Objects(1) Train students’ reading abil ity.(2) Train students’ writing ability.II. Teaching Key PointsPractice reading and writing using the target language.III. Teaching Difficult PointsHow 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 and 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, yo u 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 IV 3cRead 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 V 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) Complete the crossword.2. Ability ObjectsTrain students’ writing ability.3. Moral ObjectsYou are supposed to learn much more table manners. It is very useful and helpful, especially when you are in foreign countries.II. Teaching Key Points1. Fill in blanks and make sentences.2. Finish the story.III. Teaching Difficult Points1. Make sentences using arrive, meet, spend, behave and imagine.2. Finish the story.IV. Teaching ProceduresStep I RevisionCheck homework. Ask a student to read the e-mail message in Activity 3a. Thenask a student to read his/her own e-mail message.Step II 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.9Ask 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 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 3Do the example with the class to show them how to do a crossword puzzle. Ask students to complete the crossword puzzle on their own. Check the answers with the whole class.Step 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 sentence “The littl e 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 V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2. Ability ObjectsImprove students’ reading and writing skills.II. Teaching Key PointTrain students’ reading and writing skills.III. Teaching Difficult PointTrain students’ reading and writing skills.IV. Teaching ProceduresStep I Key VocabularyShow the following vocabulary by cards.Do 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 compare their answers witha partner,Elicit answers from the students. Ask the students “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 complete the task individually or in pairs. Make sure the students discuss about 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 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 to the students “pay attent ion to the bold words and expressions and note any other words or sentences you don’t understand.” Read the context and guess the meanings of words and phrases from the other words around them.Ask students to read the article again for comprehension.Go through the instructions with the students and have them look at the example. Ask students to complete the next word on the list on the left. Students are matching words to meanings. As they work, walk around the classroom offering help as necessary. Students complete the task. Remind them to look at the story again and see if they need extra help from the teacher or not.Have students report their answers. Encourage them to use complete sentences.Step V Part 4Go through the task with students. Elicit the first answer of the students. 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 part. As they work,walk around the classroom offering help students may need.Check the answers. Invite different students to give their answers and correct the false ones.Step VI Part 5Read the instructions with the students.Divide the class into small groups to do the activity. Give students help with thinking of different fun and educational activities. Walk around the classroom offering help as needed.Check the answers. Have students share their answers with the class.Step VII SummaryIn this class, we’ve practiced a lot of read ing and writing.Step VIII Homework1. Read the story in Activity 2 again for further comprehension.2. Revise the target language in this unit.。

九年级英语下教案新部编本人教版Unit_12_You’_re_supposed_to_shake_hands_重难点解析(1)

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 12 You’ re supposed to shake hands 重难点解析（1）［教材全析］友情提示SECTION ALanguage Goal:Tell what you are supposed to do.语言目标：讲一下你应该干什么。

例题探究:He is supposed ________ (ask) what to do.解析：be supposed to do sth.答案：to ask1a What do people do when they meet for the first time?Match the countries and the customs.当人们第一次见面时，他们干什么？将国家和其风俗习惯对应起来。

In your country,what are you supposed to do when you meet someone for the first time?在你们国家，你第一次遇见一个人应该干什么？You’re supposed to shake hands.你应该握手。

1c Talk about what people in different countries do when they meet for the first time.Tell about the countries listed above or other countries you know about.谈论在不同的国家里当人们第一次见面时他们干什么。

谈一谈上面列举的或者你知道的国家。

A:What are people in Korea supposed to do when they meet for the first time?在朝鲜，人们第一次见面应该干什么？B:They’re supposed to bow.应该鞠躬。

You're supposed to shake hands_ Section A(1a 2d)

What are people expected to do when they meet for the first time? Yoshi: We bow. Kim: And in Korea we also bow. Mike: Well, I guess in most Western countries we shake hands.
Warming up Greeting manners
shake hands
bow
Warming up Greeting manners
hug
nosepoking
Warming up Greeting manners
kiss on the side of the hand
clasp hands
a party next time.
Listen again and choose the right answers.
1. How did Maria greet Paul’s mom?
A. She shook her hands.
B. She bowed.
✓C. She kissed her.
_c_o_m__e_l_a_te_r___. 3. When Maria met Paul’s mom, she was supposed to __s_h_a_k_e_h_a_n_d_s___. 4. Maria should ask what she is supposed to __w__e_ar___if she is invited to
John went to the welcome party for foreign students last night. He made some new friends. But something funny happened.

中考英语情态动词专项练习与解析

中考英语：情态动词强化练习100题第一部分:1-50 专题练习第二部分:51-100真题解析1．—Must I go to law school and be a lawyer like you，Dad？—No，you _____，son．You're free to make your own decision．A．can't B．mustn't C．shouldn't D．needn't 2．—You look very pretty, if I say so.—Thanks a lot for saying that.A．must B．may C．will D．have to 3．—I saw your mother in the library just now.—It ______ be her. She went to Beijing yesterday.A．can't B．mustn't C．needn't4．—I hear you've got a new watch. ______ I have a look?—Yes, you may.A．Do B．May C．Should D．Shall 5．You are supposed to bow when you meet someone from Korea.A．must B．should C．would D．can6．All passengers ______ go through safety check before they take a plane.A．can B．may C．must D．could 7．—Must I practice the violin right now?—No, you _____. You ______ do it later on.A．mustn't; may B．shouldn't; mightC．needn't; may D．needn't; must8．You ______ walk to close to the edge of the hill because you might fall and hurt yourselves.A．mustn't B．must C．can D．needn't 9．—Mum, I play football this afternoon?—Sure, but you finish your homework first.A．may; could B．can; must C．can; mustn't D．may; can't 10．—Could you go to the bookshop with me? I want to buy The Grass House by Cao Wenxuan.—Sorry, I . I've promised Mum to go home right after school.A．can't B．couldn't C．needn't D．mustn't 11．—Excuse me, sir, visiting hours are over. You leave.—Pardon me, nurse. I didn't hear the bell.A．may B．can C．must D．need 12．You take me to the station. My brother's taking me.A．can't B．mustn't C．shouldn't D．don't have to 13．2016•连云港）—Shall we take a car?—No, we . It's only five minutes' walk.A．can't B．mustn't C．needn't D．couldn't 14．— Finally, they came back.— They be hungry after such a long walk.A．can't B．must C．neednt15．— Sorry, Miss Liu. I left my workbook at home. Must I hand it in today?— No, you . You bring it here tomorrow.A．mustn't; should B．can't; mustC．mustn't; may D．needn't; can16．—Must I clean the room now?—No, you . You can do it later.A．needn't B．can't C．may not17．— Whose is this book written by Yang Jiang?— Carol's favorite writer is Yang Jiang. It be hers.A．mustn't B．must C．can't D．can 18．— What does Justin Bieber's song Never Say Never impress you most?— It tells us that we do almost anything if we never give up.A．can B．have to C．should D．need 19．You have already tried your best，so you _________ worry about the matter.A．can't B．needn't C．mustn't D．couldn't 20．I be a little bit slow, but at least I don't make foolish mistakes．A．should B．may C．must D．need 21．Chairperson Xi calls on us to do what we can ____ as much as possible.A．save B．to save C．saved D．saving 22．We __________ pay to get into the concert. It's free.A．can't B．mustn't C．might not D．don't have to 23．— Who's that woman? Is it Ms. Li?— It ______ be her. She has gone to Britain.A．may B．must C．can't D．mustn't 24．— _________ I take my cousin Shirley with us, Mr. Wu？— Yes, but we'll get there by bike. ____________ she ride a bike?— Yes, and she ___________ ride a bike when she was only six years old.A．Could; can; could B．Can; can; canC．Can; could; could D．Could; could; can25．— Is this e-dictionary Jack's?— No, it_______ his. His is much newer.A．can't be B．mustn't be C．may be D．should be 26．Whose pen is it? It____ Peter's. His name is on the cover.A．must B．might C．can't D．need 27．— Isn't that your new English teacher over there?— No, it ______ be her. She doesn't have long hair.A．can't B．must not C．won't D．may not 28．Is Mr. Smith in his office now?No, he there. I saw him in the library a minute ago.A．may be B．must be C．can't be D．won't be 29．— I saw Mr. Green at school this morning.— No, it _____ him. He flew to Canada last week.A．can be B．must be C．can't be 30．—Ann, are you hurrying out?—I __________ go now or I'll be late for the meeting.A．must B．can C．needn't D．don't have to 31．—That must be Mr. John.—No, it ________ be him. I saw him off at the airport half an hour ago.A．may not B．mustn't C．can't D．needn't32．—Must I give the dictionary back to the library now?—No, You _______. You can _______ it for another two weeks.A．needn't; know B．needn't; keep C．mustn't; lend D．mustn't; keep 33．—I can't stop playing computer games.—For your health, my boy. I'm afraid you _______.A．can B．may C．must D．have to 34．—Can I wear the coat to school, mom?—No, you can't. You _______ wear the school uniform, or your teacher will be angry.A．might B．must C．will D．can 35．—Must I give the dictionary back to the library now?—No, You _______. You can _______ it for another two weeks.A．needn't; know B．needn't; keep C．mustn't; lend D．mustn't; keep 36．—I can't stop playing computer games.—For your health, my boy. I'm afraid you _______.A．can B．may C．must D．have to 37．—Is Jessica giving us a speech this evening?—No, it _______ be her. She _______ to Japan.A．mustn't; has gone B．mustn't; has beenC．can't; has gone D．can't; has been38．—Can I wear the coat to school, mom?—No, you can't. You _______ wear the school uniform, or your teacher will be angry.A．might B．must C．will D．can 39．—Is Jessica giving us a speech this evening?—No, it _______ be her. She _______ to Japan.A．mustn't; has gone B．mustn't; has beenC．can't; has gone D．can't; has been40．—The man at the gate _______ be our headmaster. He is always standing there every morning.—No, it _______ be him. He is holding a meeting in the office now.A．must; can't B．must; mustn'tC．can't; can't D．can't; mustn't41．—The man at the gate _______ be our headmaster. He is always standing there every morning.—No, it _______ be him. He is holding a meeting in the office now.A．must; can't B．must; mustn'tC．can't; can't D．can't; mustn't42．—Look, Jim is talking to his friend under the tree.—It _______ be him. He has _______ back to Canada.A．can't; gone B．can't; been C．may not; been D．mustn't; gone 43．—Look, Jim is talking to his friend under the tree.—It _______ be him. He has _______ back to Canada.A．can’t; gone B．can’t; beenC．may not; been D．mustn’t; gone44．Finish your homework first,and then you'll watch TV for an hour.A．can B．be able to C．able to D．could 45．—— Must I be home before eight o'clock, Mum?—— No, you . But you have to come back before ten o'clock.A．mustn't B．can't C．needn't D．couldn't 46．— Must I do the rest of the work today?— No, you finish it tomorrow.A．must B．can C．needn't D．can't 47．—Anna, must I return the book to you today?—No, you . You can read it for another two days.A．mustn't B．can't C．needn't D．shouldn't 48．—Are you going to Beijing by plane?—It's fast, but expensive. So I am not sure. I take a train.A．should B．may C．must D．will 49．—What time will we arrive there?—You had better 8 o'clock.A．be supposed to B．should C．can D．shall 50．—Is the man over there Mr. Miller?—It ______ be him. He has gone to Shanghai on business.A．might B．must C．can't D．mustn't答案解析部分1．D2．B3．A4．B5．B6．C7．C8．A9．B10．A11．C12．D13．C14．B15．D16．A17．B18．A19．B20．B21．B22．D23．C24．A25．A 26．A 27．A 28．C 29．C 30．A 31．C 32．B 33．D 34．B 35．B 36．D 37．C 38．B 39．C 40．A 41．A 42．A 43．A 44．B 45．C 46．B 47．C 48．B 49．A 50．C中考英语：情态动词强化练习100题第一部分:1-50 专题练习第二部分:51-100真题解析1．Only plants and animals that need very little water __________live in a desert.A．can B．need C．must全面解析：只有需要很少水的植物和动物才能在沙漠中生活。

初三英语Unit You’re supposed to shake hands.试题答案及解析

初三英语Unit You’re supposed to shake hands.试题答案及解析1.—Those who went to the dance last weekend were________young people．—Well，it’s not out of my expectation．A．mostlyB．especiallyC．usuallyD．normally【答案】A【解析】mostly主要地。

2. In this country，it’s________to stick your chopsticks into your food．A．rightB．politeC．rudeD．kind【答案】C【解析】句意：将筷子插在食物里在这个国家是不礼貌的。

因此答案为C。

3.—You must________the bottle before you take the medicine．—OK，I will．A．breakB．shakeC．coverD．throw【答案】B【解析】在吃药之前，必须摇一下瓶子，“摇晃”应该用shake。

4.I’m not sure，but he’s supposed________sometime next week．A．returnB．returnsC．to returnD．returning【答案】C【解析】“应该做某事”应该表示为be supposed to do sth．。

5.完形填空(2012江苏苏州)Is the art of conversation dying?The other day，my wife________two teenage children did something we haven’t________for ages．It didn’t require the Internet，a TV screen，batteries…or anything else for that matter．But we all________it so much we’re thinking ofdoing it again sometime．We had a conversation，the kind of real，live conversation that was________when I was growing up，which seems all too rare these days．Today we have chat rooms，text messages，e-mails…but we seem to be losing the________of communicating face-to-face．We allknow________young people are out on a date(约会)these days，they spend most of thattime________their mobile phones．And teenagers nowadays seem to________communicating with their friends by sending text messages to actually_______to them．If we carry on like this，in the future，we’ll lose the use of our_______．What do you think?E-mail me，and who knows?Maybe we could even have a real conversation about it!【1】A．andB．orC．butD．after【答案】A【解析】跳读下文可知，我的妻子和两个十几岁的孩子进行了一次交谈，my wife和two teenage children作并列主语。

人教版九年级英语全册导学案Unit 10 You're supposed to shake hands.(学案3)

16. manner(n.)方式；方法（pl.)礼貌；礼仪 17. empty(adj.)空的;空洞的 18. basic(adj.)基本的；基础的
7. passport(n.)护照 8. chalk(n.)粉笔 9. blackboard(n.)黑板
19. exchange(n.&v.)交换 20. granddaughter(n.)（外）孙女 21. behave(v.)表现，举止
10. northern(adj.)北方的，北部的 11. coast(n.)海岸；海滨 12. season(n.)季节
22. except(prep.)除……之外（conj)除了；只是 23. suggestion（n.）建议
重点词组
1. be supposed to/be expected to 应当 2. hold out my hand 伸出手 3. shake hands 握手 4. greet sb. the wrong way 用错误的方式问候某人 5. be relaxed about…对……松懈 6. the welcome party 欢迎晚会 7. as soon as…一……就…… 8. value the time 珍惜时间 9. drop by 顺便访问；随便进入 10. after all 毕竟；终归
Supposed to+infinitive;expected to+infinitive;it is+adj.+infinitive
课时分解[来源:Z。xx。]
知识目标类别
课时要点
第一课时 Section A(1a~2d)
重点单词 1. kiss (v.&n.)亲吻，接吻 2. greet（v.）和……打招呼；迎接

1a-3csupposed-to-shake-hands-SectionA

Different countries have different cultures.
Different countries have different culture.
What do people do when they meet for the first time?
shake hands
2) as soon as 意为“一…就…”,引导时间状语从句，若主语用一般将来时，从句用一般现在时表将来；若主句用过去式，从句也要用过去时。 I will call you as soon as I get to Shanghai . 我一到上海就给你打电话。 As soon as I went in, he cried out with pleasure. 我一进门他就高兴地叫起来。
• 对“准时”采取赞赏和期待态度的国家：加拿大、澳大利
亚、英国、法国和美国
• 对“准时”态度比较缓和的国家：欧洲南部（西班牙、意
大利、希腊等国家）还有绝大多数地中海国家。 • 对“准时”持宽松态度的国家：绝大多数拉丁美洲国家和许多亚洲国家——在那里你尽管可以把手表抛在一边！
•
France 法国人不喜欢让生活受钟表的摆布，他们有时会说某人行为“像钟表
B: You are supposed to shake
hands when you meet him for
the first time.
A: What are you supposed to do when you meet people from France for the first time? B: You are supposed to kiss when you meet people from France for the first time.

Unit-10-You're-supposed-to-shake-hands.教案

Uｎiｔ10 You’ｒe suｐｐosed to shakeｈands.Ｓｅcｔｉon A １（１ａ-2d)一、教学目标:1．语言知识目标:1)能掌握以下单词:custoｍ, bow，kiss, greet, bｅsupｐｏseｄｔｏ,2）掌握be supｐosed ｔo句型的用法。

２．情感态度价值观目标:1. 学习一些见面礼仪,生活习俗和对时间的看法。

２．了解西方国家的风土人情和习俗。

二、教学重难点１．教学重点：be suppｏseｄtｏ的用法２. 教学难点：中西方人们见面礼仪的差别。

培养学生跨文化交际意识。

三、教学过程I. Lead-ｉn师生讨论：学生在学校应该做哪些事情？引出新句型。

如：Ｉs iｔ a gooｄidｅａto cｏme to class laｔe?S: Ｎo.Ｔ: Ｔhａt’ｓｒｉgｈt.Ｉｔ’s not a gｏｏd idea tｏcome ｌate. Ｙｏu’re not sｕpｐosed ｔo cｏme tｏclass late.Yoｕ’rｅsｕpposed to …eaｔiｎclass, do homeｗoｒk evｅry dａｙ,raｉse ｙoｕrｈand beｆoｒe tａlｋing等做更多的练习，引出be suｐｐoｓed to句型IＩ. Discusｓｉon1. 大屏幕展示一张世界地图，师生对话:T: Do yｏu kｎoｗwｈｅrｅBrazil/ the United States/ Jaｐａn/Meｘicｏ／Ko ｒeａｉｓ?S:…T：Do you knoｗwhatｐeopｌe ｄo whｅｎｔｈeｙmｅeｔfor tｈｅf ｉｒstｔime?S: …2. 利用多媒体播放各国初次见面的礼仪,学习新单词:cusｔoｍ, boｗ, kｉｓｓ，greeｔ,III. Workｏn1a-1ｃ1.１a多媒体呈现1a图片，让学生根据图画内容，说说图中的握手，接吻, 鞠躬是哪个国家的礼仪, 然后按要求把书本给出的“国家”和“习俗”连接起来。

初三英语Unit You’re supposed to shake hands.试题答案及解析

初三英语Unit You’re supposed to shake hands.试题答案及解析1.—You must________the bottle before you take the medicine．—OK，I will．A．breakB．shakeC．coverD．throw【答案】B【解析】在吃药之前，必须摇一下瓶子，“摇晃”应该用shake。

2.—I hear you are in my town．________any time you like．—I’ll if I have time．A．Drop byB．Come outC．Show upD．Run off【答案】A【解析】drop by顺便拜访。

3.I don’t think the word can show the emotion________I feel．A．thatB．whereC．howD．why【答案】A【解析】考查定语从句。

先行词是emotion，在定语从句中作宾语，应该用which或that引导定语从句。

4.—Will you come to this dinner party?—I won’t come unless Jenny________．A．will be invitedB．is invitedC．will inviteD．invited【答案】B【解析】这里表示的是“我不会去，除非珍妮也被邀请”。

应该用被动语态，首先排除C和D；unless引导的是条件状语从句，应该遵循“主将从现”的原则，因此答案为B。

5.—You’ve given us a wonderful Chinese dinner，Mrs Wang．—________．A．I’m glad you enjoyed itB．Oh，I’m afraid I didn’t cook very wellC．Come again when you are freeD．It’s not necessary for you to say so【答案】A【解析】考查交际用语。

人教版九年级英语Unit 10教案

Unit 10You're supposed to shake hands.课时分解第一课时Section A(1a～2d)在玛丽亚的国家，当你被邀请7点钟到，你应当在早点退到。

自主学习案翻译下列词组。

1．握手shake__hands__ 2.应该做某事be__supposed__to__do__sth.3．伸出手hold__out__one's__hand 4.找出，查明，出现find__out5．初次for__the__first__time 6.犯错make__mistakes7．衣着不得体wear__the__wrong__clothes8.问候的方式错了greet__sb.the__wrong__way课堂导学案Step 1 准备与热身(Preparation)师生讨论：学生在学校应该做哪些事情？引出新句型。

T ：Is it a good idea to come to class late?S: No.T: That's right. It's not a good idea to come late. You're not supposed to come to class late. You're supposed to …do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型。

Step 2 呈现与输入(Presentation)1. 要求学生看课本P73 1a部分的图片。

并按要求完成课本上相应的任务。

(1分钟)2. 检查答案，先要求全班一起给出答案并检查讨论。

然后要求2－3名同学根据提示内容编写对话，并把学生所编写的对话列举在黑板上。

(3分钟)参考案例Teacher：In your country, what are you supposed to do when you meet someone for the first time?Students：We are supposed to ______.①bow② kiss③ shake hands……3．要求学生听第一遍录音，并完成课本上1b的听力任务。

Unit 12 Part 1 Teaching design

Unit 12 Part 1 Teaching design●To learn to use the structure Supposed to ＋ infinitive ●To listen and talk about what people are supposed to do ProceduresWarming 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 ＋Hello, 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 doreadingcircle the connectives and underline the expressions. 1c Doing pairworkWhat do people do when they meet for the first time? Now inpairs telleach other what you know about meeting for the first time. You are sopposed to use the SupposedMaria, an exchange student from India, went to her AmericanFriend Dan’s place and had dinner there. Now listen to the tapeTo fill in the blanks on page 95 you are supposed to listen to theYou are supposed to role play the conversation between Mariaand Dan. And you are supposed to use the information fromOn 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 theNext you are supposed to role play a conversation between Teresa and Marc, telling about theAn 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 theTo 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.。

优质课Unit_12_You_are_supposed_to_shake_hands.

(
(
）3. Everyone is supposed to___ a seal belt in the car. A.wearing B.to wear C.to be worn
(
) 4. Your mother looks unhappy. You___ have told her the truth. A . should B . must C.can
should have + 动词的过去分词
“本应该做某事（而实际上没有做）” eg: I should have made an appointment with the doctor, but I forget.
西方人见面时互相之间不问长问短,不拉家常,双方寒暄时的话题不痛不痒,无关紧要,例如: 甲: 早上好! 彼得先生
Different countries have different customs.
bow
shake hands
customs
hug
kiss
Japan Brazil the United States China Korea Mexico
A: What are people in …… supposed to do when they meet for the first time? B: They’re supposed to ……
shake hands
kiss
bow
Different countries have different customs.
c 1.____Brazil
Countries
Customs a.bow b.shake hands c. kiss
b 2.____the United States a 3.____Japan b 4.____Mexico a 5.____Korea

You’re supposed to shake hands.Section A 1a-2c

Unit 12 You’re supposed to
shake hands.
Section A 3a--4
Read the following opinions of a Colombia and a Swiss student and fill in the chart.
Colombia
Switzerland
Customs for bow:
When you bow to others, you should stand at attention(立正姿势) and take off your hat to show your respect(尊敬).
shake—shook—shaken shake hands with sb 和…握手 shake with 因…而颤抖 shake off 摆脱 shake one’s head 摇头 shake a bottle 摇晃瓶子
2.make a mistake犯错 by mistake 错误的
3.eat—ate—eaten 4.greet(v)问候，向..打招呼
greet sb with 以…问候…
She greeted me with a friendly smile. 5.wear—wore--worn
Maria: I supposed to__a_r_r_iv_e__a_t_7_:_0_0__, but I arrived at 8:00.
Unit 12 You’re supposed to
shake hands.
Section A 1a-2c
be supposed to do 被期望或要求做…；应该做… be not supposed to do 不被许可做… eg:Everyone is supposed to know the law. We’re not supposed to play basketball in the classroom.

2022年12月大学英语四级真题及答案解析

12月大学英语四级考试真题预测及答案Part ⅠWriting (30 minutes)注意：此部分试题在答题卡1上。

Directions: For this part, you are allowed 30 minutes to write a short essay on the topic of Creating a Green Campus. You should write at least 120 words following the outline given below:1. 建设绿色校园很重要2. 绿色校园不仅指绿色旳环境……3. 为了建设绿色校园，我们应当……Creating a Green CampusPart ⅡReading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For question 8-10, complete the sentences with the information given in the passage.Colleges taking another look at value of merit-based aidGood grades and high tests scores still matter—a lot—to many colleges as they award financial aid.But with low-income students projected to make up an ever-larger share of the college-bound population in coming years, some schools are re-examining whether that aid, typically known as “merit aid”, is the most effective use of precious institutional dollars.George Washington University in Washington, D.C., for example, said last week that it would cut the value of its average merit scholarships by about one-third and reduce the number of recipients(接受者), pouring the savings, about $2.5 million, into need-based aid. Allegheny College in Meadville, Pa., made a similar decision three years ago.Now, Hamilton College in Clinton, N.Y., says it will phase out merit scholarships altogether. Nocurrent merit-aid recipients will lose their scholarships, but need-based aid alone will be awarded beginning with students entering in fall .Not all colleges offer merit aid; generally, the more selective a school, the less likely it is to do so. Harvard and Princeton, for example, offer generous need-based packages, but many families who don’t meet need eligibility(资格)have been willing to pay whatever they must for a big-name school.For small regional colleges that struggle just to fill seats, merit aid can be an important revenue-builder because many recipients still pay enough tuition dollars over and above the scholarship amount to keep the institution running.But for rankings-conscious schools in between, merit aid has served primarily as a tool to recruit top students and to improve their academic profits. “They’re trying to buy students,”says Skidmore College economist Sandy Baum.Studies show merit aid also tends to benefit disproportionately students who could afford to enroll without it.“As we look to the future, we see a more pressing need to invest in need-based aid,”says Monica Inzer, dean of admission and financial aid at Hamilton, which has offered merit scholarships for 10 years. During that time, it rose in US News & World Repor t’s ranking of the best liberal arts colleges, from 25 to 17.Merit aid, which benefited about 75 students a year, or about 4% of its student body, at a cost of about $ 1 million a year, “served us well,”Inzer says, but “to be discounting the price for families that don’t need financial aid doesn’t feel right any more.”Need-based aid remains by far the largest share of all student aid, which includes state, federal and institutional grants. But merit aid, offered primarily by schools and states, is growing faster, both overall and at the institutional level.Between 1995-96 and -04, institutional merit aid alone increased 212%, compared with 47% for need-based grants. At least 15 states also offer merit aid, typically in a bid to enroll top students in thestate’s public institutions.But in recent years, a growing chorus(异口同声)of critics has begun pressuring schools to drop the practice. Recent decisions by Hamilton and others may be “a sign that people are starting to realize that there’s this destructive competition going on,”says Baum, co-author of a recent College Report that raises concerns about the role of institutional aid not based on need.David Laird, president of the Minnesota Private College Council, says many of his schools would like to reduce their merit aid but fear that in doing so, they would lose top students to their competitors.“No one can take one-sided action,”says Laird, who is exploring whether to seek an exemption(豁免)from federal anti-trust laws so member colleges can discuss how they could jointly reduce merit aid, “This is a merry-go-round that’s going very fast, and none of the institutions believe they can sustain the risks of trying to break away by themselves.”A complicating factor is that merit aid has become so popular with middle-income families, who don’t qualify for need-based aid, that many have come to depend on it. And, as tuitions continue to increase, the line between merit and need blurs.That’s one reason Allegheny College doesn’t plan to drop merit aid entirely.“We still believe in rewarding superior achievements and know that these top students truly value the scholarship,”says Scott Friedhoff, Allegheny’s vice president for enrollment.Emory University in Atlanta, which boasts a $4.7 billion endowment(捐赠), meanwhile, is taking another approach. This year, it announced it would eliminate loans for needy students and cap them for middle-income families. At the same time, it would expand its 28-year-old merit program.“Yeah, we’re playing the merit game,”acknowledges Tom Lancaster, associate dean for undergraduate education. But it has its strong point, too, he says. “The fact of the matter is, it’s not just about the lowest-income people. It’s the average American middle-class family who’s being priced out of the market.”*A few words about merit-based aid:Merit-based aid is aid offered to students who achieve excellence in a given area, and is generally known as academic, athletic and artistic merit scholarships.Academic merit scholarships are based on students’grades, GPA and overall academic performance during high school. They are typically meant for students going straight to college right after high school. However, there are scholarships for current college students with exceptional grades as well. These merit scholarships usually help students pay tuition bills, and they can be renewed each year as long as the recipients continue to qualify. In some cases, students may need to be recommended by their school or a teacher as part of the qualification process.Athletic merit scholarships are meant for students that excel(突出)in sports of any kind, from football to track and field events. Recommendation for these scholarships is required, since exceptional athletic performance has to be recognized by a coach or a referee(裁判). Applicants need to send in a tape containing their best performance.Artistic merit scholarships require that applicants excel in a given artistic area. This generally includes any creative field such as art, design, fashion, music, dance or writing. Applying for artistic merit scholarships usually requires that students submit a portfolio(选辑)of some sort, whether that includes a collection of artwork, a recording of a musical performance or a video of them dancing.1. With more and more low-income students pursuing higher education, a number of colleges are ________.A) offering students more merit-based aid B) revising their financial aid policiesC) increasing the amount of financial aid D) changing their admission processes2. What did Allegheny College in Meadville do three years ago?A) It tried to implement a novel financial aid program.B) It added $ 2.5 million to its need-based aid program.C) It phased out its merit-based scholarships altogether.D) It cuts its merit-based aid to help the needy students.3. The chief purpose of rankings-conscious colleges in offering merit aid is to ______.A) improve teaching quality B) boost their enrollmentsC) attract good students D) increase their revenues4. Monica Inzer, dean of admission and financial aid at Hamilton, believes ______.A) it doesn’t pay to spend $ 1 million a year to raise its rankingB) it gives students motivation to award academic achievementsC) it’s illogical to use so much money on only 4% of its studentsD) it’s not right to give aid to those who can afford the tuition5. In recent years, merit-based aid has increased much faster than need-based aid due to ______.A) more government funding to colleges B) fierce competition among institutionsC) the increasing number of top students D) schools’improved financial situations6. What is the attitude of many private colleges toward merit aid, according to David Laird?A) They would like to see it reduced.B) They regard it as a necessary evil.C) They think it does more harm than good.D) They consider it unfair to middle-class families.7. Why doesn’t Allegheny College plan to drop merit aid entirely?A) Raising tuitions have made college unaffordable for middle-class families.B) With rising incomes, fewer students are applying for need-based aid.C) Many students from middle-income families have come to rely on it.D) Rising incomes have disqualified many students for need-based aid.8. Annual renewal of academic merit scholarships depends on whether the recipients remain ______.9. Applicants for athletic merit scholarships need a recommendation from a coach or a referee who ______ their exceptional athletic performance.10. Applicants for artistic merit scholarships must produce evidence to show their ______ in aparticular artistic fieldPart ⅢListening Comprehension (35 minutes)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which the best answer is. Then mark the corresponding letter on Answer sheet 2 with a single line through the centre.Questions 11 to 18 are based on the conversation you have just heard.11. A) Get some small change. B) Find a shopping center.C) Cash a check at a bank. D) Find a parking meter.12. A) Shopping with his son. B) Buying a gift for a child.C) Promoting a new product. D) Bargaining with a salesgirl.13. A) Taking photographs. B) Enhancing images.C) Mending cameras. D) Painting pictures.14. A) He moved to Baltimore when he was young.B) He can provide little useful information.C) He will show the woman around Baltimore.D) He will ask someone else to help the woman.15. A) He is rather disappointed. B) He is highly ambitious.C) He can’t face up to the situation D) He knows his own limitation.16. A) She must have paid a lot B) She is known to have a terrific figure.C) Her gym exercise has yielded good results.D) Her effort to keep fit is really praiseworthy.17. A) Female students are unfit for studying physics.B) He can serve as the woman’s tutor.C) Physics is an important course at school.D) The professor’s suggestion is constructive.18. A) Indifferent. B) Doubtful. C) Pleased. D) Surprised.Questions 19 to 22 are based on the conversation you have just heard.19. A) He prefers the smaller evening classes. B) He has signed up for a day course.C) He has to work during the day. D) He finds the evening course cheaper.20. A) Learn a computer language. B) Learn data processing.C) Buy some computer software. D) Buy a few coursebooks.21. A) Thursday evening, from 7:00 to 9:45. B) From September 1 to New Year’s eve.C) Every Monday, lasting for 12 weeks. D) Three hours a week, 45 hours in total.22. A) What to bring for registration. B) Where to attend the class.C) How he can get to Frost Hall. D) Whether he can use a check.Questions 23 to 25 are based on the conversation you have just heard.23. A) A training coach. B) A trading adviser.C) A professional manager. D) A financial trader.24. A) He can save on living expenses. B) He considers cooking creative.C) He can enjoy healthier food. D) He thinks take-away is tasteless.25. A) It is something inevitable.B) It is frustrating sometimes.C) It takes patience to manage. D) It can be a good thing.Section BDirections: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Thenmark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage OneQuestions 26 to 28 are based on the passage you have just heard.26. A) There were no planets without moons. B) There was no air or water on Jupiter.C) Life was not possible in outer space. D) The mystery of life could not be resolved.27. A) It has a number of active volcanoes. B) It has an atmosphere like the earth’s.C) It has a large ocean under its surface. D) It has deep caves several miles long.28. A) Light is not an essential element to it. B) Life can form in very hot temperatures.C) Every form of life undergoes evolution. D) Oxygen is not needed for some life forms. Passage TwoQuestions 29 to 31 are based on the passage you have just heard.29. A) Whether they should take the child home.B) What Dr. Mayer’s instructions exactly were.C) Who should take care of the child at home.D) When the child would completely recover.30. A) She encourages them to ask questions when in doubt.B) She makes them write down all her instructions.C) She has them act out what they are to do at home.D) She asks them to repeat what they are supposed to do.31. A) It lacks the stability of the printed word. B) It contains many grammatical errors.C) It is heavily dependent on the context. D) It facilitates interpePassage ThreeQuestions 33 to 35 are based on the passage you have just heard.32. A) Job security. B) Good labour relations.C) Challenging work. D) Attractive wages and benefits.33. A) Many tedious jobs continue to be done manually.B) More and more unskilled workers will lose jobs.C) Computers will change the nature of many jobs.D) Boring jobs will gradually be made enjoyable.34. A) Offer them chances of promotion.B) Improve their working conditions.C) Encourage them to compete with each other.D) Give them responsibilities as part of a team.35. A) They will not bring real benefits to the staff.B) They concern a small number of people only.C) They are arbitrarily set by the administrators.D) They are beyond the control of ordinary workers.Section CDirections: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.注意：此部分试题在答题卡2上。

Unit10 You'resupposedtoshakehands.SectionA(Grammar

1.Ask the students to read the short passage.Try to grasp the main idea. 2.Next,try to plete the sentences with the phrases in brackets. 3.Check the answers. 4.Explain some difficult points in this passage. 5.Ask the students to read the passage themselves. ◆Step 5 Group work 4c 1.Make a list of advice for someone ing to your country as an exchange student for the first time.Work with your group. 2.Ask one or two groups to present their work in class. 3.Give possible suggestions. 教学过程 ◆Step 6 Summary Get the students to have a summary. ◆板书设计 Important sentences: (1)—Am I supposed to wear jeans? —No,you're expected to wear a suit and tie. (2)It's very impolite to keep others waiting. (3)It's important to be on time. ◆课堂练习
T:What are people in Japan supposed to do when they meet for the first time? Ss:They're supposed to bow.

【每日一题】12周： expect,shake hands

【每日一题】expect, shake hands中考频度：★★★☆☆难易程度：★★★☆☆1.（2021﹒安徽中考）The weatherman says a rain shower __________ this afternoon in the south.A. expectsB. expectedC. is expectedD. was expected【答案】C【解析】句意：天气预报员说今天下午在南方有望下阵雨。

根据 a rain shower和expect之间是被动关系，所以用被动语态，排除A/B；根据this afternoon可知是一般现在时态；故选C。

【归纳拓展】expect（1）expect意为＂期望；预料；期待＂，后可接名词、代词、动词不定式或从句。

其结构：expect to do sth. 意为＂期待做某事＂；expect sb. to do sth.意为＂期待某人做某事＂。

I expect a letter from my family. 我期待一封家书。

She expects to come back next week. 她预计下个星期回来。

（2）be expected to do sth. 意为＂（某人）被期望做某事；应该做某事＂，此处相当于be supposed to do sth.。

You’re expected to get good grades this term. 本学期你应该取得好成绩。

2. （2021 • 甘肃白银中考）—What are people supposed to do when they meet for the first time in the US—__________A. They’re supposed to kiss each other.B. They’re supposed to bowC. They’re expected to shake hands.D. They’re expected to huh【答案】C【解析】句意：在美国初次见面时，人们应该做什么——他们应该握手。

人教版九年级英语(广东)作业课件：Unit10 Grammar Focus 语法专练

人教版
Unit 10 You're supposed to shake hands.
Grammar Focus 语法专练
一、单B项填空。
( )1.We are supposed ________ animals.They are our close friends.
A ． protect
B ． to protect
D A．for us taking B．of us to take C．of us taking D．for us to take
二、根据汉语意思完成下列句子。 1．晨练I对t i于s im我p们or的tan健t 康to 很do重m要orn。ing exercises for
______________________________________________our health. 2．人们不应该在这儿抽烟。
C ． protecting
D．to be protected ( A)2.To keep safe，everyone ________ to wear a seat belt in the car.
A．is supposed B．supposed C．are supposed D．will suppose
D.Besides chopsticks，South Koreans regularly use soup spoons at meals.The chopsticks are used mainly for side dishes，while the spoon is used for soup and rice.They are supposed to bow when they meet for the first time. E.The bow is embedded (根深蒂固的) in Japanese culture.You will become used to it after only a short time in Japan.The Japanese bow when they meet and part from one another to express appreciation.