试讲稿_人教版_英语_九年级_unit_12_you're_supposed_to_shake_hands_.doc
人教版九年级英语Unit 12 You’re supposed to shake hands. 教案
Unit 12 You’re supposed to shake hands. 教案语言目标：了解一些国家的饮食起居、生活习惯和文化异同，并用学习的知识表达自己对生活习惯的看法。
认知目标：掌握关键词汇和目标语言。
情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。
第一课时Section A教学目标：1. 学习一些见面礼仪，生活习俗和对时间的看法。
2. 通过听力训练和口语练习加深学生对目标语言的认识。
3. 掌握be supposed to的句型结构Step 1 Warm upAsk the students to say out some school rules.T: Please tell me some school rules. Which are not allowed to do?When the students say them out, write them on the blackboard. They may be “We can’t be late. We can’t eat and play in class. We can play games after class.” And so on.. Then, T: We can’t be late. That is to say, we aren’t supposed to be late. We must get to class on time. That is to say, we are supposed to be on time.Ask the studen ts to guess the meaning of “be supposed to”. Then tell them: be supposed to = should.Step 2 Lead inShow a map of the world.T: Do you know where Brazil is?S: It is in South America.T: Do you know where Japan is?S: It is in East Asia.…….Come up with other countries like “ the United States, Mexico, Korea”, and ask the students to tell their sites in the world. Then,T: Do you know what people do when they meet for the first time?Raise the words “bow, kiss, shake hands, greet ”. Help students to understand every word. Then students do 1a according to the instruction.Step 3 Listening and PractisingListen to 1b, check answers in 1a.Then read the conversation in the picture. Ask two students to translate it into Chinese. Practise it in pairs. The students can change country names and customs while practicing.Then ask several pairs to act their conversations out in the front.Step 4 Listening2a. Listen and check the mistakes Maria made. Then check the answers.2b. Listen again. Fill in the blanks. Check the answers then.Then repeat with the tape without looking at books. And look at the listening texts, comprehend the conversation.Step 5 Grammar FocusTell the students to point out the main grammar point in this lesson: be supposed to Then get some students to read sentences in Grammar Focus and put them into Chinese.All the students read them again.Step 6 HomeworkMaster all the sentences in Grammar Focus.第二课时教学目标：通过“应该”和“不应该”进一步了解一些国家的礼仪和对时间的看法。
九年级英语下教案人教版Unit 12 You’re supposed to shake hands
Unit 12 You’re supposed to shake hands.Part 1: Teaching design (第一部分：教学设计)Structures: Supposed to ＋infinitiveTarget language: How was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.Vocabulary:kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…Learning strategies: Comparing, Listening for key wordsSection AGoals●To learn to use the structure Supposed to ＋infinitive●To listen and talk about what people are supposed to doProceduresWarming up by learning about the structure Supposed to ＋infinitiveTurn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋infinitive is used?What are you supposed to do when you meet someone? You’re supposed to kiss.You’re not supposed to shake hands.When were you supposed to arrive? I was supposed to arrive at 7:00.You should have asked what you were supposed to wear.1a Looking, listening and matchingHello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.TapescriptBoy1: What are people supposed to do when they meet in your country, Celia? Girl1: Well, do you mean when friends meet for the first time? Boy1: Yeah.Girl1: Well, in Brazil, friends kiss. Boy1: What about in Mexico, Rodriguez? Boy2: In Mexico we shake hands. Boy3: We bow.Girl2: And in Korea we also bow.Boy1: Well, I guess in most Western countries we shake hands. 1b Listening and checkingYou are supposed to listen for a second time to check your answers in 1a. Countries Customs 1. c Brazila. bowb. shake handsc. kiss2. b the United States3. a Japan4. b Mexico5. a KoreaNow you can turn to page 135 to read the tapescript. While readingcircle the connectives and underline the expressions. 1c Doing pairworkWhat do people do when they meet for the first time? Now in pairs telleach other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK?A: What are people in Korea supposed to do when they meet for the first time? B: They’re supposed to bow.A: What are people in the United States supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in China supposed to do when they meet for the first time? B: They’re supposed to shake hands.A: What are people in Mexico supposed to do when they meet for the first time? B: They’re supposed to shake hands.A: What are people in Brazil supposed to do when they meet for the first time? B: They’re supposed to kiss.A: What are people in your city supposed to do when they meet for the first time? B: They’re supposed to wave their hands.2a Listening and checkingMaria, an exchange student from India, went to her AmericanFriend Dan’s place an d had dinner there. Now listen to the tapefor the mistakes Maria made there.TapescriptBoy:Hi, Maria. How was Paul’s party?Girl: Oh, Dan, it was a disaster.Boy: It was?Girl: Uh-huh.Boy: What happened?Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.Boy: Oh, so you were late.Girl:Yeah, but in my country it’s different. When you’re invited for 7:00, you’reNow you may check√the mistakes by Maria on page 95.2b Listening and fillingTo fill in the blanks on page 95 you are supposed to listen to thetape one more time.Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.up at 7:00, you’re supposed to get up later.Wang Bin: And you were supposed to do the morning exerciseinstead.Li Hong:That’s right. And I took my school backpack.Wang Bin: I guess you should have asked what you were supposed to take.2c Doing pairworkYou are supposed to role play the conversation between Mariaand Dan. And you are supposed to use the information fromactivities 2a and 2b.A:How was the dinner at Paul’s house last nigh t?B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.A:Why was that? Why didn’t you arrive earlier?B:But in my country it’s different.A: What is the difference?B:When you’re invited for 7:00, you’re supposed to come later!A:So you didn’t arrive at 7:00..B:When I met Paul’s mom, I kissed her.A:But you were supposed to shake hands instead. We don’t kiss eachother when we are only friends.B:But I didn’t know that then.A: What did you wear?B: I wore a fancy dress.A:What’s wrong with that?B: It was a barbecue, you know. Everyone else was wearing a T-shirtand jeans.A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.3a Reading and fillingOn page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.Teresa LopezFrom Cali, Colombia Marc LeBlancFrom Lausanne, SwizerlandWhere I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.And now you are supposed to fill in the chart.Attitude about…Colombia SwitzerlandBeing on time Pretty relaxed about very important to be ontime timeVisiting a friend’s house Often just drop byfriends’ house never visit a friend’s house without calling firstMaking plans with friends Don’t usually have tomake plans to meetfriends usually plan to do something interesting, or go somewhere together3b Doing pairworkNext you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.A: What kinds of rules do they have in Colombia?B: Well, they have pretty relaxed rules.A: Like what?B:Well, it’s ok if you’re not on time.A: Could you give me an example?B:Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late.A:Do they often visit friends’ house?B:Yes, they do. It is very important to them. They often just drop by their friends’ homes.A: Do they have to make plans to do that?B:They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they！B: What kinds of rules do they have in Switzerland?A:It’s very important for them to be on time.4 Doing pairworkAn exchange student from England is coming to your school for classes. You are supposed to fill in the chart below on page 96 with things he is supposed to do inside and outside the classroom.Now you are supposed to role play a conversation based on the chart you just filled in.A conversation between you and an exchange student from BritainA: How do you do?B: How do you do? Are you a new exchange student?A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?B: Sure. To g reet the teachers you say, “Good morning” in the morning, “Good aft ernoon” in the afternoon.A:And “Good evening” in the evening. That’s the same as wedo in Britain.B:For homework you may do it at home or in school, butalways after class.A: Can I do it at class?B:No, you can’t, because you have lots to do then.A: What do I have to do at class?B:You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,and to read Learning English!A: Learning English? Am I have to learn English here?B:Yes, you have to learn English, too. If you don’t, you will fail the English exams.A: But I am a native speaker of English!B: But you are poor at English grammar! There are lots of grammar items in the English exam.A: But I can listen, speak, read and write in English. Is that not enough?B:I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.Closing down by competingTo end this English class you are supposed to take acompetition. You are supposed to say as many sentences withthe Structure: Supposed to ＋infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.。
英语九年级上册Unit12《Youaresupposedtoshakehands》教案1(新人教版)
Unit 12 You’re supposed to shake handsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary: bow, kiss, be supposed to, shake hands, customs（2）Target’LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow．2．Ability Objects（1）Train students’listening ability．（2）Train students’communicative competence．Ⅱ．Teaching Key PointsTarget languageⅢ．Teaching Difficult Points1．How to train students’listening ability．2．How to train students’communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 11．In this unit, we learned some ways of asking for information politely．Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong．Say, Please tell me things that are good to do in school and that are not good to do in school．Write each suggestion under the appropriate heading on the board．T: Is it a good idea to come to class late?S1: No．T: That’s right, It’s not a good idea to come to class late．You’re not supposed to come to class late．Class repeat．You’re not supposed to come to class late．S s: You’re not supposed to come to class late．T: （Writes come to class late under wrong）What are some things you shouldn’t do? S2: We shouldn’t eat in class．T: Right．You’re not supposed to eat in class．Ask students to repeat this example．Then ask students to tell about some things that are good to do in school．They may say things such as, You should do your homework every day; You should raise your hand before you talk．Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day．You’re supposed to raise your hand before you talk．Step Ⅱ1aLet students read the instructions．Point to the two lists of words．Read each word and ask students to repeat it．Put up a map of the world on the board．Ask students to explain where each of the countries is．Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss．Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．Look at the sample answer．Tall students to guess if they aren’t sure．Step Ⅲ1bGo through the instructions with the class．Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl．Their conversation contains the answers to the questions inActivity 1a．Play the tape for the first time．This time, students only listen．Play the tape a second time．Ask them to listen to the recording and check their answers to Activity 1a．Check the answers with the class．Invite a student to read the answers．Step Ⅳ1cRead the instructions to the whole class．Point out the example in the box．Ask two students to read it to the class．Point to the lists of customs and countries in Activity la．Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．As students work together, move around the classroom checking their work．Ask different pairs of students to ask and answer a question for the class．Step ⅤHomeworkReview the target language．教学反思：The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary: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 V ocabulary: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．StructureWhat are you supposed to do when you meet someone?Ⅲ．Teaching Difficult Points1．the target language 2．How to improve students’listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask some pairs to act out their conversations according to Activity 1a．Step Ⅱ2aLook at the picture and ask students to tell What is happening．Help students understand that the people are at a picnic．Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．）Read the instructions and point to the four mistakes on the list．Ask differentstudents to read the mistakes to the class．Listen to Maria talking to a boy about what happened at the picnic．She made several mistakes．Listen to the recording and check the mistakes she made．Play the recording．Students only listen the first time．Play the recording again．Get students to check the mistakes Maria made．Check the answers with the class．Step Ⅲ2bGo through the instructions with the class．Point out the blanks in the four sentences．Invite a student to read the first sentence．Play the recording again．Let students fill in the blanks with the words they hear alone．Correct the answers with the class．Step Ⅳ2cRead the instructions for the activity to the class．Look at the example in the box．Ask two students to read the conversation to the class．Point out the mistakes in Activity 2a and the sentences in Activity 2b．Role play Dan and Maria’s conversation using information from Activities 2a and 2b．Ask students to work in pairs．As they work, move around the classroom checking the progress of the pairs and offering help as needed．Check the answers by calling on different pairs to say their conversations to the class．Step ⅤGrammar FocusReview the grammar box．Get different students to say the questions and answers．Step ⅥHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．教学反思：The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary: 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．Ⅱ．Teaching Key PointTrain students’integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: In last period, we summed up the expressions for telling what you are supposed to do．Now I’ll check your homework．I’ll ask some pairs to act out the conversations before the class．Step Ⅱ3aRead the instructions．Do you know what an opinion is?Ask a student to answer it．（An opinion is what you think or how you feel aboutsomething．）Look at the chart．Point to the word attitude on the chart and say, An opinion is like an attitude．Tell students what they will write in the chart．Ask students to read the first paragraph on their own．When they read, move around the classroom helping them as necessary．Then ask students to read the second paragraph．Again, as they read, move around the classroom answering any questions．Then read the instructions again and point out the chart．Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．Invite a student to read the sample answer to the class．Then let him point out which sentence the answer is found in．Ask students to read the paragraphs again and complete the chart on their own．Correct the answers with the class．Step Ⅲ3bGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the conversation to the class．First practice this conversation with a partner．Then talk about your attitude toward being on time and getting together with your friends．Use true information．Have students work in pairs．Ask some different pairs to say their conversations to the class．Step ⅣPart 4Let students read the instructions．Ask a pair of students to model the sample dialogue．Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．Get students to complete the work in pairs．As they work, walk around the classroom offering help as needed．Review the task．Ask a few students to share their conversations with the whole class．Step ⅤHomework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook．教学反思：The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary: 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．Ⅱ．Teaching Key Points1．Key V ocabularywipe, stick, chopstick, rude, point, pick up2．Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．Ⅲ．Teaching Difficult Points1．Flow to improve students’listening ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Get some students to read out their conversations using the target language in Section A 4．Collect their conversations and help correct their errors．Step ⅡPart 1Look at the picture and ask students to say what is happening in it．Look at the title, Mind your manners!Ask．What do you think it might mean?Read the instructions and point to the five statements about manners．Ask students to read the statements．Review the five statements to be sure students understand what each one means．Ask students to act out them．Then ask students to complete the quiz on their own．Correct the answers with the class．Step Ⅲ2aRead the instructions to the class．Review what an exchange student is and what table manners are．If necessary, translate them into Chinese．Look at the four pictures．You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．Point to the boxes where students are supposed to write a number next to each picture．Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．Play the recording the first time．Students only listen．Play the recording a second time．As they listen to the recording this time, let students number the pictures．Correct the answers with the class．Step Ⅳ2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings．Ask different students to read the two lists．You will hear the same recording again．Play the recording again．Ask students to write the letters in the blanks alone．Check the answers with the class．Step Ⅴ2cGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the sentence starters．Now, complete each one with a true statement about table manners in your country．Ask two students to read their sentences．Point out the sentence starters in Activity 2b．Say, Have a conversation about table manners in your country with a patter．You can use the sentence starters in Activity 2b to help you get started．Have students work in pairs．Ask one or two pairs of students to say their conversations to the class．Step ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．教学反思：Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularytable manners, behave, be/get used to, cut up, full, fork, You should…（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’reading ability．（2）Train students’writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write an e-mail message．Ⅳ．Teaching ProceduresStep ⅠRevisionReview the target language presented in this unit．Check homework．Ask two students to read out their sentences．Step Ⅱ3aCall attention to the e-mail message．Invite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Read the instructions to the class．Ask students to read the e-mail again．Say, Now read the e-mail．Answer the questions in your exercise book．As students work, move around the classroom and offer help as necessary．Check the answers with the class．Step Ⅲ3bRead the instructions to the class．Point to the beginning of the e-mail message．Read it to the class．Here are some things you need to know about table manners when you visit Japan．First of all, you should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b．You can use the pictures and information in Activities 2a and 2b to help you write your letters．Ask students to finish the activity on their own．As they work, walk around the classroom offering help and answering questions as needed．Check the answers with the class．Ask a student to read his completed article to the class．Step Ⅳ3cRead the instructions and ask students to look back at Activity 2c．Remind students that they made conversations about table manners in their own country．Say．You can use the ideas you talked about in Activity 2c as you write your email messages．Get students to finish the activity on their own．As students work, move around the room offering help as needed．Ask a student to read his or her message to the class．Have other students add any information that is missing from the first student’s report．Step ⅥHomework1．Read the e-mail message in Activity 3a again．2．Write an e-mail message to a friend about table manners．教学反思：Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2）Finish the story．（3）Complete the crossword．2．Ability ObjectsTrain students’writing ability．3．Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Finish the story．Ⅲ．Teaching Difficult Points1．Make sentences using arrive, meet, spend, behave and imagine．2．Finish the story．Ⅳ．Teaching ProceduresStepⅠRevisionCheck homework．Ask a student to read the e-mail message in Activity 3a．Then ask a student to read his/her own e-mail message．StepⅡPart 1Look at the words in the box．Ask a student to read them．Make sure students understand the meaning of the words．Then say, Fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．Ask students to fill in the blanks on their own．Check the answers．Five students each read a sentence, filling in the blanks．The rest of the students check their answers．Ask students to make their own sentences with the words, preferably sentences that are meaningful．Move around the classroom．Collect a few students’answers with mistakes on the blackboard．Then help students correct the mistakes．Step ⅢPart 2Go through the instructions with the class．Explain them to students．Get students to complete the work in pairs．Invite a few students to read the end of the story．Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．A sample end of the story…What I finally decided to do was to watch what others do and follow them．Step ⅣPart 3Do the example with the class to show them how to do a crossword puzzle．Ask students to complete the crossword puzzle on their own．Check the answers with the whole class．Step ⅤJust for Fun!This activity provides reading and speaking practice with the target language．Ask students what is funny about the cartoon．Help students to explain．The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．Step ⅥSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words．After class, please finish off the story in 2 in your textbooks．Then finish off the exercises on pages 50～52 of the workbook．教学反思：The Seventh PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsKey V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2．Ability ObjectsImprove students’reading and writing skills．Ⅱ．Teaching Key PointTrain students’reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’reading and writing skills．Ⅳ．Teaching ProceduresStep ⅠKey V ocabularyShow the following vocabulary by cards．Careful-reading to get the detailed information．Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Parent helps child to the class．Ask, What do you think the article is about, based on the title?Look at the picture．Ask students to describe what is happening in the picture．Ask students to discuss the four questions．Students do not look at the 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 you have any other answers? Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Go through the instructions with the class．Ask students to complete the task individually or in pairs．Make sure students discuss their reasons in English．As they work, walk around the classroom offering help as necessary．Ask students to read their answers．Encourage students to use complete sentences．Step ⅣPart 3Look at the story．Pay attention to the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, Pay attention to the bold words and expressions．And note any other words or sentences you don’t understand．Read in context, guessing the meanings of words and phrases from the other words around them．Ask students to read’the article again for comprehension．Go through the instructions with the students and have them look at the example．Ask students to complete the next word on the list on the left．Students are matching words to meanings．As they work, walk around the classroom offering help as necessary．Students complete the task．Remind them to look at the story again for extra help．Have students report their answers．Encourage them to use complete sentences．Step ⅤPart 4Go through the task with students．Elicit the first answer from students 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 statements for the ones that are false．Step ⅥPart 5Read the instructions with the students．Divide the class into small groups to do the activity．Give students help thinking of different fun and educational activities．Walk around the classroom offering help as needed．Cheek the answers．Have students share their answers with the class．StepⅦSummaryIn this class, we’ve practised a lot of reading and writing．Step ⅧHomework1．Read the story in Activity 2 again for further comprehension．2．Revise the target language in this unit．教学反思：。
最新新人教版英语九年级《unit 12 you’re supposed to shake hands》教案.doc
Unit 12 You’ re supposed to shake handsThe First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabularybow, kiss, be supposed to, shake hands, customs（2） Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time? They’re supposed to bow．2． Ability Objects（1）Train students’ listening ability．（2）Train students’ municative petence．Ⅱ． Teaching Key PointsTarget languageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ municative petence．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT Yesterday we finished Unit 11． In this unit, we learned some ways of asking for information politely． Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board Right and Wrong．Say, Please tell me things that are good to do in school and that are not good to do in school．Write each suggestion under the appropriate heading on the board．T Is it a good idea to e to class late?No．S1T That’s right, It’s not a good idea to e to class late． You’re not supposed to e to class late． Class repeat． You’re not supposed to e to class late．You’re not supposed to e to class late．SsT （Writes e to class late under wrong） What are some things you shouldn’t do?We shouldn’t eat in class．S2T Right． You’re not supposed to eat in class．Ask students to repeat this example．Then ask students to tell about some things that are good to do in school． They may say things such as, You should do your homework every day; You should raise your hand before you talk． Rephrase each of these sentences using supposed to and ask students to repeat You’re supposed to do your homework every day．You’re supposed to raise your hand before you talk．Step Ⅱ 1aLet students read the instructions．Point to the two lists of words． Read each word and ask students to repeat it．Put up a map of the world on the board．Ask students to explain where each of the countries is．Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss．Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．Look at the sample answer． Tall students to guess if they aren’t sure．Step Ⅲ 1bGo through the instructions with the class． Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl． Their conversation contains the answers to the questions inActivity 1a．Play the tape for the first time． This time, students only listen．Play the tape a second time． Ask them to listen to the recording and check their answers to Activity 1a．Check the answers with the class． Invite a student to read the answers．Step Ⅳ 1cRead the instructions to the whole class．Point out the example in the box． Ask two students to read it to the class．Point to the lists of customs and countries in Activity la． Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．As students work together, move around the classroom checking their work．Ask different pairs of students to ask and answer a question for the class．Step ⅤHomeworkReview the target language．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularygreet, be supposed to（2）Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes． I was supposed to arrive at 700, but I arrived at 800．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ municative petence．3． Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes． That is, you should act according to your host’s customs．Ⅱ． Teaching Key Points1． Key Vocabularygreet, be supposed to2． Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes． I was supposed to arrive at 700, but I arrive at 800．3． StructureWhat are you supposed to do when you meet someone?Ⅲ． Teaching Difficult Points1． the target language2． How to improve students’ listening ability．Ⅳ． Teaching ProceduresStep Ⅰ RevisionCheck homework． Ask some pairs to act out their conversations according to Activity 1a．Step Ⅱ 2aLook at the picture and ask students to tell What is happening．Help students understand that the people are at a picnic．Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look fortable? （No．）Read the instructions and point to the four mistakes on the list． Ask different students to read the mistakes to the class．Listen to Maria talking to a boy about what happened at the picnic． She made several mistakes． Listen to the recording and check the mistakes she made．Play the recording． Students only listen the first time．Play the recording again． Get students to check the mistakes Maria made．Check the answers with the class．Step Ⅲ 2bGo through the instructions with the class． Point out the blanks in the four sentences． Invite a student to read the first sentence．Play the recording again． Let students fill in the blanks with the words they hear alone．Correct the answers with the class．Step Ⅳ 2cRead the instructions for the activity to the class．Look at the example in the box． Ask two students to read the conversation to the class．Point out the mistakes in Activity 2a and the sentences in Activity 2b． Role play Dan and Maria’s conversation using information from Activities 2a and 2b．Ask students to work in pairs． As they work, move around the classroom checking the progress of the pairs and offering help as needed．Check the answers by calling on different pairs to say their conversations to the class．Step Ⅴ Grammar FocusReview the grammar box． Get different students to say the questions and answers．Step Ⅵ HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyland, drop by, after all, relaxed, a bit（2） Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher．Okay． What should I say?You are supposed to say "good morning, teacher．"2． Ability Objects（1） Train students’ integrating skills．（2） Train students’ municative petence．Ⅱ． Teaching Key PointTrain students’ integrating skills．Ⅲ． Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT In last period, we summed up the expressions for telling what you are supposed to do． Now I’ll check your homework． I’ll ask some pairs to act out the conversations before the class．Step Ⅱ 3aRead the instructions． Do you know what an opinion is?Ask a student to answer it．（An opinion is what you think or how you feel about something．）Look at the chart． Point to the word attitude on the chart and say, An opinion is like an attitude． Tell students what they will write in the chart．Ask students to read the first paragraph on their own． When they read, move around the classroom helping them as necessary． Then ask students to read the second paragraph． Again, as they read, move around the classroom answering any questions． Then read the instructions again and point out the chart． Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．Invite a student to read the sample answer to the class． Then let him point out which sentence the answer is found in．Ask students to read the paragraphs again and plete the chart on their own．Correct the answers with the class．Step Ⅲ 3bGo through the instructions for the activity with the class．Look at the example in the box． Ask two students to read the conversation to the class．First practice this conversation with a partner． Then talk about yourattitude toward being on time and getting together with your friends． Use true information．Have students work in pairs．Ask some different pairs to say their conversations to the class．Step Ⅳ Part 4Let students read the instructions．Ask a pair of students to model the sample dialogue．Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．Get students to plete the work in pairs． As they work, walk around the classroom offering help as needed．Review the task． Ask a few students to share their conversations with the whole class．Step Ⅴ Homework1． Write a conversation using the information in Part 4．2． Finish off the exercises on pages 49～50 of the workbook．The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularywipe, napkin, stick, chopstick, rude, point, pick up（2） Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ ability to understand the target language in spoken conversation．（3） Train students’ ability to use the target language．Ⅱ． Teaching Key Points1． Key Vocabularywipe, stick, chopstick, rude, point, pick up2． Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．Ⅲ． Teaching Difficult Points1． Flow to improve students’ listening ability．2． How to use the target language．Ⅳ． Teaching ProceduresStep Ⅰ RevisionCheck homework． Get some students to read out their conversations using the target language in Section A 4． Collect their conversations and help correct their errors．Step Ⅱ Part 1Look at the picture and ask students to say what is happening in it．Look at the title, Mind your manners!Ask． What do you think it might mean?Read the instructions and point to the five statements about manners． Ask students to read the statements．Review the five statements to be sure students understand what each one means． Ask students to act out them．Then ask students to plete the quiz on their own．Correct the answers with the class．Step Ⅲ 2aRead the instructions to the class． Review what an exchange student is and what table manners are． If necessary, translate them into Chinese．Look at the four pictures． You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．Point to the boxes where students are supposed to write a number next to each picture． Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．Play the recording the first time．Students only listen．Play the recording a second time．As they listen to the recording this time, let students number the pictures．Correct the answers with the class．Step Ⅳ 2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings． Ask different students to read the two lists．You will hear the same recording again．Play the recording again． Ask students to write the letters in the blanks alone．Check the answers with the class．Step Ⅴ 2cGo through the instructions for the activity with the class．Look at the example in the box． Ask two students to read the sentence starters．Now, plete each one with a true statement about table manners in yourcountry．Ask two students to read their sentences．Point out the sentence starters in Activity 2b． Say, Have a conversation about table manners in your country with a patter．You can use the sentence starters in Activity 2b to help you get started．Have students work in pairs． Ask one or two pairs of students to say their conversations to the class．Step ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．The Fifth PeriodⅠ．Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularytable manners, behave, be/get used to, cut up, full, fork, You should…（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ． Teaching Key PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult PointHow to write an e-mail message．Ⅳ． Teaching ProceduresStep Ⅰ RevisionReview the target language presented in this unit． Check homework．Ask two students to read out their sentences．Step Ⅱ 3aCall attention to the e-mail message． Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Read the instructions to the class． Ask students to read the e-mail again． Say,Now read the e-mail． Answer the questions in your exercise book． As students work, move around the classroom and offer help as necessary．Check the answers with the class．Step Ⅲ 3bRead the instructions to the class． Point to the beginning of the e-mail message．Read it to the class．Here are some things you need to know about table manners when you visit Japan． First of all, you should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b．You can use the pictures and information in Activities 2a and 2b to help you write your letters．Ask students to finish the activity on their own． As they work, walk around the classroom offering help and answering questions as needed．Check the answers with the class． Ask a student to read his pleted article to the class．Step Ⅳ3cRead the instructions and ask students to look back at Activity 2c．Remind students that they made conversations about table manners in their own country．Say． You can use the ideas you talked about in Activity 2c as you write your email messages．Get students to finish the activity on their own． As students work, move around the room offering help as needed．Ask a student to read his or her message to the class． Have other students add any information that is missing from the first student’s report．Step Ⅵ Homework1． Read the e-mail message in Activity 3a again．2． Write an e-mail message to a friend about table manners．The Sixth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2） Finish the story．（3） plete the crossword．2． Ability ObjectsTrain students’ writing ability．3． Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ． Teaching Key Points1． Fill in blanks and make sentences．2． Finish the story．Ⅲ． Teaching Difficult Points1． Make sentences using arrive, meet, spend, behave and imagine．2． Finish the story．Ⅳ． Teaching ProceduresStepⅠ RevisionCheck homework． Ask a student to read the e-mail message in Activity 3a． Then ask a student to read his/her own e-mail message．StepⅡ Part 1Look at the words in the box． Ask a student to read them．Make sure students understand the meaning of the words．Then say, Fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．Ask students to fill in the blanks on their own．Check the answers． Five students each read a sentence, filling in the blanks． The rest of the students check their answers．Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the classroom． Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．Step Ⅲ Part 2Go through the instructions with the class． Explain them to students．Get students to plete the work in pairs．Invite a few students to read the end of the story． Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．A sample end of the story…What I finally decided to do was to watch what others do and follow them．Step Ⅳ Part 3Do the example with the class to show them how to do a crossword puzzle． Ask students to plete the crossword puzzle on their own． Check the answers with the whole class．Step Ⅴ Just for Fun!This activity provides reading and speaking practice with the target language．Ask students what is funny about the cartoon．Help students to explain． The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．Step Ⅵ Summary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words．After class, please finish off the story in 2 in your textbooks． Then finish off the exercises on pages 50～52 of the workbook．The Seventh PeriodⅠ． Teaching Aims and Demands1． Knowledge ObjectsKey Vocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2． Ability ObjectsImprove students’ reading and writing skills．Ⅱ． Teaching Key PointTrain students’ reading and writing skills．Ⅲ． Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ． Teaching ProceduresStep Ⅰ Key VocabularyShow the following vocabulary by cards．Careful-reading to get the detailed information．Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1Read the title Parent helps child to the class． Ask, What do you think the article is about, based on the title?Look at the picture． Ask students to describe what is happening in the picture．Ask students to discuss the four questions． Students do not look at the reading text． Instead, they use their background knowledge to try to answer the questions．As they work, walk around, looking at their progress．When most students finish the task, ask students to pare their answers with a partner,Elicit answers from the students． Ask, Do you have any other answers? Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．Step Ⅲ Part 2Go through the instructions with the class．Ask students to plete the task individually or in pairs． Make surestudents discuss their reasons in English． As they work, walk around the classroom offering help as necessary．Ask students to read their answers． Encourage students to use plete sentences．Step Ⅳ Part 3Look at the story． Pay attention to the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers．Ask students to read the article once．Say, Pay attention to the bold words and expressions． And note any other words or sentences you don’t understand． Read in context, guessing the meanings of words and phrases from the other words around them．Ask students to read’ the article again for prehension．Go through the instructions with the students and have them look at the example．Ask students to plete the next word on the list on the left． Students are matching words to meanings． As they work, walk around the classroom offering help as necessary． Students plete the task． Remind them to look at the story again for extra help．Have students report their answers．Encourage them to use plete sentences．Step Ⅴ Part 4Go through the task with students． Elicit the first answer from students from memory． Check that they understand what they need to do．Ask students to do the activity on their own or in pairs． Students should try to remember or guess the answers before looking at the reading． As they work, walkaround the classroom offering help students may need．Check the answers． Invite different students to give their answers and give the correct statements for the ones that are false．Step Ⅵ Part 5Read the instructions with the students．Divide the class into small groups to do the activity． Give students help thinking of different fun and educational activities． Walk around the classroom offering help as needed．Cheek the answers． Have students share their answers with the class．Step Ⅶ SummaryIn this class, we’ve practised a lot of reading and writing．Step Ⅷ Homework1． Read the story in Activity 2 again for further prehension．2． Revise the target language in this unit．。
九年级英语下教案人教版Unit 12 You’ re supposed to shake hands
Unit 12 You’ re supposed to shake handsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybow, kiss, be supposed to, shake hands, customs（2）Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointsTarget languageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 11．In this unit, we learned some ways of asking for information politely．Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong．Say, Please tell me things that are good to do in school and that are not good to do in school．Write each suggestion under the appropriate heading on the board．T: Is it a good idea to come to class late?S1: No．T: That’s right, It’s not a good idea to come to class late．You’re not supposed to come to class late．Class repeat．You’re not supposed to come to class late．S s: You’re not supposed to come to class late．T: （Writes come to class late under wrong）What are some things you shouldn’t do?S2: We shouldn’t eat in class．T: Right．You’re not supposed to eat in class．Ask students to repeat this example．Then ask students to tell about some things that are good to do in school．They may say things such as, You should do your homework every day; You should raise your hand before you talk．Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day．You’re supposed to raise your hand before you talk．Step Ⅱ1aLet students read the instructions．Point to the two lists of words．Read each word and ask students to repeat it．Put up a map of the world on the board．Ask students to explain where each of the countries is．Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss．Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．Look at the sample answer．Tall students to guess if they aren’t sure．Step Ⅲ1bGo through the instructions with the class．Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl．Their conversation contains the answers to the questions 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 Ⅳ1cRead the instructions to the whole class．Point out the example in the box．Ask two students to read it to the class．Point to the lists of customs and countries in Activity la．Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．As students work together, move around the classroom checking their work．Ask different pairs of students to ask and answer a question for the class．Step ⅤHomeworkReview the target language．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 and wear the wrong clothes．That is, you should act according to your host’s customs．Ⅱ．Teaching Key Points1．Key V ocabularygreet, be supposed to2．Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes．I was supposed to arrive at 7:00, but I arrive at 8:00．3．StructureWhat are you supposed to do when you meet someone?Ⅲ．Teaching Difficult Points1．the target language2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask some pairs to act out their conversations according to Activity 1a．Step Ⅱ2aLook at the picture and ask students to tell What is happening．Help students understand that the people are at a picnic．Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．）Read the instructions and point to the four mistakes on the list．Ask different students to read the mistakes to the class．Listen to Maria talking to a boy about what happened at the picnic．She made several mistakes．Listen to the recording and check the mistakes she made．Play the recording．Students only listen the first time．Play the recording again．Get students to check the mistakes Maria made．Check the answers with the class．Step Ⅲ2bGo through the instructions with the class．Point out the blanks in the four sentences．Invite a student to read the first sentence．Play the recording again．Let students fill in the blanks with the words they hear alone．Correct the answers with the class．Step Ⅳ2cRead the instructions for the activity to the class．Look at the example in the box．Ask two students to read the conversation to the class．Point out the mistakes in Activity 2a and the sentences in Activity 2b．Role play Dan and Maria’s conversation using information from Activities 2a and 2b．Ask students to work in pairs．As they work, move around the classroom checking the progress of the pairs and offering help as needed．Check the answers by calling on different pairs to say their conversations to the class．Step ⅤGrammar FocusReview the grammar box．Get different students to say the questions and answers．Step ⅥHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyland, drop by, after all, relaxed, a bit（2）Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher．Okay．What should I say?You are supposed to say "good morning, teacher．"2．Ability Objects（1）Train students’ integrating skills．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: In last period, we summed up the expressions for telling what you are supposed to do．Now I’ll check your homework．I’ll ask some pairs to act out the conversations before the class．Step Ⅱ3aRead the instructions．Do you know what an opinion is?Ask a student to answer it．（An opinion is what you think or how you feel about something．）Look at the chart．Point to the word attitude on the chart and say, An opinion is like an attitude．Tell students what they will write in the chart．Ask students to read the first paragraph on their own．When they read, move around the classroom helping them as necessary．Then ask students to read the second paragraph．Again, as they read, move around the classroom answering any questions．Then read the instructions again and point out the chart．Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．Invite a student to read the sample answer to the class．Then let him point out which sentence the answer is found in．Ask students to read the paragraphs again and complete the chart on their own．Correct the answers with the class．Step Ⅲ3bGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the conversation to the class．First practice this conversation with a partner．Then talk about your attitude toward being on time and getting together with your friends．Use true information．Have students work in pairs．Ask some different pairs to say their conversations to the class．Step ⅣPart 4Let students read the instructions．Ask a pair of students to model the sample dialogue．Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．Get students to complete the work in pairs．As they work, walk around the classroom offering help as needed．Review the task．Ask a few students to share their conversations with the whole class．Step ⅤHomework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywipe, napkin, stick, chopstick, rude, point, pick up（2）Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key V ocabularywipe, stick, chopstick, rude, point, pick up2．Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．Ⅲ．Teaching Difficult Points1．Flow to improve students’ listening ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Get some students to read out their conversations using the target language in Section A 4．Collect their conversations and help correct their errors．Step ⅡPart 1Look at the picture and ask students to say what is happening in it．Look at the title, Mind your manners!Ask．What do you think it might mean?Read the instructions and point to the five statements about manners．Ask students to read the statements．Review the five statements to be sure students understand what each one means．Ask students to act out them．Then ask students to complete the quiz on their own．Correct the answers with the class．Step Ⅲ2aRead the instructions to the class．Review what an exchange student is and what table manners are．If necessary, translate them into Chinese．Look at the four pictures．You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．Point to the boxes where students are supposed to write a number next to each picture．Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．Play the recording the first time．Students only listen．Play the recording a second time．As they listen to the recording this time, let students number the pictures．Correct the answers with the class．Step Ⅳ2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings．Ask different students to read the two lists．You will hear the same recording again．Play the recording again．Ask students to write the letters in the blanks alone．Check the answers with the class．Step Ⅴ2cGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the sentence starters．Now, complete each one with a true statement about table manners in your country．Ask two students to read their sentences．Point out the sentence starters in Activity 2b．Say, Have a conversation about table manners in your country with a patter．You can use the sentence starters in Activity 2b to help you get started．Have students work in pairs．Ask one or two pairs of students to say their conversations to the class．Step ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularytable manners, behave, be/get used to, cut up, full, fork, You should…（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write an e-mail message．Ⅳ．Teaching ProceduresStep ⅠRevisionReview the target language presented in this unit．Check homework．Ask two students to read out their sentences．Step Ⅱ3aCall attention to the e-mail message．Invite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Read the instructions to the class．Ask students to read the e-mail again．Say,Now read the e-mail．Answer the questions in your exercise book．As students work, move around the classroom and offer help as necessary．Check the answers with the class．Step Ⅲ3bRead the instructions to the class．Point to the beginning of the e-mail message．Read it to the class．Here are some things you need to know about table manners when you visit Japan．First of all, you should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b．You can use the pictures and information in Activities 2a and 2b to help you write your letters．Ask students to finish the activity on their own．As they work, walk around the classroom offering help and answering questions as needed．Check the answers with the class．Ask a student to read his completed article to the class．Step Ⅳ3cRead the instructions and ask students to look back at Activity 2c．Remind students that they made conversations about table manners in their own country．Say．You can use the ideas you talked about in Activity 2c as you write your email messages．Get students to finish the activity on their own．As students work, move around the room offering help as needed．Ask a student to read his or her message to the class．Have other students add any information that is missing from the first student’s report．Step ⅥHomework1．Read the e-mail message in Activity 3a again．2．Write an e-mail message to a friend about table manners．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2）Finish the story．（3）Complete the crossword．2．Ability ObjectsTrain students’ writing ability．3．Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Finish the story．Ⅲ．Teaching Difficult Points1．Make sentences using arrive, meet, spend, behave and imagine．2．Finish the story．Ⅳ．Teaching ProceduresStepⅠRevisionCheck homework．Ask a student to read the e-mail message in Activity 3a．Then ask a student to read his/her own e-mail message．StepⅡPart 1Look at the words in the box．Ask a student to read them．Make sure students understand the meaning of the words．Then say, Fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．Ask students to fill in the blanks on their own．Check the answers．Five students each read a sentence, filling in the blanks．The rest of the students check their answers．Ask students to make their own sentences with the words, preferably sentences that aremeaningful．Move around the classroom．Collect a few students’answers with mistakes on the blackboard．Then help students correct the mistakes．Step ⅢPart 2Go through the instructions with the class．Explain them to students．Get students to complete the work in pairs．Invite a few students to read the end of the story．Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．A sample end of the story…What I finally decided to do was to watch what others do and follow them．Step ⅣPart 3Do the example with the class to show them how to do a crossword puzzle．Ask students to complete the crossword puzzle on their own．Check the answers with the whole class．Step ⅤJust for Fun!This activity provides reading and speaking practice with the target language．Ask students what is funny about the cartoon．Help students to explain．The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．Step ⅥSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words．After class, please finish off the story in 2 in your textbooks．Then finish off the exercises on pages 50～52 of the workbook．The Seventh PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsKey V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2．Ability ObjectsImprove students’ reading and writing skills．Ⅱ．Teaching Key PointTrain students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep ⅠKey V ocabularyShow the following vocabulary by cards．Careful-reading to get the detailed information．Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Parent helps child to the class．Ask, What do you think the article is about, based on the title?Look at the picture．Ask students to describe what is happening in the picture．Ask students to discuss the four questions．Students do not look at the 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 you have any other answers? Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Go through the instructions with the class．Ask students to complete the task individually or in pairs．Make sure students discuss their reasons in English．As they work, walk around the classroom offering help as necessary．Ask students to read their answers．Encourage students to use complete sentences．Step ⅣPart 3Look at the story．Pay attention to the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, Pay attention to the bold words and expressions．And note any other words or sentences you don’t understand．Read in context, guessing the meanings of words and phrases from the other words around them．Ask students to read’ the article again for comprehension．Go through the instructions with the students and have them look at the example．Ask students tocomplete the next word on the list on the left．Students are matching words to meanings．As they work, walk around the classroom offering help as necessary．Students complete the task．Remind them to look at the story again for extra help．Have students report their answers．Encourage them to use complete sentences．Step ⅤPart 4Go through the task with students．Elicit the first answer from students from memory．Check that they understand what they need to do．Ask students to do the activity on their own or in pairs．Students should try to remember or guess the answers before looking at the reading．As they work, walkaround the classroom offering help students may need．Check the answers．Invite different students to give their answers and give the correct statements for the ones that are false．Step ⅥPart 5Read the instructions with the students．Divide the class into small groups to do the activity．Give students help thinking of different fun and educational activities．Walk around the classroom offering help as needed．Cheek the answers．Have students share their answers with the class．StepⅦSummaryIn this class, we’ve practised a lot of reading and writing．Step ⅧHomework1．Read the story in Activity 2 again for further comprehension．2．Revise the target language in this unit．。
最新初三英语说课稿Unit12
最新初三英语说课稿Unit12成功不是将来才有的，而是从决定去做的那一刻起，持续累积而成。
小编给大家准备了最新初三英语说课稿Unit12，欢迎参考!各位评委,老师们,大家好!我说课的课题是九年级英语,Unit 12 You`re supposed to shake hands ,Section A 1a-1c ,一课时的内容.我把这一节的教材分析,教学目的与任务,设计意图,教材处理,教法,学法,媒体运用等方面进行简要的说明.教材分析1.内容结构本单元的话题是customs,功能是tell what are you supposed to do 主要句子结构是be supposed to, 所学的词汇是kiss,bow,hug,shake hands.通过教学,让学生了解各国的文化习俗,社交礼仪,风土人情,感受各民族文化的魅力.2.教学目的与任务本节课,我采用了多个任务,紧紧围绕customs (bow ,kiss, hug, shake hands),应用句型what are you supposed to do when You are supposed to.展开听说读写的训练活动,由浅入深,循序渐进地展开教学活动,引导学生了解西方的社交礼仪,生活习惯,方土人情等.应用多媒体教学手段,让学生多接触和了解英语国家的文化,并联系身边的日常生活,设置情景,激发兴趣,提高应用英语解决问题的能力,培养跨文化交际的能力和语言思维能力.二. 教材处理1 .设计意图与方法,通过设计几个有效的情境,以任务为驱动,开展听说读写的教学活动.让学生积极主动地参与课堂.探究问题,解决问题.在具体的实施中,主要有以下几个步骤.(1) 通过热身活动导入目标语的教学.(2) 通过图片资料介绍各国的见面礼仪,教授新词汇和句型.(3) 应用多媒体辅助教学设置情景,采用pair work, role play 等教学活,动巩固所学知识.(4) 拓展知识,解决日常生活中的问题,提高应用英语语言的能力.2. 教学重点与难点本单元的教学重点与难点是目标句型What are you supposed to do when You are supposed to.通过设置有效的情景,开展多种活动加以突破和巩固.教法与学法任务型教学法根据新课程理念,结合本课时的教学内容,开展任务型教学活动.设置多个教学任务,设计贴近学生实际的教学活动,吸引和组织他们积极参与,课堂活动,学习和使用英语完成学习任务.主要任务有:(1).问题What do you think is the most important thing for a student to doSs: study hard, do homework(2).讨论If your friend introduces his or her pen pal from a foreign country to you, do you know how to greet him or her(3). 匹配If you meet someone in the following countries, what are you supposed to do Please show your conversations in pairskiss Brazilbow the United Statesshake hands JapanMexicoKorea(4). 听力listen and check your answers(5). pair work Read learn and recite the conversation.A:In your country , what are you supposed to do when you meet for the first timeB:You are supposed to shake hands.①.Make some conversations according to the picture in 1a.②.Go through 1c. And make some conversations.③.Make some conversations.A: What are people in different countries supposed to do when they meet for the first timeB:...(展示图片,训练巩固目标语)(4)What are you supposed to do in these situations2.情景教学法英语教学离不开设置合理有效的教学情景.应该通过设问,启发,诱导等方式. 通过图片,实物,网络资源等多种渠道,设置真实或模拟的情景.引发学生去思考, 尝试新知,启发思维,培养能力,最终提高应用英语解决实际问题的能力.3.多媒体辅助教学法在教学观念和方法上我们,重视利用直观教具和现代化的教学手段,对英语教学起到了重要的作用.应用多媒体辅助教学提供了真实自然的交际情景,形象, 直观,生动,活泼,有助于学生正确模仿,直接理解所学语言,强化记忆,促进学生用英语思维,培养他们直接用英语表达思维的能力,而且更加有利于开发课程资源.在本节课中.我应用多媒体教授语言点,巩固句型.设计图片,表格资料,展开任务训练,巩固知识,发展能力,培养情感,起到了较好的作用.三,板书设计本课中,我采用了归纳式板书,构建知识网络,让学生直观理解,强化对知识的记忆和应用.板书设计Unit12 You`re supposed to shake handsSectionA 1a1cBe supposed to shouldBe not supposed to shouldn`tWhat are you supposed to do when you meetyou are supposed to (custom)kiss bow,hug shake hands上面就是为大家准备的最新初三英语说课稿Unit12，希望同学们认真浏览，希望同学们在考试中取得优异成绩。
人教新目标版英语九Unit12You’resupposedtoshakehandsword教案
初三英语Unit12一. 本周教学内容：Unit 12You’re supposed to shake hands.你应该握手。
Hello, everyone! How was your winter vacation? I think you were very busy during the holiday. And the new term is beginning. The last term is the most important term for you. So, study hard from today!列位同窗大伙儿好！你们的寒假过得怎么样？我想在寒假期间你们必然超级忙，最后一个学期对你们来讲是最重要的一个学期，因此，从今天开始尽力吧！The topic of this unit is customs. There is a saying goes like this: “When in Rome, do as the Romans do.”What should we do in different situations in different countries ? Now, Let’s talk about it今天，咱们要谈论的话题是“风俗”，俗语说：入乡随俗。
在不同的情景下，咱们应该如何去做呢？今天，咱们就来谈一谈那个话题。
Language Goal: 本单元教学目标1. Tell what you are supposed to do in different situations.告知他人在不同的情景下应如何去做2. 了解各国不同的社交风俗。
3. 介绍自己国家的社交风俗，询问别的国家的社交风俗。
4. 对照文化不同，做一个“入乡随俗”的人。
Target Language（目标句型）1. What are you supposed to do when you meet someone?当你碰到他人时，你应该做什么？2. You’re supposed to kiss.你应该亲吻。
九年级英语全册Unit12You’resupposedtoshakehands教案1人教新目标版
Unit 12 You’re supposed to shake hands.一、教学目标1．能够描述自己或他人在不同场合应该做什么；2．能同他人讨论不同国家的风谷习惯，如初次见面的礼仪、餐桌礼仪等。
3．了解各国风俗文化差异。
二、教学向导Section A·Write there two column headings on the board: Right and Wrong.·Ask s tudents to repeat this example.1a This activity introduces some target language.·Read the instructions to the class.·Point to the two lists of words.·Ask different students to act out the action described by each word or phrase-bow, shake hands, a and kiss.·Read the instructions again and ask students to match the customs lettered a, b, and c with the numbered countries.1b This activity gives students practice under-standing the target language in spoken conversation.·Play the recording the fi rst time. Students only listen.·Play the recording a second time.·Check the answers.1c This activity provides guided oral practice using the target language.·Read the instructions and point to the lists of customs and countries in activity 1a.·Poin t out the example in the box.·Point out the lists of countries and customs again.·As students work together, move around the room checking their work.·Ask different pairs of students ask and answer a question for the class.2a This activity provides listening practice using the target language.·Point to the picture and ask student to tell what is happening.·Read the instructions and point to the four mistakes on the list.·Say, 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.2b This activity gives students practice in under-standing the target language in spoken conversation.·Read the instructions.·Play the recording again.2c This activity provides guided oral practice using the target language.·Read the instructions for the activity.·Point to the example in the box.·Point out the mistakes in activity 2a and the sentences in activity 2b.·Have students work in pairs.·Cheek the answers by calling on different pairs to say their conversation to the class. 3a This activity provides reading and writing practice using the target language. ·Read the chart.·Point to the chart.·Ask students to read the first paragraph on their own.·Then ask students to read the second paragraph.·Then read the instructions again and point out the chart.·Ask a student to read the sample answer to the class.·Ask students to read the paragraphs again and plete the chart on their own.3b This activity provides guided oral practice using the target language.·Read the instructions for the activity.·Say, First practice this conversation with a partner. Then talk about your a ttitude toward being on time and getting together with your friends. Use true information.·Have students work in pairs.·Call on different pairs to say their conversation to the class.4 This activity provides reading, writing, listening and speaking practice using the targetlanguage.·Read the instructions to the class.·Ask a pair of students to model the sample dialogue.·Ask students to plete the work in pairs.·Review the task.Section B1 This activity provides new vocabulary and provides reading practice using the targetlanguage.·Point to the picture and ask students to say what is happening in it.·Point to the title, Mind your manners! and ask students what they think it might mean.·Read the instructions and point to the five statements a bout manners.·Then ask students to plete the quiz on their own.Optional activity2a This activity gives students practice in understanding the target language in spoken conversation.·Read the instructions·Point to the four pictures.·Point to the bo xes where students are supposed to write a number next to each picture. ·Play the recording the first time. Students only listen.·Play the recording a second time.2b This activity provides listening practice using the target language.·Read the instru ctions and point to the numbered list of sentence starters and the lettered list of sentence endings.·Say, You will bear the same recording again. This time as you listen, write the letter of the correct sentence ending after each sentence starter.·Point out the sample answer.·Play the recording again.2c This activity provides guided oral practice using the target language.·Read the instructions for the activity.·Point to the example in the box.·Have students work in pairs.·Ask one or two pairs o f students to say their conversation to the class.3a This activity provides reading practice using the target language.·Call attention to the email message.·Read the instructions to the class.·Say, Now read the email. Answer the questions in your ex ercise book.·Ask students to do the activity individually.·Check the answers.3b This activity provides reading and writing practice using the target language. ·Read the instructions and point to the beginning of the e-mail message.·Point to the pict ures in activity 2a and the matching exercise in activity 2b.·Ask students to finish the activity on their own.3c This activity provides writing practice using the target language.·Read the instructions and ask students to look back at activity 2c.·Say, You can use the ideas you talked about in activity 2c as you write your e-mail messages. ·Ask students to finish the activity on their own.·Ask a students to read his or her message to the class.Optional activityHave students work with the same partner they worked with when doing activity 2c. Ask each pair of students to work together to write a single e-mail message telling someone from another country about the table manners in their own country.4 This activity provides reading, writing, listening and speaking practice using the targetlanguage.·Read the instructions to the class.·Give an example from your own experience.·Ask students to plete the work in small groups.·Review the task.Self Check1 This activity focuses on vocabulary introduced in the unit.·Ask students to fill in the blanks on their own.·Check the answers.·Ask students to make their own sentences with the words, preferably sentences that are meaningful.2 This activity provides reading and writing practice using the target language. ·Read the instructions to the class.·Ask students to plete the work in pairs.·Review the task.3 This activity focuses on the new vocabulary introduced in this unit.·Do the example with the class to show them how to do a crosswor d puzzle.2 This activity provides reading and writing practice using the target language.·Ask students to plete the crossword puzzle on their own.Just for Fun!This activity provides reading and speaking practice with the target language.·Ask student s what is runny about the cartoon.Follow-up activities1. Your Own Culture2. What Are They Supposed to Do?3. Teaching Manners.Reading: You’re supposed to writeQuickly!1a This activity focuses the student’s attention on a different way to write En glish. ·Divide the class into pairs.·Ask pairs to share their ideas with two other pairs, and pare.1b This activity allows students to activate their knowledge of the topic.·Ask students to write down some more examples they can think of.·Ask for so me examples and write them up on the board.Learning StrategyCO-OPERATIVE LEARNINGNo two people know exactly the same thing, even when they are very knowledgeable in a topic. One way of working faster and learning more, as well as ing up with better ideas, is to work with another person pool your knowledge. Two brains can be more productive than one. Section 2 While You Read·Ask students to look at the illustrations first and ment to the English used.·Now tell students they are going to learn how to tex t-message in English.Section 3 After You Read3a This activity develops knowledge of the topic, and encourages learning.·Ask students to work in the same pairs as in Section la to identify the three types of E-mail English mentioned in the reading, and to give an example.3b This activity allows students to show their understanding of content.·Ask students to scan through the reading and circle the correct answers.·Ask students to check the answers as a pair activity, asking them to help each othe rto see why an answer they gave might be incorrect.Section 4 Go For It!·Ask students to do 1 and 2 individually.·Ask students to do 3 and 4 in pairs sharing their knowledge and ideas.·Ask students to discuss the questions listed under the task.·Have a class discussion about the results.If you have time!·Suggest students with cell phones allow those without to practice sending teat-messages on their phones after school hours.·In the next class, ask students to write examples on the board of the E-m ail English they’ve tried out or received, or read about.Additional noteE-mail was adapted by Ray Tomlinson in 1972. He picked the @ symbol to link the username and address.。
新人教版九年《Unit12You’resupposedtoshakehands》word教案
Unit 12 You’ re supposed to shake handsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybow, kiss, be supposed to, shake hands, customs（2）Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointsTarget languageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 11．In this unit, we learned some ways of asking for information politely．Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong．Say, Please tell me things that are good to do in school and that are not good to do in school．Write each suggestion under the appropriate heading on the board．T: Is it a good idea to come to class late?S1: No．T: That’s right, It’s not a good idea to come to class late．You’re not supposed tocome to class late．Class repeat．You’re not supposed to come to class late．S s: You’re not supposed to come to class late．T: （Writes come to class late under wrong）What are some things you shouldn’t do? S2: We shouldn’t eat in class．T: Right．You’re not supposed to eat in class．Ask students to repeat this example．Then ask students to tell about some things that are good to do in school．They may say things such as, You should do your homework every day; You should raise your hand before you talk．Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day．You’re supposed to raise your hand before you talk．Step Ⅱ1aLet students read the instructions．Point to the two lists of words．Read each word and ask students to repeat it．Put up a map of the world on the board．Ask students to explain where each of the countries is．Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss．Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．Look at the sample answer．Tall students to guess if they aren’t sure．Step Ⅲ1bGo through the instructions with the class．Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl．Their conversation contains the answers to the questions inActivity 1a．Play the tape for the first time．This time, students only listen．Play the tape a second time．Ask them to listen to the recording and check their answers to Activity 1a．Check the answers with the class．Invite a student to read the answers．Step Ⅳ1cRead the instructions to the whole class．Point out the example in the box．Ask two students to read it to the class．Point to the lists of customs and countries in Activity la．Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．As students work together, move around the classroom checking their work．Ask different pairs of students to ask and answer a question for the class．Step ⅤHomeworkReview the target language．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 and wear the wrong clothes．That is, you should act according to your host’s customs．Ⅱ．Teaching Key Points1．Key V ocabularygreet, be supposed to。
人教版九年级英语Unit 12 You’re supposed to shake hands.第一课时 英文说课稿
Unit 12 You’re supposed to shake hands.第一课时英文说课稿Good afternoon, ladies and gentlemen. Today I’m going to talk about the topic“You’re supposed to shake hands.”I will divide the instruction into seven parts：they are Teaching material Analysis, Teaching aims and demands, Teaching keys and difficulties, Teaching methods, Study method, Teaching aids and Teaching procedures.Part 1 Teaching material analysisThis lesson is the first one of Unit12.So if the students can learn it well, it will be helpful to make the students learn the rest of the unit. In this unit, the topic is about customs. Different countries have different customs. By learning this unit I want to tell students what they are supposed to do in different situations and get them to know differ ent countries’ customs. Students can introduce Chinese customsand ask for the different customs of other countries. By dong this I also want to arouse their cultural awareness.Part 2 Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabulary: bow, kiss, be supposed to, shake hands, customs(2) Target Language: What are people in Korea supposed to do when they meet for the first time?They're supposed to bow.2.Ability Objects(1) Train students’ listening ability.(2) Train students’ communicative co mpetence.3.Moral Objects: Before you meet foreigners, you should know some customs. In this way, you can act politely and properly.Part 3 teaching keys and difficulties1.teaching keys: let students grasp the new words: bow, kiss, be supposed to, shake hands, customs and new sentence patterns: what are you supposed to do when you meet someone for the first time? you’re supposed to shake hands.2. teaching difficulties: get students to be familiar with some countries’ customs.Part 4 Teaching methodIn this topic, I design some tasks to help the students learn. I think if I want to improve the students’ oral English, I should give them enough chances to practice and I will use pair work, group work to let the students take an active part in all kinds of act ivities. That is “Learning by doing, learning by using”. Let the students be the masters of the class and thus, student-centered teaching method is well shown.Part 5 Study methodI request the students to study English independenly, cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn from each other. It makes each student be relaxed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more relaxed and pleased in this kind of environment.Part 6 Teaching aids1.A tape recorder2.A map of the worldPart 7 Teaching procedureStep Ⅰ．Lead-inLet’s have a free talk.T：Did anyone come school late in our class this morning?Ss: Yes.T：who?Ss：Chen Wenming and Zhu jiancheng.T：Chen Wenming, is it a good idea to come to class late?S1: No.T: That's right. It's not a good idea to come to class late. You're not supposed to come to class late. Class repeat. You're not supposed to come to class late.Ss: You're not supposed to come to class late.(The purpose is, on the one hand, to arouse the students’interest of study and on the other hand to creat a relaxing environment for students to learn English bychoosing an example which happened around thestudents to lead in today’s important sentence patterns.)Step Ⅱ brainstorm and practiseT: (Writes come to class late under wrong) What are some things you shouldn't do?S2: We shouldn't eat in class.T: Right. You're not supposed to eat in class.Ask students to repeat this example. Then ask students to tell about some things that are good to do in school. They may say things such as, You should do your homework every day; You should raise your hand before you talk. Rephrase each of these sentences using “be supposed to” and ask students to repeat; You're supposed to do your homework every day. You're supposed to raise your hand before you talk.(the purpose of this step is to help students consolidate the sentence patterns and on the other hand by practicing the sentence patterns I want to make students recognize what things they should do and whatthings they should not.)Step Ⅲ PresentationT: Just as the same, in different countries, you have something good to do and something wrong to do, because different countries have different customs. There is a saying that goes like this: When in Rome, do as the Romans do. So we must know what we are supposed to do in different countries. Now first let us know some countries. Do you know these countries in 1a?Ss:YesT: Very good, now please read after mePut up a map of the world on the board. Ask students to point out where each of the countries is.Suggested answers1.Brazil is in South America, next to Peru.2.The United States is in North America, next to Canada.3.Japan is in East Asia, to the east of China.4.Mexico is in North America, on the south of America.5.Korea is in East Asia. It is our neighbor.T: have a guess, what customs exist in these countries.Help Ss get the answer: bow , shake hands , and kiss, and then ask different students to act out the action described by each word or phrase-bow , shake hands , and kiss and do SectionA 1a(the purpose of this activity is to deepen students’impression of these new words by doing action by themselves and increase their interest in English.)Step Ⅳ listeningGo through the instructions with the class. Point to the lists in Activity 1aT: now let’s hear a conversation between a boy and a girl at first. Their conversation contains the answers to the questions in Activity 1aPlay the tape for the first time. This time, students only listen.Play the tape a second time. Ask them to listen to the recording and check their answers to Activity 1a.Check the answers with the class. Invite a student to read the answers.( the purpose: This activity gives students practice understanding the target language in spoken conversation. On the one hand this activity practises their listening ability; on the other hand, it can foster their independence of learning by finding by themselves.)Step Ⅴ pair workT: What are people in Korea supposed to do when they meet for the first time?S3: What are people in Korea supposed to do when they meet for the first time?Point to the lists of customs and countries in Activity 1a. Get students to askand answer in pairs according to the model in 1cAs students work together, T moves around the classroom checking their work.Ask different pairs of students to ask and answer a question for the class.S1: What are people in the United States supposed to do when they meet for the first time?S2: They're supposed to shake hands.S3: What are people in Japan supposed to do when they meet for the first timeS4: They're supposed to bow.S5: What are people in France supposed to do when they meet for the first time?S6: They're supposed to shake hands.Step Ⅵ group workAsk students to work in group of four and talk about what other countries and customs they know about. Each group should choose one member to write down the results they talk about and choose one representative to report it.(The purpose is to cultivate students’ cooperative spiri ts and practise their speaking ability. Let students learn how to do teamwork.)Step Ⅶ HomeworkWrite a report to introduce some countries’customs by using the sentence patterns people are supposed to(The purpose is to let students change what they learned to their own language.)。
人教版九年级英语Unit 12 You’re supposed to shake hands. 说课稿二
Unit 12 You’re supposed to shake hands. 说课稿二一、三维目标认知目标：掌握关键词汇 shake hands custom bow kiss greet be supposed to 等关键词汇和目标语言 What are you supposed to do when you meet someone for the first time ? You are supposed to shake hands . .能力目标：了解一些国家的饮食起居，生活习惯和文化异同，并运用学习的知识表达自己对生活习惯的看法。
情感目标：本单元以谈论习俗为话题，了解各地不同的文化知识。
从而让学生知道哪些是应该做的，哪些是不应该做的。
要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。
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；加深学生对中外文化的了解，拓展学生的文化视野，为学生阅读相关方面的文章奠定一定的文化基础。
我们知道近几年来有关风俗文化，生活习惯的阅读内容一直是中考热门的话题之一。
通过本单元的学习，学生可以掌握一定的相关方面的知识，为今后在阅读积累必要的信息。
在Section A 当中出现的 be supposed to 句型为重点句型，此句型的语法结构为被动语态。
被动语态也是历年来中考基础命题必考的内容之一。
比如，去年的中考试题，在基础选择部分试题中就出现了对此语法结构考查。
Section A 首先通过一些图片和句型来让学生初步了解本单元的语言目标。
然后，通过练习进一步加以巩固。
接着通过一组听力练习，来训练学生的听力，同时，学生可以具体了解到不同的国家在风俗习惯等方面有着怎样的不同。
为下面的学习进行铺垫，同时激发学生了解更多的相关知识的学习兴趣。
教学目标：学习一些见面礼仪，生活习俗和对时间的看法，通过听力训练和口语训练，加深学生对目标语言的认识，掌握 be supposed to 句型。
人教版九年级英语下册《Unit 12 You’re supposed to shake hands.(通用)》教案_2
2.Hold me up , _____ me tight, teaching me to ____ my mind.Iam _____ thatIcan _____, believe me thatIcan fly ,Iam proud thatIcan fly, to give the best of mine.
教学难点
What should the students do during the listening process
内容提要
（教学环节）
时间
教学流程
所需资源
设计意图
学生学习事项
教师调控方式
环节一：
导入（启发探究1分钟）
1分钟
What should the students do before listening
备课教师
英语
年 级
九年级
课 题
Unit12listening skills training class!Section A3a-3b
时 间
第一课时
（45分钟）
教学目标
Make the students grasp the skills of listening
教学重点
Listening skills training
e the special marks to help.
(PKM)
After listening
1.Recall what you have heard .
2.Make out the answer quickly.
after discussing with them these listening methods then let them memorize these methods.
人教版九年级英语Unit 12 You’re supposed to shake hands. 说课稿
Unit 12 You’re supposed to shake hands. 说课稿一．本节课使用信息技术的必要性：信息技术与英语教学的整合，是实现英语现代教育思想的重要手段。
信息技术具有以下特点：（1）多重感官刺激；（2）传输信息量大，速度快；（3）信息传输质量高；（4）使用方便，易于操作；（5）师生交互性强。
因此，信息技术在英语课堂教学上的应用是英语教学的需要和趋势，是提高英语课堂效率的有效途径。
二．说课内容我主要从以下几个方面进行说课：说教材分析、说教学目标、说教学方法、说教学设计。
（一）Analysis of teaching materials(教材分析)本单元话题是讨论不同国家不同民族礼仪和风俗文化的差异，如初次见面的礼仪、餐桌礼仪等，并围绕礼仪这一话题展开。
并且“风俗习惯，文化礼仪”知识是中考常考的知识点，因此本单元在教材中比较重要。
（二）Teaching Aims(教学目标)1.Knowledge aim(语言知识目标)：认知并掌握有关礼仪的词汇和句型，能熟练应用You’re supposed to …进行交际和表达。
2.Ability aim(语言技能目标)：从听、说、读、写四方面提高学生语言技能。
3.Moral aim(情感态度目标)：让学生感受世界不同国家的礼仪风俗，乐于接受并了解异国文化，在生活中做有礼有节的人。
（三）Teaching Methods(教学方法)1.Cooperative and communicative methods(合作与交流).2.Task–based Language Teaching Approach(任务型教学).3.Multi-media Teaching(多媒体教学).（四）Teaching procedure(教学过程设计)本节课由以下几个教学环节构成：引入、呈现、任务、作业四部分1.引入（Leading-in）出示北京奥运会火炬“祥云”的图片，然后播放北京奥运会火炬全球传递宣传片。
九年级英语全册 Unit 12 You’re supposed to shake hands教案 人教新目标版
Unit 12: You’re supposed to shake hands.Part 1: Teaching Design第一部分:教学设计Period 1: Matching, Listening and Speaking (Page 94)(What are people supposed to do…?)Objectives●To learn to understand and use supposed to + infinitive●To listen and speak what you are supposed to doProcedures■Warming up by studying the title “You’re supposed to shake hands.”Hello, class. Is there anyone who is late for school today? I see Li Jianshe is late. He is not here yet. You have to be here for class before the bell ring. That is to say you are supposed to be on t ime for school. By the way do you know what I mean by saying “you are supposed to be on time for school”.be supposed to... 其中to是动词不定式符号，不是介词，其后要跟动词原形。
当be supposed to... 的主语是“人”时，意为“应该……”；“被期望……”，它可以用来表示劝告、建议、义务、责任等，相当于情态动词should。
如：Everyone is supposed to wear a seat-belt in the car. 每个人在汽车里都应该系安全带。
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Unit 12 You’re supposed to shake hands Reading教学设计主要内容：1.Pair work: think of something you really wanted and worked hard for. Thendiscuss questions 1-4 with your partners.2.Find out one detail for each of these main ideas.3.Match the words and expressions with their meanings and make sentences withthe words and expressions.4.Read the article and decide if these sentences are true or false, andcorrect the false sentences.教学过程：Step 1诗歌欣赏，小组讨论生活经历及体会I love my family.Mummy, Daddy and me.We love one another,We’re a happy family.… …T: We love our family. Who love you most in your family?Ss: our parents.T: we know in the world, it’s parents who love us most and it’s invaluable. Can we share your parents’ love? Can you tell how your parents love you?Ss:… ….Step 2 快速阅读，找出故事发展的结局和主要情节1.T: read the passage “parent helps child”. It’s about Westley More. With his mother’s help,Westley has changed a lot. What’s the result?Ss:… ….2.T: read the article and decide if these sentences are true or false. Correct the falsesentences.(Students read the passage quickly and finish the exercises. And then check the answers together.)Step 3 仔细阅读，整理文章信息T： please read the passage carefully and fill in the form.Main idea DetailStudents read the passage and fill in the blanks.T: who wants to us your work? Okay, let’s have a careful look.Main idea DetailWestley was a bad boy. He got into trouble at school.His mother did a lot for him. His mother bought him books, and took them tomusic concerts and talks.T: well done. Congratulations!Step 4 讨论妈妈在电话中对Westley 说的话，神话主体T： let’s discuss the following question: in paragraph 2, “they let Westley call his mother for five minutes. After that the bad boy would never be the same.” Plesase guess: what did his mother say? S:…T: any other volunteers?T: wonderful！ I’m so moved.Step 5:homework1.Write a short passage about:A description of what you did and what the difficulties were;Who helped you and how did they help you?How did you feel at the end?What did you learn from this experience?2.Make a nice card to your parents and write the words which you would like to say to themmost?教学案例评价：本课的教学设计，在教学理念上以学生发展为本，关注学生的个体差异，通过“阅读、质疑、点拨”的教学形式培养学生的问题意识和创新思维，促使学生在广阔的空间中主动地探求知识，获得感悟。
学生将乐斗过程中碰到的问题及老师布置的阅读任务在小组内通过合作探究解疑。
通过提问、思考、回答、分析，学生不仅可以领悟文章深邃凝重的思想，而且通过动脑、动口的思想交锋，在探索知识的过程中，变被动接受为主动探索。
本课教学设计体现了“以人为本，学以致用”的人本主义教育思想，教师能够从学生的生活实际和人性发展需要出发，创造性地对教材内容进行大胆的重新整合，使课堂教学内容更加科学化和生活化。
附：课文原文Parent helps child.Westley Moore was a fifteen-year-old American boy. Five minutes changed his life. Before then, he was just another kid going down a dead-end road. His father had died. His mother worked three jobs to pay for her three children's education. She really wanted them to succeed. Yet Wesley was a bad boy. Studying did not interest him. He got into trouble at school and with the police. Luckily, his mother never gave up trying to help. She bought him books about sports to read. Her children's school work had a special place in the home. She took the family to music concerts and talks on interesting subjects.But Westley still kept slipping. Sometimes he didn't go to school and his mother didn't know where he was. So she sent him to a military school. Students wore army uniforms and lived like soldiers. Of course, he didn't like it. He ran away a lot. He finally told the school he wanted to leave. They let Westley call his mother for five minutes. After that the bad boy would never be the same. "It was exactly what I needed," he said. "My mother helped me understand the many sacrifices she had made for me. I realized she was living her life for her children. She said that even though my father wasn't there, he was looking down at me and wanted to be proud. That's when I changed. I wanted to do better."Soon Westley became the top student at school and later studied at a good university. He did so well that he has been invited to study at Oxford University, one of the best universities in the world and a very high honor for any student. Why did he change from a bad boy to an honor student? It wasn't luck. His friends and family say this is a story of how parents can change young people in trouble. They should not give up on their children. Instead, parents should try different ways to help them. They should let their children know different people and ideas. It is important to get children interested in reading. A child also needs to feel good about himself or herself. "There are a lot of things that move a kid in the right or wrong direction. Parents who are there for their children are very important," Westley said.。