【全效学习】九年级英语全册 unit 12 you are supposed to shake
九年级英语全册 Unit 12 You’re supposed to shake h
In Japan
Lead in
not polite
point at anyone with your chopsticks
In America impolite
make noise while eating noodles
2c PAIRWORK Talk about the table manners in your country.
A: We’re supposed to … B: Yes, and it’s rude to …
3a Read the e-mail message from Wang Kun and answer the questions. 1. Why was Wang Kun nervous before she arrived in France?
In Japan
rude eat or drink while walking down the street
Presentation
Table manners around the world. There are many table manners around the world. But different countries have different culture. …
补全对话一
Practice
A: You must be really _e_x_c_it_e_d about leaving for Japan
tomorrow, Steve!
B: Yeah, I am. But I’m a little nervoo_u_t_ what ?
【全效学习】九年级英语全册 Unit 12 You are supposed to shake hands单元知识考点
Unit 12 单元知识考点单项选择( ) 1. —You can speak French well. Who taught you? —Nobody. I learnt it all by ______.A. meB. myselfC. itD. itself( ) 2. It is bad ______ to talk with your mouth full.A. healthB. waysC. mannersD. hobbies( ) 3. The host family went out of ______ way to make us feel at home.A. theyB. themC. theirD. those( ) 4. The boy found ______ hard to get along with the other classmates.A. itB. thatC. thisD. them( ) 5. I don’t think one can keep healthy ______ taking enough exercise.A. withB. withoutC. forD. to( ) 6. In this country, it’s ______ to stick your chopsticks into your food.A. rightB. politeC.rudeD. kind( ) 7. This computer can’t work . It needs to be fixed.A. mostlyB. normallyC. hardlyD. usually( ) 8. —What a traffic jam! I’m going to be late again.— Yes. The traffic now is ______ than it used to be.A. even betterB. a bit goodC. even worseD. a bit bad( ) 9. A group of volunteers go to the Green Lake Park to _____ litter every month.Shall we join them?A. stay upB. put upC. show upD. pick up( ) 10. I’m not sure, but he’s supposed sometime next week.A. returnB. returnsC. to returnD. returning( ) 11. —I haven’t worked the problem out yet. What am I supposed to do?—Try again! It’s onl y _________ difficult.A. a lotB. a bitC. too muchD. too many( ) 12. I think he draws very well. _________ he is only 4 years old.A. At firstB. At allC. Above allD. After all ( ) 13. I think the word can’t show the emotion _________ I feel.A. thatB. whereC. howD. why( ) 14. —Will you come to this dinner party?—I won’t come unless Jenny _______.A. will be invitedB. is invitedC. will inviteD. invited ( ) 15. —You’ve given us a wonderful Chinese dinner, Mrs Wang. — _________.A. I’m glad you enjoyed itB. Oh, I’m afraid I didn’t cook very wellC. Come again when you are freeD. It’s not necessary for you to say so( ) 16. Everyone is supposed ________ a seat belt in the car.A. wearingB. to wearC. to be wornD. to dress( ) 17 She felt surprised when she saw me.A. bitB. a bit ofC. a bitD. a little of( ) 18. I find ________ difficult to remember everything, though I’m still young.A. thatB. thisC. itD. its( ) 19. is really hard them to climb Mount Qomolangma.A. It, forB. This, toC. This, forD. It, to( ) 20. He gave up ______two years ago. That’s to say, he is a non-smoker now.A. smokeB. smokingC. to smokeD. smoked( ) 21.She had never been to the Great Wall. Today she saw it ____ the first time.A. atB. forC. inD. by( ) 22. In Switzerland, people ________ visit a friend’s house.A. make plansB. make plans toC. makes plans toD. make a plant ( ) 23. You’d better not read today’s newspaper because there is init.A. something interestingB. anything newC. important thingD. nothing relaxed( ) 24. It’s too hot. Do you mind ______ the window?A. my closingB. my openingC. openD. close( ) 25. —Did you go to Li Lei’s birthday party? —No, I .A. wasn’t invitedB. haven’t invitedC. don’t inviteD.am not invited( ) 26. He used to football after school last term.A. playB. playedC. playingD. plays( ) 27. We mustn’t go into the teachers’ office without on the door.A. knockB. to knockC. knockingD. knocked( ) 28. My mother made me my homework first yesterday.A. doB. didC. to doD. doing( ) 29. I think our teacher was too strict, but now I him.A. used to, used toB. am used to, am used toC. used to, am used toD. am used to, used to( ) 30. —When did Cathy China? — She here on June, 26th.A. arrived in, arrivedB. arrived at, got toC. reach to, gotD.get to, arrived。
【全效学习】九年级英语全册 Unit 12 You are supposed to shake hands.Section A(1a-2c)听说课课时练习
Unit 12 You are supposed to shake handsSection A(1a—2c) 听说课学习目标：1.根据音标会拼读单词。
2.学会谈论应该做的事。
3.主要句型和交际用语。
学习重难点。
1.重点句型应用。
What are you supposed to do when you meet someone? You’re supposed to kiss.2.语法: be supposed to do sth 用法一单词1.摇动2.风俗3.鞠躬4.亲吻二词组1.被期望2.握手3.第一次4.晚到5.想某人吻6.犯错三句子1.当人们第一次碰头时，他们应该做什么？2.在巴西，人们应当亲吻。
3.在莫斯科，人们应当握手4.在日本和韩国，我们应当鞠躬。
5.你应该什么时候到达？6.我应该在七点到达。
四听力 1aA: What are people _________ to do whey they meet in your country, Celia? B: Well, do you mean when people meet for the ______time？A: Yeah.B: Well, in __________, friends kiss.A: What about in _____________________?,Rodrigo?C: In _______ we shake _________.A: How about in __________, Yoshi?D: We _________..E: And in __________ we also ________.A: Well, I guess in most ________ countries we shake hands.2a,2bＡ: Hi, Maria . How was ________party?Ｂ: Oh, it was a _________________.A: It was?B: Uh-huhA:Ｗhat ____________?B: Well, I ____________ to arrive at 7:00, but I arrived at 8；00.A Oh, you were late.B: In my country, it’s different. When you__________ for 7:00, you’re supposed to__________ .A: I see.B: Then when I ______ Paul’s mom, I kissed her.A: And you were supposed to____________ instead.B: That’s right. And I wore a _______ dress.A: What’s wrong with that?B: Well, it was a ___________, Dan. Everyone else was wearing a T-shirt and _______ Dan: I guess you should have asked what you were supposed to_____.五巩固提升1. 单选1.People in China when they meet for the first time.A. bowB. kissC. shake handsD. laugh2.The custom sending birthday cards began in the 19th century.A. ofB. withC. onD. about3.Mr Brown Maria goodbye, and handed her the bag.A. kissedB. dropped C played D. stuck4.I was supposed to 8:00,but I was late.A. arrive atB. reach atC. got atD. arrive in5. –Oh! My tooth is aching again! --I think you should have out in thehospital.A. to pull itB. pulled itC. it pullingD. it pulled2. 按要求改写句子。
【全效学习】九年级英语全册 unit 12 you are supposed to shake
Unit 12 You are supposed to shake handsSection B(1—2c) 听说课学习目标。
1.根据音标会拼读单词。
2.重要词组，句型和短语。
3.会谈论礼节，风俗习惯。
学习重难点。
1.熟练掌握单词的拼写及运用。
2.重点词组，句型的记忆与用法。
3.重点句型。
You are supposed to do sthYou’re not supposed to do sthIt’s + adj +to do sth.一单词1.秘鲁2.餐巾3. 擦，抹4. 刺，插5. 指向6.粗鲁二词组1.发出令人不愉快的声音2. 在餐桌旁3. 捡起，挑选4.插进5. 指着6.餐桌礼仪7.前往三句子1.我不知道怎么样用筷子。
2.我不知道怎么样在餐桌旁表现。
3.当你吃的时候，发出声响是礼貌的。
4.用筷子插进食物里是粗鲁的。
5.你不能用筷子指着任何人。
6.当沿着街道走的时候，吃或喝都是粗鲁的。
7.当你吃东西的时候，你不应该讲话。
8.只有父母亲允许在餐桌旁讲话，孩子不允许。
四听力2aA: You must be really ________ about ________ for Japan tomorrow, Steve.B: Yeah, I am. But I’m a little _______________,tooA: Nervous about what?B: Well, for one thing, I don’t know how to use ______________ very well--- and I don’t know how to __________ at the dinner table.A: Oh, I see. I could give you a little lesson on Japanese ________ __________ if you’d like.B: Really, That would be great.A: Hmmm. Let me see. One difference is that sometimes it’s _________ to make noise when you are eating, especially when you are eating ___________. It shows that you like the ______.B: Really, That’s interesting. In the USA, you are _____ supposed to do that. A: Yeah, I know. Ok, so here are some chopstick rules: it’s _____ to stick your chopstick into your ________________. And you shouldn’t ______ at anyone with your ____________.B: Oh, Ok. I ___________.A: And also, this isn’t about table manners exactly, but you should know it’s ________ to eat or drink while ________ down the street.B: Huh.A: OH, and the most important thing you need to know is that you are not supposed to _______ when you are eating dinner. Only __________ are allowed to _______ at the dinner table. ______ are not allowed to _______.B: Wow. That’s---______________.A: I’m just kidding. Steve.五根据句意,用括号中所给词的适当形式填空.puters are used by people for ______ problems. (do)2.Spaceship ______people have reached other parts of the universe. (with)3.Britain is only 30 kilometers away from _____ . (French)4.I think English is _____ than maths. (important)5.The Great Wall is over six ______kilometers long. (thousand)6.The hat was ______of silk. (make)7.The moon ______round the earth . (travel)8.Sheep are ______by farmers for producing wool and meet. (keep)。
【全效学习】九年级英语全册 Unit 12 You are supposed to shake hands.Section B(3a-4)阅读课课时练习(
Unit 12 You are supposed to shake handsSection B (3a---4)阅读课学习目标。
1.根据音标会拼读单词。
2.重要词组，句型和短语。
3.会谈论礼节，风俗习惯。
一单词。
1.刀，叉2.吃饱的 3大腿4.肘逐渐的 5称赞 6.特殊的7.敬酒二词组。
1.为----感谢2.玩得开心（三个）3让我感觉宾至如归 4.犯大量错误 5与-----不同6.例如 7把面包放在盘子上 8相当奇怪9 切碎 10用叉吃 11发现做某事很难12.习惯于做某事 13不再 14告诉某人关于某事15紧张没有原因 16首先 17与某人一起吃饭18.与长者交谈 19约会 20餐桌上敬酒21特地做某事三句子。
1.你没有理由那样做（reason）2.他们不怕麻烦来帮助我（get out of one’s way）3.虽然我仍然犯很多错误，但这不像以前那样困扰着我了。
(bother)四阅读3a 中的短文，判断下列句子的正误。
T or F( ) 1.Ｔhe e-mail is about table manners.( ) 2.The e-mail is from Laura to Wang Kun.( ) 3.Wang Kun didn’t think that he would have so great a time on his exchange program.( ) 4.His host family feels it’s not convenien t to live with Wang Kun. ( ) 5.Wang Kun’s Friend has improved very quickly.( ) 6.Learning how to behave at the dinner table is a little difficult for him.五稳固提升1.3A填空Dear Laura,Thanks for your message. Yes, I’m having a great time on my 1_________(change) program in France. It’s even 2 ________(good) than I thought it would be. I was a bit nervous before I arrived here, but there was no reason to be. My host family is really nice. They go out of their way 3_________( make) me feel at home. And you wouldn’t believe how 4________(quick) my French has improved! I’m very comfortable to speak 5_________( France)now. Although I still make lots of mistakes, it doesn’t bother me like it used to. My 6________(big) challenge is learning how to behave at the dinner table. As you can imagine, things are really different from the way they are at home. For example, you’re 7___________(suppose) to put your bread on your plate. You’re supposed to put it on the table! I thought that was pretty strange at 8_________(one), but now I’m used to it. You’re not supposed to eat anything with your hands except bread, not even fruit! (You have to cut it up and eat it with a fork.) Another thing is that it is very rude 9__________(s ay) you’re full. If you don’t want any 10_________(much) food, you should just say, “It was delicious.” Also, it’s rude 11_________(put) your hands in your lap. You should always keep your hands, but not your elbows, on the table. I have to say, I find it difficult to remember everything, but I’m gradually 12________(get) used to things and don’t find them so strange any more. I’ll write soon and tell you more about life in France.Hope you’re having a good school year.Wang Kun2. 根据句意，用所给动词的适当形式完成句子。
【全效学习】九年级英语全册 unit 12 you are supposed to shake
Unit 12 You are supposed to shake handsReading 阅读课学习目标1. 根据音标拼读单词。
2. 主要词组句型和交际用语。
3. 谈论餐桌礼仪。
学习重难点。
1.重点词组，句型。
2.谈论餐桌礼仪。
一单词1.垃圾 2寻找 3聊天热线4在线的 5.打字 6主要的7构成 8短语，词组 9结合，组合10象征 11.标点符号 12记号13.情感 14冒号 15括号16.在-----附近 17. 电子邮件 18.谜语19.合适的 20.高兴地 21.一队人22.通常的 23.谁的 24.同音异形异义词二词组1.在周五晚上2.习惯于用筷子吃 3以------开始4用左手拿匙 5 决定做某事 6用英语写7彼此交谈 8厌倦 9禁不住10用传统方式 11.用电话给某人发信息 12在课上13做鬼脸三阅读：阅读大课文，回答下列问题。
1. What is e-mail English?_____________________________________2. Where do e-mail English words come from? __________________________3. How many types of words does e-mail English use? What are they?_____________________________________________4. How do you use punctuation marks when you write e-mail English?_____________________________________________________________5. When is the proper to use e-mail English?______________________________________________________________四巩固提升（一）用所给词的适当形式填空。
九年级英语全册 Unit 12 You’re supposed to shake hands Rea
【归纳(guīnà)拓展】pleased变形记
please
作动词, 意为“使高兴; 使满意”。例如: Nowadays lots of parents always try to please their children. 现 在很多父母总是尽力使他们的孩子高兴。
作形容词, 意为“令人高兴的”, 常用来作表语或定 pleasant 语 , 描 述 事 物 的 特 征 。 例 如 : The trip was very
第二页，共16页。
Ⅱ. 根据短文内容, 完成表格信息(xìnxī)(每空词数不限)
E-mail English
Definition
a new kind of 1 English
Aim
being used to 2
Two 3 of words
abbreviation homophone
When to use
1.
2.
e-mailing a friend or 4
3.
to a 4fr. iend on a phone
答案: 1. written 2. save time/write quickly 3. types
4. sending a message
第三页，共16页。
1. E-mail English is a new kind of written English that is being used to save time. 电子邮件英语是一种(yī zhǒnɡ)新型的被用来节省时间的书面英语。
第十五页，共16页。
3. 比尔说他对演讲比赛的结果感到很满意。 Bill said that he ______ very ______ ______ the result of the speech contest. 4. 如果你上课做鬼脸, 老师会生气的。 If you ______ ______ in class, the teachers will be angry. 5. 学会正确使用电子邮件英语(yīnɡ yǔ)很重要。 ______ important ______ ______ to use e-mail English correctly. 答案: 3. was; pleased with 4. make faces 5. It’s; to learn
九年级英语全册 Unit 12 You're supposed to shake hands单元整理教案 人教新目标版
Unit 12 You're supposed to shake hands.The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularybow, kiss, be supposed to, shake hands, customs(2) Target LanguageWhat are people in Korea supposed to do when they meet for the first time?They're supposed to bow.2．Ability Objects(1) Train students' listening ability.(2) Train students' communicative competence.3．Moral ObjectsBefore you meet foreigners, you should some customs. In this way, you can act politely and properly.Ⅱ．Teaching Key Points：Target languageⅢ．Teaching Difficult Points1．How to train students' listening ability.2．How to train students' communicative competence.Ⅳ．Teaching Methods1．Scene teaching method2．Listening-and-answering activity to help the students go through with the listening material.Ⅴ．Teaching Aids：1．A tape recorder 2．A map of the worldⅥ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 11. In this unit, we learned some ways of asking for information politely. Now if you want to go to a 'library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong.Say, Please tell me things that are good to do in school and that are not good to do in school.Write each suggestion under the appropriate heading on the board.Ask students to repeat this example. Then ask students to tell about some things that are good to do in school.Step Ⅱ 1aThis activity introduces some target language.Let students read the instructions.Point to the two lists of words. Read each word and ask students to repeat it.Put up a map of the world on the board. Ask students to explain where each of the countries is.Ask different students to act out the action described by each word or phrase-bow , shake hands , and kiss.Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries.Look at the sample answer. Tell students to guess if they aren't sure.Step Ⅲ 1bThis activity gives students practice understanding the target language in spoken conversation.Go through the instructions with the class. Point to the lists in Activity 1a and say, Now you will hear a conversation between a boy and a girl. Their conversation contains the answers to the questions in Activity 1a.Play the tape for the first time. This time, students only listen.Play the tape a second time. Ask them to listen to the recording and check their answers to Activity 1a.Check the answers with the class. Invite a student to read the answers.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the whole class. Point out the example in the box. Ask two studentsto read it to the class.Step Ⅴ SummaryIn this class, we've learned some important words, such as bow, kiss, be supposed to, shake hands. We've also learned the target language What are people in Korea supposed to do when they meet for the first time? They're supposed to bow.Step Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard Des ignUnit 12 You're supposed to shake hands.Section AThe First PeriodTarget Language:A: What are people in Korea supposed to do when they meet for the first time?B: They're supposed to bow.Unit 12 You're supposed to shake hands.Section AThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：greet, be supposed to(2) Target LanguageHow was the dinner at Paul's house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8 : 00.2．Ability Objects(1) Train students' listening ability.(2) Train students' communicative competence.3．Moral ObjectsWhen you're invited to a place, you mustn't be late, greet people the wrong way and wear the wrong clothes. That is, you should act according to your host's customs.Ⅱ．Teaching Key Points1．Key Vocabulary：greet, be supposed to2．Target LanguageHow was the dinner at Paul's house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrive at 8 : 00.3．Structure：What are you supposed to do when you meet someone?Ⅲ．Teaching Difficult Points1．the target language2．How to improve students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve students' listening ability.2．PairworkⅤ．Teaching Aid：A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask some pairs to act out their conversations according to Activity 1a.Step Ⅱ 2aThis activity provides guided listening practice using the target language.Look at the picture and ask students to tell What is happening.Help students understand that the people are at a picnic.Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.Ask different students to explain the meaning of each line in their own words. Listen to Maria talking to a boy about what happened at the picnic. She made several mistakes. Listen to the recording and check the mistakes she made.Play the recording. Students only listen the first time. Play the recording again. Get students to check the mistakes Maria made.Step Ⅲ 2bThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Point out the blanks in the four sentences. Invite a student to read the first sentence.Play the recording again. Let students fill in the blanks with the words they hear alone. Correct the answers with the class.Step Ⅳ 2cThis activity provides guided oral practice using the target language.Read the instructions for the activity to the class.Look at the example in the box. Ask two students to read the conversation to the class.Point out the mistakes in Activity 2a and the sentences in Activity 2b. Role play Dan and Maria's conversation using information from Activities 2a and 2b.Ask students to work in pairs. As they work, move around the classroom checking the progress of the pairs and offering help as needed.Check the answers by calling on different pairs to say their conversations to the class. Encourage students to express emotions such as disappointed or embarrassment as they say their conversations.Step Ⅴ Grammar FocusReview the grammar box Get different students to say the questions and answers.What are you supposed t o do when …You're … You're not …When were you supposed to …I was … I wasn't …Ask different pairs of students to take turns completing each pair of questions and answers. Give cues to help the students make questions and answers.Repeat the process usin g the question When were … and the answers I was … and I wasn't Step Ⅵ SummaryIn this class, we've learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul's house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7 ; 00 , but I arrived at 8 : 00 and the structure What are you supposed to do when you meet someone?Step Ⅶ HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus.Step Ⅷ Blackboard DesignUnit 12 You're supposed to shake hands.Section AThe Second Period1．Target Language:How was the dinner at Paul's house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.2．What are you supposed to do when …You're … You're not …When were you supposed to …I was … I wasn't …Unit 12 You're supposed to shake hands.Section AThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：land, drop by, after all, relaxed, a bit(2) Target LanguageCan you tell me the things I'm supposed to do?The first thing is to greet the teacher.Okay. What should I say?You are supposed to say “good morning, teacher. ”2．Ability Objects(1) Train students' integrating skills.(2) Train students' communicative competence.3．Moral ObjectsDifferent countries have different customs. So you are supposed to do in Rome as the Romans do.Ⅱ．Teaching Key PointTrain students' integrating skills.Ⅲ．Teaching Difficult PointHow to improve students' integrating skills.Ⅳ．Teaching Methods1．Fast reading to let students get the general idea of the text.2．PairworkⅤ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: In last period, we summed up the expressions for telling what you are supposed to do. Now I'll check your homework. I'll ask some pairs to act out the conversations before the class.Step Ⅱ 3aThis activity provides reading and writing practice using the target language.Read the words and have students repeat again and again until they can pronounce the words fluently and accurately.Read the instructions. Do you know what an opinion is?Look at the chart. Point to the word attitude on the chart and say, An opinion is like an attitude. Tell students what they will write in the chart.Ask students to read the first paragraph on their own. When they read, move around the classroom helping them as necessary. Then ask students to read the second paragraph.Invite a student to read the sample answer to the class. Then let him point out which sentence the answer is found in. Ask students to read the paragraphs again and complete the chart on their own Correct the answers with the class.Step Ⅲ 3bThis activity provides guided oral practice using the target language.Look at the example in the box. Ask two students to read the conversation to the class.First practice this conversation with a partner. Then talk about your attitude toward being on time and getting together with your friends. Use true information. Have students work in pairs.Ask some different pairs to say their conversations to the class.Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language. Let students read the instructions.Ask a pair of students to model the sample dialogue. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Get students to complete the work in pairs. As they work, walk around the classroom offering help as needed.Review the task. Ask a few students to share their conversations with the whole class.Step Ⅴ SummaryIn this class, we've learned some key vocabulary words land, drop by and after all, and the target language Can you tell me the things I'm supposed to do? The first thing is to greet the teacher. Okay. What should I say? You are supposed to say “good morning, teacher”. We've also done a lot of reading, speaking and writing practice using the target language.Step Ⅵ Homework1．Write a conversation using the information in Part 4.2．Finish off the exercises on pages 49～50 of the workbook.Step Ⅶ Bla ckboard DesignUnit 12 You're supposed to shake hands.Section AThe Third PeriodTarget Language:A: Can you tell me the things I'm supposed to do?B: The first thing is to greet the teacher.A: Okay. What should I say?B: You're supposed to say “good morning, teacher”.Unit 12 You're supposed to shake hands.Section BThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：wipe, napkin, stick, chopstick, rude, point, pick up(2) Target LanguageWe're supposed to eat with chopsticks.Yes, and it's rude to eat with our hands.2．Ability Objects(1) Train students' listening ability.(2) Train students' ability to understand the target language in spoken conversation.(3) Train students' ability to use the target language.3．Moral ObjectsIn order to behave politely at the dinner table, you're supposed to learn some table manners. Ⅱ．Teaching Key Points1．Key Vocabulary：wipe, stick, chopstick, rude, point, pick up2．Target LanguageWe're supposed to eat with chopsticks.Yes, and it's rude to eat with our hands.Ⅲ．Teaching Difficult Points1．How to improve students' listening ability.2．How to use the target language.Ⅳ．Teaching Methods：1．Listening method 2．PairworkⅤ．Teaching Aid：A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get some students to read out their conversations using the target language in Section A 4. Collect their conversations and help correct their errors.Step Ⅱ Part 1This activity introduces new vocabulary and provides reading practice using the target language.Look at the picture and ask students to say what is happening in it.Look at the title, Mind your manners!Ask: What do you think it might mean?Read the instructions and point to the five statements about manners. Ask students to read the statements.Review the five statements to be sure students understand what each one means. Ask students to act out them. Then ask students to complete the quiz on their own. Correct the answers with the class.Step Ⅲ 2aThis activity gives students practice in understanding the target language in spoken conversation.Read the instructions to the class. Review what an exchange student is and what table manners are. If necessary, translate them into Chinese.Look at the four pictures. You will hear the exchange student Steve, talking with his Japanese friend, Satoshi. Satoshi is explaining some things you are and aren't supposed to do when eating in Japan.Point to the boxes where students are supposed to write a number next to each picture. Say, Number these I through 4 to show the order you hear Satoshi talk about these things in the recording.Play the recording the first time. Students only listen.Play the recording a second time. As they listen to the recording this time, let students number the pictures. Correct the answers with the class.Step Ⅳ 2bThis activity provides listening practice using the target language.Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings. Ask different students to read the two lists.You will hear the same recording again. This time as you listen, write the letter of the correct sentence ending after each sentence starter.Look at the sample answer. Read the correctly completed sentence to the class. Play the recording again. Ask students to write the letters in the blanks alone. Check the answers with the class.Step Ⅴ 2cThis activity provides guided oral practice using the target language.Go through the instructions for the activity with the class.Look at the example in the box. Ask two students to read the sentence starters.Now, complete each one with a true statement about table manners in your country. Ask two students to read their sentences.Point out the sentence starters in Activity 2b. Say, Have a conversation about table manners in your country with a parter. You can use the sentence starters in Activity 2b to help you get started.Have students work in pairs. Ask one or two pairs of students to say their conversations to the class.Step Ⅵ SummaryIn this class, we've learned some key vocabulary, such as wipe, rude, point, pick up. We've also learned the target language by listening and speaking.Step Ⅶ HomeworkTalk about the table manners in your country using the sentence starters in Activity 2b.Step Ⅷ Blackboard DesignUnit 12 You're supposed to shake hands.Section BThe Fourth Period1．Sentences in Activity 2b:(1) You aren't supposed to eat or drink while walking down the street.(2) It's polite to make noise while eating noodles.(3) It's rude to stick your chopsticks into your food.(4) You shouldn't point at anyone with your chopsticks. 2．Target language:A: We're supposed to eat with chopsticks.B: Yes, and it's rude to eat with our hands.Unit 12 You're supposed to shake hands.Section BThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularytable manners, behave, be/get used to, cut up, full, fork, You should …(2) Practise reading an article.(3) Practise writing something using the target language.2．Ability Objects(1) Train students' reading ability.(2) Train students' writing ability.3．Moral ObjectsWith the development of society, table manners are more and more important. Sometimes they can help people succeed. So you have to learn more table manners.Ⅱ．Teaching Key PointPractise reading and writing using the target language.Ⅲ．Teaching Difficult PointHow to write an e-mail message.Ⅳ．Teaching Methods1．Reading comprehension to help students grasp the main idea of the text.2．Writing method3．Groupwork to make every student work in class.Ⅴ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionReview the target language presented in this unit. Check homework.Ask two students to read out their sentences.Step Ⅱ 3aThis activity provides reading practice using the target language.Call attention to the e-mail message. Invite a student to read the article aloud to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Read the instructions to the class. Ask students to read the e-mail again. Check the answers with the class.Step Ⅲ 3bThis activity provides reading and writing practice using the target language. Read the instructions to the class. Point to the beginning of the e-mail message. Read it to the class.Look back at the pictures in Activity 2a and the matching exercise in Activity 2b. You can use the pictures and information in Activities 2a and 2b to help you write your letters.Ask students to finish the activity on their own. As they work, walk around the classroom offering help and answering questions as needed.Check the answers with the class. Ask a student to read his completed article to the class.Step Ⅳ 3cThis activity provides writing practice using the target language.Read the instructions and ask students to look back at Activity 2c.Remind students that they made conversations about table manners in their own country.Get students to finish the activity on their own. As students work, move around the room offering help as needed. Ask a student to read his or her message to the class. Have other students add any information that is missing from the first student's report.Step Ⅴ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Go through the instructions with the class. Ask a good student to give an example.Get students to . complete the work in small groups.Check the answers. Ask a few students to tell the class about what one should do in different situations. Answers will vary, but should emphasize politeness.Step Ⅵ SummaryIn this class, we've done a lot of reading, writing and speaking practice using the target language.Step Ⅶ Homework1．Read the e-mail message in Activity 3a again.2．Write an e-mail message to a friend about table manners.Step Ⅷ Blackbo ard DesignUnit 12 You're supposed to shake hands.Section BThe Fifth PeriodAnswers to Activity 3a:1．Her French was not very good.2．Her host family was really nice.3．Her French has improved.4．You put your bread on the table, not on the plate.5．One particular challenge is learning how to behave at the dinner table.Unit 12 You're supposed to shake hands.Section BThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in blanks and make sentences using arrive, meet, spend, behave and imagine.(2) Finish the story.(3) Complete the crossword.2．Ability Objects：Train students' writing ability.3．Moral ObjectsYou are supposed to learn much more table manners. It is very useful and helpful, especially when you are in foreign countries.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Finish the story.Ⅲ．Teaching Difficult Points1．Make sentences using arrive, meet, spend, behave and imagine.2．Finish the story.Ⅳ．Teaching Methods1．Teaching by explanation.2．Speaking methodⅤ．Teaching Aids：1．The blackboard 2．A projectorⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask a student to read the e-mail message in Activity 3a. Then ask a student to read his/her own e-mail message.Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit.Look at the words in the box. Ask a student to read them.Make sure students understand the meaning of the words.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. Show the answers on the screen by a projector.Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the classroom. Collect a few students' answers with mistakes on the blackboard.Step Ⅲ Part 2This activity provides reading and writing practice using the target language.Get students to complete the work in pairs.Invite a few students to read the end of the story. Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests.Step Ⅳ Part 3This activity focuses on the new vocabulary introduced in this unit.Do the example with the class to show them how to do a crossword puzzle. Ask students to complete the crossword puzzle on their own. Check the answers with the whole class.Step Ⅴ Just for Fun!This activity provides reading and speaking practice with the target language.Ask students what is funny about the cartoon. Help students to explain. The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway.Step Ⅵ Summary and HomeworkIn this class, we've done much writing practice using the key vocabulary words. After class, please finish off the story in 2 in your textbooks. Then finish off the exercises on pages 50～52 of the workbook.Step Ⅶ Blackboard DesignUnit 12 You're supposed to shake hands.Self checkThe Sixth PeriodSuggested answers to Activity 1:1．When you're invited to dinner, you should arrive on time.2．When you meet someone for the first time, you're supposed to shake hands. 3．We should spend much time learning English.4．The children don't know how to behave.5．I cannot imagine what he is doing.。
九年级英语全册 Unit 12 You're supposed to shake ha
Unit 12 You're supposed to shake hands.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 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 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 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 Methods1．Listening method to improve students' listening ability.2．PairworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask some pairs to act out their conversations according to Activity 1a.S A: What are people in Mexico supposed to do when they meet for the first time?S B: They're supposed to bow.Step Ⅱ 2aThis activity provides guided listening practice using the target language.Look at the picture and ask students to tell What is happening.Help students understand that the people are at a picnic.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.Maria's mistakes________ arrived late________ ate the wrong food________ greeted Paul's mother the wrong way________ wore the wrong clothesAsk different students to explain the meaning of each line in their ownwords. 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.Answers√ arrived late________ ate wrong food√ greeted Paul's mother the wrong way√ wore the wrong clothesTapescriptBoy: 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.Girly: Yeah, but in my country it's different. When you're invited for 7: 00,you're supposed to come later!Boy: I see.Girl: Then when I met Paul's mom, I kissed her.Boy: And you were supposed to shake hands instead.Girl: That's right. And I wore a fancy dress.Boy: What's wrong with that?Girl: Well, it was a barbecue. Everyone else was wearing a T-shirt and jeans.Boy: I guess you should have asked what you were supposed to wear.Step Ⅲ 2bThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Point out the blanks in the four sentences. Invite a student to read the first sentence.Play the recording again. Let students fill in the blanks with the words they hear alone.Correct the answers with the class.Answers1．arrive at 7 : 002．come later3．shake hands4．wearStep Ⅳ 2cThis activity provides guided oral practice using the target language.Read the instructions for the activity to the class.Look at the example in the box. Ask two students to read the conversation to the class.S A: How was the dinner at Paul's house last night?S B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7 :00 , but I arrived at 8 :00.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 conversationsto the class. Encourage students to express emotions such as disappointed or embarrassment as they say their conversations.Step Ⅴ Grammar FocusReview the grammar box Get different students to say the questions and answers.S1: What are you supposed to do when you meet someone?You're supposed to kiss.You're not supposed to shake hands.S2: When were you supposed to arrive?I was supposed to arrive at 7:00.S3: You should have asked What you were supposed to wear.Write these sentences starters on the board as pairs of incomplete questions and answers:What are you supposed to do when …You're … You're not …When were you supposed to …I was … I wasn't …Ask different pairs of students to take turns completing each pair of questions and answers. Give cues to help the students make questions and answers.For example:T: (point at what are …) After school.S1: What are you supposed to do after school?S2 : I'm supposed to go home. I'm not supposed to hang out with my friends.T: Good ! You're supposed to go home. You're not supposed to hang out with your friends.Repeat the process using the question When were …and the answers I was … and I wasn'tT: (point to When were …) Go to bed.S1: When were you supposed to go to bed?S2: I was supposed to go to bed at 10:00. I wasn't supposed to see a film.Step Ⅵ SummaryIn this class, we've learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul's house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7 ; 00 , but I arrived at 8 : 00 and the sturcture What are you supposed to do when you meet someone?Step Ⅶ HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus.Step Ⅷ Blackboard DesignUnit 12 You're supposed to shake hands.Section AThe Second Period1．Target Language:How was the dinner at Paul's house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.2．What are you supposed to do when …You're … You're not …When were you supposed to …I was … I wasn't …。
广东省珠海九中九年级英语全册《Unit 12 You're suppo
《Unit 12 You're supposed to shake hands-Bar Manners inBritain》文章素材Amazingly for the British，who love queues，there is no formal line-up in bars—the bar staffs are skilled at knowing whose turn it is. You are permitted to try to attract attention，but there are rules about how to do this. Do not call out，tap coins on the counter，snap your fingers or wave like a drowning swimmer. Do not scowl or sigh or roll your eyes. And whatever you do，do not ring the bell hanging behind the counter—this is used by the landlord to signal closing time. The key thing is to catch the bar worker’s eyes. You could also hold an empty glass or some money，but do not w ave them about. Do adopt an expectant，hopeful，even slightly anxious facial expression .If you look too contented and complacent，the bar staffs may assume you are already being served.Always say “please”and try to remember some of the British bar staffs’ pet hates. They do not like people to keep others waiting while they make up their minds. They don’t like pe ople standing idly against the bar when there are a lot of customers wanting for service. And they do not like people who wait until the end of the order before asking for such drinks as Guinness stout which take considerably longer to pour than other drinks.One Dutch tourist who spent six months visiting 800 of Britain’s 61 000 pubs and interviewing 50 publicans and bar workers and more than 1 000 customers said，“I cannot understand ho w the British ever man age to buy themselves a drink.”But they do，and if you follow these tips，you should be able to do so，too.Speaking of tips，you should never offer the bar staffs a cash gratuity. The correct behavior is to offer them a drink. Pubs pride themselves on their egalitarian atmosphere. A tip in cash would be a reminder of their service role，whereas the offer of a drink is a friendly gesture.1。
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Unit 12 You are supposed to shake hands
Section A (3a---4)阅读课
学习目标。
1.根据音标拼读单词。
2. 主要词组句型和交际用语。
一单词
1.卡莉
2.哥伦比亚
3. 放松的
4. 洛桑 5 瑞士 6. 国家，土地
7.对于 8.问候
二词组
1.和家人朋友消磨时间
2. 偶然拜访
3.定计划
4. 按时
5. 毕竟
6.邀请某人做某事
7.变得生气 8. 计划做某事 9.钟表王国
10.问候老师
三句子
1.和家人朋友在一起消磨时间对于我们非常重要。
2. 我们通常没有必要定计划去见朋友
3.在瑞士，守时很重要。
4.毕竟，我们是钟表王国。
5. 没有事先打电话，我们从不拜访朋友家。
四阅读文章，回答问题
(1.) Is it OK if you arrive a bit late if you tell a friend you’re going to their house for dinner in Colombia?
(2.) Do they usually have to make plans to meet their friends in Colombia?
(3.) C ould your friend get angry if you’re even fifteen minutes late in Switzerland?
(4.) Do they usually make plans to see friends in Switzerland ?
五巩固提升3a
Where I’m from, we’re pretty 1 ( relax ) about time. If you tell a friend you’re going to 2 (they) house for dinner, it’s okay if you arrive a bit late.
3 (spend) time with family and friends is very important to us. We often just
drop by our 4 (friend) homes. We don’t usually have to make plans 5 (meet) our friends. Often we just walk around the town center, 6 (see) as many of our friends as we can!
In Switzerland, it’s very important 7 (be) on time. We’re the land of 8 (watch), after all! If someone invites you 9 (meet) them at 4:00, you have to be there at 4:00. If you’re even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without 10 (call) first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.
六用所给词的适当形式填空。
1、There’s a bank on the (two) floor.
2、Could you please tell me how (get) to the post office?
3、The air isn’t fresh, I prefer (be) outside.
4、There’s something (happen).
5、There are a lot of free (concert) there.
6、It’s also just fun (watch) people
7、I (collect) them for many years.
8、 (ask) for information or help is a very common and necessary activity.
9、So (know) how to ask for information (polite) is important.
10、We need (learn) how (be) polite when we make requests.
11、We change the way we speak when (talk) with different people.
12、The expressions you use might depend on whom you (speak) to.
13、Sometimes we might even need to spend time (lead) to a question.
14、You can stop a (strange) in the street.
15、I’m sorry (trouble) you.
16、Before (ask) them for help, you should request politely.
17、It might seem that speaking politely is more difficult than (be) direct.
18、In order (not, offend) people, (learn) about language
etiquette is important.
19、You can learn any other language you wish (speak).
20、Choice of language (depend) on the relationship and situation.。