Unit12You’resupposedtoshakehandsSectionB

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九年级英语全册 Unit 12 You’re supposed to shake hands全单元课件人教新目标版

Maria: I was supposed to arrive at 7:00 , but I arrived at 8:00.
Maria: In my country, it’s different. When you’re
invited for 7:00, you’re supposed to come late. r
shake hands.
Section A(2a-2c)
2a Listening Maria’s mistake
2a Maria is an exchange student. Last night she had dinner at an American friend’s house. Listen and check (√) the mistakes Maria made.
Unit 12 You’re supposed to
shake hands.
Section A(1a-1c)
We are not supposed to eat in class.
We …
be supposed to do
被期望或要求做…；应当做…
be not supposed to do 不被许可做…;不应当做…
Dan: I see. Maria: Then when I met Paul’s mom, I
kissed her. Dan: And you were supposed to shake
hands instead. Maria: That’s right. AND I wore a fancy
dreቤተ መጻሕፍቲ ባይዱs.
countries we shake hands.

Unit 12 You’re supposed to shake hands. 第一课时课件

Make five sentences with
“be supposed to”.
B ? 3. ___ she supposed _____ A. Is , sleep late, B. Is, to sleep late C. Does , to sleep late D. Does, sleep late.
二、翻译句子。
1. 当初次见面时他们应该鞠躬。 are __________ supposed ____ to bow when they meet They ____ ___ ____ time ____. for ____ the first 2.你不应该在这里吸烟. not _________ supposed ___ to smoke here. You are ____ 3. 他们应该在哪里见面？ are they __________ supposed to meet? Where_____
Customs
a. bow
b. shake hands c. kiss
Listen and check your answers in 1a.
Countries
1.____Brazil c
2.____the United b States 3.____Japan a
Customs a. bow b. shake hands c. kiss
Sentences study
A：What are people in China
supposed to do when they meet
for the first time? B：They’re supposed to shake hands.
--What are people in America supposed to do when they meet for the first time? They are supposed to shake hands.

Unit12 You're supposed to shake hands.

Unit 12 You’re supposed to shake hands.1.You are supposed to shake hands.你们应该握手。

be supposed to do 表示“应该”、“被期望做……”，是一种表示提建议的句式，相当于should/ ought to do sth,其后跟动词原形，be 有人称和时态的变化，否定结构为be not supposed to do sth。

1)当be supposed to的主语为“物”时，它表示“本应，本该”的意思，用于表示某事本应该发生而没有发生。

2) be supposed to 还可以用于表示“被认为是……”、“被相信是……”。

Eg: 1.火车应该在十分钟之前到达。

_____________________________________2. 人们认为他们很聪明。

___________________________________________3.我们应该六点到达这里。

__________________________________________ 2. I guess you should ha ve asked …我想你应该提前问一问……此处用了“should + have + 过去分词”，表示“过去应该做某事（但没有做）”，其否定句式“should not + have + 过去分词”表示“过去不应该做某事（但做了）”，该句式含有不满或者责备之意。

Eg: 你本应该洗一洗你自己的衣服。

_____________________________________ 3.We often just drop by our friends’ homes.我们经常拜访我们朋友的家。

drop by 意为“顺便拜访”，后接表示地点的名词，也可接表示人的名词。

drop in sb 意为“顺便走访某人”。

Eg: 我只是顺便来看看你。

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．。

初中英语九年级下册《Unit 12 You're supposed to shake hands》精

学案Unit 12 You’re supposed to shake hands.SectionB 3a-4一．单元整体说明：本单元主要围绕“You’re not supposed to do ”这一话题，用来学习并感知不同情境，不同文化中的礼仪，特别是餐桌礼仪。

通过了解对比不同国家的不同习俗，提升自己的文化礼仪。

二．本课学习目标：1.Enable the Ss to grasp new words and phrases2.Learn to talk about the table manners .3.Enable the Ss to know that different countries have different table manners.三.本课预习目标1．New words fork, lap, elbow etc.2. Surf and collect the table manners in France and China四．课堂建构Step1Fast reading：Task1Choose the right answer.What’s Wang Kun’s biggest challenge?A. speaking FrenchB. learning how to behave at the dinner table.Step2 Careful readingThanks for your message. I’m having a great time on my exchange program in France. It’s even better 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 to make me feel at home. And you wouldn’t believe how quickly my French has improved. I’m comfortable speaking French now. Although I still make lots of mistakes, it doesn’t bother me like it used to be .Task2 Read carefully and tell true or false.1. Wang Kun is having a good time on his/her exchange program in France .2. Wang Kun’s host family go out of their way to make her feel at home.3.Wang Kun’ s French hasn’t improved and she is still afraid of speaking French.My biggest challenge is learning how to behave at the dinner table. As you can imagine, things are different from the way they are at home. For example, you are not supposed to put your bread on the plate .You are supposed to put it on the table . I thought it was pretty strange at first , but now I am used to it .You are not supposed to eat anything with your ands except bread, not even fruit! (You have to cut it up and eat it with afork.)Task3Read and chooseAs you can imagine, things are different from the way they are at home.It means :A. Things in France are not the same as the way in Wang Kun’s home.B.Wang Kun can behave at the dinner table as he can in his owncountry.Another thing is that it is very rud e to say you are full. If you don’t want any more food, you should just say ,It was delicious. Also it’s rude to put your hands in your lap .You should always keep your hands ,but not your elbows, on the table .Task4 Tell which is the correctaI have to say ,I find it difficult to remember everything ,but I am gradually getting used to things and don’t find them so strange any more. I’ll write soon and tell you more about the life in France. Hope you’re having a good school year.Task5.从文中找出It is difficult for me to remember everything.的同义句Step3 Task6Listen & Read Find out their doubts.Step4 Task7collect informationBe not supposed to do Be supposed to doput … on …put ….on …eat …with…. except bread . cut …up and eat … with…say: “”say: “”Put.. .in …Keep …on…Step5 Task9 GroupworkWhat table manners in China do you know about?Step6 Task 10 Writing :Suppose Laura from France is invited to the party a Chinese dinner party on Christmas Day .She asked you for some advice. Please writeI am happy to hear that you have a great time in Qingdao! Merry Christmas to you ! As you know things are different from the way in France. Here are some things you need to know at a Chinese party. You should …._______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ ________________________________________________________________________________ _______________________________________________________ _______________________________________________________ ______________________________________________________________________ _____Step7 Task11 Harvest time达标检测(必做题)1、Translate the following phrases餐桌礼仪习惯于…很舒服地做某事犯很多错…特地(不怕麻烦)做某事使某人感到宾至如归7.和…不同8.有点紧张9.切碎…10.将手放在大腿上1.The knife is used for _______things.2.I used to ______afraid of the dark.3.We ___________living in the city.st night, Jim ______everyone at the party ____at home..5.My sister goes out of her way _____ help me with my English.（选做题）program in France. It’s even _____ than I thought it would be . I was a bit ______ before I arrived here , but there was no reason to be. My host family is really nice .They _____________to make me_______at home. And you wouldn’t believe how quickly my French has_______. I’m comfortable _______French now. Although I still2.I used to ______afraid of the dark.3.We ___________living in the city.st night, Jim ________everyone at theparty _______at home..5.My sister goes out of her way _______ help me with my English. Step8 Homework1.Level1.Try to retell the table manners after class.2. Level2.Wang Kun also needs to know about table manners in the USA. Please search for the information and write an e-mail to him.。

Unit 12 You're supposed to shake hands Section A & B

Talk about what people in different countries do when they meet for the first time. A: What are people in Korea supposed to B: They’re supposed to bow .
英汉互译： 1.你不应该那样做． You are not supposed to do that. ______________________________________ 2. 他理应五点到． He is supposed to arrive at five o’clock. ______________________________________ 3. 我们应该每天早上读英语． We are supposed to read English every morning. ______________________________________ 4. 中国人初次见面经常握手． Chinese often shake hands when they ______________________________________
do when they meet for the first time?
2a Maria is an exchange student. Last night she had dinner at an American friend’s house. Listen and check (√) the mistakes Maria made.
copy others’ homework
You are (not) supposed to …
be supposed to 表示 “被期望(做)或要求应该”, 后须接动词原形.

九年级下英语unit 12《You are supposed to shake hands》Section A精品PPT课件

地点状语从句 time. 对……很随意
If you tell a friend you’re going to their
house for dinner, it’s OK if you arrive a bit
late. Spending time with family and friends is
Maria: I was supposed to __a_rr_i_v_e_a_t_7_:_0_0__, but I arrived at 8:00.
Maria: In my country, it’s different. When you’re invited for 7:00, you’re supposed to _c_o_m__e_l_a_t_er__.
a. bow b. shake hands c. kiss
1b. Listen and check the answer in 1a.
1c. Pairwork
A: What are people in Korea supposed to do when they meet for the first time?
九年级新目标
Unit 12 You’re supposed to shake hands.
Section A
Warm up: What do people do when they meet for the first time.
Different countries has different culture.
country? What are good manners if you go to a
foreigner’s house to have dinner? What are you supposed to pay attention to?

【范文】新目标初三Unit 12 You're supposed to shake hand

新目标初三Unit 12 You'resupposed to shake hands教案Unit12you’resupposedtoshakehandsTheFirstPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularybow,kiss,besupposedto,shakehands,customs（2）Target’Languagewhatarepeopleinkoreasupposedtodowhentheymeetforthef irsttime?They’resupposedtobow．2．Abilityobjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．Ⅱ．TeachingkeyPointsTargetlanguageⅢ．TeachingDifficultPoints．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingProceduresStepⅠRevisionT:yesterdaywefinishedUnit11．Inthisunit,welearnedso mewaysofaskingforinformationpolitely．Nowifyouwantt ogotoalibrarytogetabook,howcanyouask?writethetwocolumnheadingsontheboard:Rightandwrong．Say,Pleasetellmethingsthataregoodtodoinschoolandtha tarenotgoodtodoinschool．writeeachsuggestionundertheappropriateheadingontheb oard．T:Isitagoodideatocometoclasslate?S1:No．T:That’sright,It’snotagoodideatocometoclasslate．you’renotsupposedtocometoclasslate．classrepeat．you’renotsupposedtocometoclasslate．Ss:you’renotsupposedtocometoclasslate．T:（writescometoclasslateunderwrong）whataresomethingsyoushouldn’tdo?S2:weshouldn’teatinclass．T:Right．you’renotsupposedtoeatinclass．Askstudentstorepeatthisexample．Thenaskstudentstotellaboutsomethingsthataregoodtodo inschool．Theymaysaythingssuchas,youshoulddoyourhom eworkeveryday;youshouldraiseyourhandbeforeyoutalk．Rephraseeachofthesesentencesusingsupposedtoandaskst udentstorepeat:you’resupposedtodoyourhomeworkeveryday．you’resupposedtoraiseyourhandbeforeyoutalk．StepⅡ1aLetstudentsreadtheinstructions．Pointtothetwolistsofwords．Readeachwordandaskstuden tstorepeatit．Putupamapoftheworldontheboard．Askstudentstoexplainwhereeachofthecountriesis．Askdifferentstudentstoactouttheactiondescribedbyeac hwordorphrase—bow,shakehands,andkiss．Readtheinstructionsagainandaskstudentstomatchthecus tomslettereda,bandcwiththenumberedcountries．Lookatthesampleanswer．Tallstudentstoguessiftheyaren’tsure．StepⅢ1bGothroughtheinstructionswiththeclass．Pointtothelis tsinActivitylaandsay,Nowyouwillhearaconversationbet weenaboyandagirl．Theirconversationcontainstheanswe rstothequestionsinActivity1a．Playthetapeforthefirsttime．Thistime,studentsonlyli sten．Playthetapeasecondtime．Askthemtolistentotherecordi ngandchecktheiranswerstoActivity1a．checktheanswerswiththeclass．Inviteastudenttoreadth eanswers．StepⅣ1cReadtheinstructionstothewholeclass．Pointouttheexampleinthebox．Asktwostudentstoreaditt otheclass．PointtothelistsofcustomsandcountriesinActivityla．T ellstudentstofirsttalkaboutthesecountriesandcustoms ,andthentalkaboutothercountriesandcustomstheyknowab out．Asstudentsworktogether,movearoundtheclassroomchecki ngtheirwork．Askdifferentpairsofstudentstoaskandansweraquestionf ortheclass．StepⅤHomeworkReviewthetargetlanguage．TheSecondPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularygreet,besupposedto（2）TargetLanguageHowwasthedinneratPaul’shouselastnight?well,itwasok,butImadesomemistakes．Iwassupposedtoar riveat7:00,butIarrivedat8:00．2．Abilityobjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．moralobjectswhenyou’reinvitedtoaplace,youmustn’tbelate,greetpeoplethewrongwayandwearthewrongclothe s．Thatis,youshouldactaccordingtoyourhost’scustoms．Ⅱ．TeachingkeyPoints．keyVocabularygreet,besupposedto2．TargetLanguageHowwasthedinneratPaul’shouselastnight?well,itwasok,butImadesomemistakes．Iwassupposedtoar riveat7:00,butIarriveat8:00．3．Structurewhatareyousupposedtodowhenyoumeetsomeone?Ⅲ．TeachingDifficultPoints．thetargetlanguage2．Howtoimprovestudents’listeningability．Ⅳ．TeachingProceduresStepⅠRevisioncheckhomework．Asksomepairstoactouttheirconversatio nsaccordingtoActivity1a．StepⅡ2aLookatthepictureandaskstudentstotellwhatishappening．Helpstudentsunderstandthatthepeopleareatapicnic．Pointtomariaandask,what’smariawearing?（Sheiswearingadress．）Ask,Doesshelookcomfortable?（No．）Readtheinstructionsandpointtothefourmistakesontheli st．Askdifferentstudentstoreadthemistakestotheclass．Listentomariatalkingtoaboyaboutwhathappenedatthepic nic．Shemadeseveralmistakes．Listentotherecordingan dcheckthemistakesshemade．Playtherecording．Studentsonlylistenthefirsttime．Playtherecordingagain．Getstudentstocheckthemistake smariamade．checktheanswerswiththeclass．StepⅢ2bGothroughtheinstructionswiththeclass．Pointoutthebl anksinthefoursentences．Inviteastudenttoreadthefirs tsentence．Playtherecordingagain．Letstudentsfillintheblankswi ththewordstheyhearalone．correcttheanswerswiththeclass．StepⅣ2cReadtheinstructionsfortheactivitytotheclass．Lookattheexampleinthebox．Asktwostudentstoreadtheco nversationtotheclass．PointoutthemistakesinActivity2aandthesentencesinAct ivity2b．RoleplayDanandmaria’sconversationusinginformationfromActivities2aand2b．Askstudentstoworkinpairs．Astheywork,movearoundthec lassroomcheckingtheprogressofthepairsandofferinghel pasneeded．checktheanswersbycallingondifferentpairstosaytheirc onversationstotheclass．StepⅤGrammarFocusReviewthegrammarbox．Getdifferentstudentstosaythequ estionsandanswers．StepⅥHomeworkAskstudentstowriteatleasttwosentenceswiththesentenc estartersinGrammarFocus．TheThirdPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyland,dropby,afterall,relaxed,abit（2）TargetLanguagecanyoutellmethethingsI’msupposedtodo?Thefirstthingistogreettheteacher．okay．whatshouldIsay?youaresupposedtosay"goodmorning,teacher．"2．Abilityobjects（1）Trainstudents’integratingskills．（2）Trainstudents’communicativecompetence．Ⅱ．TeachingkeyPointTrainstudents’integratingskills．Ⅲ．TeachingDifficultPointHowtoimprovestudents’integratingskills．Ⅳ．TeachingProceduresStepⅠRevisionT:Inlastperiod,wesummeduptheexpressionsfortellingwh atyouaresupposedtodo．NowI’llcheckyourhomework．I’llasksomepairstoactouttheconversationsbeforetheclas s．StepⅡ3aReadtheinstructions．Doyouknowwhatanopinionis? Askastudenttoanswerit．（Anopinioniswhatyouthinkorhowyoufeelaboutsomething．）Lookatthechart．Pointtothewordattitudeonthechartand say,Anopinionislikeanattitude．Tellstudentswhatthey willwriteinthechart．Askstudentstoreadthefirstparagraphontheirown．whent heyread,movearoundtheclassroomhelpingthemasnecessar y．Thenaskstudentstoreadthesecondparagraph．Again,a stheyread,movearoundtheclassroomansweringanyquestio ns．Thenreadtheinstructionsagainandpointoutthechart ．Pointtothewordsattitudetowardandaskwhatotherwords intheinstructionlinemeanthesamething（opinionsof）．Inviteastudenttoreadthesampleanswertotheclass．Then lethimpointoutwhichsentencetheanswerisfoundin．Askstudentstoreadtheparagraphsagainandcompletethech artontheirown．correcttheanswerswiththeclass．StepⅢ3bGothroughtheinstructionsfortheactivitywiththeclass．Lookattheexampleinthebox．Asktwostudentstoreadtheco nversationtotheclass．Firstpracticethisconversationwithapartner．Thentalk aboutyourattitudetowardbeingontimeandgettingtogethe rwithyourfriends．Usetrueinformation．Havestudentsworkinpairs．Asksomedifferentpairstosaytheirconversationstothecl ass．StepⅣPart4Letstudentsreadtheinstructions．Askapairofstudentstomodelthesampledialogue．correct anypronunciationerrorstomakesurethestudentsareprovi dingagoodmodelfortherestoftheclass．Getstudentstocompletetheworkinpairs．Astheywork,wal karoundtheclassroomofferinghelpasneeded．Reviewthetask．Askafewstudentstosharetheirconversat ionswiththewholeclass．StepⅤHomework．writeaconversationusingtheinformationinPart4．2．Finishofftheexercisesonpages49～50oftheworkbook．TheFourthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularywipe,napkin,stick,chopstick,rude,point,pickup（2）TargetLanguagewe’resupposedtoeatwithchopsticks．yes,andit’srudetoeatwithourhands．2．Abilityobjects（1）Trainstudents’listeningability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconvers ation．（3）Trainstudents’abilitytousethetargetlanguage．Ⅱ．TeachingkeyPoints．keyVocabularywipe,stick,chopstick,rude,point,pickup2．TargetLanguagewe’resupposedtoeatwithchopsticks．yes,andit’srudetoeatwithourhands．Ⅲ．TeachingDifficultPoints．Flowtoimprovestudents’listeningability．2．Howtousethetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevisioncheckhomework．Getsomestudentstoreadouttheirconvers ationsusingthetargetlanguageinSectionA4．collectthe irconversationsandhelpcorrecttheirerrors．StepⅡPart1Lookatthepictureandaskstudentstosaywhatishappeningi nit．Lookatthetitle,mindyourmanners!Ask．whatdoyouthinkitmightmean?Readtheinstructionsandpointtothefivestatementsabout manners．Askstudentstoreadthestatements．Reviewthefivestatementstobesurestudentsunderstandwh ateachonemeans．Askstudentstoactoutthem．Thenaskstudentstocompletethequizontheirown．correcttheanswerswiththeclass．StepⅢ2aReadtheinstructionstotheclass．Reviewwhatanexchange studentisandwhattablemannersare．Ifnecessary,transl atethemintochinese．Lookatthefourpictures．youwillheartheexchangestuden tSteve,talkingwithhisjapanesefriend,Satoshi．Satoshiisexplainingsomethingsyouareandaren’tsupposedtodowheneatinginjapan．Pointtotheboxeswherestudentsaresupposedtowriteanumb ernexttoeachpicture．Say,Numberthese1through4toshow theorderyouhearSatoshitalkabout,thesethingsintherec ording．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingasecondtime．Astheylistentotherecor dingthistime,letstudentsnumberthepictures．correcttheanswerswiththeclass．StepⅣ2bReadtheinstructionsandpointtothenumberedlistofsente ncestartersandtheletteredlistofsentenceendings．Ask differentstudentstoreadthetwolists．youwillhearthesamerecordingagain．Playtherecordingagain．Askstudentstowritetheletters intheblanksalone．checktheanswerswiththeclass．StepⅤ2c Gothroughtheinstructionsfortheactivitywiththeclass．Lookattheexampleinthebox．Asktwostudentstoreadthese ntencestarters．Now,completeeachonewithatruestatementabouttablemann ersinyourcountry．Asktwostudentstoreadtheirsentences．PointoutthesentencestartersinActivity2b．Say,Haveac onversationabouttablemannersinyourcountrywithapatte r．youcanusethesentencestartersinActivity2btohelpyouge tstarted．Havestudentsworkinpairs．Askoneortwopairsofstudents tosaytheirconversationstotheclass．StepⅥHomeworkTalkaboutthetablemannersinyourcountryusingthesenten cestartersinActivity2b．TheFifthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularytablemanners,behave,be/getusedto,cutup,full,fork,youshould…（2）Practisereadinganarticle．（3）Practisewritingsomethingusingthetargetlanguage．2．Abilityobjects（1）Trainstudents’readingability．（2）Trainstudents’writingability．Ⅱ．TeachingkeyPointPractisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteane-mailmessage．Ⅳ．TeachingProceduresStepⅠRevisionReviewthetargetlanguagepresentedinthisunit．checkho mework．Asktwostudentstoreadouttheirsentences．StepⅡ3acallattentiontothee-mailmessage．Inviteastudenttore adthearticlealoudtotheclass．correctanypronunciatio nerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Readtheinstructionstotheclass．Askstudentstoreadthe e-mailagain．Say,Nowreadthee-mail．Answerthequestionsinyourexerciseb ook．Asstudentswork,movearoundtheclassroomandofferh elpasnecessary．checktheanswerswiththeclass．StepⅢ3bReadtheinstructionstotheclass．Pointtothebeginningo fthee-mailmessage．Readittotheclass．Herearesomethingsyouneedtoknowabouttablemannerswhen youvisitjapan．Firstofall,youshould…LookbackatthepicturesinActivity2aandthematchingexer ciseinActivity2b．youcanusethepicturesandinformationinActivities2aand2btohelpyouwriteyourletters．Askstudentstofinishtheactivityontheirown．Astheywor k,walkaroundtheclassroomofferinghelpandansweringque stionsasneeded．checktheanswerswiththeclass．Askastudenttoreadhisco mpletedarticletotheclass．StepⅣ3cReadtheinstructionsandaskstudentstolookbackatActivi ty2c．Remindstudentsthattheymadeconversationsabouttablema nnersintheirowncountry．Say．youcanusetheideasyoutalkedaboutinActivity2casy ouwriteyouremailmessages．Getstudentstofinishtheactivityontheirown．Asstudent swork,movearoundtheroomofferinghelpasneeded．Askastudenttoreadhisorhermessagetotheclass．Haveoth erstudentsaddanyinformationthatismissingfromthefirs tstudent’sreport．StepⅥHomework．Readthee-mailmessageinActivity3aagain．2．writeane-mailmessagetoafriendabouttablemanners．TheSixthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）Fillinblanksandmakesentencesusingarrive,meet,spend, behaveandimagine．（2）Finishthestory．（3）completethecrossword．2．AbilityobjectsTrainstudents’writingability．3．moralobjectsyouaresupposedtolearnmuchmoretablemanners,Itisveryu sefulandhelpful,especiallywhenyouareinforeigncountr ies．Ⅱ．TeachingkeyPoints．Fillinblanksandmakesentences．2．Finishthestory．Ⅲ．TeachingDifficultPoints．makesentencesusingarrive,meet,spend,behaveand imagine．2．Finishthestory．Ⅳ．TeachingProceduresStepⅠRevisioncheckhomework．Askastudenttoreadthee-mailmessageinA ctivity3a．Thenaskastudenttoreadhis/herowne-mailmes sage．StepⅡPart1Lookatthewordsinthebox．Askastudenttoreadthem．makesurestudentsunderstandthemeaningofthewords．Thensay,Fillintheblankswiththewords．Insomecases,st udentsmayneedtouseanotherformoftheword,forexamplead justingfortenseorsubject/verbagreement．Askstudentstofillintheblanksontheirown．checktheanswers．Fivestudentseachreadasentence,fill ingintheblanks．Therestofthestudentschecktheiranswe rs．Askstudentstomaketheirownsentenceswiththewords,pref erablysentencesthataremeaningful．movearoundtheclas sroom．collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudent scorrectthemistakes．StepⅢPart2Gothroughtheinstructionswiththeclass．Explainthemto students．Getstudentstocompletetheworkinpairs．Inviteafewstudentstoreadtheendofthestory．Answerswi llvarybutwillprobablyincludewatchingwhatothersdofir storaskingthehostorhostessoroneoftheguests．Asampleendofthestory…whatIfinallydecidedtodowastowatchwhatothersdoandfol lowthem．StepⅣPart3Dotheexamplewiththeclasstoshowthemhowtodoacrossword puzzle．Askstudentstocompletethecrosswordpuzzleonth eirown．checktheanswerswiththewholeclass．StepⅤjustforFun!Thisactivityprovidesreadingandspeakingpracticewitht hetargetlanguage．Askstudentswhatisfunnyaboutthecartoon．Helpstudents toexplain．Thelittleboyboughthisgrandmotheracatinst eadofahat,buthisgrandmotherlovesitanyway．StepⅥSummaryandHomeworkInthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywords．Afterclass,pleasefinishoffthestoryin2inyourtextbook s．Thenfinishofftheexercisesonpages50～52oftheworkbook．TheSeventhPeriodⅠ．TeachingAimsandDemands．knowledgeobjectskeyVocabularydie,succeed,sacrifice,path,honor,dead-endroad,getin totrouble,giveup,keepshipping,militaryschool 2．AbilityobjectsImprovestudents’readingandwritingskills．Ⅱ．TeachingkeyPointTrainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPointTrainstudents’readingandwritingskills．Ⅳ．TeachingProceduresStepⅠkeyVocabularyShowthefollowingvocabularybycards．careful-readingtogetthedetailedinformation．Saythewordsandhavestudentsrepeatthemagainandagainun tiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1ReadthetitleParenthelpschildtotheclass．Ask,whatdoy outhinkthearticleisabout,basedonthetitle?Lookatthepicture．Askstudentstodescribewhatishappen inginthepicture．Askstudentstodiscussthefourquestions．Studentsdonot lookatthereadingtext．Instead,theyusetheirbackgroun dknowledgetotrytoanswerthequestions．Astheywork,wal karound,lookingattheirprogress．whenmoststudentsfinishthetask,askstudentstocomparet heiranswerswithapartner,Elicitanswersfromthestudents．Ask,Doyouhaveanyother answers?Donotgivethecorrectanswerstothestudentsatth ispoint．waituntilstudentshavefinishedthereadingand letthemrevisetheiranswersaccordingly．StepⅢPart2Gothroughtheinstructionswiththeclass．Askstudentstocompletethetaskindividuallyorinpairs．makesurestudentsdiscusstheirreasonsinEnglish．Asthe ywork,walkaroundtheclassroomofferinghelpasnecessary．Askstudentstoreadtheiranswers．Encouragestudentstou secompletesentences．StepⅣPart3Lookatthestory．Payattentiontothewordsindicatedinbo ld．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,Payattentiontotheboldwordsandexpressions．Andno teanyotherwordsorsentencesyoudon’tunderstand．Readincontext,guessingthemeaningsofwor dsandphrasesfromtheotherwordsaroundthem．Askstudentstoread’thearticleagainforcomprehension．Gothroughtheinstructionswiththestudentsandhavetheml ookattheexample．Askstudentstocompletethenextwordon thelistontheleft．Studentsarematchingwordstomeaning s．Astheywork,walkaroundtheclassroomofferinghelpasn ecessary．Studentscompletethetask．Remindthemtolookatthestoryagainforextrahelp．Havestudentsreporttheiranswers．Encouragethemtousec ompletesentences．StepⅤPart4Gothroughthetaskwithstudents．Elicitthefirstanswerf romstudentsfrommemory．checkthattheyunderstandwhatt heyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Stud entsshouldtrytorememberorguesstheanswersbeforelooki ngatthereading．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．checktheanswers．Invitedifferentstudentstogivetheir answersandgivethecorrectstatementsfortheonesthatare false．StepⅥPart5Readtheinstructionswiththestudents．Dividetheclassintosmallgroupstodotheactivity．Givestudentshelpthinkingofdifferentfunandeducationalacti vities．walkaroundtheclassroomofferinghelpasneeded．cheektheanswers．Havestudentssharetheiranswerswitht heclass．Step ⅦSummaryInthisclass,we’vepractisedalotofreadingandwriting．StepⅧHomework．ReadthestoryinActivity2againforfurthercompreh ension．2．Revisethetargetlanguageinthisunit．。

九年级英语全册 Unit 12 You’re supposed to shake hands The

Unit 12 You’re supposed to shake handsThe 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.3. Moral ObjectsDifferent countries have different customs.So you are supposed to do in Rome as theRomans 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 Aids1. A projector2. 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.Suggested conversationS A: What are you supposed to do after school?S B: I’m supposed to go home. I’m not supposed to play outside.S A: When were you supposed to finish your homework yesterday?S B: I was supposed to finish it at 8:00. I wasn’t supposed to hang out with my friends. Step Ⅱ3aThis activity provides reading and writing practice using the target language. Show the key words on the screen by a projector.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?Ask a student to answer it. (An opinion iswhat 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. (the attitude of the Colombian girl and the Swiss boy toward these three things: being on time, visitinga friend’s house, and making plans with friends. )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.AnswersColombian: We’re pretty relaxed about time. We often just drop by our friends’home. We don’t have to make plans when we get together with friends. Switzerland: It’s very important to be on time. We never visit a friend’s house without calling first. We usually make plans to meet friends.Step Ⅲ 3bThis 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 conversation to the class.S A: What kinds of rules do they have in Colombia?S: Well, they have pretty relaxed rules.S A: Like what?S B: Well, it’s OK if you’re not on time.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.Suggested answersS A: What kinds of rules do you have in your opinion?S B: Well, we have relaxed rules.S A: Like what?S B: Well, it’s OK if we visit a friend’s house without calling first.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. S A: Can you tell me the things I’m supposed to do?S B: The first thing is to greet the teacher.S A: Okay. What should I say?S B: You’re supposed to say "good morning, teacher."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. S A: Can you tell me the things I’m supposed to do?S A: The first thing is to do your homework.S: Okay. What should I say?S B: You’re supposed to say "I must do my homework".Step Ⅴ SummaryIn this class, we’ve learned some key vocabulary words land, drop by and after all, and the target language Can you tell me the things I’m supposed to do? The first thing is to greet the teacher. Okay.What Should I say? You are supposed to say "good morning, teacher". We’ve also done a lot of reading, speaking and writing practice using the target language.Step Ⅵ Homework1. Write a conversation using the information in Part 4.2. Finish off the exercises on pages 49～50 of the workbook.Step Ⅶ Blackboard Design。