九年级英语下教案人教版Unit 12 You’ re supposed to shake hands 重难点解析(2)

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九年级英语全册 Unit 12 You’ re supposed to shake hands Period 6教案人教新目标版

Unit 12 You’ re supposed to shake hands Period 6教案Ⅰ． Teaching Aims and Demands1． Knowledge Objects（1） Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2） Finish the story．（3） Complete the crossword．2． Ability ObjectsTrain students’ writing ability．3． Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ． Teaching Key Points1． Fill in blanks and make sentences．2． Finish the story．Ⅲ． Teaching Difficult Points1． Make sentences using arrive, meet, spend, behave and imagine．2． Finish the story．Ⅳ． Teaching 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-m ail 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 subjec t/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． Therest of the students c heck 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 th e blackboard． Then help students corr ect the mistakes．Step Ⅲ Part 2Go through the instructions with the class． Explain them to students．Get students to complete the work in pairs．Invite a few students to read the end of the story． Answers will vary but will probably include watching what others do first or asking the host or hostes s or one of the guests．A sample end of the story…What I finally decided to do was to w atch what others do and follow them．Step Ⅳ Part 3Do the example with the class to show them how to do a crossword puzzle． Ask students to complete the crossword puzzle on their own． Check the answers with the whole class．Step Ⅴ Just for Fun!This activity provides reading and speaking practice with the target language．Ask students what is funny about t he cartoon． Help students to explain． The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．StepⅥ 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 you r textbooks． Then finish off the exercises on pages 50～52 of the workbook．。

人教版九年级英语Unit 12 You’re supposed to shake hands. 教案

Unit 12 You’re supposed to shake hands. 教案语言目标：了解一些国家的饮食起居、生活习惯和文化异同，并用学习的知识表达自己对生活习惯的看法。

认知目标：掌握关键词汇和目标语言。

情感目标：本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。

第一课时Section A教学目标：1. 学习一些见面礼仪，生活习俗和对时间的看法。

2. 通过听力训练和口语练习加深学生对目标语言的认识。

3. 掌握be supposed to的句型结构Step 1 Warm upAsk the students to say out some school rules.T: Please tell me some school rules. Which are not allowed to do?When the students say them out, write them on the blackboard. They may be “We can’t be late. We can’t eat and play in class. We can play games after class.” And so on.. Then, T: We can’t be late. That is to say, we aren’t supposed to be late. We must get to class on time. That is to say, we are supposed to be on time.Ask the studen ts to guess the meaning of “be supposed to”. Then tell them: be supposed to = should.Step 2 Lead inShow a map of the world.T: Do you know where Brazil is?S: It is in South America.T: Do you know where Japan is?S: It is in East Asia.…….Come up with other countries like “ the United States, Mexico, Korea”, and ask the students to tell their sites in the world. Then,T: Do you know what people do when they meet for the first time?Raise the words “bow, kiss, shake hands, greet ”. Help students to understand every word. Then students do 1a according to the instruction.Step 3 Listening and PractisingListen to 1b, check answers in 1a.Then read the conversation in the picture. Ask two students to translate it into Chinese. Practise it in pairs. The students can change country names and customs while practicing.Then ask several pairs to act their conversations out in the front.Step 4 Listening2a. Listen and check the mistakes Maria made. Then check the answers.2b. Listen again. Fill in the blanks. Check the answers then.Then repeat with the tape without looking at books. And look at the listening texts, comprehend the conversation.Step 5 Grammar FocusTell the students to point out the main grammar point in this lesson: be supposed to Then get some students to read sentences in Grammar Focus and put them into Chinese.All the students read them again.Step 6 HomeworkMaster all the sentences in Grammar Focus.第二课时教学目标：通过“应该”和“不应该”进一步了解一些国家的礼仪和对时间的看法。

九年级英语下教案人教版Unit 12 You’re supposed to shake hands

Unit 12 You’re supposed to shake hands.Part 1: Teaching design (第一部分：教学设计)Structures: Supposed to ＋infinitiveTarget language: How was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.Vocabulary:kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…Learning strategies: Comparing, Listening for key wordsSection AGoals●To learn to use the structure Supposed to ＋infinitive●To listen and talk about what people are supposed to doProceduresWarming up by learning about the structure Supposed to ＋infinitiveTurn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋infinitive is used?What are you supposed to do when you meet someone? You’re supposed to kiss.You’re not supposed to shake hands.When were you supposed to arrive? I was supposed to arrive at 7:00.You should have asked what you were supposed to wear.1a Looking, listening and matchingHello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.TapescriptBoy1: What are people supposed to do when they meet in your country, Celia? Girl1: Well, do you mean when friends meet for the first time? Boy1: Yeah.Girl1: Well, in Brazil, friends kiss. Boy1: What about in Mexico, Rodriguez? Boy2: In Mexico we shake hands. Boy3: We bow.Girl2: And in Korea we also bow.Boy1: Well, I guess in most Western countries we shake hands. 1b Listening and checkingYou are supposed to listen for a second time to check your answers in 1a. Countries Customs 1. c Brazila. bowb. shake handsc. kiss2. b the United States3. a Japan4. b Mexico5. a KoreaNow you can turn to page 135 to read the tapescript. While readingcircle the connectives and underline the expressions. 1c Doing pairworkWhat do people do when they meet for the first time? Now in pairs telleach other what you know about meeting for the first time. You are sopposed to use the Supposed to ＋ infinitive structure, OK?A: What are people in Korea supposed to do when they meet for the first time? B: They’re supposed to bow.A: What are people in the United States supposed to do when they meet for the first time?B: They’re supposed to shake hands.A: What are people in China supposed to do when they meet for the first time? B: They’re supposed to shake hands.A: What are people in Mexico supposed to do when they meet for the first time? B: They’re supposed to shake hands.A: What are people in Brazil supposed to do when they meet for the first time? B: They’re supposed to kiss.A: What are people in your city supposed to do when they meet for the first time? B: They’re supposed to wave their hands.2a Listening and checkingMaria, an exchange student from India, went to her AmericanFriend Dan’s place an d had dinner there. Now listen to the tapefor the mistakes Maria made there.TapescriptBoy:Hi, Maria. How was Paul’s party?Girl: Oh, Dan, it was a disaster.Boy: It was?Girl: Uh-huh.Boy: What happened?Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.Boy: Oh, so you were late.Girl:Yeah, but in my country it’s different. When you’re invited for 7:00, you’reNow you may check√the mistakes by Maria on page 95.2b Listening and fillingTo fill in the blanks on page 95 you are supposed to listen to thetape one more time.Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.up at 7:00, you’re supposed to get up later.Wang Bin: And you were supposed to do the morning exerciseinstead.Li Hong:That’s right. And I took my school backpack.Wang Bin: I guess you should have asked what you were supposed to take.2c Doing pairworkYou are supposed to role play the conversation between Mariaand Dan. And you are supposed to use the information fromactivities 2a and 2b.A:How was the dinner at Paul’s house last nigh t?B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.A:Why was that? Why didn’t you arrive earlier?B:But in my country it’s different.A: What is the difference?B:When you’re invited for 7:00, you’re supposed to come later!A:So you didn’t arrive at 7:00..B:When I met Paul’s mom, I kissed her.A:But you were supposed to shake hands instead. We don’t kiss eachother when we are only friends.B:But I didn’t know that then.A: What did you wear?B: I wore a fancy dress.A:What’s wrong with that?B: It was a barbecue, you know. Everyone else was wearing a T-shirtand jeans.A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.3a Reading and fillingOn page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.Teresa LopezFrom Cali, Colombia Marc LeBlancFrom Lausanne, SwizerlandWhere I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.And now you are supposed to fill in the chart.Attitude about…Colombia SwitzerlandBeing on time Pretty relaxed about very important to be ontime timeVisiting a friend’s house Often just drop byfriends’ house never visit a friend’s house without calling firstMaking plans with friends Don’t usually have tomake plans to meetfriends usually plan to do something interesting, or go somewhere together3b Doing pairworkNext you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.A: What kinds of rules do they have in Colombia?B: Well, they have pretty relaxed rules.A: Like what?B:Well, it’s ok if you’re not on time.A: Could you give me an example?B:Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late.A:Do they often visit friends’ house?B:Yes, they do. It is very important to them. They often just drop by their friends’ homes.A: Do they have to make plans to do that?B:They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they！B: What kinds of rules do they have in Switzerland?A:It’s very important for them to be on time.4 Doing pairworkAn exchange student from England is coming to your school for classes. You are supposed to fill in the chart below on page 96 with things he is supposed to do inside and outside the classroom.Now you are supposed to role play a conversation based on the chart you just filled in.A conversation between you and an exchange student from BritainA: How do you do?B: How do you do? Are you a new exchange student?A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?B: Sure. To g reet the teachers you say, “Good morning” in the morning, “Good aft ernoon” in the afternoon.A:And “Good evening” in the evening. That’s the same as wedo in Britain.B:For homework you may do it at home or in school, butalways after class.A: Can I do it at class?B:No, you can’t, because you have lots to do then.A: What do I have to do at class?B:You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,and to read Learning English!A: Learning English? Am I have to learn English here?B:Yes, you have to learn English, too. If you don’t, you will fail the English exams.A: But I am a native speaker of English!B: But you are poor at English grammar! There are lots of grammar items in the English exam.A: But I can listen, speak, read and write in English. Is that not enough?B:I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.Closing down by competingTo end this English class you are supposed to take acompetition. You are supposed to say as many sentences withthe Structure: Supposed to ＋infinitive as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift.。

九年级英语全册Unit12You’resupposedtoshakehands教案1人教新目标版

Unit 12 You’re supposed to shake hands.一、教学目标1．能够描述自己或他人在不同场合应该做什么；2．能同他人讨论不同国家的风谷习惯，如初次见面的礼仪、餐桌礼仪等。

3．了解各国风俗文化差异。

二、教学向导Section A·Write there two column headings on the board: Right and Wrong.·Ask s tudents to repeat this example.1a This activity introduces some target language.·Read the instructions to the class.·Point to the two lists of words.·Ask different students to act out the action described by each word or phrase-bow, shake hands, a and kiss.·Read the instructions again and ask students to match the customs lettered a, b, and c with the numbered countries.1b This activity gives students practice under-standing the target language in spoken conversation.·Play the recording the fi rst time. Students only listen.·Play the recording a second time.·Check the answers.1c This activity provides guided oral practice using the target language.·Read the instructions and point to the lists of customs and countries in activity 1a.·Poin t out the example in the box.·Point out the lists of countries and customs again.·As students work together, move around the room checking their work.·Ask different pairs of students ask and answer a question for the class.2a This activity provides listening practice using the target language.·Point to the picture and ask student to tell what is happening.·Read the instructions and point to the four mistakes on the list.·Say, Listen to Maria talking to a boy about what happened at the picnic, She made several mistakes. Listen to the recording and check the mistakes she made.·Play the recording. Students only listen the first time.·Play the recording again.2b This activity gives students practice in under-standing the target language in spoken conversation.·Read the instructions.·Play the recording again.2c This activity provides guided oral practice using the target language.·Read the instructions for the activity.·Point to the example in the box.·Point out the mistakes in activity 2a and the sentences in activity 2b.·Have students work in pairs.·Cheek the answers by calling on different pairs to say their conversation to the class. 3a This activity provides reading and writing practice using the target language. ·Read the chart.·Point to the chart.·Ask students to read the first paragraph on their own.·Then ask students to read the second paragraph.·Then read the instructions again and point out the chart.·Ask a student to read the sample answer to the class.·Ask students to read the paragraphs again and plete the chart on their own.3b This activity provides guided oral practice using the target language.·Read the instructions for the activity.·Say, First practice this conversation with a partner. Then talk about your a ttitude toward being on time and getting together with your friends. Use true information.·Have students work in pairs.·Call on different pairs to say their conversation to the class.4 This activity provides reading, writing, listening and speaking practice using the targetlanguage.·Read the instructions to the class.·Ask a pair of students to model the sample dialogue.·Ask students to plete the work in pairs.·Review the task.Section B1 This activity provides new vocabulary and provides reading practice using the targetlanguage.·Point to the picture and ask students to say what is happening in it.·Point to the title, Mind your manners! and ask students what they think it might mean.·Read the instructions and point to the five statements a bout manners.·Then ask students to plete the quiz on their own.Optional activity2a This activity gives students practice in understanding the target language in spoken conversation.·Read the instructions·Point to the four pictures.·Point to the bo xes where students are supposed to write a number next to each picture. ·Play the recording the first time. Students only listen.·Play the recording a second time.2b This activity provides listening practice using the target language.·Read the instru ctions and point to the numbered list of sentence starters and the lettered list of sentence endings.·Say, You will bear the same recording again. This time as you listen, write the letter of the correct sentence ending after each sentence starter.·Point out the sample answer.·Play the recording again.2c This activity provides guided oral practice using the target language.·Read the instructions for the activity.·Point to the example in the box.·Have students work in pairs.·Ask one or two pairs o f students to say their conversation to the class.3a This activity provides reading practice using the target language.·Call attention to the email message.·Read the instructions to the class.·Say, Now read the email. Answer the questions in your ex ercise book.·Ask students to do the activity individually.·Check the answers.3b This activity provides reading and writing practice using the target language. ·Read the instructions and point to the beginning of the e-mail message.·Point to the pict ures in activity 2a and the matching exercise in activity 2b.·Ask students to finish the activity on their own.3c This activity provides writing practice using the target language.·Read the instructions and ask students to look back at activity 2c.·Say, You can use the ideas you talked about in activity 2c as you write your e-mail messages. ·Ask students to finish the activity on their own.·Ask a students to read his or her message to the class.Optional activityHave students work with the same partner they worked with when doing activity 2c. Ask each pair of students to work together to write a single e-mail message telling someone from another country about the table manners in their own country.4 This activity provides reading, writing, listening and speaking practice using the targetlanguage.·Read the instructions to the class.·Give an example from your own experience.·Ask students to plete the work in small groups.·Review the task.Self Check1 This activity focuses on vocabulary introduced in the unit.·Ask students to fill in the blanks on their own.·Check the answers.·Ask students to make their own sentences with the words, preferably sentences that are meaningful.2 This activity provides reading and writing practice using the target language. ·Read the instructions to the class.·Ask students to plete the work in pairs.·Review the task.3 This activity focuses on the new vocabulary introduced in this unit.·Do the example with the class to show them how to do a crosswor d puzzle.2 This activity provides reading and writing practice using the target language.·Ask students to plete the crossword puzzle on their own.Just for Fun!This activity provides reading and speaking practice with the target language.·Ask student s what is runny about the cartoon.Follow-up activities1. Your Own Culture2. What Are They Supposed to Do?3. Teaching Manners.Reading: You’re supposed to writeQuickly!1a This activity focuses the student’s attention on a different way to write En glish. ·Divide the class into pairs.·Ask pairs to share their ideas with two other pairs, and pare.1b This activity allows students to activate their knowledge of the topic.·Ask students to write down some more examples they can think of.·Ask for so me examples and write them up on the board.Learning StrategyCO-OPERATIVE LEARNINGNo two people know exactly the same thing, even when they are very knowledgeable in a topic. One way of working faster and learning more, as well as ing up with better ideas, is to work with another person pool your knowledge. Two brains can be more productive than one. Section 2 While You Read·Ask students to look at the illustrations first and ment to the English used.·Now tell students they are going to learn how to tex t-message in English.Section 3 After You Read3a This activity develops knowledge of the topic, and encourages learning.·Ask students to work in the same pairs as in Section la to identify the three types of E-mail English mentioned in the reading, and to give an example.3b This activity allows students to show their understanding of content.·Ask students to scan through the reading and circle the correct answers.·Ask students to check the answers as a pair activity, asking them to help each othe rto see why an answer they gave might be incorrect.Section 4 Go For It!·Ask students to do 1 and 2 individually.·Ask students to do 3 and 4 in pairs sharing their knowledge and ideas.·Ask students to discuss the questions listed under the task.·Have a class discussion about the results.If you have time!·Suggest students with cell phones allow those without to practice sending teat-messages on their phones after school hours.·In the next class, ask students to write examples on the board of the E-m ail English they’ve tried out or received, or read about.Additional noteE-mail was adapted by Ray Tomlinson in 1972. He picked the @ symbol to link the username and address.。

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

Unit 12 You’ re supposed to shake handsThe 1st PeriodⅠ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn how to tell what you are supposed to do. Such topic is very useful and practical to students. It’s very helpful for students to study this topic. And it is necessary.All the students can learn something about the customs of different countries from this unit. Also, it can raise students’learning interest. It is good for students.(1) The first period mainly gives students listening and oral practice using the target language. What are people in Korea supposed to do when they meet for the first time? They’re supposed to bow.(2)The activities in the second period give students more listening and oral practice using more target language. They are helpful to improve students’ listening and speaking skills.(3)In the third period, students learn to get detailed information from an article. It is a basic reading skill and it is of great help for students to improve their reading skills, too.(4) The fourth, period not only introduces some table manners but also provides students with many different kinds of activities. In this class, students learn how to give advice to those who are in a foreign country using the target language.(5) The fifth period includes a lot of practice to train students’ reading and writing skills.(6) All the activities in the last period in this unit are used to provide writing practice using the target language.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn how to tell what you are supposed to do and how to give advice to those who are in a foreign country.(2) Ability ObjectsTo train students’listening, speaking, reading and writing skills using the target language.(3) Moral ObjectsDifferent countries have different customs. So we are supposed to do in Rome as the Romans do.3. Teaching Key PointTo make students learn and grasp the key vocabulary words and the target language.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.5. Studying WayTeach students how to be a polite guest.Ⅱ. Language FunctionTell what you are supposed to do.Ⅲ. 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.Ⅳ. StructureSupposed toⅤ. Vocabulary1. kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick2. shake hands, be supposed to, drop by, pick up3. You should…Ⅵ. Recycling1. loudly, softly, polite, knife, custom, country, Brazil, the United States, Japan, Mexico, wrong2. on timeⅦ. Learning Strategies1. Comparing2. Listening for key wordsⅧ. Teaching TimeSeven periodsThe 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 PointsTarget 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 thelistening material.Ⅴ. Teaching Aids1. A tape recorder2. 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?S1: Do you know where I can get a book?S2: Could you tell me how to get to the library?S3: Can you please tell me where I can buy a book?T: Very good. You’re right. From today on, we’ll learn Unit 12.Write the two column headings on the board: Right and Wrong.Say, Please tell me things that are good to do in school and that are not good to do in school.Write each suggestion under the appropriate heading on the board.T: Is it a good idea to come to class late?S1: No.T: That’s right, It’s not a good idea to come to class late. You’re not supposed to come to class late. Class repeat. You’re not supposed to come to class late. S s: You’re not supposed to come to class late.T: (Writes come to class late under wrong) What are some things you shouldn’t do? S2: We shouldn’t eat in class.T: Right. You’re not supposed to eat in class.Ask students to repeat this example.Then ask students to tell about some things that are good to do in school. They may say things such as, You should do your homework every day; You should raise your hand before you talk. Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day.You’re supposed to raise your hand before you talk.Step 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.Suggested answers1. Brazil is in South America, next to Peru.2. The United States is in North America, next to Canada.3. Japan is in East Asia, to the east of China,4. Mexico is in North America, on the south of America.5. Korea is in East Asia, It is our neighbor.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. Answers1. c2. b3. a4. b5. aStep 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 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. Answers1. c2. b3. a4. b5. aTapescriptBoy 1: What are people supposed to do when they meet in your country, Celia? Girl 1: Well, do you mean when friends meet for the first time?Boy 1: Yeah.Girl 1: Well, in Brazil, friends kiss.Boy 1: What about in Mexico, Rodriguez?Boy 2: In Mexico we shake hands.Boy 1: How about in Japan, Yashi?Boy 3: We bow.Girl 2: And in Korea we also bow.Boy 1: Well, I guess in most Western countries we shake hands.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the whole class.Point out the example in the box. Ask two students to read it to the class.S A: What are people in Korea supposed to do when they meet for the first time? S B: They’re supposed to bow.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.S1: What are people in the United States supposed to do when they meet for the first time?S2: They’re supposed to shake hands.S3: What are people in Japan supposed to do when they meet for the first time? S4: They’re supposed to bow.S5: What are people in France supposed to do when they meet for the first time? S6: They’re supposed to shake hands.Step 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 Design。

新目标人教版初中英语九年级下册《Unit 12 You're supposed to shake hands》精品学案

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 a fork.)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 correct table manners in France:aI 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.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 write an E-mail to tell her about the table manners in China.I 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.。

人教版九年级英语下册《Unit 12 You’re supposed to shake hands.(通用)》教案_2

1.Love in your _____, sitting by my side with silence.
2.Hold me up , _____ me tight, teaching me to ____ my mind.Iam _____ thatIcan _____, believe me thatIcan fly ,Iam proud thatIcan fly, to give the best of mine.
教学难点
What should the students do during the listening process
内容提要
（教学环节）
时间
教学流程
所需资源
设计意图
学生学习事项
教师调控方式
环节一：
导入（启发探究1分钟）
1分钟
What should the students do before listening
备课教师
英语
年级
九年级
课题
Unit12listening skills training class!Section A3a-3b
时间
第一课时
（45分钟）
教学目标
Make the students grasp the skills of listening
教学重点
Listening skills training
e the special marks to help.
(PKM)
After listening
1.Recall what you have heard .
2.Make out the answer quickly.
after discussing with them these listening methods then let them memorize these methods.

九年级英语全册Unit12《Youresupposedtoshakehands》TheSecondPeriod教案人教新目标版

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 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.Check the answers with the class.√ 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.1．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 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.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 …。

九年级英语全册Unit12《Youresupposedtoshakehands》TheFirstPeriod教案人教新目标版

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' communicative competence.3．Moral ObjectsBefore you meet foreigners, you should some customs. In this way, you can act politely and properly.Ⅱ．Teaching Key PointsTarget 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 Aids1．A tape recorder2．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?S1: Do you know where I can get a book?S2: Could you tell me how to get to the library?S3: Can you please tell me where I can buy a book?T: Very good. You're right. From today on, we'll learn Unit 12.Write the two column headings on the board: Right and Wrong.Say, Please tell me things that are good to do in school and that are not good to do in school.Write each suggestion under the appropriate heading on the board.T: Is it a good idea to come to class late?S1: No.T: That's right. It's not a good idea to come to class late. You're not supposed to come to class late. Class repeat. You're not supposed to come to class late.Ss: You're not supposed to come to class late.T: (Writes come to class late under wrong) What are some things you shouldn't do?S2: We shouldn't eat in class.T: Right. You're not supposed to eat in class.Ask students to repeat this example. Then ask students to tell about some things that are good to do in school. They may say things such as, You should do your homework every day; You should raise your hand before you talk. Rephrase each of these sentences using supposed to and ask students to repeat; You're supposed to do your homework every day. You're supposed to raise your hand before you talk.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 ofthe countries is.Suggested answers1．Brazil is in South America, next to Peru.2．The United States is in North America, next to Canada.3．Japan is in East Asia, to the east of China.4．Mexico is in North America, on the south of America.5．Korea is in East Asia. It is our neighbor.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.Answers1.c2.b3.a4.b5.aStep 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.Answers1.c2.b3.a4.b5.aTapescriptBoy 1: What are people supposed to do when they meet in your country, Celia?Girl 1 : Well, do you mean when friends meet for the first time?Boy 1 : Yeah.Girl 1: Well, in Brazil, friends kiss.Boy 1: What about in Mexico, Rodriguez?Boy 2: In Mexico we shake hands.Boy 1: How about in Japan, Yashi?Boy 3: We bow.Girl 2 : And in Korea we also bow.Boy 1: Well, I guess in most Western countries we shake hands.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the whole class. Point out the example in the box. Ask two students to read it to the class.S A: What are people in Korea supposed to do when they meet for the first time?S B: They're supposed to bow. Point to the lists of customs and countries in Activity 1a. 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.S1: What are people in the United States supposed to do when they meet for the first time?S2: They're supposed to shake hands.S3: What are people in Japan supposed to do when they meet for the first time S4: They're supposed to bow.S5: What are people in France supposed to do when they meet for the first time?S6: They're supposed to shake hands.Step Ⅴ SummaryIn this class, we've learned some important words, such as bow, kiss, be supposed to, shake hands. We've also learned the target language What are people in Korea supposed to do when they meet for the first time? They're supposed to bow.Step Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard DesignUnit 12 You're supposed to shake hands.Section AThe First PeriodTarget Language:A: What are people in Korea supposed to do when they meet for the first time? B: They're supposed to bow.。

人教版九年级英语下册《Unit 12 You’re supposed to shake hands.(通用)》教案_1

Unit 12 Life is full of the unexpected.Section A (1a-2d)【基础预习】I. 请写出下面短语的意思。

1. by the time _______2. go off ________3. wake up _______4. put on _________5. rush out ________II. 尝试完成下面的句子。

1. 当我到学校的时候，我意识到我把书包落在家里了。

When I got to school, I realized I ____ ____ my backpack at home.2. 在我到公共汽车站之前，汽车已经离开了。

____ I _____ to the bus stop, the bus _____ _____ left.3. 我起床时，我弟弟已经进入了浴室了。

By the time I ____ ____, my brother _____ already ____ in the shower.4. Garl 的爸爸在街上看到我，捎了我一程。

Garl’s day saw me on the street and _____ me ____ ____ in his car.5. 至少你到学校的时候，你只迟到了五分钟_____ _____ _____ ____ ____ you got to school, you were only five minutes late for class. 【重点讲练】1. By the time I got outside, the bus had already left. 当我出来时，公共汽车已经离开了。

“by the time”表示“当/到……时”，引导时间状语从句。

如果从句中用了一般过去时，主语中常用过去完成时；如果主句中用了将来时，从句中常用一般现在时表将来。

By the time I got up, he had already left. 当我起床时，他已经离开了。

九年级英语全册 Unit 12 You're supposed to shake ha

Unit 12 You're supposed to shake hands. Reading: Parent helps childThe Seventh PeriodⅠ．Teaching Aims and Demands 1．Knowledge Objects Key Vocabulary die, succeed, sacrifice, path, honor, deadend road, get into trouble, give up, keep shipping, military school 2．Ability Objects Improve students' reading and writing skills. 3．Moral Objects Mother is willing to do whatever she can to love us. So we should understand our mothers and love them too, and we must study hard to reward our mothers. Ⅱ．Teaching Key Point Train students' reading and writing skills. Ⅲ．Teaching Difficult Point Train students' reading and writing skills. Ⅳ．Teaching Methods Fast-reading to improve students' reading ability. Careful-reading to get the detailed information. Ⅴ．Teaching Aid A projector Ⅵ．Teaching Procedures Step Ⅰ Key Vocabulary This activity introduces the key vocabulary words. Show the following vocabulary on the screen by a projector.1at the end of 在……结尾；在……末端 dead adj. 死亡的；无生命的 dead-end adj. 无出路的；没有发展前景的 die v. 死；死亡 succeed v. 成功；做成 get into trouble 陷入困境；因做某事而招致不幸或处罚等 give up 放弃；抛弃 subject n. 题目；主题 slip v. 失足；滑倒 military adj. 军事的；军用的 army n. 军队 soldier n. 士兵；战士 sacrifice v. & n. 牺牲；奉献 path n. 路；小路；小径 Say the words and have students repeat them again and again until they can pronounce them fluently and accurately. Step Ⅱ Part 1 This activity allows students to activate their background knowledge before attempting the reading. Read the title Parent helps child to the class. Ask, What do you think the article is about, based on the title? Look at the picture. Ask students to describe what is happening in the picture. Ask students to discuss the four questions. Students do not look at the reading text. Instead, they use their background knowledge to try to answer the questions. As they work, walk around, looking at their progress. When most students finish the task, ask students to compare their answers with a partner. Elicit answers from the students. Ask, Do you have any other answers? Do2not give the correct answers to the students at this point. Wait until studentshave finished the reading and let them revise their answers accordingly.Answers will vary.Step Ⅲ Part 2This activity encourages students to read quickly for detail.Go through the instructions with the class.Ask students to complete the task individually or in pairs. Make surestudents discuss their reasons in English. As they work, walk around theclassroom offering help as necessary.Ask students to read their answers. Encourage students to use completesentences.Sample answersMain ideaDetailWestley was a bad boy.He was in trouble at school and with the police.His mother did a lot for She had three jobs to support himhim,and the family.Westley understood he had to His mother explained herchange.sacrifice .The writer gives some advice Get children interested in reading.for parents and children.Step Ⅳ Part 3This activity encourage students to use the strategy of reading in context.Look at the story. Pay attention to the words indicated in bold. Askdifferent students to guess the meaning. Don't give them the correct answers.Ask students to read the article once. Say, Pay attention to the boldwords and expressions. And note any other words or sentences you don'tunderstand. Read in context, guessing the meanings of words and phrases from3the other words around them. Ask students to read the article again for comprehension. Go through the instructions with the students and have them look at theexample. Ask students to complete the next word on the list on the left. Students are matching words to meanings. As they work, walk around the classroom offering help as necessary. Students complete the task. Remind them to look at the story again for extra help.Have students report their answers. Encourage them to use complete sentences.Answers dead-end road f; give up d; keep slipping b; military school a; sacrifice c; honor e; Get students to make sentences with the words and expressions. Answers to this activity will vary. Then ask a student to write his answers on the blackboard. Help correct any mistakes. Sample answers 1．We don't walk down a dead-end road, or we'll fail. 2．You must give up smoking. 3．Don't keep slipping again. 4．He doesn't want to go to a military school, but he has to. 5．He succeeded at the sacrifice of his health. 6．We should show honor to our teachers. Step Ⅴ Part 4 This activity helps students read for specific information and paraphrase ideas. Go through the task with students. Elicit the first answer from students from memory. Check that they understand what they need to do. Ask students to do the activity on their own or in pairs. Students should4try to remember or guess the answers before looking at the reading. As theywork, walk around the classroom offering help students may need.Check the answers. Invite different students to give their answers andgive the correct statements for the ones that are false.Sample answersTF (There are three children and a mother in Westley's family.)F (Westley was sent to military school by his mother.)TTStep Ⅵ Part 5This activity helps students work in a group and think critically aboutwhat they have read.Read the instructions with the students. Divide the class into smallgroups to do the activity. Give students help thinking of different fun andeducational activities. Walk around the classroom offering help as needed.Check the answers. Have students share their answers with the class.Sample answersActivitiesReasonsVisit very old places.Students will find history is interesting.Buy some books about sports. Students are interested in them.Go to the music concerts. …Students like music very much, especially pop music. …Culture noteIndependence is much different for young people in the West than in China.In America, 16 year-olds often learn to drive and have their own cars. By the5age of 18 or 19, it's common for young people to ‘move out’ , leaving homefor their own rented accommodation. The age for marrying is quite low for bothyoung men and young women, usually in their late teens and there are norestrictions on the age for having children or number of children on can have.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 comprehension.2．Revise the target language in this unit.Step Ⅸ Blackboard DesignReading: Parent helps child.The Seventh PeriodSample answers to Activity 2Main ideaDetailWestley was a bad boy.He was in trouble at school and with the police.His mother did a lot for She had three jobs to support himhim,and the family.Westley understood he had to His mother explained herchange.sacrifice .The writer gives some advice Get children interested in reading.for parents and children.Sample answers to Activity 31．We don't walk down a dead-end road, or we'll fail.2．You must give up smoking.3．Don't keep slipping again.4．He doesn't want to go to a military school, but he has to.65．He succeeded at the sacrifice of his health. 6．We should show honor to our teachers.7。