九年级英语Unit12英文教案

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人教版英语九年级全册Unit12SectionB2a2e教学设计

人教版英语九年级全册Unit12SectionB2a2e教学设计
二、学情分析
针对人教版英语九年级全册Unit 12 Section B 2a-2e的教学内容,进行以下学情分析:
九年级学生在经过前两年的英语学习后,已经具备了一定的英语基础,包括词汇、语法和阅读能力。他们对英语学习有一定的兴趣和热情,但个体差异较大。在本章节的学习中,大部分学生能够理解并运用一般过去时和现在完成时,但在实际语境中灵活运用仍有困难。此外,他们对定语从句、宾语从句等语法结构的掌握程度不一,需要教师在教学中予以关注。
2.能够熟练运用一般过去时和现在完成时描述过去的事情,并能够运用目标句型进行表达,如:“He has achieved his goal.”、“She inspired me to study harder.”等。
3.能够理解并运用目标语法结构,如定语从句、宾语从句等,提高句子构建能力。
4.能够通过阅读理解文章,获取关键信息,提高阅读理解能力。
2.邀请学生分享他们所崇拜的人物及其成就,引导他们用一般过去时描述这些成就,为新课的学习做好铺垫。
3.教师简要介绍本节课的学习目标,让学生明确学习内容,激发学习兴趣。
(二)讲授新知
1.教师呈现新课文中的人物和事件,引导学生关注重点词汇、句型和语法结构。
2.通过对课文的分析,讲解一般过去时和现在完成时的区别与联系,举例说明两种时态在实际语境中的应用。
5.能够运用所学知识进行口头和书面表达,采用以下方法,帮助学生达成教学目标:
1.导入阶段:通过图片展示、头脑风暴等方式,激发学生的兴趣,为新课内容的学习做好铺垫。
2.讲解阶段:采用任务型教学法,引导学生自主学习,合作探究,理解并掌握重点词汇、句型和语法。
三、教学重难点和教学设想
(一)教学重难点
1.重点:本章节的重点在于学生对重点词汇、句型和语法的掌握,以及能够运用所学知识进行阅读理解和口头、书面表达。

新目标九年级英语unit12教案

新目标九年级英语unit12教案

新目标九年级英语unit12教案第一篇:新目标九年级英语unit12教案教案课目:新目标九年级Unit12 You are supposed to shake hands section A 3a,3b &4 on page 96授课对象:初中三年级学生授课重点:本单元重点句式:You are supposed to do something.在掌握3a内容的基础上完成3b中的活动;最后以作业的形式引导学生将课内外的知识紧密结合,将课本知识运用到生活交际中。

教具:课本、纸质同步练习时间:20分钟教学设计:一、内容:复习本单元重点句式:You are supposed to do something.形式:翻译练习(将本句式与本单元所学新单词紧密结合进行练习)教具:纸质练习题用时:3分钟二、内容:进入3a部分的学习预计用时12分钟形式:1、快速阅读并将文中出现的连词划出来预计用时:2分钟2、进行判断练习,纸质练习题预计用时1分钟3、齐读课文,填表(课本P96),划出文中答句用时:3分钟4、将划线句子逐个进行同义句转换板书举例;If you tell a friend you are …a bit late.→When you tell a friend …,you are supposed to…校对后齐读巩固预计用时4分钟5、板书讲解对文中其他重点短语预计用时2分钟①we’re pretty relaxed about time②Spending time with family and friends is ve ry important to us.③drop by our friends’ homes.④ make plans to meet our friends.⑤walk around the town center,⑥seeing as many of our friends as we can!三、内容:3b pair work形式:填空练习,校对,齐读教具:纸质练习用时:3分钟四、内容:part4,page96形式:布置作业;结合生活情境填表,然后将各个句子改成You are supposed todo something.的形式。

人教版英语九年级全册Unit12教学设计

人教版英语九年级全册Unit12教学设计
-巩固阶段:通过课后作业、单元测试等形式,帮助学生巩固所学,及时查漏补缺。
3.教学评价:
-采用形成性评价和终结性评价相结合的方式,全面评估学生的学习过程和成果。
-注重学生的自我评价和同伴评价,引导学生反思学习过程,提高自我监控和自我管理能力。
4.教学拓展:
-鼓励学生利用网络资源、英语角等平台,进行课外学习,拓宽知识视野。
-教师引导学生回顾本节课所学内容,总结语法和词汇知识。
-学生分享学习心得,交流在课堂活动中的收获和感悟。
2.教学实施:
-教师通过提问、复述等方式,帮助学生巩固记忆。
-鼓励学生提出疑问,解答学生的困惑。
3.教学目标:
-加深学生对本章节知识的理解和记忆,提高学习效果。
-培养学生的反思能力和自我评价意识,为下一节课的学习做好准备。
针对以上学情,教师在教学过程中应关注个体差异,因材施教;激发学生兴趣,提高学习积极性;注重语言实践,提高学生的语言运用能力;培养学生的自主学习能力和合作意识;关注学生情感需求,助力学生健康成长。
三、教学重难点和教学设想
(一)教学重难点
1.语法结构:一般将来时、现在进行时和被动语态的掌握和运用是本章节的语法重点,学生需要在实际语境中熟练运用这些时态。
-结合具体语境,讲解本章节的重点词汇和短语。
2.教学实施:
-教师通过示例句、情景对话等形式,生动形象地呈现语法知识。
-鼓励学生积极参与课堂活动,模仿示例句进行口头练习。
3.教学目标:
-让学生掌握本章节的语法和词汇知识,理解其在实际语境中的应用。
-培养学生的语言表达能力,提高听说读写技能。
(三)学生小组讨论
(三)情感态度与价值观
1.积极向上的心态:学生能够认识到设定目标的重要性,树立远大理想,为实现目标付出努力。

九年级英语教案 Unit 12 Life is full of the unexpected

九年级英语教案 Unit 12 Life is full of the unexpected

Unit 12Life is full of the unexpected一、教材分析本单元主要是围绕着“Life is full of the unexpected”这个话题,通过了解不及时做某事而造成的危害培养学生养成良好的行为习惯。

二、三维目标【学习目标】1. 掌握重点词汇:by the time , gotten ,oversleep2. 学习重点句型:( 1 ).By the time she got up , her brother had already gone into the bathr oom. ( 2 ) When she got t o school , she realized she had left her backpack at home . 【能力目标】培养听说能力。

A.能运用以下句型进行交际:By the time I got outside,the bus had already left.When I got to school,I realized I had left my backpack at home.B.能从所听到的对话中获取信息。

C.掌握词汇及短语:get outside,get to school,by the time,start doing,be late for【情感目标】培养学生养成良好的行为习惯三、教学重点过去完成时态的构成及用法。

四、教学难点过去完成时态与一般过去时的不同用法。

五、教学策略以讨论有关“mor ning”的两个问题(1a)引入单元话题,通过听力练习(1b)和对话练习(1c)让学生掌握一个过去完成时的句型;第二模块继续就第一模块的听力材料进行内容和时态练习(2a-2b)以及口语训练(2c);第三模块以一个“hurried morning”的故事展开训练,训练形式为阅读排序(3a)和回答问题(3b)以及口语练习(3c)。

人教版英语九年级全册Unit12优秀教学案例

人教版英语九年级全册Unit12优秀教学案例
2.鼓励学生通过绘画、制作海报等方式,展示自己的学习成果。
3.提醒学生按时提交作业,并告知作业的评价标准。
作为一名特级教师,我深知教学内容与过程的重要性,因此,在教学过程中,我会精心设计每一个环节,关注学生的学习进度,调整教学策略,以确保每个学生都能在课堂上充分参与,提高自己的英语水平。同时,我还会注重引导学生将所学知识运用到实际生活中,让学生真正体会到英语学习的乐趣和价值。
3.任务型教学法:本案例采用任务型教学法,设计各种任务活动,让学生在实践中学习、运用语言,提高其语言实际运用能力。同时,任务型教学法有助于培养学生的团队协作能力和解决问题的能力。
4.情感态度与价值观的培养:本案例注重对学生情感态度与价值观的培养,引导学生关注日常饮食与健康,培养学生养成良好的饮食习惯,提高其健康意识。同时,通过本节课的学习,使学生形成积极、向上的价值观,明白只有身体健康,才能更好地面对生活的挑战。
3.各小组派代表进行汇报,其他小组成员进行评价,教师给予指导和建议。
(四)总结归纳
1.教师引导学生总结本节课所学内容,如核心词汇、句型等。
2.让学生谈谈自己对本节课内容的理解和感悟,培养其反思能力。
3.强调在日常生活中保持健康饮食习惯的重要性,引导学生关注健康。
(五)作业小结
1.布置作业:要求学生运用本节课所学知识,写一篇关于自己饮食习惯的短文。
(二)问题导向
1.针对本节课的学习内容,设计相关问题,引导学生进行思考,激发其求知欲。
2.采用问答的形式,让学生主动参与到课堂中来,培养其思维能力和解决问题的能力。
3.鼓励学生提出问题,培养学生敢于质疑的精神,使其在学习过程中始终保持积极的状态。
(三)小组合作
1.将学生分成若干小组,鼓励他们相互合作,共同完成任务。

初中九年级英语教案Unit 12 教案

初中九年级英语教案Unit 12 教案

Unit 12 Life is full of the unexpected.Section A 1 (1a-2d)一,教学目的:1. 语言知识目的:1) 能掌握以下单词及短语:unexpected, by the time, backpack,oversleep, ring, give …a lift2) 掌握By the time I went outside, the bus had already left.When I got to school, I realized I had left my backpack at home.3) 掌握过去完成时时态,结构及用法。

2. 情感态度价值观目的:能学会合理安排自己地学习与生活,做到守时守信。

二,教学重难点1. 教学重点:过去完成时地用法。

2. 教学难点:用过去完成时叙述过去地事件。

三,教学过程Ⅰ. Warm-upGreeting.Ⅱ. Lead-inDo you remember any unexpected situation in your daily life?展示几张尴尬地人地图片。

Ask: What do you think of the people in these pictures?Ss: They look scared/bad.T: What happened to the boy?Ss: He broke his arm. He is getting an electric shock.T: I was late for work today. When I got up, I found my clock hadrung. It was 7:30.By the time I went to the bathroom, my son had been in. So I had towait. When I went out, I found my motorbike had broken down.(老师讲述自己迟到地经历,激起学生对一下内容地学习)。

人教版九年级英语全册教案:Unit-12-教案

人教版九年级英语全册教案:Unit-12-教案

Unit 12Life is full of the unexpected.第一课时Section A (1a~2d)§自主学习案根据汉语提示完成单词。

1.I got to school late because I overslept(睡过头)this morning.2.When I got home,I realized I had left(遗忘)my English book at school.3.It's cold outside(在外面),you'd better wear more clothes.4.When I got to school,I realized(意识到)I forgot to bring my homework.5.You'd better put your homework in your backpack(背包).§课堂导学案Step 1准备与热身(Preparation)Teacher:For one or more times in our school times ,we are late for school.Have you ever been late for school? Can you tell me why? And what happened to you that day?Students:________①Yes,I have been late for school one times.Because…②I was nearly late for class one day and…Step 2呈现与输入(Presesntation)1.要求学生翻开课本P89,迅速阅读1a部分的内容。

并按要求完成课本上相应的任务:Look at the pictures what happened to the girl.(1分钟)2.检查答案,先要求全班一起给出答案并检查讨论。

人教版九年级英语全册Unit12sectionA优秀教学案例

人教版九年级英语全册Unit12sectionA优秀教学案例
3.设计一个虚拟的探险场景,让学生在角色扮演的过程中,运用所学知识,提高他们的实际运用能力。
4.通过设置疑问,引导学生思考旅行和探险的意义,激发他们的探究欲望。
(二)问题导向
1.设计一系列与本节课话题相关的问题,引导学生通过讨论、思考等方式,逐步揭示问题的答案。
2.鼓励学生提出自己的问题,培养他们独立思考和解决问题的能力。
(二)讲授新知
1.教师通过展示PPT或板书,向学生介绍一般过去时的基本结构和用法。
2.结合实例,讲解如何运用一般过去时描述过去的旅行经历,让学生理解并掌握该时态。
3.引入本节课的重点词汇和短语,如“travel”、“adventure”、“exciting”等,并展示例句,帮助学生理解和运用。
4.通过听力练习,让学生听懂并运用本节课的重点词汇和短语,提高他们的听力技能。
4.学生能够运用所学的知识和技能,完成相关的写作任务,如写一篇关于过去旅行的短文,或设计一个探险活动的计划等。
(二)过程与方法
1.通过多媒体教学手段,如图片、视频等,激发学生的学习兴趣,引导他们主动参与课堂活动。
2.利用小组合作学习的方式,鼓励学生互相交流、讨论,培养他们的团队合作意识。
3.采用任务型教学法,让学生在完成具体任务的过程中,运用所学知识,提高实际运用语言的能力。
四、教学内容与过程
(一)导入新课
1.利用多媒体展示一幅美丽的旅行图片,引导学生谈论旅行的话题,激发他们的学习兴趣。
2.邀请一位学生分享自己的旅行经历,让其他学生倾听并提问,营造轻松、愉快的课堂氛围。
3.教师以自己的旅行故事为切入点,引出本节课的主题——旅行和探险的经历。
4.提问学生:“你们最喜欢的旅行目的地是哪里?为什么?”引导学生思考并发表自己的观点。

Unit12SectionA(3a-3c)教案2023-2024学年人教版九年级英语全册

Unit12SectionA(3a-3c)教案2023-2024学年人教版九年级英语全册
3. 学生可能遇到的困难和挑战:在学习Unit12 Section A (3a-3c)的过程中,学生可能会遇到一些困难。首先,部分学生可能对环境保护的专业词汇和表达方式不太熟悉,影响阅读理解。其次,听力练习可能会对一些学生构成挑战,特别是对听力较弱的学生。此外,如何在实际情景中运用所学知识进行环保话题的讨论,也是学生需要克服的困难。教师应针对这些困难提供适当的辅导和支持,帮助学生克服问题,提高学习效果。
2. 学生的学习兴趣、能力和学习风格:九年级的学生对实际生活中的问题较感兴趣,特别是与环境保护相关的话题。在学习能力方面,大部分学生应具备一定的自主学习能力和合作学习能力,能够通过小组讨论和听力练习提高自己的语言运用能力。在学习风格上,学生们可能更偏好通过互动和实践活动来学习,因此教师应设计更多互动式和参与式的教学活动。
- 观看环保纪录片:建议学生观看关于环境保护的纪录片,了解地球生态环境的现状,增强环保意识。
- 阅读环保文章:鼓励学生阅读关于环境保护的文章,思考人类与自然的关系,培养学生的环保思维。
- 玩环保互动游戏:推荐学生玩一些关于环境保护的互动游戏,巩固所学知识,提高学生的环保素养。
课后作业
1. 请用英语描述一种你认为最重要的环保措施,并解释为什么你认为它是重要的。
3. 实验器材:如果本节课需要进行实验,确保实验器材的完整性和安全性。例如,如果进行垃圾分类的实验,需要准备不同类型的垃圾容器和分类标签,以及相关的实验指导资料。
4. 教室布置:根据教学需要,布置教室环境,以创造一个有利于学习的氛围。例如,可以根据小组讨论和实验操作的需要,将教室布置成分组讨论区和实验操作台。在分组讨论区,可以设置一些舒适的座椅和桌子,以便学生进行小组讨论和合作学习;在实验操作台,可以准备一些实验器材和实验指导资料,以便学生进行实验操作和观察。

人教版英语9年级全册Unit12_SectionA(1a-2d)教案

人教版英语9年级全册Unit12_SectionA(1a-2d)教案

Unit12 SectionA(1a-2d)教案1.0Teaching Analysis教情分析1.1Teaching Objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: ring, go off, wake up, already, put on, brush one’steeth, wash one’s face, be late for, at least1.1.1.1.2 For comprehending: give … a lift, rush out, luckily1.1.1.3 Sentence Structures1)W hat happened?2)L ife is full of the unexpected!3)B y the time I got up, my brother had already got in the shower.4)W hen I got to school, I realized I had forgotten my backpack at home.5)M y alarm clock didn’t go off! I kept sleeping, and when I woke up it wasalready 8:00 a.m.!6)S o I just quickly put on some clothes and rushed out the door.7)L uckily, Carl’s dad saw me on the street and gave me a lift in his car.8)B ut before I got to the bus stop, the bus had already left.9)W ell, at least by the time you got to school, you were only five minuteslate for class.1.1.1.4 Grammar Focus1)B y the time I got up, my brother had already got in the shower. (by thetime引导时间状语从句,had + 动词过去分词形式表示过去完成时态)2)W hen I got to school, I realized I had forgotten my backpack at home.(when引导时间状语从句,had + 动词过去分词形式表示过去完成时态)3)W ell,before I got to the bus stop, the bus had already left. (before引导时间状语从句,had + 动词过去分词形式表示过去完成时态)1.1.2Ability goals 能力目标1.1.2.1 学会用when/ by the time引导时间状语从句,用“had+动词过去分词形式”谈论过去的事情。

人教版英语九年级全册Unit12SectionBreading优秀教学案例

人教版英语九年级全册Unit12SectionBreading优秀教学案例
2.亮点二:问题导向
在教学过程中,我提出了一系列与文章内容相关的问题,引导学生深入思考。这种问题导向的教学策略,使学生们能够主动参与到学习过程中,提高了他们的思维能力和解决问题的能力。同时,问题导向还培养了学生们的问题意识,使他们能够主动发现问题、提出问题,并寻找答案。
3.亮点三:小组合作
我将学生们分成不同的小组,让他们在小组内进行合作学习,共同完成各项任务。这种小组合作的学习方式,不仅培养了学生的团队协作能力和沟通能力,还使他们能够互相学习、互相帮助,提高了学习效果。
四、教学内容与过程
(一)导入新课
1.开场白:以一个引人入胜的故事或引用一句有关环境保护的名言,引发学生们的兴趣和思考,为新课的导入做好铺垫。
2.展示图片或视频:播放一组有关环境污染的图片或视频,让学生直观地感受到环境问题的严重性,激发他们的学习兴趣。
3.提出问题:引导学生思考环境保护的重要性,如“你们认为环境保护为什么重要?”“我们应该如何保护环境?”等,激发他们的探究欲望。
4.培养学生们的感恩之心,让他们认识到大自然的重要性,学会尊重和保护自然。
作为一名特级教师,我深知教学目标的重要性,它不仅是教学活动的出发点和归宿,也是评价教学效果的重要依据。在制定教学目标时,我注重将知识与技能、过程与方法、情感态度与价值观三者有机结合,以促进学生的全面发展。在本节课的教学过程中,我将紧紧围绕教学目标,采用多种教学手段和策略,激发学生的学习兴趣,提高他们的参与度,确保他们能够在知识、能力和情感态度等方面取得显著进步。
此外,我还注重将情感态度与价值观的教育融入课堂教学,引导学生们树立正确的环保观念,培养他们的社会责任感和使命感。通过本节课的学习,学生们不仅提高了英语阅读能力,还增强了对环境保护的认识,为他们的终身发展奠定了基础。

人教版九年级英语全册Unit12sectionA教学设计

人教版九年级英语全册Unit12sectionA教学设计
2.学会使用一般将来时态描述未来的计划和目标,并能够运用将来时态进行情景对话。
3.能够理解并运用文章中的连接词,如"however", "in addition", "on the other hand"等,使文章结构更加清晰。
4.提高阅读理解能力,通过阅读课文,了解并掌握关于未来职业规划、环保等方面的信息。
-创设轻松、愉快的课堂氛围,鼓励学生大胆开口说英语。
-设计各种角色扮演、小组讨论等活动,提高学生的听说积极性。
-利用听力材料,进行听力训练,提高学生的听力水平。
4.情感态度与价值观的引导:
-结合教学内容,引导学生关注未来规划,树立正确的人生观和价值观。
-通过讨论环保问题,培养学生的环保意识和社会责任感。
1.学生在语法方面,对将来时态的掌握程度不同,部分学生可能存在运用不当的问题,需要针对性地进行巩固和指导。
2.在词汇方面,学生对与未来规划、环保等主题相关的词汇掌握不足,需要通过丰富多样的教学活动,帮助学生拓展词汇量。
3.阅读理解能力方面,学生对文章结构的分析、连接词的运用尚显不足,需要在教学过程中逐步引导和培养。
作业布置时,教师需注意以下几点:
1.作业量适中,避免给学生造成过重的负担。
2.关注学生的个体差异,适当调整作业难度,使每位学生都能在完成作业的过程中得到提高。
3.鼓励学生主动参与,培养他们的自主学习能力。
4.及时批改作业,给予学生反馈,帮助他们发现问题并及时改正。
三、教学重难点和教学设想
(一)教学重难点
1.重点:本章节的重点在于学生对将来时态的掌握,以及与未来规划、环保等主题相关的词汇运用。
难点:学生对一般将来时态的运用,以及文章中连接词的准确使用。

人教版英语九年级全册Unit12SectionB2a2e优秀教学案例

人教版英语九年级全册Unit12SectionB2a2e优秀教学案例
二、教学目标
(一)知识与技能
1.学生能够掌握并熟练运用本节课的重点词汇和句型,如“scenic spot”、“tourist attraction”、“mountain peak”等,以及表达旅行经历和计划的句型“I have been to...”、“I would like to visit...”等。
在教学过程中,我充分考虑了学生的年龄特点和知识水平,以人与自然和谐相处的理念贯穿整个教学环节,引导学生关注环境保护,培养他们的跨文化交际意识。在课堂导入环节,我利用多媒体展示了我国不同地区的美丽风光,激发学生的学习兴趣和欲望。接着,我组织学生进行小组讨论,让他们分享自己的旅行经历和计划,并在小组内进行互动交流,提高他们的口语表达能力。
2.设计各种小组活动,如角色扮演、编写对话等,让学生在完成任务的过程中,巩固本节课的重点词汇和句型。
3.鼓励学生进行小组合作,共同完成旅行相关的项目,如制定旅行计划、设计旅行路线等,提高他们的团队合作意识和解决问题的能力。
(四)反思与评价
1.引导学生进行自我评价,让他们反思自己在课堂上的表现和学习成果,培养他们的自我认知和自我提升能力。
2.组织学生进行互相评价,让他们评价他人的表现和成果,培养他们的团队合作意识和互相尊重的意识。
3.进行形成性评价和终结性评价相结合的评价方式,对学生的学习情况进行全面、客观的评价,及时反馈和指导学生的学习。
作为一名特级教师,我深知教学策略的重要性,因此在本节课的设计中,我注重了情景创设、问题导向、小组合作和反思与评价等多种教学策略的运用。通过这样的教学策略,我希望能够激发学生的学习兴趣,培养他感的现代人。
作为一名特级教师,我深知教学目标的重要性,因此在本节课的设计中,我注重了知识与技能、过程与方法、情感态度与价值观的全面发展。通过这样的教学目标,我希望能够激发学生的学习兴趣,培养他们的语言运用能力、团队合作意识和跨文化交际能力,使他们成为具有全球视野和社会责任感的现代人。

九年级英语下册unit 12英文教案

九年级英语下册unit 12英文教案

Unit 12 You’ re supposed to shake handsThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabularybow, kiss, be supposed to, shake hands, customs(2)Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow.2.Ability Objects(1)Train students’ listening ability.(2)Train students’ communicative competence.Ⅱ.Teaching Key PointsTarget languageⅢ.Teaching Difficult Points1.How to train students’ listening ability.2.How to train students’ communicative competence.Ⅳ.Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 11.In this unit, we learned some ways of asking for information politely.Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong.Say, Please tell me things that are good to do in school and that are not good to do in school.Write each suggestion under the appropriate heading on the board.T: Is it a good idea to come to class late?S1: No.T: That’s right, It’s not a good idea to come to class late.You’re not supposed to come to class late.Class repeat.You’re not supposed to come to class late.S s: You’re not supposed to come to class late.T: (Writes come to class late under wrong)What are some things you shouldn’t do?S2: We shouldn’t eat in class.T: Right.You’re not supposed to eat in class.Ask students to repeat this example.Then ask students to tell about some things that are good to do in school.They may say things such as, You should do your homework every day; You should raise your hand before you talk.Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day.You’re supposed to raise your hand before you talk.Step Ⅱ1aLet students read the instructions.Point to the two lists of words.Read each word and ask students to repeat it.Put up a map of the world on the board.Ask students to explain where each of the countries is.Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss.Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries.Look at the sample answer.Tall students to guess if they aren’t sure.Step Ⅲ1bGo through the instructions with the class.Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl.Their conversation contains the answers to the questions in Activity 1a.Play the tape for the first time.This time, students only listen.Play the tape a second time.Ask them to listen to the recording and check their answers to Activity 1a.Check the answers with the class.Invite a student to read the answers.Step Ⅳ1cRead the instructions to the whole class.Point out the example in the box.Ask two students to read it to the class.Point to the lists of customs and countries in Activity la.Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about.As students work together, move around the classroom checking their work.Ask different pairs of students to ask and answer a question for the class.Step ⅤHomeworkReview the target language.The Second PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabularygreet, be supposed to(2)Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes.I was supposed to arrive at 7:00, but I arrived at 8:00.2.Ability Objects(1)Train students’ listening ability.(2)Train students’ communicative competence.3.Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes.That is, you should act according to your host’s customs.Ⅱ.Teaching Key Points1.Key V ocabularygreet, be supposed to2.Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes.I was supposed to arrive at 7:00, but I arrive at 8:00.3.StructureWhat are you supposed to do when you meet someone?Ⅲ.Teaching Difficult Points1.the target language2.How to improve students’ listening ability.Ⅳ.Teaching ProceduresStep ⅠRevisionCheck homework.Ask some pairs to act out their conversations according to Activity 1a.Step Ⅱ2aLook at the picture and ask students to tell What is happening.Help students understand that the people are at a picnic.Point to Maria and ask, what’s Maria wearing? (She is wearing a dress.)Ask, Does she look comfortable? (No.)Read the instructions and point to the four mistakes on the list.Ask different students to read the mistakes to the class.Listen to Maria talking to a boy about what happened at the picnic.She made several mistakes.Listen to the recording and check the mistakes she made.Play the recording.Students only listen the first time.Play the recording again.Get students to check the mistakes Maria made.Check the answers with the class.Step Ⅲ2bGo through the instructions with the class.Point out the blanks in the four sentences.Invite a student to read the first sentence.Play the recording again.Let students fill in the blanks with the words they hear alone.Correct the answers with the class.Step Ⅳ2cRead the instructions for the activity to the class.Look at the example in the box.Ask two students to read the conversation to the class.Point out the mistakes in Activity 2a and the sentences in Activity 2b.Role play Dan and Maria’sconversation using information from Activities 2a and 2b.Ask students to work in pairs.As they work, move around the classroom checking the progress of the pairs and offering help as needed.Check the answers by calling on different pairs to say their conversations to the class.Step ⅤGrammar FocusReview the grammar box.Get different students to say the questions and answers.Step ⅥHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus.The Third PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabularyland, drop by, after all, relaxed, a bit(2)Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher.Okay.What should I say?You are supposed to say "good morning, teacher."2.Ability Objects(1)Train students’ integrating skills.(2)Train students’ communicative competence.Ⅱ.Teaching Key PointTrain students’ integrating skills.Ⅲ.Teaching Difficult PointHow to improve students’ integrating skills.Ⅳ.Teaching ProceduresStep ⅠRevisionT: In last period, we summed up the expressions for telling what you are supposed to do.Now I’ll check your homework.I’ll ask some pairs to act out the conversations before the class.Step Ⅱ3aRead the instructions.Do you know what an opinion is?Ask a student to answer it.(An opinion is what you think or how you feel about something.)Look at the chart.Point to the word attitude on the chart and say, An opinion is like an attitude.Tell students what they will write in the chart.Ask students to read the first paragraph on their own.When they read, move around the classroom helping them as necessary.Then ask students to read the second paragraph.Again, as they read, move around the classroom answering any questions.Then read the instructions again and point out the chart.Point to the words attitude toward and ask what other words in the instruction line mean the same thing(opinions of).Invite a student to read the sample answer to the class.Then let him point out which sentence the answer is found in.Ask students to read the paragraphs again and complete the chart on their own.Correct the answers with the class.Step Ⅲ3bGo through the instructions for the activity with the class.Look at the example in the box.Ask two students to read the conversation to the class.First practice this conversation with a partner.Then talk about your attitude toward being on time and getting together with your friends.Use true information.Have students work in pairs.Ask some different pairs to say their conversations to the class.Step ⅣPart 4Let students read the instructions.Ask a pair of students to model the sample dialogue.Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Get students to complete the work in pairs.As they work, walk around the classroom offering help as needed.Review the task.Ask a few students to share their conversations with the whole class.Step ⅤHomework1.Write a conversation using the information in Part 4.2.Finish off the exercises on pages 49~50 of the workbook.The Fourth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabularywipe, napkin, stick, chopstick, rude, point, pick up(2)Target LanguageWe’re supposed to eat with chopsticks.Yes, and it’s rude to eat with our hands.2.Ability Objects(1)Train students’ listening ability.(2)Train students’ ability to understand the target language in spoken conversation.(3)Train students’ ability to use the target language.Ⅱ.Teaching Key Points1.Key V ocabularywipe, stick, chopstick, rude, point, pick up2.Target LanguageWe’re supposed to eat with chopsticks.Yes, and it’s rude to eat with our hands.Ⅲ.Teaching Difficult Points1.Flow to improve students’ listening ability.2.How to use the target language.Ⅳ.Teaching ProceduresStep ⅠRevisionCheck homework.Get some students to read out their conversations using the target language in Section A 4.Collect their conversations and help correct their errors.Step ⅡPart 1Look at the picture and ask students to say what is happening in it.Look at the title, Mind your manners!Ask.What do you think it might mean?Read the instructions and point to the five statements about manners.Ask students to read the statements.Review the five statements to be sure students understand what each one means.Ask students to act out them.Then ask students to complete the quiz on their own.Correct the answers with the class.Step Ⅲ2aRead the instructions to the class.Review what an exchange student is and what table manners are.If necessary, translate them into Chinese.Look at the four pictures.You will hear the exchange student Steve, talking with his Japanese friend, Satoshi.Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan.Point to the boxes where students are supposed to write a number next to each picture.Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording.Play the recording the first time.Students only listen.Play the recording a second time.As they listen to the recording this time, let students number the pictures.Correct the answers with the class.Step Ⅳ2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings.Ask different students to read the two lists.You will hear the same recording again.Play the recording again.Ask students to write the letters in the blanks alone.Check the answers with the class.Step Ⅴ2cGo through the instructions for the activity with the class.Look at the example in the box.Ask two students to read the sentence starters.Now, complete each one with a true statement about table manners in your country.Ask two students to read their sentences.Point out the sentence starters in Activity 2b.Say, Have a conversation about table manners in your country with a patter.You can use the sentence starters in Activity 2b to help you get started.Have students work in pairs.Ask one or two pairs of students to say their conversations to the class.Step ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b.The Fifth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabularytable manners, behave, be/get used to, cut up, full, fork, You should…(2)Practise reading an article.(3)Practise writing something using the target language.2.Ability Objects(1)Train students’ reading ability.(2)Train students’ writing ability.Ⅱ.Teaching Key PointPractise reading and writing using the target language.Ⅲ.Teaching Difficult PointHow to write an e-mail message.Ⅳ.Teaching ProceduresStep ⅠRevisionReview the target language presented in this unit.Check homework.Ask two students to read out their sentences.Step Ⅱ3aCall attention to the e-mail message.Invite a student to read the article aloud to the class.Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Read the instructions to the class.Ask students to read the e-mail again.Say,Now read the e-mail.Answer the questions in your exercise book.As students work, move around the classroom and offer help as necessary.Check the answers with the class.Step Ⅲ3bRead the instructions to the class.Point to the beginning of the e-mail message.Read it to the class.Here are some things you need to know about table manners when you visit Japan.First of all, you should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b.You can use the pictures and information in Activities 2a and 2b to help you write your letters.Ask students to finish the activity on their own.As they work, walk around the classroom offering help and answering questions as needed.Check the answers with the class.Ask a student to read his completed article to the class.Step Ⅳ3cRead the instructions and ask students to look back at Activity 2c.Remind students that they made conversations about table manners in their own country.Say.You can use the ideas you talked about in Activity 2c as you write your email messages.Get students to finish the activity on their own.As students work, move around the room offering help as needed.Ask a student to read his or her message to the class.Have other students add any information that is missing from the first student’s report.Step ⅥHomework1.Read the e-mail message in Activity 3a again.2.Write an e-mail message to a friend about table manners.The Sixth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Fill in blanks and make sentences using arrive, meet, spend, behave and imagine.(2)Finish the story.(3)Complete the crossword.2.Ability ObjectsTrain students’ writing ability.3.Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries.Ⅱ.Teaching Key Points1.Fill in blanks and make sentences.2.Finish the story.Ⅲ.Teaching Difficult Points1.Make sentences using arrive, meet, spend, behave and imagine.2.Finish the story.Ⅳ.Teaching ProceduresStepⅠRevisionCheck homework.Ask a student to read the e-mail message in Activity 3a.Then ask a student to read his/her own e-mail message.StepⅡPart 1Look at the words in the box.Ask a student to read them.Make sure students understand the meaning of the words.Then say, Fill in the blanks with the words.In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers.Five students each read a sentence, filling in the blanks.The rest of the students check their answers.Ask students to make their own sentences with the words, preferably sentences that are meaningful.Move around the classroom.Collect a few students’answers with mistakes on the blackboard.Then help students correct the mistakes.Step ⅢPart 2Go through the instructions with the class.Explain them to students.Get students to complete the work in pairs.Invite a few students to read the end of the story.Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests.A sample end of the story…What I finally decided to do was to watch what others do and follow them.Step ⅣPart 3Do the example with the class to show them how to do a crossword puzzle.Ask students to complete the crossword puzzle on their own.Check the answers with the whole class.Step ⅤJust for Fun!This activity provides reading and speaking practice with the target language.Ask students what is funny about the cartoon.Help students to explain.The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway.Step ⅥSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words.After class, please finish off the story in 2 in your textbooks.Then finish off the exercises on pages 50~52 of the workbook.The Seventh PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2.Ability ObjectsImprove students’ reading and writing skills.Ⅱ.Teaching Key PointTrain students’ reading and writing skills.Ⅲ.Teaching Difficult PointTrain students’ reading and writing skills.Ⅳ.Teaching ProceduresStep ⅠKey V ocabularyShow the following vocabulary by cards.Careful-reading to get the detailed information.Say the words and have students repeat them again and again until they can pronounce them fluently and accurately.Step ⅡPart 1Read the title Parent helps child to the class.Ask, What do you think the article is about, based on the title?Look at the picture.Ask students to describe what is happening in the picture.Ask students to discuss the four questions.Students do not look at the reading text.Instead, they use their background knowledge to try to answer the questions.As they work, walk around, looking at their progress.When most students finish the task, ask students to compare their answers with a partner,Elicit answers from the students.Ask, Do you have any other answers? Do not give the correct answers to the students at this point.Wait until students have finished the reading and let them revise their answers accordingly.Step ⅢPart 2Go through the instructions with the class.Ask students to complete the task individually or in pairs.Make sure students discuss their reasons in English.As they work, walk around the classroom offering help as necessary.Ask students to read their answers.Encourage students to use complete sentences.Step ⅣPart 3Look at the story.Pay attention to the words indicated in bold.Ask different students to guess the meaning.Don’t give them the correct answers.Ask students to read the article once.Say, Pay attention to the bold words and expressions.And note any other words or sentences you don’t understand.Read in context, guessing the meanings of words and phrases from the other words around them.Ask students to read’ the article again for comprehension.Go through the instructions with the students and have them look at the example.Ask students to complete the next word on the list on the left.Students are matching words to meanings.As they work, walk around the classroom offering help as necessary.Students complete the task.Remind them to look at the story again for extra help.Have students report their answers.Encourage them to use complete sentences.Step ⅤPart 4Go through the task with students.Elicit the first answer from students from memory.Check that they understand what they need to do.Ask students to do the activity on their own or in pairs.Students should try to remember or guess the answers before looking at the reading.As they work, walkaround the classroom offering help students may need.Check the answers.Invite different students to give their answers and give the correct statements for the ones that are false.Step ⅥPart 5Read the instructions with the students.Divide the class into small groups to do the activity.Give students help thinking of different fun and educational activities.Walk around the classroom offering help as needed.Cheek the answers.Have students share their answers with the class.StepⅦSummaryIn this class, we’ve practised a lot of reading and writing.Step ⅧHomework1.Read the story in Activity 2 again for further comprehension.2.Revise the target language in this unit.。

人教版英语九年级全册Unit12Lifeisfulloftheunexpected单元教学设计

人教版英语九年级全册Unit12Lifeisfulloftheunexpected单元教学设计
-能够理解这些词汇和短语的意思,并在实际语境中正确运用。
3.学生能够运用目标句型进行交流,如:“What did you do when...?”, “I never expected that...”, “I predict that...”等。
-学会使用目标句型进行情景对话,描述生活中的意外事件。
-在日常生活中,尝试用英语预测可能发生的事情,并记录预测的结果。
在本环节中,教师将设计丰富的练习活动,帮助学生巩固所学知识。
1.听力练习:播放一段关于生活意外的录音,让学生回答问题,提高他们的听力理解能力。
2.口语练习:学生两人一组,进行角色扮演,模拟生活中的意外场景,运用所学句型和词汇进行交流。
3.阅读练习:让学生阅读本单元的课文,分析文章结构,掌握作者的写作手法。
3.学生能够通过本单元的学习,培养良好的价值观,如:尊重他人、关爱自然、珍惜友情等。
-结合课文内容,引导学生树立正确的价值观。
-通过课堂讨论,培养学生关爱他人、关爱环境的意识。
4.学生能够积极参与课堂活动,发挥自己的潜能,不断提升英语水平。
二、学情分析
九年级的学生已经具备了一定的英语基础,他们对英语学习有着较高的兴趣和热情。在此基础上,他们对本单元的主题“Life is full of the unexpected”具有较强的共鸣,因为生活中充满意外的事件,学生们都有自己的经历和感受。在语言技能方面,学生们已经掌握了基本的语法知识,能够运用不同的时态描述事件,但在实际运用中仍需加强巩固。此外,他们对词汇的积累和运用能力有待提高,尤其是对一些本单元的重点词汇和短语。
-总结文章中的关键信息,分析作者如何运用时态、词汇和句型来描述事件。
4.创作作业:
-以小组为单位,编写一个简短的小剧本,围绕生活中的意外事件展开,要求每个成员都有参与。

人教版九年级英语全册Unit12SectionA3a3c教学设计

人教版九年级英语全册Unit12SectionA3a3c教学设计
-家长辅助,让孩子用英语向家人描述本节课所学的自然灾害知识,促进家校互动。
3.研究性作业:
-分组进行研究性学习,选择一种自然灾害,通过网络、书籍等途径查找相关资料,了解其成因、影响及预防措施;
-各小组制作一份关于所研究自然灾害的PPT,进行课堂分享,提高学生的团队协作能力和信息整合能力。
4.拓展作业:
2.通过听力训练,提高学生捕捉关键信息、进行信息筛选和整合的能力。
3.通过阅读课文,培养学生独立思考、分析问题和解决问题的能力。
4.通过课堂讨论,鼓励学生积极参与,提高口语表达能力。
5.通过课后作业,巩固所学知识,培养学生自主学习的能力。
(三)情感态度与价值观
在本章节的教学中,学生将形成以下情感态度与价值观:
三、教学重难点和教学设想
(一)教学重难点
1.重点:本章节的重点在于学生对自然灾害相关词汇的掌握,以及运用一般过去时描述过去发生的事件。
-词汇方面,如hurricane, earthquake, flood等单词的拼写、发音和词义理解;
-语法方面,一般过去时的构成和正确运用。
2.难点:学生对一般过去时的运用,特别是在口语和写作中的正确使用,以及听力训练中捕捉关键信息的能力。
-口语练习:设计相关话题,让学生进行角色扮演,提高口语表达能力。
2.学生在规定时间内完成练习,教师及时给予反馈和指导;
-选取部分学生的作业进行展示,共同分析、讨论。
(五)总结归纳,500字
1.教师对本节课的学习内容进行回顾和总结,强调重点知识。
-总结词汇、语法知识点,提醒学生注意一般过去时的正确运用;
-设计听力练习,如填空、选择题等,检测学生听力理解水平;
-针对听力难点,进行策略指导,提高学生听力技巧。
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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 A Goals●To learn to use the structure Supposed to + infinitive ●To listen and talk about what people are supposed to do ProceduresWarming up by learning about the structure Supposed to + infinitiveTurn to page 95 first. Look at the sentences. Do you see how the structure Supposed to + 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. Whilereadingcircle the connectives and underline the expressions.1c Doing pairworkWhat do people do when they meet for the first time? Now inpairs telleach other what you know about meeting for the first time. You are sopposed to use the 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’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, Dan. Everyone else was wearing a T-shirt and jeans.Boy: I guess you should have asked what you were supposed to wear.Now you may check√the mistakes by Maria on page 95.Maria’s mistakes√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrongclothes2b Listening and fillingTo fill in the blanks on page 95 you are supposed to listen to thetape one more time.TapescriptMariA: 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 later.Dan:Boy: And you were supposed to shake hands instead.MariA: That’s right. And I wore a fancy dress.Dan: I guess you should have asked what you were supposed to wear.Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.Li Hong: I was supposed to get up at 7:00 but I got up at 8:00.Li Hong: In my home it’s different. When you’re asked to getup 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 visi t 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 time very important to be on timeVisiting a friend’s house Often just drop by friends’house never visit a friend’s house without calling firstMaking plans with friends Don’t usually have to makeplans to meet friends 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 fordinner, 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 wal k 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.B:Because they’re the land of watches?A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.B: If you are even fifteen minutes late, may your friend get angry?A: Yes, they do.B:Do they often visit a friend’s house?A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.4 Doing pairworkAn exchange student from England is coming to your school forclasses. You are supposed to fill in the chart below on page 96with things he is supposed to do inside and outside theclassroom.Items You are supposed to …Greeting teachers Say, “Good morning” in the morningDoing homework At home or in school after classPhoning someone Say, “Ni Hao, I’m …”Visiting someone’s place Call first, and knock at the doorMaking plans with friends Discuss the plan, call to make changes Being on time Always on time or little earlierGiving gifts Festival gifts being necessary……Now you are supposed to role play a conversation based on thechart 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 afternoon” in the afternoon.A:And “Good evening” in the evening. That’s the same as we do inBritain.B: For homework you may do it at home or in school, but always afterclass.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.A: All right. I agree to take all those exams in English, and on grammar.B:And to phone someone you say say, “Ni Hao, I’m …”A:“Ni Hao, I’m …”B: Right. You are learning fast. You are smart.A:What about visiting someone’s place?B: Call first, and knock at the door.A: What should I do to make plans with friends?B: Discuss the plan with them. Call to make changes before it is too late.A: Do I have to be on time?B:It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.A:That’s also the same as we do back at Britain.A: And giving gifts? I hear that you give many gifts on many occasions.B:Yes, we do. But you can’t give gifts to the teachers in orderto pass the exams, and the English grammar 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.Section BGoals●To listen and talk about table manners●To read about life as an exchange studentProceduresWarming up reading aloud to the tapeHello, it’s nice to meet you on this cool lovely morning! To begin with,listen and read loud to the recording of the text on page 96. But try notto look at the text while listening and reading it aloud.1 taking a quizOn page 97 is a chart with 5 sentences. Read them and circle T for true and F for false.Mind your manners! True orfalse?1. In the United States, you’re not supposed to eat withTyour hands.2. In Peru, you’re not supposed to talk at the table. F3. In China, you’re not supposed to pick up your bowl ofTrice.F4. In Korea, the youngest person is supposed to starteating first.2a Listening and numberingFinally you are supposed to read the tapescript carefully. While you are reading you are supposedto underline all the expressions, blacken all the connectives and all examples of the Supposed to+infinitive Structure.2c Doing pairworkA: Wonderful. I eat a lot. I like to eat nice things and keep slim at the sametime.B: Come to Korea then.A: Is Korean food chiefly made of vegetables?B:Yes, it is. Seasonings include garlic, red peppers, scallions, soy sauce,fermented bean paste, ginger and sesame oil.A: Who eat first, the old or the young?B: Of course, the oldest eat first. They are respected most in our country.…3a Reading and answeringTurn to page 98 and read the e-mail message to answer the questions followed.Subject: Table Manners!From: Wang KunDear Lindsay,Thanks for your message. Yes, 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 very comfortable speaking French now. Although I still make lots of mistakes, it doesn’t bother me like it used to. My biggest challenge is learning how to behave at the dinner table. As you can imagine, things are really different from the way they are at home. For example, you’re not supposed to put your bread on your plate. You are supposed to put it on the table!I thought that was pretty strange at first, but now I’m used to it. You’re not supposed to eat anything with your hands except bread, not even fruit!(You have to cut it up and eat it with a fork.)Another thing is that it is very rude to put your hands in your lap. You should always keep your hands, but not your elbows, on the table. I have to say, I find it difficult to remember everything, but I’m gradually getting used to things, and don’t find them so strange any more. I’ll write soon and tell you more about life in France. Hope you’re having a good school year.Wang KunNow as you have finished reading the message, you are supposed to answer the five questions as follows:1.Why was Wang Kun nervous before she arrived in France? →Because she had no idea of thelife in France.2.Why did she have no reason to be nervous? →Because her host family is really nice. Theygo out their way to make her feel at home.3.What differences have occurred in her French? →Her French has improved great ly. She’svery comfortable speaking French now.4.What does she find surprising? →You’re not supposed to put your bread on your plate. Youare supposed to put it on the table!5.What is one particular challenge she is facing? →Her biggest challenge is learning how tobehave at the dinner table.3b Writing an e-mail messageImagine you are Steve, an exchange student studying in Japan. You are to email your friends about the table manners in Japan.Subject: Table Manners!From: SteveHere are some things that you need to know about table manners when you visit Japan. First of all, you should remember:Blowing your nose in public, and especially at the table, is considered bad manner.It is considered good manner to empty your dishes to the last grain of rice.Talking about toilet related and similarly disappetizing topics during or before a meal is not appreciated by most people.Unlike in some other parts of East Asia, it is considered bad manner to burp.After finishing eating, try to place all your dishes in the same way as they were at the start of the meal. This includes replacing the lid of dishes which came with a lid and replacing your chopsticks on the chopstick holder or into their paper slip, if applicable.3c Writing about table manners in ChinaSubject: Table Manners!From: YanfeiOf course, the main difference on the Chinese dinner table is chopsticksinstead of knife and fork, but that’s only superficial. Besides, in decentrestaurants, you can always ask for a pair of knife and fork, if you find thechopsticks not helpful enough. The real difference is that in the West, youhave your own plate of food, while in China the dishes are placed on the table and everyone shares. If you are being treated to a formal dinner and particularly if the host thi nks you’re in the country for the first time, he will do the best to give you a taste of many different types of dishes.The meal usually begins with a set of at least four cold dishes, to be followed by the main courses of hot meat and vegetable dishes. Soup then will be served (unless in Guangdong style restaurants) to be followed by staple food ranging from rice, noodles to dumplings. If you wish to have your rice to go with other dishes, you should say so in good time, for most of the Chinese choose to have the staple food at last or have none of them at all.Perhaps one of the things that surprise a Western visitor most is that some of the Chinese hosts like to put food into the plates of their guests. In formal dinners, there are always “public” chopsticks and spoons for this purpose, but some hosts may use their own chopsticks. This is a sign of genuine friendship and politeness. It is always polite to eat the food. If you do not eat it, just leave the food in the plate.People in China tend to over-order food, for they will find it embarrassing if all the food is consumed. When you have had enough, just say so. Or you will always overeat!4 Doing groupworkYou are supposed to help visitors to China. Now turn to page 98 and make a list of things they are supposed to in the different situations listed there in the chart.Eating meals with other peopleLet the other people order the dishes. Try to pay the bill yourself.Giving complimentsGive a sincere compliment always. Show modesty when given compliments.Introducing other peopleIntroduce the young to the old. Stand while being introduced.Making a toast at dinnerMake a toast to your quests first. Drink up the wine when being toasted.Making appointmentsKeep your appointments with others. To cancel an appointment, call or send handphone message one day or two days before the date.Offering teaOffer others tea with a clean cup. Add more tea when the cup is emptied.Speaking to old peopleAlways speak to the old politely and loudly when necessary.Closing down by looking and sayingLook at the picture below and say something about their table manners.SELF CHECK1 Filling in blanksTo test your learning turn to page 99 and fill in the blanks with a word in its correct form.arrive meet spend behave imagine1.People in Japan and people in America behave differently at the dinner table.2.You can imagine how different the table manners here are from ours.3.In Singapore, the trains always arrive on time. They are never late.4.On Chinese New Year, people like to spend time with their families.5.I usually meet my friends in the library on Friday nights.2. Reading and finishingFan Ling has been to a western country. She wrote an article telling about her experience in a restaurant there. Now read it on page 99 and finish her story as you like. While reading, blacken the connectives, underline the expressions and circle the structure of Supposed to+infinitive. When I first ate in a western restaurant, I didn’t know what I was supposed to do. Everything was unfamiliar. I was used to eating with chopsticks and a spoon, but I had to eat with a knife, a fork and a spoon. And I had, not just one set to use, but two or three of each. Questions crowded my mind. Was I supposed to begin with the largest ones or the smallest? Was I supposed to start at the outside and work in or the inside and work out? Was I supposed to hold the spoon in my left hand or my right hand? What I finally decided to do was to look up at how the others behave themselves at the table. I found that the man opposite to me was looking at me. It seemed that he was also a newcomer and not able to eat a western meal, either. We burst into laughter. And then3 Completing the crosswordOn page 99 is a crossword. Read the clues on the left to finish to finish the crossword on the right.Just for Fun!Across1. Sheep sound (3)3. Neither liquid nor gas (5)5. Humour (3)Down1. Road passenger transport (3)2. Permit (5)4. Shortened form of Dorothy (3)Before you read, go over the new words on page 154.After you read, copy all the expressions into your ExpressionBook.Part 2: Teaching Resources (第二部分:教学资源)I.What is an exchange student?An exchange student is a student (almost always of high school age) who temporarily goes abroad and lives with a host family in a foreign country, and attend school there. That host family often also sends a child of theirs abroad, usually to the same country as the student they are hosting. In this way, the two students are said to have been "exchanged," essentially temporarily trading countries with each other.II. Tips and Pitfalls of American table manners●Posture"Elbows, elbows, if you're able -- keep your elbows off the table!"●Eating SoupDip the spoon into the soup, moving it away from the body, until it is about two-thirds full, then sip the liquid (without slurping) from the side of the spoon (without inserting the whole bowl of the spoon into the mouth).●Offering FoodIt is best to phrase each offer of food as if the dish has just been brought out for the first time. ●"Please Pass the Salt"The proper response to this very simple sounding request is to pick up both the salt and the pepper and to place them on the table within reach of the person next to you.●Removing Inedible Items from the MouthThe general rule for removing food from your mouth is that it should go out the same way it went in.。

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