人教版新目标九年级Unit 12 You are supposed to shake hands.第一课时

unit12《youaresupposedtoshakehands》语言点归纳（人教新目标初三）1. be supposed to do .应该如：We are supposed to stop smoking. 我们应该停止吸烟。

知识拓展表示应该的词有：should, ought to ,be supposed to2. shake hands握手shake 本意是〝摇动、震动〞3. You should have asked what you were supposed to wear.你本应该咨询清晰如何样穿才得体。

中的〝should have asked〞是〝情态动词＋现在完成时〞表示过去本应该做某事，事实上没有做如：She should have gone to Beijing. 她本应该去了北京。

〔没有去〕4. be relaxed about sth.对某事随意、不严格如：They are relaxed about the time. 他们对时刻专门随意。

5. pretty adv. 相当,专门＝very She is pretty friendly. 她相当友好。

adj. 漂亮的She is a pretty girl.她是一个漂亮的女孩。

6. make plans to do == plan to do. 打算做某事如：She has made plans to go to Beijing.==She has planed to go to Beijing.7. drop by 访咨询看望拜望串门We just dropped by our friends’ homes.我们刚刚去朋友家串门。

8. on time 按时9.after all 如何讲终究如：You see I was right after all.你看，如何讲依旧我对了。

10. invite sb. to do sth. 邀请某人做某事如：Lily invited me to have dinner.莉莉请我吃晚饭。

Unit 10 You’re supposed to shake hands.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：custom, bow, kiss, greet, be supposed to,2）掌握be supposed to句型的用法。

2. 情感态度价值观目标：1. 学习一些见面礼仪，生活习俗和对时间的看法。

2. 了解西方国家的风土人情和习俗。

二、教学重难点1. 教学重点：be supposed to的用法2. 教学难点：中西方人们见面礼仪的差别。

培养学生跨文化交际意识。

三、教学过程I. Lead-in师生讨论：学生在学校应该做哪些事情？引出新句型。

如：Is it a good idea to come to class late?S: No.T: That’s right. It’s not a good idea to come late. You’re not supposed to come to class late. You’re supposed to …eat in class, do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型II. Discussion1. 大屏幕展示一张世界地图，师生对话：T: Do you know where Brazil/ the United States/ Japan/Mexico/Korea is?S:…T: Do you know what people do when they meet for the first time?S: …2. 利用多媒体播放各国初次见面的礼仪，学习新单词：custom, bow, kiss, greet,III. Work on 1a-1c1.1a多媒体呈现1a图片，让学生根据图画内容，说说图中的握手，接吻，鞠躬是哪个国家的礼仪，然后按要求把书本给出的“国家”和“习俗”连接起来。

unit12《youaresupposedtoshakehands》短语（人教新目标初三）1.be supposed to do sth 应该做某事2.shake hands (with) 〔和…〕握手3.bow to sb 向……鞠躬4.kiss sb goodbye 和某人吻不5.should have done sth 过去应该作某事(但实际未做)6.for the first time 第一次7.be important to sb 对某人重要8.drop by 顺便拜望9.make plans to do sth 制定打算做某事10.as… as sb can= as… as possible 尽可能…11.ask / invite sb to do sth 邀请某人做某事12.without doing sth 没有做某事13.The first thing is to greet the teacher. 第一件事是咨询候老师.14.table / good / bad manners 餐桌礼仪/有礼貌/不礼貌15.at the table / at table 在桌旁/ 在进餐16.pick up 拣起,捡起17.point at/ to 指向18.on my exchange program 在我的交换生活中19.It’s even better than I thought it would be. 它甚至比我想象的还要好.20.There is no reason to do sth 没有理由做某事.21.go out of one’s way to do sth 特地做某事22.make sb feel at home 使某人感到不拘谨23.be different from 与……不同24.have a good school year 新学年愉快25.make a toast 敬酒26.behave differently 表现不同27.not… but…不是……而是……28.begin with 从…开始29.in a western restaurant 在西餐馆30.Everything is unfamiliar. 一切都专门生疏.31.Questions crowded my mind. 我满脑子差不多上疑咨询.32.e-mail English 邮件英语33.spoken / written English 英语口语/ 书面英语34.get bored 感到苦恼35.a type / kind of 一种……36.learn … by oneself/ teach oneself …自学……37.at the proper time 在适当的时候38.send a message to sb 给……发信息39.on the mobile phone 通过手机40.be pleased with 对……中意Unit12重点短语1.be supposed to do sth 应该做某事2.shake hands (with) 〔和…〕握手3.bow to sb 向……鞠躬4.kiss sb goodbye 和某人吻不5.should have done sth 过去应该作某事(但实际未做)6.for the first time 第一次7.be important to sb 对某人重要8.drop by 顺便拜望9.make plans to do sth 制定打算做某事10.as… as sb can= as… as possible 尽可能…11.ask / invite sb to do sth 邀请某人做某事12.without doing sth 没有做某事13.The first thing is to greet the teacher. 第一件事是咨询候老师.14.table / good / bad manners 餐桌礼仪/有礼貌/不礼貌15.at the table / at table 在桌旁/ 在进餐16.pick up 拣起,捡起17.point at/ to 指向18.on my exchange program 在我的交换生活中19.It’s even better than I thought it would be. 它甚至比我想象的还要好.20.There is no reason to do sth 没有理由做某事.21.go out of one’s way to do sth 特地做某事22.make sb feel at home 使某人感到不拘谨23.be different from 与……不同24.have a good school year 新学年愉快25.make a toast 敬酒26.behave differently 表现不同27.not… but…不是……而是……28.begin with 从…开始29.in a western restaurant 在西餐馆30.Everything is unfamiliar. 一切都专门生疏.31.Questions crowded my mind. 我满脑子差不多上疑咨询.32.e-mail English 邮件英语33.spoken / written English 英语口语/ 书面英语34.get bored 感到苦恼35.a type / kind of 一种……36.learn … by oneself/ teach oneself …自学……37.at the proper time 在适当的时候38.send a message to sb 给……发信息39.on the mobile phone 通过手机40.be pleased with 对……中意。

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Unit12 You’re supposed to shake hands教案The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabularybow, kiss, be supposed to, shake hands, customs（2） Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow．2． Ability Objects（1）Train students’ listening ability．（2）Train students’ municative petence．Ⅱ． Teaching Key PointsTarget languageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2． How to train students’ municative petence．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 11． In this unit, we learned some ways of asking for information politely． Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong．Say, Please tell me things that are good to do in school and that are not good to do in school．Write each suggestion under the appropriate heading on the board．T: Is it a good idea to e to class late?S1: No．T: That’s right, It’s not a good idea to e to class late． You’re not supposed to e to class late． Class repeat． You’re not supposed to e to class late．S s: You’re not supposed to e to class late．T: （Writes e 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 Ⅲ 1bGo through the instructions with the class． Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl． Their conversation contains the answers to the questions inActivity 1a．Play the tape for the first time． This time, students only listen．Play the tape a second time． Ask them to listen to the recording and check their answers to Activity 1a．Check the answers with the class． Invite a student to read the answers．Step 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 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’ municative petence．3． Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes． That is, you should act according to your host’s customs．Ⅱ． Teaching Key Points1． Key Vocabularygreet, be supposed to2． Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes． I was supposed to arrive at 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 Ⅰ RevisionCheck 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 piic．Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look fortable? （No．）Read the instructions and point to the four mistakes on the list． Ask different students to read the mistakes to the class．Listen to Maria talking to a boy about what happened at the piic．She made several mistakes． Listen to the recording and check the mistakes she made．Play the recording． Students only listen the first time．Play the recording again． Get students to check the mistakes Maria made．Check the answers with the class．Step Ⅲ 2bGo through the instructions with the class． Point out the blanks in the four sentences． Invite a student to read the first sentence．Play the recording again． Let students fill in the blanks with the words they hear alone．Correct the answers with the class．Step Ⅳ2cRead the instructions for the activity to the class．Look at the example in the box． Ask two students to read the conversation to the class．Point out the mistakes in Activity 2a and the sentences in Activity 2b． Role play Dan and Maria’s conversation using information from Activities 2a and 2b．Ask students to work in pairs． As they work, move around the classroom checking the progress of the pairs and offering help as needed．Check the answers by calling on different pairs to say their conversations to the class．Step Ⅴ Grammar FocusReview the grammar box． Get different students to say the questions and answers．Step Ⅵ HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyland, drop by, after all, relaxed, a bit（2） Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher．Okay． What should I say?You are supposed to say "good morning, teacher．"2． Ability Objects（1） Train students’ integrating skills．（2） Train students’ municative petence．Ⅱ． Teaching Key PointTrain students’ integrating skills．Ⅲ． Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ． Teaching ProceduresStep Ⅰ RevisionT: In last period, we summed up the expressions for telling what you are supposed to do． Now I’ll check your homework． I’ll ask some pairs to act out the conversations before the class．Step 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 plete the chart on their own．Correct the answers with the class．Step Ⅲ 3bGo through the instructions for the activity with the class．Look at the example in the box． Ask two students to read the conversation to the class．First practice this conversation with a partner． Then talk about your attitude toward being on time and getting together with your friends． Use true information．Have students work in pairs．Ask some different pairs to say their conversations to the class．Step Ⅳ Part 4Let students read the instructions．Ask a pair of students to model the sample dialogue． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．Get students to plete the work in pairs． As they work, walk around the classroom offering help as needed．Review the task． Ask a few students to share their conversations with the whole class．Step Ⅴ Homework1． Write a conversation using the information in Part 4．2． Finish off the exercises on pages 49～50 of the workbook．The Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularywipe, napkin, stick, chopstick, rude, point, pick up（2） Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ ability to understand the target language in spoken conversation．（3） Train students’ ability to use the target language．Ⅱ． Teaching Key Points1． Key Vocabularywipe, stick, chopstick, rude, point, pick up2． Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．Ⅲ． Teaching Difficult Points1． Flow to improve students’ listening ability．2． How to use the target language．Ⅳ． Teaching ProceduresStep Ⅰ RevisionCheck homework． Get some students to read out their conversations using the target language in Section A 4． Collect their conversations and help correct their errors．Step Ⅱ Part 1Look at the picture and ask students to say what is happening in it．Look at the title, Mind your manners!Ask． What do you think it might mean?Read the instructions and point to the five statements about manners． Ask students to read the statements．Review the five statements to be sure students understand what each one means． Ask students to act out them．Then ask students to plete the quiz on their own．Correct the answers with the class．Step 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 Ⅳ 2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings． Ask different students to read the two lists．You will hear the same recording again．Play the recording again． Ask students to write the letters in the blanks alone．Check the answers with the class．Step 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, plete 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 Vocabularytable manners, behave, be/get used to, cut up, full, fork, You should…（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ． Teaching Key PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult PointHow to write an message．Ⅳ． Teaching ProceduresStep Ⅰ RevisionReview the target language presented in this unit． Check homework．Ask two students to read out their sentences．Step Ⅱ3aCall attention to the 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 again． Say,Now read the ． Answer the questions in your exercise book． As students work, move around the classroom and offer help as necessary．Check the answers with the class．Step Ⅲ 3bRead the instructions to the class． Point to the beginning of the message．Read it to the class．Here are some things you need to know about table manners when you visit Japan． First of all, you should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b．You can use the pictures and information in Activities 2a and 2b to help you write your letters．Ask students to finish the activity on their own． As they work, walk around the classroom offering help and answering questions as needed．Check the answers with the class． Ask a student to read his pleted article to the class．Step Ⅳ3cRead the instructions and ask students to look back at Activity 2c．Remind students that they made conversations about table manners in their own country．Say． You can use the ideas you talked about in Activity 2c as you write your email messages．Get students to finish the activity on their own． As students work, move around the room offering help as needed．Ask a student to read his or her message to the class． Have other students add any information that is missing from the first student’s report．Step Ⅵ Homework1． Read the message in Activity 3a again．2． Write an message to a friend about table manners．The Sixth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2） Finish the story．（3） plete the crossword．2． Ability ObjectsTrain students’ writing ability．3． Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ． Teaching Key Points1． Fill in blanks and make sentences．2． Finish the story．Ⅲ． Teaching Difficult Points1． Make sentences using arrive, meet, spend, behave and imagine．2． Finish the story．Ⅳ． Teaching ProceduresStepⅠ RevisionCheck homework． Ask a student to read the message in Activity 3a． Then ask a student to read his/her own message．StepⅡ Part 1Look at the words in the box． Ask a student to read them．Make sure students understand the meaning of the words．Then say, Fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．Ask students to fill in the blanks on their own．Check the answers． Five students each read a sentence, filling in the blanks． The rest of the students check their answers．Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the classroom． Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．Step Ⅲ Part 2Go through the instructions with the class． Explain them to students．Get students to plete the work in pairs．Invite a few students to read the end of the story． Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．A sample end of the story…What I finally decided to do was to watch what others do and follow them．Step Ⅳ Part 3Do the example with the class to show them how to do a crossword puzzle． Ask students to plete the crossword puzzle on their own． Check the answers with the whole class．Step Ⅴ Just for Fun!This activity provides reading and speaking practice with the target language．Ask students what is funny about the cartoon． Help students to explain． The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．Step Ⅵ Summary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words．After class, please finish off the story in 2 in your textbooks． Then finish off the exercises on pages 50～52 of the workbook．The Seventh PeriodⅠ． Teaching Aims and Demands1． Knowledge ObjectsKey Vocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2． Ability ObjectsImprove students’ reading and writing skills．Ⅱ． Teaching Key PointTrain students’ reading and writing skills．Ⅲ． Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ． Teaching ProceduresStep Ⅰ Key VocabularyShow the following vocabulary by cards．Careful-reading to get the detailed information．Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1Read the title Parent helps child to the class． Ask, What do you think the article is about, based on the title?Look at the picture． Ask students to describe what is happening in the picture．Ask students to discuss the four questions． Students do not look at the reading text． Instead, they use their background knowledge to try to answer the questions． As they work, walk around,looking at their progress．When most students finish the task, ask students to pare their answers with a partner, Elicit answers from the students． Ask, Do you have any other answers? Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．Step Ⅲ Part 2Go through the instructions with the class．Ask students to plete the task individually or in pairs． Make 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 plete sentences．Step Ⅳ Part 3Look at the story． Pay attention to the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers．Ask students to read the article once．Say, Pay attention to the bold words and expressions． And note any other words or sentences you don’t understand． Read in context, guessing the meanings of words and phrases from the other words around them．Ask students to read’ the article again for prehension．Go through the instructions with the students and have them look at the example． Ask students to plete the next word on the list on the left． Students are matching words to meanings． As they work, walk around the classroom offering help as necessary． Students plete the task． Remind them to look at the story again for extra help．Have students report their answers． Encourage them to use plete sentences．Step Ⅴ Part 4Go through the task with students． Elicit the first answer from students from memory． Check that they understand what they need to do．Ask students to do the activity on their own or in pairs． Students should try to remember or guess the answers before looking at the reading． As they work, walkaround the classroom offering help students may need．Check the answers． Invite different students to give their answers and give the correct statements for the ones that are false．Step Ⅵ Part 5Read the instructions with the students．Divide the class into small groups to do the activity． Give students help thinking of different fun and educational activities． Walk around the classroom offering help as needed．Cheek the answers． Have students share their answers with the class．Step Ⅶ SummaryIn this class, we’ve practised a lot of reading and writing．Step Ⅷ Homework1． Read the story in Activity 2 again for further prehension．2． Revise the target language in this unit．。

Unit 12 You're supposed to shake hands【模拟试题】（答题时间：80分钟）一. 单选：1. Everyone is supposed ________ a seat belt in the car.A. wearingB. to wearC. to be worn2. She was supposed to shake hands when she met Paul’s mother, ____ she kissed her.A. andB. butC. so3. Your mother look a bit disappointed. You ________ have told her the truth.A. shouldB. mustC. can4. I find ________ difficult to remember everything, though I’m still young.A. thatB. thisC. it5. You must ________ your handwriting. I ca n’t read your homework.A. improveB. raiseC. notice6. The box is ________ heavy ________ I can’t lift it.A. too, toB. so, thatC. very, thatD. too, that7. Jim has made many friends since he________ to China.A. cameB. comesC. has comeD. will come8. ________was the party at Jim’s house last night?A. WhatB. WhenC. HowD. Why9. He gave up ________ two years ago. That’s to say, he is a non-smoker now.A. smokeB. smokingC. to smokeD. smoked10. She had never been to the Great Wall before. Today she saw it ________ the first time.A. atB. forC. inD. by11. Paul doesn’t have to be made ________. He always works hard.A. learnB. to learnC. learningD. learned12. Have you seen the film “Titanic”, ________ was world famous?A. itsB. it’sC. whoseD. which13. Do you know the boy ________ his hand towards us?A. wavesB. to waveC. wavingD. wave14. If you go into trouble you can ________ your teacher ________ help.A. turn, toB. ask, forC. help, withD. look, for15. Do you need ________ to read on the train?A. special anythingB. any special thingC. anything speciallyD. anything special16. ---Could you please tell me _________ I can buy shampoo?---Sure. There’s a daily’s department store.A. howB. whereC. whenD. what17. People in Korea are supposed _________ when they meet for the first time.A. bowB. bowingC. to bowD. to bowed18. We always ________ our friends’ homes without ______ plans.A. drop by, makeB. drop by, makingC. visit, makeD. visit, making19. Can you please tell me where ____________ the post office?A. to findB. can I findC. how to findD. find20. --- Where is the bookstore?--- Take the elevator ______ the second floor and turn left. And the bookstore is ________ the furniture store and the drugstore.A. at, next toB. at, betweenC. to, betweenD. to, next to（宾语从句）1. He said that he_______ speak a little English when he was five.A. mightB. wouldC. couldD. can2. Do you know where_______ now?A. he livesB. does he liveC. he livedD. did he live3. Please tell me where______ have our picnic tomorrow.A. we willB. will weC. willD. will you4. Do you know______ daughter she is?A. whoseB. whomC. whatD. who5. Alice wanted to know ______ her grandmother liked the dog.A. thatB. ifC. whichD. what6. Do you know______ with the student at eight yesterday?A. he is talkingB. was he talkingC. he was talkingD. is he talking7. Could you tell me if it _____tomorrow?A. rainB. will rainC. rainingD. rains8. He asked me if I ______ to the Great Wall.A. have goneB. have beenC. had beenD. had gone9. Our geography teacher told us the earth______ around the sun.A. goesB. goC. wentD. going10. Sorry, I don’t know_______ you mean.A. whyB. ifC. whatD. when11. Mr. Black didn’t know______ Jenny was late again.A. whyB. whatC. whenD. how12. I wondered______ our teacher was going to attend our party.A. whetherB. whyC. whereD. that13. I shall write to you______ I want to say.A. thatB. whyC. whatD. which14. We are sorry to hear_____ your mother is ill.A. whenB. ifC. thatD. why15. The headmaster asked us_____ would speak at the meeting.A. ifB. whichC. whomD. who16. The boy tried to find out_______ book was hers.A. howB. whoseC. whichD. where17. Please tell me_____ they are talking about.A. ifB. whomC. whyD. when二. 完形填空：（A）Of all the things we eat and 1 , water is the 2 important. Not 3 people understand this, but it's quite true. The human body can go without food for a long time, but two 4 three days without water we will 5 .Many people do not understand how 6 water the human body needs to work properly （适当地）and many people drink 7 , especially in hot weather. Most people drink 8 they are thirsty, but in fact we often need more water, especially if we have been taking exercise.A man's body is about 70% water, if we do not have 9 water, we feel 10 and may become ill.（） 1. A. have B. want C. need D. drink（） 2. A. least B. more C. most D. much（） 3. A. few B. many C. much D. some（） 4. A. and B. but C. for D. or（） 5. A. dead B. die C. live D. hungry（） 6. A. lot B. little C. much D. many（）7. A. enough B. few C. many D. some（）8. A. when B. so C. what D. before（）9. A. all B. enough C. every D. some（）10.A. angry B. fine C. hard D. tired（B）__11 way of learning English is by 12 it, talking as much as one 13 .Sometimes you will get your words mixed up （混淆）and people will not understand you. But if you 14 your sense of humour （幽默感）, you can always have a good laugh at the mistakes you made. Don't be unhappy if people 15 to be laughing at your 16 . It is 17 for people to be laughing at your mistakes than to be angry because they don't understand what you are saying. 18 rule for learning English is：“Don't be 19 of making mistakes. 20 makes mistakes.”（）11. A. Good B. Better C. Best D. The best （）12. A. saying B. thinking C. using D. listening（）13. A. can B. could C. possible D. able（）14. A. keep B. kept C. keeping D. to keep（）15. A. say B. look C. think D. seem（）16. A. words B. mistakes C. sentence D. speaking（）17. A. good B. more better C. much better D. the best（）18. A. The useful B. The most importantC. The most interestingD. The most popular（）19. A. think B. say C. see D. afraid（）20. A. All children B. Students C. Foreigners D. Everyone三. 阅读理解：（A）You have heard of Webster Toys. Websters have made good, safe and interesting toys for more than a hundred years. Now we sell them, and children play with them, in countries from New Zealand to Norway（挪威）, and from Japan to Brazil（巴西）. We are looking for someone to sell our toys in the Far East. He （or She）will be between the age of thirty and forty. He will already have some years of selling in world markets behind him. He will speak good English, and at least one other language of the Far East.The person we are looking for will live in Singapore（新加坡）, and work in our office there, but he will travel for over six months in other countries in one year. He will know the Far East very well already. He will know how to sell in old markets and where to find new ones. He will understand money and more than ever before, for himself, and for Webster Toys.（） 1. In Chinese th e word “toy” means ________.A. 饮料B. 食品C. 玩具D. 服装（） 2. The person must be good at speaking ________.A. English and any other languageB. English or any other languageC. English and any other Eastern languageD. English or any other Eastern language（） 3. The passage is written because _________.A. They need a right person to work for themB. They are trying to find the man they have lostC. They want to find a woman between the age of thirty and fortyD. They are looking for a man living in Singapore（） 4. The person must ________.A. have much money and know the money wellB. have a lot of knowledge about marketsC. stay and work in the office for more than half a yearD. understand himself better than ever before（）5. Maybe you can read the above passage ________.A. in a dictionaryB. in a bookC. on a blackboardD. in a newspaper（B）There was once a man called Mr. Flowers, and flowers were his only joy in life. He spent all his spare time in one of his four glass-houses and grew flowers of every colour, with long and difficult names, for competitions（比赛）. He tried to grow a rose of a new colour to win the silver cup（银杯）for the Rose of the Year.Mr. Flowers’ glass-houses were very close to a middle school. Boys of around thirteen years of age were often tempted to throw a stone or two at one of Mr. Flowers’ glass-house. So Mr. Flowers did his best to be in or close by his glass houses at the beginning and end of the school day.But it was not always possible to be on watch at those times. Mr. Flowers had tried in many ways to protect his glass, but nothing that he had done had been useful. He had been to school to report to the headmaster; but this had not done any good. He had tried to drive away the boys that threw stones into his garden; but the boys could run faster than he could, and they laughed at him from far away. He had even picked up all the stones that he could find around his garden, so that the boys would have nothing to throw; but they soon found others.At last Mr. Flowers had a good idea. He put up a large notice made of good, strong wood, some metres away from the glass-houses. On it he had written the words, DO NOT THROW STONE AT THIS NOTICE. After this, Mr. Flowers had no further trouble: the boys were much more tempted（引诱）to throw stones at the notice than at the glass-houses.（） 6. It was Mr. Flowers’ hope to_______.A. build glass-houses in his spare timeB. grow the rose of the Year in a silver cupC. win a silver cup for growing a rose of a new colourD. grow a rose with the longest name（）7. Boys were often tempted to_________.A. throw stones at Mr. Flowers’ glass-housesB. throw stones at Mr. Flowers from their schoolC. be in or close by Mr. Flowers’ glass-housesD. play with Mr. Flowers near his glass-houses（）8. Mr. Flowers stayed in or close by his glass-houses_______.A. at times when school-boys were walking near thenB. all the school day when there were no boys aboutC. where he could not be seen by the boys passingD. in his spare time at the beginning and end of the school day（）9. Mr. Flowers had tried to________ to protect his glass.A. be on watch in his spare timeB. ask the headmaster for helpC. pick up all the stones around his gardenD. do all the above（）10.Mr. Flowers’ good idea was to ________.A. write some words on the glassB. put up a large notice to cover his glass-housesC. give the boys something else to throw stones atD. send for policemen综合语言运用一、下面是Tina学校的一些校规，以及她对校规的感受。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 12 You’ re supposed to shake hands 重难点解析（1）［教材全析］友情提示SECTION ALanguage Goal:Tell what you are supposed to do.语言目标：讲一下你应该干什么。

例题探究:He is supposed ________ (ask) what to do.解析：be supposed to do sth.答案：to ask1a What do people do when they meet for the first time?Match the countries and the customs.当人们第一次见面时，他们干什么？将国家和其风俗习惯对应起来。

In your country,what are you supposed to do when you meet someone for the first time?在你们国家，你第一次遇见一个人应该干什么？You’re supposed to shake hands.你应该握手。

1c Talk about what people in different countries do when they meet for the first time.Tell about the countries listed above or other countries you know about.谈论在不同的国家里当人们第一次见面时他们干什么。

谈一谈上面列举的或者你知道的国家。

A:What are people in Korea supposed to do when they meet for the first time?在朝鲜，人们第一次见面应该干什么？B:They’re supposed to bow.应该鞠躬。