Unit 12 You're supposed to shake hands.The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularybow, kiss, be supposed to, shake hands, customs(2) Target LanguageWhat are people in Korea supposed to do when they meet for the first time?They're supposed to bow.2．Ability Objects(1) Train students' listening ability.(2) Train students' communicative competence.3．Moral ObjectsBefore you meet foreigners, you should some customs. In this way, you can act politely and properly.Ⅱ．Teaching Key Points：Target languageⅢ．Teaching Difficult Points1．How to train students' listening ability.2．How to train students' communicative competence.Ⅳ．Teaching Methods1．Scene teaching method2．Listening-and-answering activity to help the students go through with the listening material.Ⅴ．Teaching Aids：1．A tape recorder 2．A map of the worldⅥ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 11. In this unit, we learned some ways of asking for information politely. Now if you want to go to a 'library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong.Say, Please tell me things that are good to do in school and that are not good to do in school.Write each suggestion under the appropriate heading on the board.Ask students to repeat this example. Then ask students to tell about some things that are good to do in school.Step Ⅱ 1aThis activity introduces some target language.Let students read the instructions.Point to the two lists of words. Read each word and ask students to repeat it.Put up a map of the world on the board. Ask students to explain where each of the countries is.Ask different students to act out the action described by each word or phrase-bow , shake hands , and kiss.Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries.Look at the sample answer. Tell students to guess if they aren't sure.Step Ⅲ 1bThis activity gives students practice understanding the target language in spoken conversation.Go through the instructions with the class. Point to the lists in Activity 1a and say, Now you will hear a conversation between a boy and a girl. Their conversation contains the answers to the questions in Activity 1a.Play the tape for the first time. This time, students only listen.Play the tape a second time. Ask them to listen to the recording and check their answers to Activity 1a.Check the answers with the class. Invite a student to read the answers.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the whole class. Point out the example in the box. Ask two studentsto read it to the class.Step Ⅴ SummaryIn this class, we've learned some important words, such as bow, kiss, be supposed to, shake hands. We've also learned the target language What are people in Korea supposed to do when they meet for the first time? They're supposed to bow.Step Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard Des ignUnit 12 You're supposed to shake hands.Section AThe First PeriodTarget Language:A: What are people in Korea supposed to do when they meet for the first time?B: They're supposed to bow.Unit 12 You're supposed to shake hands.Section AThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：greet, be supposed to(2) Target LanguageHow was the dinner at Paul's house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8 : 00.2．Ability Objects(1) Train students' listening ability.(2) Train students' communicative competence.3．Moral ObjectsWhen you're invited to a place, you mustn't be late, greet people the wrong way and wear the wrong clothes. That is, you should act according to your host's customs.Ⅱ．Teaching Key Points1．Key Vocabulary：greet, be supposed to2．Target LanguageHow was the dinner at Paul's house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrive at 8 : 00.3．Structure：What are you supposed to do when you meet someone?Ⅲ．Teaching Difficult Points1．the target language2．How to improve students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve students' listening ability.2．PairworkⅤ．Teaching Aid：A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask some pairs to act out their conversations according to Activity 1a.Step Ⅱ 2aThis activity provides guided listening practice using the target language.Look at the picture and ask students to tell What is happening.Help students understand that the people are at a picnic.Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.Ask different students to explain the meaning of each line in their own words. Listen to Maria talking to a boy about what happened at the picnic. She made several mistakes. Listen to the recording and check the mistakes she made.Play the recording. Students only listen the first time. Play the recording again. Get students to check the mistakes Maria made.Step Ⅲ 2bThis activity gives students practice in understanding the target language in spoken conversation.Go through the instructions with the class. Point out the blanks in the four sentences. Invite a student to read the first sentence.Play the recording again. Let students fill in the blanks with the words they hear alone. Correct the answers with the class.Step Ⅳ 2cThis activity provides guided oral practice using the target language.Read the instructions for the activity to the class.Look at the example in the box. Ask two students to read the conversation to the class.Point out the mistakes in Activity 2a and the sentences in Activity 2b. Role play Dan and Maria's conversation using information from Activities 2a and 2b.Ask students to work in pairs. As they work, move around the classroom checking the progress of the pairs and offering help as needed.Check the answers by calling on different pairs to say their conversations to the class. Encourage students to express emotions such as disappointed or embarrassment as they say their conversations.Step Ⅴ Grammar FocusReview the grammar box Get different students to say the questions and answers.What are you supposed t o do when …You're … You're not …When were you supposed to …I was … I wasn't …Ask different pairs of students to take turns completing each pair of questions and answers. Give cues to help the students make questions and answers.Repeat the process usin g the question When were … and the answers I was … and I wasn't Step Ⅵ SummaryIn this class, we've learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul's house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7 ; 00 , but I arrived at 8 : 00 and the structure What are you supposed to do when you meet someone?Step Ⅶ HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus.Step Ⅷ Blackboard DesignUnit 12 You're supposed to shake hands.Section AThe Second Period1．Target Language:How was the dinner at Paul's house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.2．What are you supposed to do when …You're … You're not …When were you supposed to …I was … I wasn't …Unit 12 You're supposed to shake hands.Section AThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：land, drop by, after all, relaxed, a bit(2) Target LanguageCan you tell me the things I'm supposed to do?The first thing is to greet the teacher.Okay. What should I say?You are supposed to say “good morning, teacher. ”2．Ability Objects(1) Train students' integrating skills.(2) Train students' communicative competence.3．Moral ObjectsDifferent countries have different customs. So you are supposed to do in Rome as the Romans do.Ⅱ．Teaching Key PointTrain students' integrating skills.Ⅲ．Teaching Difficult PointHow to improve students' integrating skills.Ⅳ．Teaching Methods1．Fast reading to let students get the general idea of the text.2．PairworkⅤ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: In last period, we summed up the expressions for telling what you are supposed to do. Now I'll check your homework. I'll ask some pairs to act out the conversations before the class.Step Ⅱ 3aThis activity provides reading and writing practice using the target language.Read the words and have students repeat again and again until they can pronounce the words fluently and accurately.Read the instructions. Do you know what an opinion is?Look at the chart. Point to the word attitude on the chart and say, An opinion is like an attitude. Tell students what they will write in the chart.Ask students to read the first paragraph on their own. When they read, move around the classroom helping them as necessary. Then ask students to read the second paragraph.Invite a student to read the sample answer to the class. Then let him point out which sentence the answer is found in. Ask students to read the paragraphs again and complete the chart on their own Correct the answers with the class.Step Ⅲ 3bThis activity provides guided oral practice using the target language.Look at the example in the box. Ask two students to read the conversation to the class.First practice this conversation with a partner. Then talk about your attitude toward being on time and getting together with your friends. Use true information. Have students work in pairs.Ask some different pairs to say their conversations to the class.Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language. Let students read the instructions.Ask a pair of students to model the sample dialogue. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Get students to complete the work in pairs. As they work, walk around the classroom offering help as needed.Review the task. Ask a few students to share their conversations with the whole class.Step Ⅴ SummaryIn this class, we've learned some key vocabulary words land, drop by and after all, and the target language Can you tell me the things I'm supposed to do? The first thing is to greet the teacher. Okay. What should I say? You are supposed to say “good morning, teacher”. We've also done a lot of reading, speaking and writing practice using the target language.Step Ⅵ Homework1．Write a conversation using the information in Part 4.2．Finish off the exercises on pages 49～50 of the workbook.Step Ⅶ Bla ckboard DesignUnit 12 You're supposed to shake hands.Section AThe Third PeriodTarget Language:A: Can you tell me the things I'm supposed to do?B: The first thing is to greet the teacher.A: Okay. What should I say?B: You're supposed to say “good morning, teacher”.Unit 12 You're supposed to shake hands.Section BThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：wipe, napkin, stick, chopstick, rude, point, pick up(2) Target LanguageWe're supposed to eat with chopsticks.Yes, and it's rude to eat with our hands.2．Ability Objects(1) Train students' listening ability.(2) Train students' ability to understand the target language in spoken conversation.(3) Train students' ability to use the target language.3．Moral ObjectsIn order to behave politely at the dinner table, you're supposed to learn some table manners. Ⅱ．Teaching Key Points1．Key Vocabulary：wipe, stick, chopstick, rude, point, pick up2．Target LanguageWe're supposed to eat with chopsticks.Yes, and it's rude to eat with our hands.Ⅲ．Teaching Difficult Points1．How to improve students' listening ability.2．How to use the target language.Ⅳ．Teaching Methods：1．Listening method 2．PairworkⅤ．Teaching Aid：A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get some students to read out their conversations using the target language in Section A 4. Collect their conversations and help correct their errors.Step Ⅱ Part 1This activity introduces new vocabulary and provides reading practice using the target language.Look at the picture and ask students to say what is happening in it.Look at the title, Mind your manners!Ask: What do you think it might mean?Read the instructions and point to the five statements about manners. Ask students to read the statements.Review the five statements to be sure students understand what each one means. Ask students to act out them. Then ask students to complete the quiz on their own. Correct the answers with the class.Step Ⅲ 2aThis activity gives students practice in understanding the target language in spoken conversation.Read the instructions to the class. Review what an exchange student is and what table manners are. If necessary, translate them into Chinese.Look at the four pictures. You will hear the exchange student Steve, talking with his Japanese friend, Satoshi. Satoshi is explaining some things you are and aren't supposed to do when eating in Japan.Point to the boxes where students are supposed to write a number next to each picture. Say, Number these I through 4 to show the order you hear Satoshi talk about these things in the recording.Play the recording the first time. Students only listen.Play the recording a second time. As they listen to the recording this time, let students number the pictures. Correct the answers with the class.Step Ⅳ 2bThis activity provides listening practice using the target language.Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings. Ask different students to read the two lists.You will hear the same recording again. This time as you listen, write the letter of the correct sentence ending after each sentence starter.Look at the sample answer. Read the correctly completed sentence to the class. Play the recording again. Ask students to write the letters in the blanks alone. Check the answers with the class.Step Ⅴ 2cThis activity provides guided oral practice using the target language.Go through the instructions for the activity with the class.Look at the example in the box. Ask two students to read the sentence starters.Now, complete each one with a true statement about table manners in your country. Ask two students to read their sentences.Point out the sentence starters in Activity 2b. Say, Have a conversation about table manners in your country with a parter. You can use the sentence starters in Activity 2b to help you get started.Have students work in pairs. Ask one or two pairs of students to say their conversations to the class.Step Ⅵ SummaryIn this class, we've learned some key vocabulary, such as wipe, rude, point, pick up. We've also learned the target language by listening and speaking.Step Ⅶ HomeworkTalk about the table manners in your country using the sentence starters in Activity 2b.Step Ⅷ Blackboard DesignUnit 12 You're supposed to shake hands.Section BThe Fourth Period1．Sentences in Activity 2b:(1) You aren't supposed to eat or drink while walking down the street.(2) It's polite to make noise while eating noodles.(3) It's rude to stick your chopsticks into your food.(4) You shouldn't point at anyone with your chopsticks. 2．Target language:A: We're supposed to eat with chopsticks.B: Yes, and it's rude to eat with our hands.Unit 12 You're supposed to shake hands.Section BThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularytable manners, behave, be/get used to, cut up, full, fork, You should …(2) Practise reading an article.(3) Practise writing something using the target language.2．Ability Objects(1) Train students' reading ability.(2) Train students' writing ability.3．Moral ObjectsWith the development of society, table manners are more and more important. Sometimes they can help people succeed. So you have to learn more table manners.Ⅱ．Teaching Key PointPractise reading and writing using the target language.Ⅲ．Teaching Difficult PointHow to write an e-mail message.Ⅳ．Teaching Methods1．Reading comprehension to help students grasp the main idea of the text.2．Writing method3．Groupwork to make every student work in class.Ⅴ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionReview the target language presented in this unit. Check homework.Ask two students to read out their sentences.Step Ⅱ 3aThis activity provides reading practice using the target language.Call attention to the e-mail message. Invite a student to read the article aloud to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Read the instructions to the class. Ask students to read the e-mail again. Check the answers with the class.Step Ⅲ 3bThis activity provides reading and writing practice using the target language. Read the instructions to the class. Point to the beginning of the e-mail message. Read it to the class.Look back at the pictures in Activity 2a and the matching exercise in Activity 2b. You can use the pictures and information in Activities 2a and 2b to help you write your letters.Ask students to finish the activity on their own. As they work, walk around the classroom offering help and answering questions as needed.Check the answers with the class. Ask a student to read his completed article to the class.Step Ⅳ 3cThis activity provides writing practice using the target language.Read the instructions and ask students to look back at Activity 2c.Remind students that they made conversations about table manners in their own country.Get students to finish the activity on their own. As students work, move around the room offering help as needed. Ask a student to read his or her message to the class. Have other students add any information that is missing from the first student's report.Step Ⅴ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Go through the instructions with the class. Ask a good student to give an example.Get students to . complete the work in small groups.Check the answers. Ask a few students to tell the class about what one should do in different situations. Answers will vary, but should emphasize politeness.Step Ⅵ SummaryIn this class, we've done a lot of reading, writing and speaking practice using the target language.Step Ⅶ Homework1．Read the e-mail message in Activity 3a again.2．Write an e-mail message to a friend about table manners.Step Ⅷ Blackbo ard DesignUnit 12 You're supposed to shake hands.Section BThe Fifth PeriodAnswers to Activity 3a:1．Her French was not very good.2．Her host family was really nice.3．Her French has improved.4．You put your bread on the table, not on the plate.5．One particular challenge is learning how to behave at the dinner table.Unit 12 You're supposed to shake hands.Section BThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in blanks and make sentences using arrive, meet, spend, behave and imagine.(2) Finish the story.(3) Complete the crossword.2．Ability Objects：Train students' writing ability.3．Moral ObjectsYou are supposed to learn much more table manners. It is very useful and helpful, especially when you are in foreign countries.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Finish the story.Ⅲ．Teaching Difficult Points1．Make sentences using arrive, meet, spend, behave and imagine.2．Finish the story.Ⅳ．Teaching Methods1．Teaching by explanation.2．Speaking methodⅤ．Teaching Aids：1．The blackboard 2．A projectorⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask a student to read the e-mail message in Activity 3a. Then ask a student to read his/her own e-mail message.Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit.Look at the words in the box. Ask a student to read them.Make sure students understand the meaning of the words.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. Show the answers on the screen by a projector.Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the classroom. Collect a few students' answers with mistakes on the blackboard.Step Ⅲ Part 2This activity provides reading and writing practice using the target language.Get students to complete the work in pairs.Invite a few students to read the end of the story. Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests.Step Ⅳ Part 3This activity focuses on the new vocabulary introduced in this unit.Do the example with the class to show them how to do a crossword puzzle. Ask students to complete the crossword puzzle on their own. Check the answers with the whole class.Step Ⅴ Just for Fun!This activity provides reading and speaking practice with the target language.Ask students what is funny about the cartoon. Help students to explain. The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway.Step Ⅵ Summary and HomeworkIn this class, we've done much writing practice using the key vocabulary words. After class, please finish off the story in 2 in your textbooks. Then finish off the exercises on pages 50～52 of the workbook.Step Ⅶ Blackboard DesignUnit 12 You're supposed to shake hands.Self checkThe Sixth PeriodSuggested answers to Activity 1:1．When you're invited to dinner, you should arrive on time.2．When you meet someone for the first time, you're supposed to shake hands. 3．We should spend much time learning English.4．The children don't know how to behave.5．I cannot imagine what he is doing.。
