Unit 12 You're supposed to shake hands 教案(人教版九年级全) (4)

Unit 12 You’re supposed to shake hands【单元话题分析】俗话说“入乡随俗”，不同国家之间的风俗习惯、社会礼仪有很大的差别。

在出国旅游、学习之前，了解一些目的地的风俗习惯不但会给我们带来诸多便利，还会使我们对自己的生活方式有更为深入的了解。

本单元谈论的话题就是风俗习惯和社会礼仪。

风俗习惯和社会礼仪是《英语课程标准》要求学生了解的重要话题，也是文化意识方面的重要内容，学会遵守英语交际的基本礼仪。

该话题涉及的内容比较广泛，较重要的如餐桌礼仪、各种寒暄的方式、传统习俗、生活方式等各方面的社会礼仪。

谈论该话题有助于激发同学们的学习兴趣，拓展视野，有助于提高大家跨文化交际的能力。

该话题的常见命题方式是提示性作文，主要是以说明为要方式的作文。

写作时要注意选择适当的文体，要突出重点内容，选择恰当的说明顺序，做到有条有理的说明。

【写作指导】1．谈论风俗习惯和社会礼仪的常用句型：You are (not) supposed to do…/ You should (not) do…It polite/rude/impolite to do…It’s good/bad manner to do…You should know that…You’d better…… is/are not allowed.2. 从时态上看，该话题涉及的内容和人们的价值观念、生活方式等有关，介绍某种风俗习惯是多用一般现在时。

还要根据写作内容的需要，选择其他合适的时态。

3.从语态来看，为了说明有关的客观事实，本单元话题也常用被动语态来描述。

4. 从内容上看，主要注意几个方面：（1）介绍风俗习惯，如餐桌礼仪等，要对重要特点首先做直接说明。

比如，中国人吃饭用筷子就是一大特点。

（2）介绍或说明风俗习惯、社会礼仪要有一定的顺序。

先将人们最重视的一些习俗，相对次要的后讲。

有时候，需要按照人们交往的一般顺序介绍各种习俗或礼仪。

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 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。

2a Maria is an exchange st night she had dinner at anbe supposed to do sth.应该干某事， 被期望做某事shake hands 握手shake head 摇头 1a 答案:2.b3.a4.b5.afor the first time 第一次， 注意for 的用法:第几次前要用for 。

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

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

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

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

Eg: 1.火车应该在十分钟之前到达。

_____________________________________2. 人们认为他们很聪明。

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

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

Eg: 你本应该洗一洗你自己的衣服。

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

drop by 意为“顺便拜访”，后接表示地点的名词，也可接表示人的名词。

drop in sb 意为“顺便走访某人”。

Eg: 我只是顺便来看看你。

新目标英语九年级Unit 12同步阅读（含答案）Unit 12 You are supposed to shake hands.1选择适合的词语完成下面的短文。

When I first ate in a western restaurant, I didn’t know what I was ___1___ to do. Everything was ___2___. I was used to ___3___ with chopsticks and a spoon, but I had to eat with a ___4___, a fork and a spoon. And I had, not just one set to use, but two or three of ___5___. Questions crowded my ___6___. Was I supposed to begin with largest ones or the ___7___? Was I supposed to start at the outside and work in or the ___8___ and work out? Was I supposed to hold the spoon in my ___9___ hand or my right hand?___10___ I finally decided to do was to watch and follow others at the table.( ) 1. A. wanted B. supposed C. had D. decided( ) 2. A. nice B. pleasant C. familiar D. unfamiliar( ) 3. A. eating B. eat C. using D. use( ) 4. A. dish B. bowl C. knife D. stick( ) 5. A. everyone B. each C. which D. it( ) 6. A. idea B. opinion C. mind D. hope( ) 7. A. larger B. smaller C. biggest D. smallest( ) 8. A. inside B. indoors C. inn D. inland( ) 9. A. correct B. left C. clean D. dark( ) 10. A. That B. As C. What D. Which2根据短文内容判断下列句子正误(T / F)。

Unit 12 You’re supposed to shakehands.教学设计Unit 12 You’re supposed to shake hands.Part 1: Teaching design (第一部分：教学设计) Structures: Supposed to ＋veTarget language: How was the dinner at Paul’s house last night?Well, it was OK, but I madakes. I was supposed to arrive at 7:00, but I arrived at 8:00. Vocabulary: kiss, bow, table maapkin, greet, rude, wake hands, be supposed to, drop bup, You should…Learning strategies: Comparing, Listeningwords</v:shaAGoals●To learn to uucture Supposed to ＋ve ●To listen and talk about what people are supposed to do ProceduresWarming up by learning abouucture Supposed to ＋ve Turn to pagLook aDo you see howucture Supposed to ＋ve is used?What are you supposed to do when you?You’re supposedu’upposed 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?u are right. We are going to look, listen and match. Now turn to page 94. Look aure and lding for what people do wTaBoy1: What are people supposed to do wur coulia? Girl1: Well, do you mean wd?Boy1: Yeah.Girl1: Well, in Brazil, friendBoy1: What about in Mexico, Rodriguez?Boy2: In Mexico we shake hands.Boy3: We bow.Girl2: Anda we also bow. Boy1: Well, I guWuntries we shake hands.1b Listening andgYou are supposed to la secondur answa.CouuBrazila. bowb. shake hand2. b the United Staa Japan4. b Mexa KoreaNow you can turn to pagad the taWhilereadingcirclves and underlxDoing pairworkWhat do people do w? Now inpairs telleawhat you know abougu ad to uupposed to ＋ve structure, OK?A: What are peopla supposed to do w?B: They’re supposed to b ow.A: What are peoplUnited States supposed to do w? B: They’re supposed to shake hands.A: What are peopla supposed to do w?B: They’re supposed to shake hands.A: What are people in Mexico supposed to do w? B: They’re supposed to shake hands.A: What are people in Brazil supposed to do w? B: They’re supposedA: What are people in youupposed to do w?B: They’re supposed to wavands.2a Listening andgMaria, an exchange studIndia, wAmericanFriend Dan’s place and had dNow laakes MariamadTaBoy: 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:u were late. Girl: Yeah, buuntry it’s dWhen you’re invited for 7:00, you’re supposed 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. Evlse was wearing a T-shirt and jeans. Boy: I guess you should have asked what you were supposed to wear. Now you may check√akes by Maria on pagaria’s mistakes√Arrive late; ate the wrong food; √greeted Paul’wrong way; √wwrong clothes2b Listening and fillingTo fillblaage 95 you are supposed to laTaariA: I was supposed to arrive at 7:00 but I arrived at 8:00. MariA: In my country it’s dWhen you’re invited for 7:00, you’re supposedlater. Dan: Boy: And you were supposed to shake hands instead. MariA: That’sright. 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: I’s dWhen you’re asked to get up at 7:00, you’re supposed to get up later. Wang Bin: And you were supposed to dg exad. Li Hong: That’s right. And Il backpack. Wang Bin: I guess you should have asked what you were supposed to take. 2c Doing pairworkYou are supposed to role plaversation between Maria and Dan. And you are supposed to uaactivities 2a and 2b.A: How was the dinner at Paul’s house last night? B: Well, it was OK, but I madakes. 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: Buuntry it’s dA: Whad? B: When you’re invited for 7:00, you’re supposedlater! 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’awhen we are only friends. B: But I didn’t know thaA: What did you wear? B: I wore a fancy dress. A: What’s wrong with that? B: It was a barbecue, you know. Evlse was wearing a T-shirt and jeans. A: Oh, you made aake. Iu 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 studlombiawitzerland, talking abouwulture. Now readblaves and underlxTeresa LopezFrom Cali, ColombiaMarc LeBlancFrom Lausanne, SwizerlandWhere I’we’laxed abouIf you tell a friend you’re goinguse for d’s okay if you arrive a bit lading time with family and friends is vant to us. Wust drop by our friends’We don’t usually have to make plaur friendwe just walk around the towg as many of our friends as we can！In Switzerl and, it’s vant to bWe’re the land of watches, after all！Ivites youat 4:00, you have tobat 4:00. If you are evutes late, your friend may get angry. Also, we never visit a friend’s house without callingWe usually make plads. We usually plan to dgg, or go somewhere together.And now you are supposed to fillart.Attitude about…ColombiaSwitzerlandBeingPlaxed abouvant to bVisiting a friend’s houust drop by friends’ housenever visit a friend’s house without callingMaking plans wdsDon’t usually have to make p ladsusually plan to dgg, or go somewhere together3b Doing pairworkNext you are supposed to role play a conversation between Teresa and Marc, telling about the dattitudes of luA: What kinds of rules dave in Colombia?B: Wellavlaxed rules.A: Like what?B: Well, it’u’A: Could you give me an example? B:Sure. Ill a friend they’re goinguse for d’s okaarrive a bit late. A: Dvds’ house? B:do. It is vaTust drop bds’A: Dave to make plans to do that? B: They don’t usually have to make pladust walk around the towg as many of our friends as we they！B: What kinds of rules dave in Switzerland? A: It’s vabB: Because they’re the land of watches? A: Maybe. Ivites youat 4:00, you have to bat 4:00. B: If you are evutes late, may your friend get angry? A:do. B: Dvisit a fr iend’s house? A:Buver go without callingThey usually make plads. They usually plan to dgg, or go somewhere togDoing pairworkAn exchange studglandg to your school forclau are supposed to fillart below on page 96 wgupposed to do inside and outsidlaIu are supposed to …Greeting teaay, “Good morning”gDoing homeworkAl after classPhoningay, “Ni Hao, I’m …”Visiting’s placeCalland knock at the doorMaking plans wdsDisculan, call to make changesBeingAlwalittle earlierGiving giftsFestival gifts being necessary……Now you are supposed to role play a conversation basedart you just filled in.A conversation between you and an exchange studBritainA: How do you do?B: How do you do? Are you a new exchange student? A: Yes, I am from Britain. Could tellgs I am supposed to do inside and outside the classroom?B: Sure. To gau say, “Good morning”g, “Good a”aA: And “Good evening”vening. That’s the same as we do in Britain.B: For homework you may do it al, but always after class.A: Can I do it at class?B: No, you c an’t, because you have lots to dA: Whatdo I have to do at class?B: You will havaight, to listen attentively, to taanswer qudo pairwdo groupwdapers,and to read Learning English!A: Learning English? Am I have to learn Engl?B:u have to learn EnglIf you d on’t, you will fail the English exams.A: But I am a native speaglish!B: But you aat English grammar! There are lots of grammaglish exam.A: But I can lak, read and wglish. Is thaugh?B: I don’t know. But you have to taandlevel English exams.A: All right. I agake allxaglish, and on grammar. B: Andu say say, “Ni Hao, I’m …”A: “Ni Hao, I’m …”B: Right. You are learning fast. You are smart. A: What about visiting’s place?B: Calland knock at the door.A: What should I do to make plans wds?B: Disculan wall to make changes blate.A: Do I have to b?B: It depends. You have to bl. And you don’t have to bals by yourselves.A: That’s alame as we do back at Britain.A: And giving gifts? I hear that you give many gany occaB: Yes, we do. But you can’t give gadaxams,and the English grammar exams!Closing down bgTo endglish class you are supposed to take au are supposed to say as mawucture: Supposed to ＋ve as possible. Now go ahead in pairs. The winner will be given a big, wonderful gift。

【本讲教育信息】一. 教学内容：15. pick up your bowl 端起你的饭碗pick up 拣起,拾起【即学即用】My friend’s father quickly some rubbish and went outside.A. pick upB. picked upC. pick outD. picked out16. point at / to 指向17. there is no reason to do sth. 没有理由做某事18. go out of one’s way to do sth. 特地做某事19. make sb. feel at home 使某人感到不拘束20. be different from 与……不同21. make a toast 敬酒22. older people 长辈23. give compliments 称赞24. make appointments 约会25. behave differently 表现不同们来说非常重要。

（Section A, 3a）Spending time with family and friends 是动名词短语，在本句中作主语。

动名词（短语）作主语时，谓语动词要用第三人称单数形式。

如果是并列的动名词（短语）作主句时，谓语动词用复数形式。

Reading in bed is not good for your eyes. 在床上看书对你的眼睛不好。

Reading and writing take me a lot of time. 读书写作花了我不少时间。

3. We’re the land of watches, after all! 毕竟我们这里是手表王国。

（Section A, 3a）句中的land意为“国土”，“国家”。

它还可以表示“陆地”，与河流和海洋相对；也可以表示“土地”，可耕种的田地就叫做land。