《Unit 12 You’re supposed to shake hands》教案（1）(1).doc

unit 12 youre supposed to shake hands.the first periodteaching aims and demands1knowledge 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?theyre supposed to bow.2ability objects(1) train students listening ability.(2) train students communicative competence.3moral objectsbefore you meet foreigners, you should some customs. in this way, you can act politely and properly.teaching key points：target languageteaching difficult points1how to train students listening ability.2how to train students communicative competence.teaching methods1scene teaching method2listening-and-answering activity to help the students go through with the listening material.teaching aids：1a tape recorder 2a map of the worldteaching proceduresstep 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 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 arent sure.step 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 1cthis activity provides guided oral practice using the target language.read the instructions to the whole class. point out the example in the box. ask two students to read it to the class.step summaryin this class, weve learned some important words, such as bow, kiss, be supposed to, shake hands. weve also learned the target language what are people in korea supposed to do when they meet for the first time? theyre supposed to bow.step homeworkreview the target language.step blackboard designunit 12 youre 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: theyre supposed to bow.unit 12 youre supposed to shake hands.section athe second periodteaching aims and demands1knowledge objects(1) key vocabulary：greet, be supposed to(2) target languagehow was the dinner at pauls 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 : 00.2ability objects(1) train students listening ability.(2) train students communicative competence.3moral objectswhen youre invited to a place, you mustnt be late, greet people the wrong way and wear the wrong clothes. that is, you should act according to your hosts customs.teaching key points1key vocabulary：greet, be supposed to2target languagehow was the dinner at pauls 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 : 00.3structure：what are you supposed to do when you meet someone?teaching difficult points1the target language2how to improve students listening ability.teaching methods1listening method to improve students listening ability.2pairworkteaching aid：a tape recorderteaching proceduresstep revisioncheck homework. ask some pairs to act out their conversations according to activity 1a.step 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 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 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 marias 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 grammar focusreview the grammar box get different students to say the questions and answers.what are you supposed to do when youre youre not when were you supposed to i was i wasnt 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 using the question when were and the answers i was and i wasntstep summaryin this class, weve learned key vocabulary greet and be supposed to, the target language how was the dinner at pauls 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 homeworkask students to write at least two sentences with the sentence starters in grammar focus.step blackboard designunit 12 youre supposed to shake hands.section athe second period1target language:how was the dinner at pauls house last night?well, it was ok, but i made some mistakes. i was supposed to arrive at 7:00, but i arrived at 8:00.2what are you supposed to do when youre youre not when were you supposed to i was i wasnt unit 12 youre supposed to shake hands.section athe third periodteaching aims and demands1knowledge objects(1) key vocabulary：land, drop by, after all, relaxed, a bit(2) target languagecan you tell me the things im supposed to do?the first thing is to greet the teacher.okay. what should i say?you are supposed to say “good morning, teacher. ”2ability objects(1) train students integrating skills.(2) train students communicative competence.3moral objectsdifferent countries have different customs. so you are supposed to do in rome as the romans do.teaching key pointtrain students integrating skills.teaching difficult pointhow to improve students integrating skills.teaching methods1fast reading to let students get the general idea of the text.2pairworkteaching aids：1a projector 2the blackboardteaching proceduresstep revisiont: in last period, we summed up the expressions for telling what you are supposed to do. now ill check your homework. ill ask some pairs to act out the conversations before the class.step 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 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 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 summaryin this class, weve learned some key vocabulary words land, drop by and after all, and the target language can you tell me the things im supposed to do? the first thing is to greet the teacher. okay. what should i say? you are supposed to say “good morning, teacher”. weve also done a lot of reading, speaking and writing practice using the target language.step homework1write a conversation using the information in part 4.2finish off the exercises on pages 4950 of the workbook.step blackboard designunit 12 youre supposed to shake hands.section athe third periodtarget language:a: can you tell me the things im supposed to do?b: the first thing is to greet the teacher.a: okay. what should i say?b: youre supposed to say “good morning, teacher”.unit 12 youre supposed to shake hands.section bthe fourth periodteaching aims and demands1knowledge objects(1) key vocabulary：wipe, napkin, stick, chopstick, rude, point, pick up(2) target languagewere supposed to eat with chopsticks.yes, and its rude to eat with our hands.2ability 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.3moral objectsin order to behave politely at the dinner table, youre supposed to learn some table manners.teaching key points1key vocabulary：wipe, stick, chopstick, rude, point, pick up2target languagewere supposed to eat with chopsticks.yes, and its rude to eat with our hands.teaching difficult points1how to improve students listening ability.2how to use the target language.teaching methods：1listening method 2pairworkteaching aid：a tape recorderteaching proceduresstep 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 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 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 arent 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 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 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 summaryin this class, weve learned some key vocabulary, such as wipe, rude, point, pick up. weve also learned the target language by listening and speaking.step homeworktalk about the table manners in your country using the sentence starters in activity 2b.step blackboard designunit 12 youre supposed to shake hands.section bthe fourth period1sentences in activity 2b:(1) you arent supposed to eat or drink while walking down the street.(2) its polite to make noise while eating noodles.(3) its rude to stick your chopsticks into your food.(4) you shouldnt point at anyone with your chopsticks.2target language:a: were supposed to eat with chopsticks.b: yes, and its rude to eat with our hands.unit 12 youre supposed to shake hands.section bthe fifth periodteaching aims and demands1knowledge 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.2ability objects(1) train students reading ability.(2) train students writing ability.3moral 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.teaching key pointpractise reading and writing using the target language.teaching difficult pointhow to write an e-mail message.teaching methods1reading comprehension to help students grasp the main idea of the text.2writing method3groupwork to make every student work in class.teaching aids：1a projector 2the blackboardteaching proceduresstep revisionreview the target language presented in this unit. check homework.ask two students to read out their sentences.step 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 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 complet