2019-2020年九年级英语上册 Unit 12《You are supposed to shake hands》教案 人教新目标版.doc

2019-2020年九年级英语上册 Unit 12You are supposed to shake hands教案 人教新目标版Language goals:In this unit students learn to tell what they are supposed to do.New languages:What are you supposed to do when you meet someone?Youre supposed to shake hands.When were you supposed to arrive? I was supposed to arrive at 7:00.You should have asked what you were supposed to wear.New words: bow, kiss, customs ,greet, relaxed, instead towards , pick , point, full, knife, rubbish , besideDifficult points:1. Learn different countries have different manners.2. How to express the habit of your own life and say your opinions.3. Understand what should do and what shouldnt do.4. How to improve the students writing ability according to the reading materials.Teaching aids:puter, video, recorderTeaching periods:Period 1: Section A 1a / 1b / 1c / 2a / 2b / 2c / Grammar focusPeriod 2: Section A 3a / 3b / 4Period 3: Section B 1a / 1b / 2a / 2b / 2c Period 4: Section B 3a / 3b / 3c / 4 / Self check Period 5: Section B Reading Period 1Teaching aims:1. Teach vocabulary words.2. Target languages:What are you supposed to do when you meet someone for the first time?You are supposed to shake hands.What are people in Korea supposed to do when they meet for the first time? They are supposed to bow.3. Train the speaking and listening abilities.4. Master “be used to do sth”, and use it freely.Teaching procedures: Step 1. Warming upShow a map of the word, point different countries and ask some questions. Ask the students to explain where each of the countries is. For example: Brazil is in South America, next to Peru.Then the teacher asks: Do you know what the people are supposed to do when they meet for the first time in these countries?(Ask the students to talk about it.)Step 2. Section A 1a1. Read the instructions to the class.According to the picture ask the students to say the different customs.2. Read the list of countries and customs to the class. Then talk about the customs (fill in the forms).3. Point out the sample answer. Tell the students to guess if they arent sure.Keys: (1) c (2) b (3) a (4) b (5) a Step 3. Section A 1bThis activity gives students practice in understanding the target language in spokenconversation.1. Read the instructions to students. Point to the lists in activity 1a and say: Now youwill hear a conversation between a boy and girl. Their conversation contains the answers to the questions in activity 1a.2. Play the recording for the first time. Students only listen Play the second time. Say: Now listen to the conversation again and check your answers to activity 1a.3. Check the answers.4. Explanation. (show the picture)Step 4. Section A 1c Pair workThis activity provides guided oral practice using the target language.1. Read the instructions.2. Point out the example in the box. Ask two students to read it to the class.3. Point to the lists of countries and customs again.Say: First one student asks the questions. Then the other student does it.4. Ask different pairs of students ask and answer a question for the class.Step 5. Section A 2a / 2bThis activity provides listening practice using the target language.1. Point out the picture. (show the picture), and ask students to tell what is happening. Help students understand that the people are at a picnic. Point to Maria and ask: Whats Maria wearing? Ask if she looks fortable or unfortable.2. Then 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.3. Play the recording. Students only listen for the first time. Play the recording again. This time ask students to check the mistakes and then fill in the blanks. (show the picture)4. Check the answers.Keys:1. arrive at 7:00 2. e later 3. shake hands 4. wearStep 6. Pairwork Section A 2c This activity provides guided oral practice using the target language.1. Read the instructions for the activity.2. Point to the example in the box. Ask two students to read it to the class. 3. Point out the mistakes in activity 2a and the sentences in activity 2b. Say: Role play Dan and Marias conversation using information from activities 2a and 2b.4. Check the answers by calling on different pairs to say their conversation to the class. Step 7. Grammar focus Review the grammar box. Ask students to read the questions to the class.(Show the pictures, ask the students to read the sentences loudly.)Step 8. Conclusion1. Learn and master the vocabulary words.2. Master the target languages:What are you supposed to do when you meet someone?What are people in Korea supposed to do when they meet for the first time?When were you supposed to arrive?You should have asked what you were supposed to wear.Homework:1. Write a short passage about the customs about different countries. 2. Read the new words and write them well. 3. Learn to use the target languages.Period 2Teaching aims:1. Learn to different customs in different counties. 2. Know the attitude towards “being on time, visiting a friends house, making plans with friends”.3. Train the reading and speaking abilities.Teaching procedures:Step 1. Warming up Show the pictures:(Show some pictures about Colombia and Switzerland.)Let the students know more things about the two counties. Step 2. Reading Section A 3a1. Read the instructions. Ask the students what an opinion is.2. Point to the chart. Point to the word attitude on the chart and say. An opinion is like an attitude. Ask students what they will write in the chart (the attitude of the Colombian girl and the Swiss boy toward these three things: being on time, visiting a friends house and making plan with friends)3. Read the first paragraph on their own and then fill in the form of Colombia.(Look at the picture, fill in the form.)4. Read the second paragraph on their own and then fill in the form of Switzerland.5. Ask students to read the paragraph again and check their answers.Keys: Colombian: Were pretty relaxed about time. We often just drop by our friends homes. We dont have to make plans when we get together with friends.Swiss: Its very important to be on time. We never visit a friends house without calling first. We usually make plans to meet friends.Step 3. Pairwork Section A 3bThis activity provides oral practice using the target language.1. Read the instructions. Point out the conversation in the box and ask two students to read it to the class.2. Role play a conversation between Teresa and Marc. Talk about the differentattitudes in Colombia and Switzerland. (according to the pictures )3. Ask students to work in groups of four or five. As they work, move around theroom helping the groups as necessary.4. Ask several groups to share part of their conversation with the class.Step 4. Pairwork Section A 41. Read the instructions to the class. 2. Point out the sample language in the box. Ask a student to read it to the class.3. Ask a pair of students to model the sample dialogue. Correct any pronunciationerrors to make sure the students are providing a good model for the rest of the class.4. Ask students to plete the work in pairs.5. Review the task. Ask a few students to share their conversations with the class.Step 5. Practice Deal with some exercises on the video.Step 6. ConclusionLearn to different customs in different counties. Know the attitude towards “being on time, visiting a friends house, making plans with friends”.Master some vocabulary words and target language.Homework:Write a short passage to describe the customs about Colombia and Switzerland.Preview Section B 1a / 1b / 2a / 2b.Search some information about some countries and learn more about their customs and then write them down.Period 3Teaching aims:1. Learn some new languages words and learn some useful expressions.pick up, wipe , napkin, chopstick, noodle, point, polite, rude , behave 2. Strengthen the target language and practice more.3. Train the speaking and listening abilities.Teaching procedures:Step 1. Presentation Section B 11. Show a picture (a family is eating a meal). Point to the picture and ask students to say what is happening in it.2. Point to the title. Mind your manners! And ask students what they think might mean.3. Then read the instructions and point to the five statements about manners. Read the statements or ask different students to do it. Review the five statements to be sure students understand what each one means. Ask students to act out and / or explain some of the statements in their own words.Then ask students to plete the quiz on their own.Step 2. Section B 2a This activity gives students practice in understanding target language in spoken conversation.1. Show the following pictures and then point it to say: 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. 2. 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.3. Play the recording again. As they listen to the recording this time, have the students number the pictures. 4. Check the answers.Keys: 2 1 4 3 Step 3. Section B 2bThis activity provides listening practice using the target language.1. Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings. 2. Say, you will hear the same recording again. This time listen carefully to write the letter of the correct sentence ending after each sentence starter.(Show the form, and then fill it.)3. Point out the sample answer. Read the correctly pleted sentence to the class.4. Play the recording again. Ask students to write their answers in the blanks.5. Check the answers: Keys: 1.d 2.a 3. b 4. c Step 4. Pairwork Section B 2c1. Read the instructions for the activity. 2. Point to the example in the box. Ask two students to read the sentence starters and plete each one with a true statement about table manners in their country. 3. Point out the sentence starters in activity 2b. Say: Have a conversation about table manners in your country wit ha partner. You can use the sentence starters in activity 2b to help you get started.4. Ask students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed. 5. Ask one or two pairs to say their conversations to the class.Step 5. ConclusionLearn the vocabulary words.Practice more about the target language.Learn to the table manners of different countries. Homework:Preview Section B 3a / 3b / 3c / Self check 1 / 2.Review the new word in Section B.Write a short passage: The table manners in Japan.Period 4Teaching aims and demands:1. Knowledge: Talk about the table manners.2. Moral education: munication with others freely. 3. Train the reading and writing abilities.Teaching procedures:Step 1. Warming-upGreet the whole class as usual.Have a petition about the table manners in different countries.The teacher writes it on the blackboard.Step 2. Section B 3a 1. Ask one or more of the students to read the passage aloud. And then the teacher explains some important sentences. (Explanation) My biggest challenge is learning how to behave at the dinner table. .but I am used to it.2. Ask the students to plete the work on their own or in pairs, then ask someone to tell the answers. (show the pictures )3. Let students read it aloud.Step 3. Writing: Section B 3b1. Read the instructions and point to the beginning of the e-mail message. Read it to the class. 2. Point to the pictures in activity 2a and the matching exercise in activity 2b. Say: You can use the pictures and the information in activities 2a and 2b to help you write your letters.3. Ask the students to finish the activity on their own.4. Check the answers. Ask different students to read their letters to the class and ask other students to ment. Step 4. Section B 3cThis activity provides writing practice using the target language.1. Read the instructions and then ask students to look back at activity 2c. Remind the students that they made conversations about table manners in their own country. 2. Ask students to work on their own. Tell them that they can use what they wrote for activity 2c as a guide. 3. Have a student to read his or her message to the class. Have any other students add any information that is missing from the first students report.Step 5. Groupwork Section B 41. Read the instructions to the class. Give an example from your own experience. You may ask a good student to do this instead if you would prefer. 2. Ask students to plete the work in small groups. And then Review the task. Ask a few students to tell the class about what one should do in different situations. Answers will vary, but should emphasize politeness. Step 6. Self-check 1Ask the students to find the sentences with the five wordsarrive, meet, spend, behave, imagine in Section A and Section B, and pay attention to the meanings and usage of them.Let the students make sentences with the five words. Get the students to fill in the blanks with the proper forms, then check the answers together.Step 7. Self-check Look at the picture.Read the instructions to the class and ask students what the answer would be. Ask students to plete the work in pairs. Review the task. Ask 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 8. plete the crossword This 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 plete the crossword puzzle on their own. Check the answers: DOWN: 1. how 2. shake 3. kiss ACROSS : 4. chopsticks 5. knife Homework: Write an article about the table manners in China. Review the whole unit and preview Reading.Period 5Teaching aims:1. Train the reading and speaking abilities. 2. Learn some e-mail English and try to use it.3. Master some vocabulary words and target language.Teaching procedures:Step 1. Section 1 Before you read 1. Ask the students to discuss the e- mail.2. Divide the class into groups, and ask them to discuss the differences between the e- mail English and the standard English.3. Ask a few groups to report their findings and then write down some more examples they can think of. They may have seen the similar examples on the Internet, in mobiles phones, or even on television.4. Ask for some examples and write them up in the board. Ask the class to suggest where and when this style of writing English would be acceptable.Step 2. Section 2 While you read 1. Ask students to look at the illustrations first and ment on the English used. Can they understand it, and explain it? Ask for different opinions.2. Now tell students they are going to learn how to textmessage in English. 3. Ask the students to go through the reading twice, first slowly, then faster. And then find out the difficulties.4. Ask students to work in groups of four or five. As they work, move around the room helping the groups as necessary.5. Show the pictures and let the students know much information about the e-mail English.Step 3. Section 3 After you read 1. Ask the students to work in the same pairs as in Section 1a to identify the three types of E-mail English mentioned in the reading, and to give an example.2. Show the answers: (1) abbreviations: BTW (by the way ), CSL (cant stop laughing ) (2) homophones: gr8 (great ), CUl8r (see you later) (3) emoticons:) (happy face )3. Ask students to scan through the reading and circle the correct answers.4. Ask students to check the answers as a pair activity, asking them to help each other to see why an answer they gave might be in correct. Step 4. Section 4 Go for it!1. Ask students to do 1 and 2 individually. 2. Ask students to do 3 and 4 in pairs sharing their knowledge and ideas. And then ask the students to discuss the questions listed under the task.3. Have a class discussion abut the results. Note:Its expected that students will notice that a) they did the task faster with a partner, b) they felt supported c) they felt more confident saying what they know to one person rather than to a big class, and d) it was more enjoyable to do the task with someone else rather than alone. Suggested answers:1. I had a gr8 weekend & U?2. O- no! Im going 2 B L8 :-(3. Ive Cn that movie 4xs, its gr8 :-) 4. Xqz me, cdU pls help me?