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2019-2020年九年级英语全册 Unit 12 Youre supposed to shake hands教案1 人教新目标版一、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、教学向导语言功能语言目标描述自己或他人在同场合应该做什么讨论不同国家的风俗习惯，如初次见面的礼仪、餐桌礼仪等。What are you supposed to do when you meet someone?Youre supposed to kiss.When were you supposed to arrive?I was supposed to arrive at 7:00,but I arrived at 8:00.Its polite to make noise while eating noodles.Its rude to stick your chopsticks into your food.语言结构重点词汇用be supposed to 表示应该、被期望You shouldKiss, bow, table manners, chopstick, fork, spoon, rude, wipe, point, stickshake hands, be supposed to, drop by, pick up.学习策略与思维技巧多元智能学会合作交流学会比较不同文化的差异比较分析人际交往风俗和礼仪Section AWrite there two column headings on the board: Right and Wrong.Ask students 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 first 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.Point 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 attitude 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 target language.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 target language.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 about 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 instructionsPoint to the four pictures.Point to the boxes 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 instructions 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 of 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 exercise 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 pictures 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 target language.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 crossword 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 students what is runny about the cartoon.Follow-up activities1. Your Own Culture2. What Are They Supposed to Do?3. Teaching Manners.Reading: Youre supposed to writeQuickly!1a This activity focuses the students attention on a different way to write English.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 some 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 ReadAsk students to look at the illustrations first and ment to the English used.Now tell students they are going to learn how to text-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 other to 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-mail English theyve 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.板书：课后反思：
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