2019-2020年九年级英语Unit12 You’re supposed to shake hands教案 人教新目标版.doc

2019-2020年九年级英语Unit12 Youre supposed to shake hands教案 人教新目标版 Teaching Aims and Demands1 Knowledge Objects（1）Key Vocabulary bow, 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 bow2 Ability Objects（1）Train students listening ability（2）Train students municative petence Teaching Key PointsTarget language Teaching Difficult Points1 How to train students listening ability2 How to train students municative petence Teaching 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 WrongSay, Please tell me things that are good to do in school and that are not good to do in schoolWrite each suggestion under the appropriate heading on the boardT: Is it a good idea to e to class late?S1: NoT: Thats right, Its not a good idea to e to class late Youre not supposed to e to class late Class repeat Youre not supposed to e to class lateSs: Youre not supposed to e to class lateT: （Writes e to class late under wrong） What are some things you shouldnt do?S2: We shouldnt eat in classT: Right Youre not supposed to eat in classAsk students to repeat this exampleThen 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: Youre supposed to do your homework every dayYoure supposed to raise your hand before you talkStep 1aLet students read the instructionsPoint to the two lists of words Read each word and ask students to repeat itPut up a map of the world on the boardAsk students to explain where each of the countries isAsk different students to act out the action described by each word or phrasebow, shake hands, and kissRead the instructions again and ask students to match the customs lettered a, b and c with the numbered countriesLook at the sample answer Tall students to guess if they arent sureStep 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 1aPlay the tape for the first time This time, students only listenPlay the tape a second time Ask them to listen to the recording and check their answers to Activity 1aCheck the answers with the class Invite a student to read the answersStep 1cRead the instructions to the whole classPoint out the example in the box Ask two students to read it to the classPoint 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 aboutAs students work together, move around the classroom checking their workAsk different pairs of students to ask and answer a question for the classStep HomeworkReview the target languageThe Second Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularygreet, 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 8:002 Ability Objects （1） Train students listening ability （2） Train students municative petence3 Moral 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 Points1 Key Vocabularygreet, be supposed to2 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 arrive at 8:003 StructureWhat are you supposed to do when you meet someone? Teaching Difficult Points1 the target language2 How to improve students listening ability Teaching ProceduresStep RevisionCheck homework Ask some pairs to act out their conversations according to Activity 1aStep 2aLook at the picture and ask students to tell What is happeningHelp students understand that the people are at a picnicPoint to Maria and ask, whats 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 classListen 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 madePlay the recording Students only listen the first timePlay the recording again Get students to check the mistakes Maria madeCheck the answers with the classStep 2bGo through the instructions with the class Point out the blanks in the four sentences Invite a student to read the first sentencePlay the recording again Let students fill in the blanks with the words they hear aloneCorrect the answers with the classStep 2cRead the instructions for the activity to the classLook at the example in the box Ask two students to read the conversation to the classPoint out the mistakes in Activity 2a and the sentences in Activity 2b Role play Dan and Marias conversation using information from Activities 2a and 2bAsk students to work in pairs As they work, move around the classroom checking the progress of the pairs and offering help as neededCheck the answers by calling on different pairs to say their conversations to the classStep Grammar FocusReview the grammar box Get different students to say the questions and answersStep HomeworkAsk students to write at least two sentences with the sentence starters in Grammar FocusThe Third Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabulary land, drop by, after all, relaxed, a bit（2） 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, teacher2 Ability Objects（1） Train students integrating skills（2） Train students municative petence Teaching Key PointTrain students integrating skills Teaching Difficult PointHow to improve students integrating skills Teaching 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 classStep 3aRead 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 inAsk students to read the paragraphs again and plete the chart on their ownCorrect the answers with the classStep 3bGo through the instructions for the activity with the classLook at the example in the box Ask two students to read the conversation to the classFirst practice this conversation with a partner Then talk about your attitude toward being on time and getting together with your friends Use true informationHave students work in pairsAsk some different pairs to say their conversations to the classStep Part 4Let students read the instructionsAsk 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 classGet students to plete the work in pairs As they work, walk around the classroom offering help as neededReview the task Ask a few students to share their conversations with the whole classStep Homework1 Write a conversation using the information in Part 42 Finish off the exercises on pages 4950 of the workbookThe Fourth Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabulary wipe, napkin, stick, chopstick, rude, point, pick up（2） Target Language Were supposed to eat with chopsticks Yes, and its rude to eat with our hands2 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 Teaching Key Points1 Key Vocabulary wipe, stick, chopstick, rude, point, pick up2 Target Language Were supposed to eat with chopsticks Yes, and its rude to eat with our hands Teaching Difficult Points1 Flow to improve students listening ability2 How to use the target language Teaching 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 errorsStep 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 statementsReview the five statements to be sure students understand what each one means Ask students to act out themThen ask students to plete the quiz on their ownCorrect the answers with the classStep 2aRead the instructions to the class Review what an exchange student is and what table manners are If necessary, translate them into ChineseLook at the four pictures You will hear the exchange student Steve, talking with his Japanese friend, SatoshiSatoshi is explaining some things you are and arent supposed to do when eating in JapanPoint 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 recordingPlay the recording the first timeStudents only listenPlay the recording a second timeAs they listen to the recording this time, let students number the picturesCorrect the answers with the classStep 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 listsYou will hear the same recording againPlay the recording again Ask students to write the letters in the blanks aloneCheck the answers with the classStep 2cGo through the instructions for the activity with the classLook at the example in the box Ask two students to read the sentence startersNow, plete each one with a true statement about table manners in your countryAsk two students to read their sentencesPoint out the sentence starters in Activity 2b Say, Have a conversation about table manners in your country with a patterYou can use the sentence starters in Activity 2b to help you get startedHave students work in pairs Ask one or two pairs of students to say their conversations to the classStep HomeworkTalk about the table manners in your country using the sentence starters inActivity 2bThe Fifth PeriodTeaching Aims and Demands1 Knowledge Objects （1） Key Vocabulary table manners, behave, be/get used to, cut up, full, fork, You should （2） Practise reading an article （3） Practise writing something using the target language2 Ability Objects （1）Train students reading ability （2）Train students writing ability Teaching Key PointPractise reading and writing using the target language Teaching Difficult PointHow to write an e-mail message Teaching ProceduresStep RevisionReview the target language presented in this unit Check homeworkAsk two students to read out their sentencesStep 3aCall 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 classRead the instructions to the class Ask students to read the e-mail again Say,Now read the e-mail Answer the questions in your exercise book As students work, move around the classroom and offer help as necessaryCheck the answers with the classStep 3bRead the instructions to the class Point to the beginning of the e-mail messageRead it to the classHere are some things you need to know about table manners when you visit Japan First of all, you shouldLook back at the pictures in Activity 2a and the matching exercise in Activity 2bYou can use the pictures and information in Activities 2a and 2b to help you write your lettersAsk students to finish the activity on their own As they work, walk around the classroom offering help and answering questions as neededCheck the answers with the class Ask a student to read his pleted article to the classStep 3cRead the instructions and ask students to look back at Activity 2cRemind students that they made conversations about table manners in their own countrySay You can use the ideas you talked about in Activity 2c as you write your email messagesGet students to finish the activity on their own As students work, move around the room offering help as neededAsk a student to read his or her message to the class Have other students add any information that is missing from the first students reportStep Homework1 Read the e-mail message in Activity 3a again2 Write an e-mail message to a friend about table mannersThe Sixth Period 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 crossword2 Ability ObjectsTrain students writing ability3 Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries Teaching Key Points1 Fill in blanks and make sentences2 Finish the story Teaching Difficult Points1 Make sentences using arrive, meet, spend, behave and imagine2 Finish the story Teaching ProceduresStep 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 messageStep Part 1Look at the words in the box Ask a student to read themMake sure students understand the meaning of the wordsThen 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 agreementAsk students to fill in the blanks on their ownCheck the answers Five students each read a sentence, filling in the blanks The rest of the students check their answersAsk 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 Part 2Go through the instructions with the class Explain them to studentsGet students to plete the work in pairsInvite 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 guestsA sample end of the storyWhat I finally decided to do was to watch what others do and follow themStep 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 classStep Just for Fun!This activity provides reading and speaking practice with the target languageAsk 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 anywayStep Summary and HomeworkIn this class, weve done much writing practice using the key vocabulary wordsAfter class, please finish off the story in 2 in your textbooks Then finish off the exercises on pages 5052 of the workbookThe Seventh Period 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 Teaching Key PointTrain students reading and writing skills Teaching Difficult PointTrain students reading and writing skills Teaching ProceduresStep Key VocabularyShow the following vocabulary by cardsCareful-reading to get the detailed informationSay the words and have students repeat them again and again until they can pronounce them fluently and accuratelyStep 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 pictureAsk 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 progressWhen 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 Part 2Go through the instructions with the classAsk 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 necessaryAsk students to read their answers Encourage students to use plete sentencesStep Part 3Look at the story Pay attention to the words indicated in bold Ask different students to guess the meaning Dont give them the correct answersAsk students to read the article onceSay, Pay attention to the bold words and expressions And note any other words or sentences you dont understand Read in context, guessing the meanings of words and phrases from the other words around themAsk students to read the article again for prehensionGo 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 helpHave students report their answers Encourage them to use plete sentencesStep Part 4Go through the task with students Elicit the first answer from students from memory Check that they understand what they need to doAsk students to do the activity on their own or in pairs Students should try to remember or guess the answers before looking at t