Unit 12 You’re supposed to shake hands.全单元英文教案（6课时）

Unit 12 You're supposed to shake hands.
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
bow, kiss, be supposed to, shake hands, customs
(2) Target Language
What 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' communicative competence.
3．Moral Objects
Before you meet foreigners, you should some customs. In this way, you can act politely and properly.
Ⅱ．Teaching Key Points
Target language
Ⅲ．Teaching Difficult Points
1．How to train students' listening ability.
2．How to train students' communicative competence.
Ⅳ．Teaching Methods
1．Scene teaching method
2．Listening-and-answering activity to help the students go through with the listening material.
Ⅴ．Teaching Aids
1．A tape recorder
2．A map of the world
Ⅵ．Teaching Procedures
Step Ⅰ Revision
T: 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
S1: Do you know where I can get a book
S2: Could you tell me how to get to the library
S3: Can you please tell me where I can buy a book
T: Very good. You're right. From today on, we'll learn Unit 12.
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 come to class late
S1: No.
T: That's right. It's not a good idea to come to class late. You're not supposed to come to class late. Class repeat. You're not supposed to come to class late.
Ss: You're not supposed to come to class late.
T: (Writes come 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 Ⅱ 1a
This 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.
Suggested answers
1．Brazil is in South America, next to Peru.
2．The United States is in North America, next to Canada.
3．Japan is in East Asia, to the east of China.
4．Mexico is in North America, on the south of America.
5．Korea is in East Asia. It is our neighbor.
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 aren't sure.
Answers
1.c 2.b 3.a 4.b 5.a
Step Ⅲ 1b
This 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.
Answers
1.c 2.b 3.a 4.b 5.a
Step Ⅳ 1c
This 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.
Ask different pairs of students to ask and answer a question for the class.
Step Ⅴ Summary
In this class, we've learned some important words, such as bow, kiss, be supposed to, shake hands. We've also learned the target language What are people in Korea supposed to do when they meet for the first time They're supposed to bow.
Step Ⅵ Homework
Review the target language.
Step Ⅶ Blackboard Design
Unit 12 You're supposed to shake hands.
Section A
The First Period
Target Language:
A: What are people in Korea supposed to do when they meet for the first time
B: They're supposed to bow.
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
greet, be supposed to
(2) Target Language
How 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' communicative competence.
3．Moral Objects
When 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 Points
1．Key Vocabulary
greet, be supposed to
2．Target Language
How 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．Structure
What are you supposed to do when you meet someone
Ⅲ．Teaching Difficult Points
1．the target language
2．How to improve students' listening ability.
Ⅳ．Teaching Methods
1．Listening method to improve students' listening ability.
2．Pairwork
Ⅴ．Teaching Aid
A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check homework. Ask some pairs to act out their conversations according to Activity 1a.
SA: What are people in Mexico supposed to do when they meet for the first time
SB: They're supposed to bow.
Step Ⅱ 2a
This 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.
Point to Maria and ask, what's Maria wearing (She is wearing a dress.) Ask,
Does she look comfortable (No.)
Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.
Maria's mistakes
________ arrived late
________ ate the wrong food
________ greeted Paul's mother the wrong way
________ wore the wrong clothes
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.
Check the answers with the class.
Answers
√ arrived late
________ ate wrong food
√ greeted Paul's mother the wrong way
√ wore the wrong clothes
Tapescript
Boy: 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: Oh, so you were late.
Girly: Yeah, but in my country it's different. When you're invited for 7: 00,
you're supposed to come 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. Everyone else was wearing a T-shirt and jeans.
Boy: I guess you should have asked what you were supposed to wear.
Step Ⅲ 2b
This 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.
Answers
1．arrive at 7 : 00
2．come later
3．shake hands
4．wear
Step Ⅳ 2c
This 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.
SA: How was the dinner at Paul's house last night
SB: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7 :00 , but I arrived at 8 :00.
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. Encourage students to express emotions such as disappointed or embarrassment as they say their conversations.
Step Ⅴ Grammar Focus
Review the grammar box Get different students to say the questions and answers.
S1: What are you supposed to do when you meet someone
You're supposed to kiss.
You're not supposed to shake hands.
S2: When were you supposed to arrive
I was supposed to arrive at 7:00.
S3: You should have asked What you were supposed to wear.
Write these sentences starters on the board as pairs of incomplete questions and answers:
What are you supposed to do when …
You're … You're not …
When were you supposed to …
I was … I wasn't …
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.
For example:
T: (point at what are …) After school.
S1: What are you supposed to do after school
S2 : I'm supposed to go home. I'm not supposed to hang out with my friends.
T: Good ! You're supposed to go home. You're not supposed to hang out with your friends.
Repeat the process using the question When were … and the answers I was … and I wasn't
T: (point to When were …) Go to bed.
S1: When were you supposed to go to bed
S2: I was supposed to go to bed at 10:00. I wasn't supposed to see a film.
Step Ⅵ Summary
In this class, we've learned key vocabulary greet and be supposed to, the target language How 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 and the sturcture What are you supposed to do when you meet someone
Step Ⅶ Homework
Ask students to write at least two sentences with the sentence starters in Grammar Focus.
Step Ⅷ Blackboard Design
Unit 12 You're supposed to shake hands.
Section A
The Second Period
1．Target Language:
How 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．What are you supposed to do when …
You're … You're not …
When were you supposed to …
I was … I wasn't …
The Third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
land, drop by, after all, relaxed, a bit
(2) Target Language
Can 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' communicative competence.
3．Moral Objects
Different countries have different customs. So you are supposed to do in Rome as the Romans do.
Ⅱ．Teaching Key Point
Train students' integrating skills.
Ⅲ．Teaching Difficult Point
How to improve students' integrating skills.
Ⅳ．Teaching Methods
1．Fast reading to let students get the general idea of the text.
2．Pairwork
Ⅴ．Teaching Aids
1．A projector
2．The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
T: 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.
Suggested conversation
SA: What are you supposed to do after school
SB: I'm supposed to go home. I'm not supposed to play outside.
SA: When were you supposed to finish your homework yesterday
SB: I was supposed to finish it at 8: 00. I wasn't supposed to hang out with my friends.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Show the key words on the screen by a projector.
Cali n.卡利(哥伦比亚西部城市)
Colombia n. 哥伦比亚(南美洲西北部一国家)
drop by 访问；拜访
Lausanne n. 洛桑(瑞士西部城市)
Switzerland n. 瑞士(欧洲中部国家)
land n. 国家；国土
after all 毕竟
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
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. (the attitude of the Colombian girl and the Swiss boy toward these three things; being on time, visiting a friend's house, and making plans with friends.)
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 complete the chart on their own Correct the answers with the class.
Answers
Colombian: We're pretty relaxed about time. We often just drop by our friends' home. We don't have to make plans when we get together with friends.
Switzerland: It's very important to be on time. We never visit a friend's house without calling first. We usually make plans to meet friends.
Step Ⅲ 3b
This 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 conversation to the class.
SA: What kinds of rules do they have in Colombia
SB: Well, they have pretty relaxed rules.
SA: Like what
SB : Well, it's OK if you're not on time.
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.
Suggested answers
SA: What kinds of rules do you have in your opinion
SB: Well, we have relaxed rules.
SA: Like what
SB: Well, it's OK if we visit a friend's house without calling first.
Step Ⅳ Part 4
This 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.
SA: Can you tell me the things I'm supposed to do
SB: The first thing is to greet the teacher.
SA: Okay. What should I say
SB: You're supposed to say “good morning, teacher. ”
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.
SA: Can you tell me the things I'm supposed to do
SB: The first thing is to do your homework.
SA: Okay. What should I say
SB: You're supposed to say “I must do my homework”.
Step Ⅴ Summary
In this class, we've learned some key vocabulary words land, drop by and after all, and the target language Can 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”. We've also done a lot of reading, speaking and writing practice using the target language.
Step Ⅵ Homework
1．Write a conversation using the information in Part 4.
2．Finish off the exercises on pages 49～50 of the workbook.
Step Ⅶ Blackboard Design
Unit 12 You're supposed to shake hands.
Section A
The Third Period
Target Language:
A: Can you tell me the things I'm supposed to do
B: The first thing is to greet the teacher.
A: Okay. What should I say
B: You're supposed to say “good morning, teacher”.
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
wipe, napkin, stick, chopstick, rude, point, pick up
(2) Target Language
We'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.
3．Moral Objects
In order to behave politely at the dinner table, you're supposed to learn some talbe manners.
Ⅱ．Teaching Key Points
1．Key Vocabulary
wipe, stick, chopstick, rude, point, pick up
2．Target Language
We're supposed to eat with chopsticks.
Yes, and it's rude to eat with our hands.
Ⅲ．Teaching Difficult Points
1．How to improve students' listening ability.
2．How to use the target language.
Ⅳ．Teaching Methods
1．Listening method
2．Pairwork
Ⅴ．Teaching Aid
A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check 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 1
This 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. (A family is eating a meal.)
Look at the title, Mind your manners!
Ask: What do you think it might mean
(It means be careful of how you act.)
Read the instructions and point to the five statements about manners. Ask students to read the statements.
1．In the United States: you're not supposed to eat with your hands.
2．In Peru, you are not supposed to talk at the table.
3．In China, you're not supposed to pickup your bowl of rice.
4．In Korea, the youngest person is supposed to start eating first.
5．In Brazil, you should wipe your mouth with your napkin every time you take a drink.
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.
Answers
1.T 2.F 3.F 4.F 5.T
Step Ⅲ 2a
This 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 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 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.
Answers
The pictures should be numbered in the following order:
2 1 4 3
Tapescript
Satoshi: You must be really excited about leaving for Japan tomorrow, Steve!
Steve: Yeah, I am. But I'm a little nervous, too.
Satoshi: Nervous about what
Steve: Well, for one thing, I don't know how to use chopsticks very well … and I don't know how to behave at the dinner table.
Satoshi: Oh, I see. I could give you a little lesson on Japanese table manners if. you like.
Steve: Really That would be great!
Satoshi: Hmmmm. Let me see. One difference is that sometimes it's polite to make noise when you're eating. Especially when you're eating noodles. It shows that you like the food.
Steve: Really That's interesting. In the United States you're not supposed to do that.
Satoshi: Yeah, I know. OK, so here are some chopstick rules; it's rude to stick your chopsticks into your food. And you shouldn't point at anyone with your chopsticks.
Steve: Oh, OK. I won't.
Satoshi: And also, this isn't about table manners exactly, but you should know that you aren't supposed to eat or drink while walking down the street.
Steve: Huh.
Satoshi: Oh, and the most important thing you need to know is that you're not supposed to talk when you're eating dinner. Only parents are allowed to talk at the dinner table. Children are not allowed to speak.
Steve: Wow! That's … that's unusual!
Satoshi: I'm just kidding! Boy, you're really gullible, Steve!
Step Ⅳ 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. Ask different students to read the two lists.
1．You aren't supposed to … a. to make noise while eating noodles.
2．It's polite … b. to stick your chopsticks into your food.
3．It's rude … c. point at anyone with your chopsticks.
4．You shouldn't … d. eat or drink while walking down the street.
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:
1．You aren't supposed to eat or drink while walking down the street.
Play the recording again. Ask students to write the letters in the blanks alone.
Check the answers with the class.
Answers
1.d 2.a 3.b 4.c
Step Ⅴ 2c
This 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.
SA: We're supposed to …
SB: Yes, and it's rude to …
Now, complete each one with a true statement about table manners in your country. Ask two students to read their sentences.
SA: We're supposed to eat with chopsticks.
SB: Yes, and it's rude to eat with our hands.
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 Ⅵ Summary
In this class, we've learned some key vocabulary, such as wipe, rude, point, pick up. We've also learned the target language by listening and speaking.
Step Ⅶ Homework
Talk about the table manners in your country using the sentence starters in Activity 2b.
Step Ⅷ Blackboard Design
Unit 12 You're supposed to shake hands.
Section B
The Fourth Period
1．Sentences in Activity 2b:
(1) You aren't supposed to eat or drink while walking down the street.
(2) It's polite to make noise while eating noodles.
(3) It's rude to stick your chopsticks into your food.
(4) You shouldn't point at anyone with your chopsticks.
2．Target language:
A: We're supposed to eat with chopsticks.
B: Yes, and it's rude to eat with our hands.
The Fifth Period
Ⅰ．Teaching Aims and Demands
1．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 language.
2．Ability Objects
(1) Train students' reading ability.
(2) Train students' writing ability.
3．Moral Objects
With 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.
Ⅱ．Teaching Key Point
Practise reading and writing using the target language.
Ⅲ．Teaching Difficult Point
How to write an e-mail message.
Ⅳ．Teaching Methods
1．Reading comprehension to help students grasp the main idea of the text.
2．Writing method
3．Groupwork to make every student work in class.
Ⅴ．Teaching Aids
1．A projector
2．The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Review the target language presented in this unit. Check homework.
Ask two students to read out their sentences.
SA: You aren't supposed to visited a friend's house without calling first.
SB: It's polite to be on time.
Step Ⅱ 3a
This activity provides reading practice using the target language.
Teach the new words. Show the following new words on the screen by a projector.
manner n. 礼貌；风格；习惯
table manners 餐桌礼仪
behave v. 行为表现；举止
be/get used to 习惯于……
cut up 切开；切碎
fork n. 叉；餐叉
full adj. 饱的；吃胀了的
lap n. (人坐着时)腰以下到膝为止的部分；大腿
elbow n. 肘；肘部
gradually adv. 逐渐地；渐渐地
compliment n. 称赞；恭维
toast v. 敬酒
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. Say,
Now read the e-mail. 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.
Answers
1．Her French was not very good.
2．Her host family was really nice.
3．Her French has improved.
4．You put your bread on the table, not on the plate.
(note the exclamation mark in the reading)
5．One particular challenge is learning how to behave at the dinner table.
Notes
1．go out of one's way=make a special effort
2．cut up=cut into pieces
Step Ⅲ 3b
This 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.
Here are some things you need to know about table manners when you visit Ja-pan. 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 completed article to the class.
A sample answer
Here are some things you need to know about table manners when you visit Japan. First of all, you should make noise while eating noodles. It's polite to do that. It's very different from your country. Second, it's rude to stick your chopsticks into your food. And you shouldn't point at anyone with your chopsticks. Last, this isn't about table manners exactly, but you should know that you aren't supposed to eat or drink while walking down the street. So much for the table manners. I'll write again. Hoping you're having a good time.
Steve
Step Ⅳ 3c
This activity provides writing practice using the target language.
Read 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.
A sample answer
Dear John,
Thanks for your message. Now I tell you some things you need to know about table manners when you are in China. Firstly, you're supposed to eat with chopsticks. It's rude to eat with your hands. Secondly, you shouldn't make noise while eating. It's not polite to do that. Lastly, you shouldn't point at anyone with your chopsticks. I believe you'll get used to these table manners. I'll write again. Hope you're having a great time in China.
Li Ping
Optional activity
Have 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.
Step Ⅴ Part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Go through the instructions with the class. Ask a good student to give an example.
Get students plete the work in small groups.
Check the answers. Ask a few students to tell the class about what one should do in different situations. Answers will vary, but should emphasize politeness.
Step Ⅵ Summary
In this class, we've done a lot of reading, writing and speaking practice using the target language.
Step Ⅶ Homework
1．Read the e-mail message in Activity 3a again.
2．Write an e-mail message to a friend about table manners.
Step Ⅷ Blackboard Design
Unit 12 You're supposed to shake hands.
Section B
The Fifth Period
Answers to Activity 3a:
1．Her French was not very good.
2．Her host family was really nice.
3．Her French has improved.
4．You put your bread on the table, not on the plate.
5．One particular challenge is learning how to behave at the dinner table.
The Sixth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Fill in blanks and make sentences using arrive, meet, spend, behave and imagine.
(2) Finish the story.
(3) Complete the crossword.
2．Ability Objects
Train students' writing ability.
3．Moral Objects
You are supposed to learn much more table manners. It is very useful and helpful, especially when you are in foreign countries.
Ⅱ．Teaching Key Points
1．Fill in blanks and make sentences.
2．Finish the story.
Ⅲ．Teaching Difficult Points
1．Make sentences using arrive, meet, spend, behave and imagine.
2．Finish the story.
Ⅳ．Teaching Methods
1．Teaching by explanation.
2．Speaking method
Ⅴ．Teaching Aids
1．The blackboard
2．A projector
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check homework. Ask a student to read the e-mail message in Activity 3a. Then ask a student to read his/her own e-mail message.
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit.
Look 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. Show the answers on the screen by a projector.
1．People in Japan and people in America behave differently at the dinner table.
2．You can imagine how different the table manners are from ours.
3．In Singapore, the trains always arrive on time. They are never late.
4．On Chinese New Year, people like to spend time with their families.
5．I usually meet my friends in the library on Friday nights.
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.
Suggested answers
1．When you're invited to dinner, you should arrive on time.
2．When you meet someone for the first time, you're supposed to shake hands.
3．We should spend much time learning English.
4．The children don't know how to behave.
5．I cannot imagine what he is doing.
Step Ⅲ Part 2
This activity provides reading and writing practice using the target language.
Go through the instructions with the class. Explain them to students.
Get students to complete 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.
Notes
1．Unfamiliar—the opposite of familiar, means not having a good knowledge of
2．set—number of things of the same kind, that belong together because they are similar or complementary to each other
Step Ⅳ Part 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. Ask students to complete the crossword puzzle on their own. Check the answers with the whole class.
Answers
DOWN: 1．bow 2．shake 3．kiss
ACROSS: 4．chopsticks 5．knife
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 Homework
In 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.
Step Ⅶ Blackboard Design
Unit 12 You're supposed to shake hands.
Self check
The Sixth Period
Suggested answers to Activity 1:
1．When you're invited to dinner, you should arrive on time.
2．When you meet someone for the first time, you're supposed to shake hands.
3．We should spend much time learning English.
4．The children don't know how to behave.
5．I cannot imagine what he is doing.