新目標(biāo)九年級(jí)Unit12英文教案新人教全套

1、Unit 12 You re supposed to shake hands.Teaching Aims and Demands1.Knowledge ObjectsKey Vocabulary bow, kiss, be supposed to, shake hands, customs greet, be supposed toTarget Language What are people in Korea supposed to do when they meet for the first time?Theyre supposed to bow.2.Ability Objects（1）

2、Train students listening ability.（2）Train students communicative competence.3. 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 PointsTarget language.Teaching Di

3、fficult Points1. How to train students listening ability.2. How to train students communicative competence.Period 1Step 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?W

4、rite the two column headings on the board: Right and Wrong.Write each suggestion under the appropriate heading on the board.T: Is it a good idea to come to class late?S1: No.T: Thats right, Its not a good idea to come to class late. Youre not supposed to come to class late. Class repeat. Youre not s

5、upposed to come to class late.Ss: Youre not supposed to come to class late.T: （Writes come to class late under wrong） What are some things you shouldnt do?S2: We shouldnt eat in class.T: Right. Youre not supposed to eat in class.Ask students to repeat this example.Step 1aLet students read the instru

6、ctions. 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 country is.Ask different students to act out the action described by each word or phrasebow, shake hands, and kiss. Look at the sam

7、ple answer. Tell students to guess if they arent sure.Step 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 1a.Play the tape for the

8、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 1cRead the instructions to the whole class.Point to the lists of customs and

9、 countries in Activity la. Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about.Ask different pairs of students to ask and answer a question for the class.Step HomeworkReview the target language.Period 2Step RevisionCheck home

10、work. Ask some pairs to act out their conversations according to Activity 1a.Step 2aLook 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, whats Maria wearing? （She is wearing a dress.）Ask, Does she look comfort

11、able? （No.）Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.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 record

12、ing. Students only listen the first time.Play the recording again. Get students to check the mistakes Maria made.Step 2bGo 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 t

13、he blanks with the words they hear alone.Correct the answers with the class.Step 2cRead 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.Role play Dan and Marias conversation using information from Activities 2a and

14、 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.Step Grammar FocusReview the grammar box. Get different students to say th

15、e questions and answers.Step HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus.Period 3Step 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 c

16、onversations before the class.Step 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

17、 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 instruction

18、s 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 paragra

19、phs again and complete the chart on their own.Correct the answers with the class.Step 3bGo 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.First practice this conversation with a partner. Then talk about

20、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 4Let students read the instructions.Ask a pair of students to model the sample dialogue. Correct any

21、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 H

22、omework1.Write a conversation using the information in Part 4.2.Finish off the exercises on pages 4950 of the workbook.Period 4Step 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 e

23、rrors.Step 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 statements.Review the five statements to be s

24、ure 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 2aRead the instructions to the class. Review what an exchange student is and what table manners are. Look at the four pictures. You wi

25、ll 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 1 through 4 to show the order

26、 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.Step 2bRead the instructions and point to the numbered list of sentence st

27、arters and the lettered list of sentence endings. Ask different students to read the two lists.You will hear the same recording again.Play the recording again. Ask students to write the letters in the blanks alone.Check the answers with the class.Step 2cGo through the instructions for the activity w

28、ith 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

29、manners in your country with a patter.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 HomeworkTalk about the table manners in your country using the sentence starters i

30、n Activity 2b.Period 5Step RevisionReview the target language presented in this unit. Check homework.Ask two students to read out their sentences.Step 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 st

31、udent 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

32、 class.Step 3bRead 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 Japan. First of all, you shouldLook back at the pictures in Activity 2a and the matching exercise in Activity 2

33、b.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 comp

34、leted article to the class.Step 3cRead 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 finis

35、h 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 students report.Step Homework1. Read the e-mail message in Activity 3a again.2. Wr

36、ite an e-mail message to a friend about table manners.Period 6Step 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 message.Step Part 1Look at the words in the box. Ask a student to read them.Make sure students understand

37、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, fil

38、ling in the blanks. The rest of the students check their answers.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. Step

39、 Part 2Go 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

40、sample end of the storyWhat I finally decided to do was to watch what others do and follow them.Step Part 3Do 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.Step Just for Fun!Thi

41、s 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 Summary and HomeworkIn this class, weve done much

42、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 5052 of the workbookPeriod 7Step Key VocabularyShow the following vocabulary by cards.Careful-reading to get the detailed information.Say the words

43、and have students repeat them again and again until they can pronounce them fluently and accurately.Step 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 picture

44、.Ask 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 progress.When most students finish the task, ask students to compare their answers with a pa

45、rtner,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 class.Ask students t

46、o complete the task individually or in pairs Make sure students discuss their reasons in English. As they work, walk around the classroom offering help as necessary.Ask students to read their answers. Encourage students to use complete sentences.Step 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 answers.Ask stude