unite12《You’resupposedtoshakehands_SectionB》课件1(36页)(人教新目标九年级)
unite12《You’resupposedtoshakehands_SectionA》课件1(27页)(人教新目标九年级)

4. You should leave a spoon to lie flat. (a coffee spoon on the saucer, a soup spoon on the service plate beside the soup bowl.)
5.When Americans eat the bread, they hold it in their fingers, usually break it first.
Manners in Japan! Please fill in the blanks.
eat or drink while You aren’t supposed to w_a_l_ki_n_g_d_ow__n_th_e_s_tr.eet You shouldn’tp_oi_n_t _at_a_n_y_on_e_w_i_th_y_o_u_r _ch_o_p_st_ic.ks It’s rude t_o_s_ti_ck_y_o_u_r c_h_o_ps_t_ic_ks_i_n_to_y_o_ur_f_o_od_. It’s polite _to_m_a_k_e_n_oi_se_w__hi_le_e_a_ti_n_g _no_o_d_le_s _.
7.When you leave, it is a custom for you to say: “Goodbye. It was so nice of you to have me.” or “Thank you. I’ve had a nice time.” Then, maybe you can send a thank-you note.
3.Europeans keep the knife on the right hand, the fork on the left. But Americans use just one hand, and keep the other one on the lap. They constantly change their fork to the left hand when they have to cut meat.
unite12《You’resupposedtoshakehands_SectionB》课件1(36张PPT)(人教新目标九年级)

are at school / at home?
smoke do our homework on time get our ears pierced wash the dishes bring snacks to the classroom choose our own clothes make the bed by ourselves run in the hallways be late for school
∨
In the United States, you’re not supposed to eat with your hands.
You’re not supposed to
talk at the table.
×
In Peru
In China, you’re not supposed to pick up your bowl to eat .
What do you know about the table manners?
bowl
plate
chopsticks
fork
spoon
knife
knives
Table Manners
You are supposed to pick up ... your bowl to eat .
Table Manners
eat fruit with a fork put bread on the table put hands on the table say, “It’s delicious.”
eat it with your hands put it on the plate put them in your lap say, “I’m full.”
英语九年级上册Unit12《Youaresupposedtoshakehands》教案1(新人教版)

Unit 12 You’re supposed to shake handsThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabulary: 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?They’re supposed to bow.2.Ability Objects(1)Train students’listening ability.(2)Train students’communicative competence.Ⅱ.Teaching Key PointsTarget languageⅢ.Teaching Difficult Points1.How to train students’listening ability.2.How to train students’communicative competence.Ⅳ.Teaching ProceduresStep ⅠRevisionT: 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 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.S s: 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 Ⅱ1aLet 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.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.Tall students to guess if they aren’t sure.Step Ⅲ1bGo 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 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 Ⅳ1cRead the instructions to the whole class.Point out the example in the box.Ask two students to read it to the class.Point 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 about.As students work together, move around the classroom checking their work.Ask different pairs of students to ask and answer a question for the class.Step ⅤHomeworkReview the target language.教学反思:The Second PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabulary:greet, be supposed to(2)Target LanguageHow 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 ObjectsWhen 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 Points1.Key V ocabulary:greet, be supposed to2.Target LanguageHow 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.StructureWhat are you supposed to do when you meet someone?Ⅲ.Teaching Difficult Points1.the target language 2.How to improve students’listening ability.Ⅳ.Teaching ProceduresStep ⅠRevisionCheck homework.Ask some pairs to act out their conversations according to Activity 1a.Step Ⅱ2aLook 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 differentstudents 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 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.Step Ⅲ2bGo 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.Step Ⅳ2cRead 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.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.Step ⅤGrammar FocusReview the grammar box.Get different students to say the questions and answers.Step ⅥHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus.教学反思:The Third PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabulary: land, drop by, after all, relaxed, a bit(2)Target LanguageCan 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.Ⅱ.Teaching Key PointTrain students’integrating skills.Ⅲ.Teaching Difficult PointHow to improve students’integrating skills.Ⅳ.Teaching ProceduresStep ⅠRevisionT: 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.Step Ⅱ3aRead 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 aboutsomething.)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 in.Ask students to read the paragraphs again and complete the chart on their own.Correct the answers with the class.Step Ⅲ3bGo 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 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 ⅣPart 4Let 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.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 ⅤHomework1.Write a conversation using the information in Part 4.2.Finish off the exercises on pages 49~50 of the workbook.教学反思:The Fourth PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabulary: wipe, napkin, stick, chopstick, rude, point, pick up(2)Target LanguageWe’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.Ⅱ.Teaching Key Points1.Key V ocabularywipe, stick, chopstick, rude, point, pick up2.Target LanguageWe’re supposed to eat with chopsticks.Yes, and it’s rude to eat with our hands.Ⅲ.Teaching Difficult Points1.Flow to improve students’listening ability.2.How to use the target language.Ⅳ.Teaching ProceduresStep ⅠRevisionCheck 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 ⅡPart 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 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.Step Ⅲ2aRead 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 1 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.Step Ⅳ2bRead 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.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 Ⅴ2cGo through the instructions for the activity with 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 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 ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b.教学反思:Ⅰ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabularytable 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.Ⅱ.Teaching Key PointPractise reading and writing using the target language.Ⅲ.Teaching Difficult PointHow to write an e-mail message.Ⅳ.Teaching ProceduresStep ⅠRevisionReview the target language presented in this unit.Check homework.Ask two students to read out their sentences.Step Ⅱ3aCall 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.Step Ⅲ3bRead 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 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.Step Ⅳ3cRead 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.Step ⅥHomework1.Read the e-mail message in Activity 3a again.2.Write an e-mail message to a friend about table manners.教学反思:Ⅰ.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)Complete the crossword.2.Ability ObjectsTrain students’writing ability.3.Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries.Ⅱ.Teaching Key Points1.Fill in blanks and make sentences.2.Finish the story.Ⅲ.Teaching Difficult Points1.Make sentences using arrive, meet, spend, behave and imagine.2.Finish the story.Ⅳ.Teaching ProceduresStepⅠRevisionCheck 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.StepⅡPart 1Look 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.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 ⅢPart 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 sample end of the story…What I finally decided to do was to watch what others do and follow them.Step ⅣPart 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 ⅤJust 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 ⅥSummary and HomeworkIn 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.教学反思:The Seventh PeriodⅠ.Teaching Aims and Demands1.Knowledge ObjectsKey V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2.Ability ObjectsImprove students’reading and writing skills.Ⅱ.Teaching Key PointTrain students’reading and writing skills.Ⅲ.Teaching Difficult PointTrain students’reading and writing skills.Ⅳ.Teaching ProceduresStep ⅠKey V ocabularyShow the following vocabulary by cards.Careful-reading to get the detailed information.Say the words and have students repeat them again and again until they can pronounce them fluently and accurately.Step ⅡPart 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.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 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 ⅢPart 2Go through the instructions with the class.Ask students to 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 ⅣPart 3Look at the story.Pay attention to the words indicated in bold.Ask different students to guess the meaning.Don’t give them the correct answers.Ask students to read the article once.Say, Pay attention to the bold words and expressions.And note any other words or sentences you don’t understand.Read in context, guessing the meanings of words and phrases from the other words around them.Ask students to read’the article again for comprehension.Go through the instructions with the students and have them look at the example.Ask students to complete 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 complete the task.Remind them to look at the story again for extra help.Have students report their answers.Encourage them to use complete sentences.Step ⅤPart 4Go through the task with students.Elicit the first answer from students from memory.Check that they understand what they need to do.Ask students to do the activity on their own or in pairs.Students should try to remember or guess the answers before looking at the reading.As they work, walk around the classroom offering help students may need.Check the answers.Invite different students to give their answers and give the correct statements for the ones that are false.Step ⅥPart 5Read the instructions with the students.Divide the class into small groups to do the activity.Give students help thinking of different fun and educational activities.Walk around the classroom offering help as needed.Cheek the answers.Have students share their answers with the class.StepⅦSummaryIn this class, we’ve practised a lot of reading and writing.Step ⅧHomework1.Read the story in Activity 2 again for further comprehension.2.Revise the target language in this unit.教学反思:。
Unit 12:You're supposed to shake hands

• 36. My partner was doing homework __w_h_i_le__I _w_a_s_l_is_te_n_i_n_g_t_o_m__u_s_ic______________ ______(而我在听音乐) (listen)
• 37. He won’t be good at the subjects ___u_n_le_s_s__h_e_w_o_r_k_s_h_a_r_d_(_a_t_th_e_m__)___________ _________ (除非他努力学习) (work)
• 44. Do you know
________if__F_r_e_n_c_h__i_s__s_p_o_k_e__n__in__C__a_n_a_d__a_
________________________? • (加拿大是否说法语) (speak)
• 45. Do you mind
____s_to__p_p_in_g__s_m__o_k_in_g__i_n_p_u__b_li_c___________ ____=__g_i_v_in_g__u_p__s_m__o_k_in_g__in__p?ublic
• 3____8__. __W__e__wu____no__tni__l’__th__lee__ra__mv__e__o__tt__hh__ee__r__kr__ied__t’u__s__rhn__os__m____e________(_直__到__
孩子妈妈回来才会离开她家) (return)
• 39. Carmen
• 17. go out of one’s way to do 特意,专门做某事 如: • He went out of his way to make me happy. 他特意使我高兴。 • get/be used to sth. 习惯于… • get/be used to doing 习惯于… • be used to do 被用于做… • be used for doing 被用于做… • used to do 过去常常做… 如:
九年级英语教案Unit12You’resupposedtoshakehands

Unit 12 You’re supposed to shake hands.unit 12 you’re supposed to shake hands.一. 教学内容:unit 12 you’re supposed to shake hands.二. 学习目标:1. 掌握“be (not) supposed to”的结构及用法。
2. 熟悉不同国家的礼仪风俗。
3. 了解世界各国的文化,在生活中做个有心人及有礼有节之人。
三. 教学重点难点:句型“be supposed to do ”及本模块中的一些重点短语四. 重点词和短语:1. be supposed to do sth. 应该做某事2. shake hands with sb. 和某人握手3. for the first time 第一次4. bow to sb. 向某人鞠躬5. should have done sth. 过去应该做某事(但实际未做)【即学即用】you what y our teacher said yesterday, but you didn’t.a. should rememberb. should have rememberedc. would remember6. be important to sb. 对某人重要7. be relaxed about sth.. 对……放松8. drop by 顺便拜访visit sb. 拜访9. after all 毕竟10. make plans to do sth. 制定计划做某事11. without doing sth. 没有做某事12. the first thing is to greet the teacher. 第一件事是问候老师.13. table / good / bad manners 餐桌礼仪/有礼貌/不礼貌14. at the table / at table 在桌旁 / 在进餐15. pick up your bowl 端起你的饭碗pick up 拣起,拾起【即学即用】my friend’s father quickly some rubbish and went outside.a. pick upb. picked upc. pick outd. picked out16. point at / to 指向17. there is no reason to do sth. 没有理由做某事18. go out of one’s way to do sth. 特地做某事19. make sb. feel at home 使某人感到不拘束20. be different from 与……不同21. make a toast 敬酒22. older people 长辈23. give compliments 称赞24. make appointments 约会25. behave differently 表现不同26. begin with 从……开始27. not … but… 不是……,而是……28. questions crowded my mind. 我满脑子都是疑问。
Unit12 You're supposed to shake hands.

Unit 12 You’re supposed to shake hands.1.You are supposed to shake hands.你们应该握手。
be supposed to do 表示“应该”、“被期望做……”,是一种表示提建议的句式,相当于should/ ought to do sth,其后跟动词原形,be 有人称和时态的变化,否定结构为be not supposed to do sth。
1)当be supposed to的主语为“物”时,它表示“本应,本该”的意思,用于表示某事本应该发生而没有发生。
2) be supposed to 还可以用于表示“被认为是……”、“被相信是……”。
Eg: 1.火车应该在十分钟之前到达。
_____________________________________2. 人们认为他们很聪明。
___________________________________________3.我们应该六点到达这里。
__________________________________________ 2. I guess you should ha ve asked …我想你应该提前问一问……此处用了“should + have + 过去分词”,表示“过去应该做某事(但没有做)”,其否定句式“should not + have + 过去分词”表示“过去不应该做某事(但做了)”,该句式含有不满或者责备之意。
Eg: 你本应该洗一洗你自己的衣服。
_____________________________________ 3.We often just drop by our friends’ homes.我们经常拜访我们朋友的家。
drop by 意为“顺便拜访”,后接表示地点的名词,也可接表示人的名词。
drop in sb 意为“顺便走访某人”。
Eg: 我只是顺便来看看你。
九年级英语下教案新部编本人教版Unit_12_You’_re_supposed_to_shake_hands_重难点解析(1)

教师学科教案[ 20 – 20 学年度第__学期]任教学科:_____________任教年级:_____________任教老师:_____________xx市实验学校Unit 12 You’ re supposed to shake hands 重难点解析(1)[教材全析]友情提示SECTION ALanguage Goal:Tell what you are supposed to do.语言目标:讲一下你应该干什么。
例题探究:He is supposed ________ (ask) what to do.解析:be supposed to do sth.答案:to ask1a What do people do when they meet for the first time?Match the countries and the customs.当人们第一次见面时,他们干什么?将国家和其风俗习惯对应起来。
In your country,what are you supposed to do when you meet someone for the first time?在你们国家,你第一次遇见一个人应该干什么?You’re supposed to shake hands.你应该握手。
1c Talk about what people in different countries do when they meet for the first time.Tell about the countries listed above or other countries you know about.谈论在不同的国家里当人们第一次见面时他们干什么。
谈一谈上面列举的或者你知道的国家。
A:What are people in Korea supposed to do when they meet for the first time?在朝鲜,人们第一次见面应该干什么?B:They’re supposed to bow.应该鞠躬。
unite12《You’resupposedtoshakehands_SectionA》课件5(22张PPT)(人教新目标九年级)

A:What are Americans supposed to do when they meet for the first time?
America
B:They’re supposed to shake hands.
Korea
A:What are people in Korea
supposed to do when they meet for the first time?
Language points: • be supposed to do 被期望或要做…; 应该做… • be not supposed to do 不被许可做…
Everyone is supposed to know the law.
We’re not supposed to play basketball in the classroom.
We are supposed to put hands together in front of the chest.
India Japan Brazil the United States China Korea England Mexico ……
A: What are people in …… supposed to do when they meet for the first time? B: They’re supposed to ……
一、写出下列词的形容词。
1. China ____ 2. Germany____ 3.Canada____ 4. Australia ____ 5. India ____ 6. France____ 7. Japan _____ 8. the United States _____
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
∨
In the United States, you’re not supposed to eat with your hands.
You’re not supposed to
× talk at the table.
In Peru
In China, you’re not
supposed to pick up
1
1. eat with your hands 用手吃饭
2. at the table 在餐桌上(旁) 3. pick up one’s bowl to eat 端起饭碗 4.wipe one’s mouth with one’s napkin
用餐巾纸揩嘴 5. take a drink 喝饮料,喝酒
eat fruit with a fork put bread on the table put hands on the table say, “It’s delicious.”
eat it with your hands put it on the plate put them in your lap say, “I’m full.”
× your bowl to eat .
In Korea, the youngest person is supposed to start
× eating first.
In Brazil, you should wipe
your mouth with your
napkin every time you
In China, what is supposed to do in these following situations?
1. greeting teachers say, “Good morning.”
2. doing homework do it by yourself on time
3. phoning someone
F 4.In Korea, the youngest person is supposed to start eating first.
T 5.In Brazil, you should wipe your mouth with your napkin every time you take a drink.
eat fruit with a fork put bread on the table put hands on the table say, “It’s delicious.”
eat it with your hands put it on the plate put them in your lap say, “I’m full.”
are at school / at home?
smoke do our homework on time get our ears pierced wash the dishes bring snacks to the classroom choose our own clothes make the bed by ourselves run in the hallways be late for school
In Japan
eat or drink while walking down the street
In Japan
stick your chopsticks into your food
In Japan
point at anyone with your chopsticks
In Japan
Unit 12 You’re supposed to
shake hands.
Section B Period 1
Pretty relaxed about time Arrive a bit late Spending time with… is very important.. Drop by Make plans Walk around the town center .. Many of our friends as we can
Table Manners
The youngest person i…s not supposed to start eating first.
Table Manners (餐桌礼仪)
There are many table manners around the world. What else do you know?
When you eat in a western restaurant, it’s polite to…, but it’s rude to….
eat fruit with a fork put bread on the table put hands on the table say, “It’s delicious.”
take a drink.
∨
T 1.In the United States, you’re not supposed to eat with your hands.
F 2.In Peru, you are not supposed to talk at the table.
F 3.In China, you’re not supposed to pick up 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.
What do you know about the table manners?
bowl chopsticks plate
fork
knife knives
spoon
Table Manners
You are supposed to pick up .y..our bowl to eat .
Table Manners
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 pick up your bowl of rice.
Be on time The land of watches Invite you to meet.. Never.. Without calling first Make plans to… Plan to do sth interesting Go somewhere together
What are you ( not ) supposed to do when you
Make a noise while eating noodles
2a Listening
2
4
3
2b Listening
—d 1.You aren’t supposed to _a_2.It’s polite… _b_3.It’s rude… _c_4. You shouldn’t…
It’s rude to … It’s polite to ...
eat it with your hands put it on the plate put them in your lap say, “I’m full.”
When you eat in a western restaurant, you’re supposed to…, but you’re not…. You should…, but you shouldn’t…. It’s polite to…, but it’s rude to….
When you eat in a western restaurant, you’re supposed to…, but you’re not….
eat fruit with a fork put bread on the table put hands on the table say, “It’s delicious.”
4. visiting someone’s place
say, “Hello, ….”
call first, and knock at the door
In China, what is supposed to do in these following situations?
5. making plans with discuss the plan.
friends
6. being on time
always on time or a little early.
7. giving gifts festival gifts / on special days
Different situation also have different culture and customs .
1.make noise while eating 2.point at others with chopstick 3.say hello to others 4.wipe your mouth after dinner 5.talk loudly at the table 6. shake hands 7. meet without saying anything 8. arrive too late 9. shake hands when you meet someone for the first time 10. eat while walking in the street