Unit 12 You’re supposed to shake hands教学演示
You're supposed to shake hands_ Section B(2a-2e)课件
What do you think is one of the biggest challenges when visiting a foreign country?
2. Useful expressions: go out of one’s way, make … feel at home, get used to
3. Reading strategies: skimming and scanning; taking notes or summarizing the main ideas.
Another thing is that it is impolite to say you’re full. If you don’t want any more food, you should just say, “That was delicious.” Also, you’re not supposed to put your elbows on the table. I have to say that I find it difficult to remember everything, but I’m gradually getting used to it. I don’t find French customs so strange anymore. I’ll write again soon and tell you more about my life in France. Hope you’re having a good school year. Yours, Lin Yue
2014年人教新目标九年级英语Unit10 You're supposed to shake hands.(全单元)课件
1.( B.)In America, the people are supposed to_____ when they meet for the first time. A. bow B. shake hands C. hug D.kiss 2. Korea, are, expected, you, to, bow, in, (.) You are excepted to bow in Korea. ____________________________________________ 3. 当你遇到某人的时候应该怎么做？ are supposed ____to do What ______ you _________ ____ ________ when you meet someone? 4. 下次你该问你应穿什么？ should ask what you _______ You ______ ______ ______ are supposed to wear next time?
shake hands
bow v. & n. 鞠躬
kiss v. & n.
亲吻，接吻
Different countries have different customs 习惯, 风俗.
what are people in the United States supposed to do when they meet for the first time?
• 快速阅读3a, 回答下面问题： /kə'lʌ mbɪə/ • 1) Are they relaxed about time in Colombia?
哥伦比亚
Yes, they are.
九年级英语上册 Unit 12《You are supposed to shake hands》Section A 课件 人教新目标版
Tapescript
Dan: Hi, Maria. How was Paul’s Party? Maria: Oh, Dan, It was a disaster. Dan: It was? Maria: Uh-huh. Dan: What happened? Maria: Well, I was supposed to arrive at 7:00 ,but I arrived at 8:00. Dan: Oh, so you were late.
2a Listening Maria’s mistake ___arrived late ___ate wrong food ___greeted Paul’s mother the
wrong way
___wore the wrong clothes
Listen again and fill in the blanks. Maria: I supposed to_______________, arrive at 7:00 but I arrived at 8:00. Maria: In my country, it’s different. When you’re invited for 7:00, you’re supposed to__________ . come later Dan: And you were supposed to ____________ instead. shake hands Dan: I guess you should have asked what you were supposed to_____. wear
Maria’s mistake
___ arrived late √
___ ate wrong food
九年级英语下教案人教版Unit 12 You’ re supposed to shake hands
Unit 12 You’ re supposed to shake handsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybow, 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 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．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．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularygreet, 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 ocabularygreet, 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 language2．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 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 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．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyland, 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 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 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．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywipe, 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．The Fifth PeriodⅠ．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．The Sixth PeriodⅠ．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 aremeaningful．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．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 tocomplete 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, walkaround 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．。
You’re+supposed+to+shake+hands Section+B(2a—2e教学设计
UNIT 10 You’re supposed to shake hands. Section B(2a—2e)教学设计教学目标通过本课时的教学, 让学生达成以下目标:1.知识目标学生能够初步感知、识记、运用如下与本课话题相关的词汇：basic，exchange，go out of one’s way，make...feel at home，teenage，granddaughter，behave，except，elbow，gradually，get used to；并能够运用目标语言be supposed/expected to 及It is adj. to do sth. 进行语言输出。
2、能力目标了解林悦的留学背景以及她在法国的各种挑战，以及林悦如何适应法国交换生生活的过程。
在完成阅读后，学生能做到运用文本中的重点句型对中国的餐桌礼仪进行小组讨论并写一封建议信。
能读懂有关不同国家的饮食、风俗习惯的短文。
能运用所学语言谈论中国和法国的餐桌礼仪。
3、情感目标通过本课时的学习, 引导学生了解不同国家的餐桌礼仪, 提高自身的文化修养。
了解并熟知不同国家人们的不同风俗习惯，理解世界文化的多元性，学会尊重不同的文化，对世界文化形成开放、包容的心态，提高自身的文化修养。
4、重点难点重点: 本课时的重点单词、短语、句型。
难点: 能运用所学语言谈论中国和法国的餐桌礼仪。
设计说明本课时通过引导学生自由谈论, 导入本课时所学内容。
通过让学生完成速读、细读、读后的各项任务, 帮助学生理清文章脉络结构, 把握文章细节内容。
通过设置小组活动练习, 让学生学会运用所学语言, 谈论法国和中国不同的餐桌礼仪, 达到学以致用的目的。
教学流程Step I Leading in教师播放有关外国习俗和人文风情的视频，让学生思考：How much do you know about table manners in foreign countries?然后创设情景，引导学生说出：Some table customs in foreign countries.例如：In India：You’re supposed to eat with your hands. In France：You’resupposed to put your bread on the table.（此时教师进行讲解：In France, they put the bread on the table because the bread is often very dry and very long ,the table is very clean.）In Korea: The youngest person is not expected to start eating first. In Japan：Youare supposed to make noise while eating noodles.Pre-reading然后引出问题：If you are an exchange student in foreign countries, what challenges（挑战）will you have?教师引导学生理解an exchange student：is a student who travels abroad to live in a new country as part of a scholarly exchange program.紧接着教师给与举例：transportation(交通)。
unit12_you_are_supposed_to_shake_hands教案 2
Unit 12 You are supposed to shake hands教案设计一、教案背景(the background of teaching plan)各国文化不同，因此风俗习惯也不同。
本单元通过学习各国人初次见面时的习俗，帮助学生更好的了解各国风俗习惯的差异以及入乡随俗的重要性，从而避免不必要的误解, 加深学生对中外文化的了解，拓展学生的文化视野。
二、教学课题(subject for teaching)本课是人民教育出版社《义务教育课程标准实验教科书•英语》Unit12 You are supposed to shake hands第一课时。
三、教材分析(analysis of text book)本课重点学习一些常见国家的英文表达，以及该国在初次见面时的行为与语言, 该话题能激起学生的好奇心，调动学生学习英语的积极性。
其中有听力练习也有口语练习。
内容相对来说较简单，重点帮助学生练习“be supposed to do”的用法，在不断的练习中达到掌握以及熟练运用的目的。
四、教学目标(teaching goal)1．Knowledge goals:(1) K now the meaning and structure of the phrase “be supposed to do” and itsnegative form; know the different customs between China and some other countries.(2) Target languages:---What are you supposed to do when you meet someone for the first time? ---You are supposed to shake hands.2. Ability goals:(1) Tell what you are supposed to do in different situations.(2) Train students’ listening ability.(3) Train students’ integrating skills.(4)Train students’ communicative competence.3. Emotional goals:Enjoy the beautiful scenery of some countries and love the world. Try their best to protect the environment to make our world more beautiful.五、教学重点（key points）1. The customs of some countries.2. Tell what you are supposed to do in different situations.六、教学难点(difficult points)Can use “be supposed to”correctly.七、教学方法(teaching method)本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。
新目标英语九年级Unit 12全单元课件
Brazil
the United States
Japan
Mexico
Korea
Different countries have different customs(风俗.习惯).
• bow：When you bow
to others, you should stand at attention and take off your hat to show your respect（尊重）.
kiss: If you meet a friend or your relative, you can greet（问候） him or her with a hug （拥抱） or a kiss on the cheeks(面颊). If you are a couple（夫妇）, you can hug and kiss, but if you are parents and
Customs
a. bow
b. Shake hands
c. kiss
Say it like this: People in …(China) are supposed to ..(shake hands) when they meet for the first time.
Listen again and fill in the blanks
• A1: Yeah.
• B1: Well, in___B_r_a__z_il___, friends___k__is__s____. • A1: What about in___M__e_x_i_c_o__, Rodrigo? • A2: In Mexico we _____s_h__a_k_e__h__a_n_d__s____. • A1: How about in ___J__a_p_a__n___, Yoshi? • A3: We ____b_o__w___. • B2: And in __K__o_r_e_a___we also ____b__o_w_____.
Unit 12 You are Supposed to Shake Hands
Unit 12 You are Supposed to Shake Hands——教案设计辽宁省大石桥市高坎中学杜书新Unit 12 You are Supposed to Shake Hands教案设计一、教学背景本教材是人教版初中三年级下学期Unit 12 You are supposed to shake hands. 本单元通过学习各国人初次见面时的习俗，帮助学生更好的了解各国风俗习惯的差异以及入乡随俗的重要性，从而避免不必要的误解, 加深学生对中外文化的了解，拓展学生的文化视野。
二、教学课题本课是新目标人教版义务教育课程标准实验教科书，Unit12 You are supposed to shake hands第一课时。
三、教材分析本课通过学习了解不同国家的见面礼仪，让学生了解在不同的文化氛围中，怎样做才能表现的礼貌得体。
学生能在自主学习的环境中探索、合作、交流。
学生能够通过对话练习、多媒体课件教学，迅速掌握所学内容。
同时学生能在语言环境中提出问题、分析问题、解决问题。
四、教学目标1、知识与技能掌握重点词汇shake hands ,custom, bow, kiss, drop by, after all能正确运用be supposed to, should do sth, shoud have done 等句型提高学生的听力和表达能力。
2、过程与方法通过小组讨论的活动方式来激发学生的学习积极性和兴趣，使学生在小组合作学习活动中大胆用英语交流。
掌握中国和其他国家风俗习惯的不同之处，并能灵活运用。
3、情感、态度和价值观通过本课的学习，使学生了解各地不同的文化知识，尊重各国的风俗习惯，养成良好的行为习惯，培养学生爱国家爱世界，崇尚和平的精神面貌。
四、教学重点、难点重点：要求学生掌握be supposed to do sth.的句型，小组讨论并进行对话表演，充分运用动作、表情、手势来体现较真实的语言环境。