Unit 12 You’ re supposed to shake hands
The First Period
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
（1）ey Vocabulary
bow, kiss, be supposed to, shake hands, customs
（2）Target’ Language
What are people in orea 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 ey Points
Target language
Ⅲ．Teaching Difficult Points
1．How to train students’ listening ability．
2．How to train students’ communicative competence．
Ⅳ．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?
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
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．
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 Ⅲ 1b
Go 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 Ⅳ 1c
Read 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 ⅤHomework
Review the target language．
The Second Period
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
（1）ey Vocabulary
greet, be supposed to
（2）Target Language
Hoas the dinner at Paul’s house last night?
Well, it was O, 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．oral 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 ey Points
1．ey Vocabulary
greet, be supposed to
2．Target Language
Hoas the dinner at Paul’s house last night?
Well, it was O, 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 Procedures
Step Ⅰ Revision
Check homework． Ask some pairs to act out their conversations according to Activity 1a．
Step Ⅱ 2a
Look at the picture and ask students to tell What is happening．
Help students understand that the people are at a picnic．
Point to aria and ask, what’s aria 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 aria 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 aria made．
Check the answers with the class．
Step Ⅲ 2b
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．
Step Ⅳ 2c
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．
Point out the mistakes in Activity 2a and the sentences in Activity 2b． Role play Dan and aria’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 Ⅴ Grammar Focus
Review the grammar box． Get different students to say the questions and answers．
Step Ⅵ Homework
Ask students to write at least two sentences with the sentence starters in Grammar Focus．
The Third Period
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
（1）ey 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．
Ⅱ．Teaching ey Point
Train students’ integrating skills．
Ⅲ．Teaching Difficult Point
How to improve students’ integrating skills．
Ⅳ．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．
Step Ⅱ 3a
Read the instructions． Do you knohat 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 Ⅲ 3b
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．
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 Ⅳ Part 4
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．
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 Ⅴ Homework
1．Write a conversation using the information in Part 4．
2．Finish off the exercises on pages 49～50 of the workbook．
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
（1）ey 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．
Ⅱ．Teaching ey Points
1．ey 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．Flow to improve students’ listening ability．
2．How to use the target language．
Ⅳ．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
Look at the picture and ask students to say what is happening in it．
Look at the title, ind 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 Ⅲ 2a
Read the instructions to the class． Reviehat 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 Ⅳ 2b
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．
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 Ⅴ 2c
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．
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 ⅥHomework
Talk about the table manners in your country using the sentence starters in
Activity 2b．
The Fifth Period
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
（1）ey 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．
Ⅱ．Teaching ey Point
Practise reading and writing using the target language．
Ⅲ．Teaching Difficult Point
How to write an e-mail message．
Ⅳ．Teaching Procedures
Step Ⅰ Revision
Review the target language presented in this unit． Check homework．
Ask two students to read out their sentences．
Step Ⅱ 3a
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．
Step Ⅲ 3b
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 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 Ⅳ 3c
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．
Step Ⅵ Homework
1．Read the e-mail message in Activity 3a again．
2．Write an e-mail message to a friend about table manners．
The Sixth Period
Ⅰ．Teaching Aims and Demands
1．nowledge 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．oral 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 ey Points
1．Fill in blanks and make sentences．
2．Finish the story．
Ⅲ．Teaching Difficult Points
1．ake sentences using arrive, meet, spend, behave and imagine．
2．Finish the story．
Ⅳ．Teaching Procedures
StepⅠ 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．
StepⅡ Part 1
Look at the words in the box． Ask a student to read them．
ake 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． ove around the classroom． Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．
Step Ⅲ Part 2
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．
Step Ⅳ Part 3
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．
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．
The Seventh Period
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
ey Vocabulary
die, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school
2．Ability Objects
Improve students’ reading and writing skills．
Ⅱ．Teaching ey Point
Train students’ reading and writing skills．
Ⅲ．Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ．Teaching Procedures
Step Ⅰ ey Vocabulary
Show 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 Ⅱ Part 1
Read 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 Ⅲ Part 2
Go through the instructions with the class．
Ask students to complete the task individually or in pairs． ake 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 Ⅳ Part 3
Look 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 Ⅴ Part 4
Go 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 Ⅵ Part 5
Read 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．
Step Ⅶ Summary
In this class, we’ve practised a lot of reading and writing．
Step Ⅷ Homework
1．Read the story in Activity 2 again for further comprehension．
2．Revise the target language in this unit．
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