2014九年级英语下册 Unit 3 Pardon Me!单元复习课件冀教版

合集下载

1.6 Unit3 Pardon Me 课件(冀教版九年级下册)

Should finish everything on your plate Help themselves or others to food Have a knife at the table
It’s not polite to use one’s own... Usually every has a knife.
D pare your answers___those at the back of the book to see if they are right. A. About B. of C. to D. with C 6. Don’t worry. She can look after your pet__. A. careful enough B. enough careful C.carefully enough D.enough carefully
custom 习惯;习俗；风俗
桌布；台布 tablecloth
rude
粗鲁的;粗野的
toothpick 牙签
Spaghetti 意大利面条 sauce
调味汁；酱
All societies have customs politely about how to eat _______. In English ,we call these table manners customs “________________”
picks up waste 1. Xu Li, with his friends,_________ paper in the park every Sunday. (拾起） 2. It’s polite ____ to say “please” when you ask for something.(礼貌） customs 3. It’s interesting to learn the _____(习俗） 4. Susan will not arrive at the airport on time___she D hurries up. A. Once B. if c. when D. unlessy 社会 politely 有礼貌地 polite manner 礼貌；方式；方法 especially 尤其；特别如果不；除非 unless 叉子 fork 提供 serve forever 永远行动；扮演 act compare 比较他/他/它们的 their

冀教版九年级下Unit3 Pardon Me!Lesson 22课件(共12张PPT)

5. In Western countries, if you don’t say “please” and “thank
you”, people think you are very _______. A. rude B. polite C. silent D. quiet
【动词，意为“表扬，赞扬”，通常为及物动词，后接名词或代词作宾语，但不接 that从句。当表示表扬或赞扬程度时，可用副词 highly ， warmly ， very much 等修饰。常见 for___ （doing） sth. 意为“因（做）某事而赞短语：praise sb. 扬某人”。（2）praise作名词，意为“表扬，赞扬”，通常为不可数名词。 of 意为“颂扬/赞美”。常见短语：in praise __
Ⅱ. 句型展示 1. Joe是个听起来像“州”的英文名字。 “Joe” is an English name that _______ _______ “Zhou”. 2. 你所做的比所说的更重要。 What you do is ________ _______ than what you say. 答案：1. sounds like 2. more important
Ⅰ. 用适当的介词填空 1. He praised his son ______ his courage. 2. My father often thanks my mother ______ flowers. 3. We’ll move _______ Guangzhou next week. 4. Who can tell me what is wrong _______ the computer? 5._______first, I didn’t want to go, but soon, I changed my mind. 答案：1. for 2. with 3. to 4. with 5. At

1.4 Unit3 Pardon Me 课件(冀教版九年级下册)

Many children act in TV shows. 有许多孩子在电视节目中进行表演。
5.act v.行动扮演 n. 行动 Many children act in TV shows. 有许多孩子在电视节目中进行表演。 rude action 粗鲁的行为 actor 男演员 actress 女演员
15. The early bird gets the worm.
捷足先登
16. The grass is always greener on the
other side of the fence. 这山望着那山高
17. Too many cooks spoil the broth.
众口难调
18. You can lead a horse to water, but you can’t make him drink. 引马河边易,逼马饮水难.
Lesson 19 Sayings
爱屋及乌
人人皆有得意时
Love me,love my dog! Every dog has its day!
[来源:]
Some sayings: 1. A penny saved is a penny earned. 省一便士就等于挣一便士。 2. A watched pot never boils. 心急喝不了热粥 3.Actions speak louder than words. 说到不如做到事实胜于雄辩 4. An apple a day keeps the doctor away. 一天一苹果,医生远离我.
浓缩的是精华 8. He who laughs last, laugh best.
笑到最后,笑得最好.

Unit 3 Pardon Me!Lesson 20 Where I Come From课件 (冀教版九年级下)

forgive one’s mistakes
forgive sb. for doing sth. 请原谅我的迟到。
“原谅/宽恕某人的错误”
“原谅某人做某事”
Please forgive me for being late.
5. What’s one of the special customs your society likes to use? custom society n. n. 习惯；习俗；风俗社会
Lesson 20
Where I Come From
Lead in:
Think about it!
What mistakes did they make?
Presentation:
What cultures do they come from?
Do in Rome as Rome does. Do in Rome as the Romans do. When in Rome, do as the Romans do. 入国th the proper word from the brackets: greeting 1. When they meet, ________(greet) is important. without 2. He sits there silently _________(with) a word.
6. Something you say to your friends each day that you
could teach me, too? Could you teach me that something you say to your friends each day, too?

冀教版九年级下Unit3 Pardon Me!Lesson 21课件(共15张PPT)

Unit 3
Pardon Me!
Lesson 21
Ⅰ. 短语互译 1. 姓 2. 名 3. 全名 4. be a little confused 5. on a formal occasion ______________ ______________ ______________ ______________ ______________
【学以致用】 ①It took him _______ to repair the car. A. all a day C. a all day B. whole a day D. a whole day
②_______ are going to go home this afternoon. A. All the students C. The all students B. Whole the students D. The whole students
【探究总结】 whole/all的用法辨析修饰名词 whole
结构
all 例子
限定词+whole+单数 all+限定词+单 my whole 单数名词名词数名词 life/all my life ①the+whole+of+限 the whole of all+限定词+复复数名词定词+复数名词②数 the students/all 数名词词+whole+复数名词 the students 不可数名一般不能修饰不可词或物质数名词或物质名词名词 all可修饰不可数名词和物质名词 all the water
In Western countries, people don’t usually talk about “_______

冀教版九年级下Unit3 Pardon Me!Lesson 23课件(共16张PPT)

答案： In good Chinese tradition
1. trouble n. 困难；麻烦
◆But he and his father sometimes had trouble with Chinese
customs and culture. 但是他和他爸爸有时会遇到中国风俗和文化上的麻烦。 ◆I had no trouble （in） finishing reading this text. 我毫不费力地读完了这篇文章。
3. 昨天晚上，我父母邀请他们到一家餐馆吃晚饭。
Last night, my parents _______ them ______ a restaurant
_______supper.
4. 在这顿饭的最后，布莱特肖先生打开一盒薄荷糖。
_______ _______ _______ _______ the meal, Mr. Bradshaw
在„„末端”。常指过去或将来时间上的一个点，常与一般过
去时或一般将来时连用。
（2）by the end of仅表示时间，意为“直到„„为止；在„„ 结束时”，强调某一时间点以前或到某一时间点为止，常用于
过去完成时和将来完成时。 ___________
（3）in the end意为“最后；终于”，后不接任何单词，相当
于at last，finally。
【学以致用】
①他尝试了几次，最后成功了。
He tried several times, and ______ ______ ______ he succeeded.
②到这个学期末，我们已学了200个生词。
_______ _______ _______ _______ this term, we have learned

冀教版九年级下Unit3 Pardon Me!Lesson 18课件(共24张PPT)

【探究总结】 with的复合结构 with的复合结构即“with + 宾语 + 宾语补足语”在句中作伴随形容词状语。其中宾语由名词或代词充当，宾语补足语由 _______ 、
介词短语副词、 _________、动词不定式或分词充当。
【学以致用】 The students left with the door to the classroom _______. A. open B. opened C. close D. closely
在北美的餐桌上，人们不会随便去动他们自己的盘子以外的菜，
除非每盘菜各有它自己专用的勺子。
◆Don’t leave the building unless （you are） instructed to do so. 没有得到通知，不要离开大楼。 ◆Don’t touch the instruments unless the teacher allows you. 没有老师的允许，不要乱动仪器。
（3）compare. . . to. . . 意为“把„„比作„„”，常表示不同
事物之间的相似性，侧重二者的相似点。 compare. . . with. . .
compare. . . to. . .
【学以致用】 ①The teacher often compares his students ______ other children. A. of B. with C. for D. on
②He compared the girl ______ the moon in the poem.
A. to B. with C. at D. for
3. with your mouth full 嘴里充满食物 ◆Don’t talk with your mouth full! 不要满嘴食物交谈! ◆My sister fell asleep with the light burning yesterday. 昨天，我妹妹开着灯就睡着了。 ◆The teacher entered the classroom with a book in his hand. 老师手里拿着一本书走进了教室。

冀教版九年级下Unit3 Pardon Me!Lesson 19课件(共20张PPT)

②You don’t have to ______ waiting so long. A. keep B. stop C. prevent D. be
Ⅰ. 用所给词的适当形式填空 1. There is an old _______（say）: The early bird catches the worm. 2. The hen _______（hatch） her young by sitting on the eggs. 3. The bad news has _______（spoil） my day. 答案：1. saying 2. hatches 3. spoilt
1. point to 指向 ◆She pointed to the chair beside her. 她指着自己旁边的那把椅子。 ◆Don’t point at the words while you are reading. 读书时不要用手指着字。
◆The teacher pointed out many mistakes in my homework.
3. 尼克一次又一次地吃完了他碗里所有的东西，祖母总是不停地给他添更多的食物。 Nick ate everything in his bowl, _______ _______ _______, and the grandmother _______ _______ him more. 答案： again and again; kept giving
【学以致用】 ①As he started the operation, the hour hand of the clock pointed______ nine. A. at B. to C. out D. for

九年级英语下册 Unit 3 Pardon Me!Lesson 24 Unit Review课件冀

第九页，共14页。
用所给动词的适当形式(xíngshì)填空：
They were sure they ________w_o_u_l_d_f_in__is_h_ (finish) the
work on time.
2. I said I _w__o_u_l_d_b_u__y_/s_h_o_u_l_d_b_u__y_/w__a_s_g_o_i_n_g_t_o_b__u_y_(buy)
第十三页，共14页。
He is wise that is honest. 诚实(chéng shí)者最明智。
第十四页，共14页。
this afternoon.
第七页，共14页。
请你观察过去将来时态(shítài)的用法： 1. 过去将来时常用于宾语(bīnyǔ)从句中
I didn’t know when he would leave for Shanghai.
2. 过去将来(jiānglái)时常用于间接引语中
He told me that he would go back soon.
should用于第一人称 would用于所有人称
was/were going to + 动词(dòngcí)原形
第六页，共14页。
过去将来(jiānglái)时的用法： 1. 表示(biǎoshì)从过去某一时间看将要发生的动作或存在的状态。表He示s(abidiǎhoeshwì)o赞uld许co、m厌e b烦ac等k 情the绪next day. I told them that I would go to Shanghai for holiday.
Lesson 24
Unit Review
第一页，共14页。

九年级英语下册Unit3 Pardon Me冀教版

Unit3 Pardon MeLanguage goals:pardon, mistake, greeting, society, culture, manner, polite, praise, troubleNew languages:make a mistake, eat up, as soon as, again and again, given name, family name, praise… for…, face to face, have trouble with, at the end of, in good Chinese traditionDifficult points:1. Apologies.2. Similarities and differences.Teaching aids:recorderTeaching periods:Period 1: Lesson 17Period 2: Lesson 18Period 3: Lesson 19Period 4: Lesson 20Period 5: Lesson 21Period 6: Lesson 22Period 7: Lesson 23Period 8: Lesson 24Lesson 17 Do mistakes matter?Lesson preparation:Language knowledge: pardon, mistakes, make a mistake, confused, confusingLesson structure:Class opening:For ideas and tips on beginning a class, see “Teaching Techniques”at the back of this teacher’s guide.Key steps:Step 1. Check to see if the students have previewed the readings as required. Ask if they have any questions. Encourage other students to try to answer the questions. Select one or two words or phrases from the vocabulary list and ask if anyone has figured out the meaning.Remember to give lots of praise for a good try, even if it's wrong. You may ask questions in “Think About It.”Step 2. Select one or two sentences from the readings that contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to sharethe strategies used to puzzle out the meaning.Step 3. Play the audiotape. Have the class follow along in their texts.Step 4. Divide the class into groups of four. Ask each group member to take one of the four roles (Bruce, Li Ming, the man who sells pop, or the MC introducing the background of the scene), and act out the dialogue in the first reading. Encourage the students to use their imagination and be creative!Step 5. If there is time, ask some groups to perform for the rest of the class.Step 6. Come to “Let’s Do It.”Class closing:The first reading in the reader.The remaining exercises in the activity book.The next reading in the student book.Lesson 18 Picture ThisLesson preparation:Language knowledge: unusualLesson structure:Class opening:For ideas and tips on beginning a class, see “Teaching Techniques”at the back of this teacher’s guide.Key steps:Step 1. Check to see if the students have previewed the reading. Ask if they have any questions.Encourage other students to try to answer the questions. Ask if anyone can tell you the meaning of the vocabulary for this lesson. Remember to give lots of praise for a good try, even if it's wrong. To determine how well students understand this reading, ask questions such as: Who is Bruce? Where is he from? Or ask questions in “Think About It.”Step 2. Select one or two sentences from the readings that contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning.Step 3. Have the students read the reading silently.Step 4. Play the audiotape. Have the class follow along in their texts.Step 5. Divide the class into small groups. Ask each group to discuss the reading, using as much English as possible. Ask the groups to imagine what might happen to Bruce when he visits China, due to the kinds of cultural differences Jenny experienced and described in the reading for the last lesson.Step 6. If there is time, ask some groups to share their opinions with the rest of the class.Step 7. Come to “Project 1”Introduce and begin unit project 1. This project can cover two lessons. In this project, students make an interesting picture from pictures of people in magazines, and then think up questions and stories about the picture that they have created. Here are step-by-step instructions for this segment of the project.Please refer to “Teaching Techniques” in the back of this teacher’s guide for ideas on how to introduce projects. Here is one idea. Explain that, when we don’t know another culture or language, we sometimes don’t understand the way people interact. Say, “In this project, we are going to have fun with the idea of not understanding.”Divide the class into small groups. Give each group some magazines. Tell each group to cutout pictures of people from the magazines and create an interesting scene with them. You may wish to let students know that, in English, a picture made from other pictures is called a collage.After each group has finished its collage, the students should quickly brainstorm a story to go with it. The students should write down their stories on a separate piece of paper.Encourage your students to be creative and have fun!Tour the class as the students work. If they are having trouble formulating a story, help them with questions they can answer. You may wish the questions below on the blackboard.Do the people have jobs?What jobs? Do they know each other?What are the people feeling? Are they happy or angry or surprised? Why?Are they talking to each other? What are they saying?Where are they? Are they at a meeting? Are they at a party? Are they at home? Are they in a store?Tell students to save their pictures and questions for the next class.Conclude unit project 1. In the last class, the students worked in groups to create an interesting picture from magazine cut-outs, and to make a story to go with the picture. In this class, the students exchange their collages with other groups. Here are some step-by-step instructions.Divide the class into small groups as last time.Ask each group to exchange collages with another group.Each group makes a story for the other group’s collage and write it down.After ten minutes, each group presents its story to the other group, and discusses the similarities and differences between the stories for the same collage.Tour the class as the presentations are taking place.Class closing:The second reading in the reader.The remaining exercises in the activity book.The next reading in the student book.Lesson 19 At the Chinese RestaurantLesson preparation:Language knowledge: as soon as, giggle, eat up, again and againLesson structure:Class opening:For ideas and tips on beginning a class, see “Teaching Techniques”at the back of this teacher’s guide.Key steps:Step 1. Check to see if the students have previewed the reading, as is generally required. Ask if they have any questions. Encourage other students to try to answer the questions. Select one or two words or phrases from the vocabulary list and ask if anyone has figured out the meaning. Remember to give lots of praise for a good try, even if it's wrong. Tell the class that knowing about cultural differences between China and Western countries is very important in their English learning.Step 2. Select one or two sentences from the readings that contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning.Step3. Have the students read the reading silently.Step 4. Play the audiotape. Have the class follow along in their texts.Step 5. Divide the class into small groups. Ask each group to discuss the reading, using as much English as possible. Ask the groups to make a chart showing the differences in customs listed by Jenny.Step 6. If there is time, ask the groups to talk more about different customs they know about, either from their own experiences or from what they have previously read or heard.Step 7. Come to “Project 2”Introduce and begin unit project 2. This project can take place over three lessons, including this lesson. In this project, students finish a story about a cultural misunderstanding. Here are some step-by-step instructions for introducing and beginning the project.Please refer to “Teaching Techniques” in the back of this teacher’s guide for ideas on how to introduce projects. Here is one idea. Ask the students if anyone has ever hosted visitors from another country, or seen visitors from another country in a restaurant or other place. What were the visitors like? What were things that students understood about the visitors? What were things that students didn’t understand about the visitors?·Explain that different countries have different ways of behaving. Sometimes, other people don’t understand. Sometimes, it’s funny!·Explain that the students will read a story about a misunderstanding. The story has no ending. The students must think of a way to end the story.·Divide the class into small groups. Ask each group to read the story in Lesson 19 of the student book. Ask them to take turns reading the story aloud to each other, one sentence or paragraph at a time.·Tour the classroom as students read, helping them with difficult structures and ideas. ·When the students finish reading the story, ask them to discuss, as a group, different ways the story could end.Continue unit project 2. In the last class, the students read and discussed “Please Pass the Dumplings” in groups. In this class, they will work on their own to write an ending for the story. Here are step-by-step instructions for this segment of the project.·Ask the students to each write an ending for the story. Help them with the key questions they must answer. For example:What is the problem that the people in the story have?Do they solve the problem? If yes, how? If no, why not?How do they feel about each other at the end of the story?Is anyone angry at the end of the story? Who? Why?Is anyone feeling something else? What is he or she feeling?Is anyone still confused at the end of the story? Who? Why?Note that the students do not need to write a lengthy ending. They only need to write enough to give their point of view.Tour the classroom as students work. Offer encouragement, praise and advice.Conclude unit project 1. In the last class, the students began to work on an ending for the story. In this class, they finish their ending. Here are step-by-step instructions for this segment of the project.·Ask if any students need more time to finish the project. Allow students who need more time ten minutes to finish their work. Allow the rest of the class to work ahead on reading in the reader or doing the exercises in the activity book.To conclude this project, you can either work as a class or divide the class into small groups.Working as a class: This is a quick way to conclude the project, if you are running out of time. Take a poll of how many students ended the story in different ways. If you have time, ask for a volunteer to describe each type of ending. Here are some examples of possible endings:·The people solved the problem.·The people didn’t solve the problem. They still don’t understand each other.·Someone is angry at the end.·Someone is laughing at the end.·Some other endings. For examples: Some people are angry, some people are laughing.Working in small groups: Ask students within groups to take turns explaining their endings to each other. They do not need to read their endings, just to talk about them.·At the end of this segment of the lesson, collect the endings for marking.Class closing:The third reading in the reader.The remaining exercises in the activity book.The next reading in the student book.Lesson 20 Where I Come FromLesson preparation:Language knowledge: greeting, society, culture, forgive, customLesson structure:Class opening:For ideas and tips on beginning a class, see “Teaching Techniques”at the back of this teacher’s guide.Key steps:Step 1. Ask the students if they have previewed the song as required. Ask if they have any questions about the meaning of the song or the way it is to be sung. Select one or two sentences that contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning.Remember to give lots of praise for a good try, even if it's wrong.Step 2. Divide the class into two groups. Have the groups read the song aloud as a poem, each group reading one line at a time, and paying attention to the rhymes and rhythms of the lines. If you like, ask one group to read the lines and the other to act out what is being read. Step 3. Play the audiotape. Have the class follow the lyrics in their texts and sing along.Step 4. Practice singing the song until everybody sings it well.Step 5. If there is time, ask for two volunteers, one who is willing to act out the song while the other sings to the class. Play the audiotape again. Have the class sing along with the audiotape. Class closing:The remaining exercises in the activity book.The next reading in the student book.Depending on how much time you have, you may wish to end the class by singing the song “Stand So Still”.Lesson 21 What’s in a Name?Lesson preparation:Language knowledge: given name, family name, formalLesson structure:Class opening:For ideas and tips on beginning a class, see “Teaching Techniques”at the back of this teacher’s guide.Key steps:Step 1. Check to see if the students have previewed the reading as required. Ask if they have any questions. Encourage other students to try to answer the questions. Select one or two words or phrases from the vocabulary list and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it's wrong. You may ask questions in “Think About It.”Step 2. Briefly review the concepts of family name, middle name and given name, the differences between Chinese names and English names. (In Chinese names, the family name comes first, but in English names, it comes last.) Also review the terms Mr., Miss, and Mrs.Step 3. Play the audiotape. Have the class follow along in their texts.Step 4. Divide the class into pairs of students. Ask each pair to act out the dialogues from the reading.Step 5. Give a few English and Chinese names to the class. Divide the class into small groups. Ask each group to create dialogues using the names, following the conversation of Li Ming and Danny in the reading.Step 6. Come to “Let’s Do It.” An alternative is an activity.In this activity, students think about English proverbs. Proverbs are sayings that express a truth or useful thought. Different cultures have different proverbs. You can learn a lot abouta culture by looking at its proverbs. Here are some step-by-step instructions for this activity.·Divide the class into pairs or small groups.·Tell students to look at the proverbs listed in the first reading for this unit in their reader. Tell them to answer the following questions about these proverbs. Translate key words in the questions if you need to, such as expression. When we talk about the expression of a proverb, we mean the images and ideas it uses to communicate its meaning.Do some of these proverbs have the same meaning and expression as any Chinese proverbs?Are any of these proverbs the same in meaning, but different in expression?Are there any proverbs you don’t understand?Can you think of any Chinese proverbs that someone from another culture might not understand?For your information, here is what all the proverbs mean:A penny saved is a penny earned.Don’t waste your money! Whether you save it, or earn it, it’s still money!A watched pot never boils.This is about waiting for a pot of water to boil. If you stand by the pot, waiting for it to boil, it seems to take a long, long time.Actions speak louder than words.It’s easy to say you’ll do something. It’s more important to really do it.An apple a day keeps the doctor away.If you eat good food, you’ll stay healthy.Don’t count your chickens before they’re hatched.You hope the future will bring you luck, but it may not.Don’t judge a book by its cover.From the outside, a book may not look interesting. But on the inside, it may be interesting. You have to read it to find out. The same is true to people: the way they look does not tell you what they are like.Good things come in small packages.Size is not as important as quality. A big thing looks impressive, but it small thing may be more valuable.He who laughs last, laughs best.If someone defeats you, you may still defeat them in the future.In the land of the blind, the one-eyed man is king.If nobody knows anything, someone who knows a little becomes the leader. This is not a good thing, because (according to another English saying), “A little knowledge is a dangerous thing.”It’s not whether you win or lose, it’s how you play the game.It’s important to do your best and be a good person. It’s not important always to win—in sports or in life.Many hands make light work.If someone has a lot of work to do.” Lend them a hand.”(Give them some help.) The work will go faster.Money can’t buy happiness.Happiness comes from things you can’t buy: friendship, family and helping others.One man’s meat is another man’s poison.People don’t like, or need, the same things. Respect other people’s choices and decisions. Prevention is the best cure.It’s better to stop a problem from happening, than to try to fix it after it has happened.The early bird gets the worm.Enthusiastic people succeed. Enthusiastic people get up early and work hard.The grass is always greener on the other side of the fence.What you don’t have often looks better than what you do have—but really it isn’t better.Too many cooks spoil the broth.If too many people try to complete a task, the task will not be done well.You can lead a horse to water, but you can’t make him drink.You can show people what to do, but you can’t make them do it. They must decide to do it themselves.You’ll catch more flies with honey than with vinegar.People will listen to you if you’re nice, but not if you’re grumpy.Class closing:The fourth reading in the reader.The remaining exercises in the activity book.The next reading in the student book.Lesson 22 Do Manners Matter?Lesson preparation:Language knowledge: manner, polite, praise, praise…for…, rudeLesson structure:Class opening:For ideas and tips on beginning a class, see “Teaching Techniques”at the back of this teacher’s guide.Key steps:Step 1. Check to see if the students have previewed the reading as required. Ask if they have any questions. Encourage other students to try to answer the questions. Select one or two words or phrases from the vocabulary list and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it's wrong. You may ask questions in “Think About It.”Step 2. Play the audiotape. Have the class follow along in their texts.Step 3. Divide the class into small groups. Ask each group to discuss the reading, using as much English as possible. Ask them to focus their discussion on one of the following topics:·Describe your own experiences with foreigners, if you have any. How do your experiences compare with Mr.Wu’s?·Think about what living in North America would be like. Imagine going to school in North America. What are some of the ways your school day would be different? Would you be comfortable or uncomfortable? Why?Step 4. If there is time, ask some groups to share key points from their discussions with the rest of the class.Step 5. Come to “Let’s Do It.”Class closing:The fifth reading in the reader.The remaining exercises in the activity book.The next reading in the student book.Lesson 23 Supper with the BradshawsLesson preparation:Language knowledge: trouble, face to face, have trouble with, at the end of…, peppermint, tradition, in good Chinese traditionLesson structure:Class opening:For ideas and tips on beginning a class, see “Teaching Techniques”at the back of this teacher’s guide.Key steps:Step 1. The reading in the lesson is designed and structured to review some of important topics, words, expressions and sentence patterns the class has learns in the previous lessons in this unit. Check to see if the students have previewed the reading. Ask if they have any questions.Step 2. Play the audiotape. Have the class follow along in their texts.Step 3. Select one or two sentences that contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it's wrong. Step 4. There are two choices. One is to discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate. Ask questions such as:Does Bruce’s father like duck’s feet?Does Ling Ming like peppermints?The other choice id to divide the class into small groups and have each group discuss, in English, what themes and topics have been covered so far in this unit.Students should also think about what to write in their diary entry, e-mail or letter for this unit. Ask the students to decide on their topics and begin making an outline for their diary entries, e-mails or letter, using the reading as an example.Step 5. come to “Let’s do it ”Class closing:The remaining exercises in the activity book.The next reading in the student book.Lesson 24 Unit ReviewLesson preparation:Language knowledge: 参看本单元开头的Specific ObjectivesLesson structure:Class opening:For ideas and tips on beginning a class, see “Teaching Techniques”at the back of this teacher’s guide.Key steps:Step 1. Ask the students to sing the song “Where I Come From?” And from the song let the students go back to what they learned in this unit.Step 2. Ask the students to do the exercises on page 29 and 30. Go over what the students have mainly learned in this unit, which is summarized on page 30.Step 3. Come to “Class Review Activity.”There are several games that would work well to review this unit. If you like, you can choose a game other than the one suggested here. Or you could think up your own activity.Try to make choices that match the needs and abilities of your students.Don’t forget to list the vocabulary that you want the groups to use. You can list the same vocabulary for everybody or different vocabulary for different situations. Either writhe vocabulary on the blackboard or, to save time in class, prepare you situations and vocabulary in advance, and the hand them out in class as instructions to each group.Class closing:Singing the song “Where I Come From?”Asking the students what they like best about this unit and what trouble they still have.。

unit3《pardonme》教案(冀教版初三下)doc初中英语

unit3《pardonme》教案（冀教版初三下）doc初中英语Lesson 17: Do Mistakes Matter?Teaching Content:Mastery words and expressions: pardon, mention, pocket, double, mistake, make a mistake, depend, commonOral words and expressions: Bruce, confused, confusing, depend on, bargainingTeaching aims:1. Know the cultural differences between China and western countries.2. Improve the students’ abilities of speaking English.Teaching Important Points:1. Target language: I made a mistake. He looks confused. Buying things in China is confusing.2. Train the students’ focus abilities and cooperation spirit.Teaching Difficult Points: the difficult cultures of different countriesTeaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of Lesson: new lessonTeaching procedures:Step1. Lead inThe teacher shows some pictures to the students with the Multi-media computer. The pictures show the differences between China and Western countries.From the people’s appearance and the colour of the skin，We can tell the differences. The others show cultural differences. We use chopsticks but they use the fork and knives.Divide the class into several groups and finish the task. Encourage the students to speak more. They can use their own pictures to help them.Step2. Listening taskListen to the text and answer the following question:1. Where is Bruce from?2. What does Bruce’s father do?3. How much does Li Ming pay for the two pops?4. How much did Bruce pay for one pop?Ask the students to listen carefully and answer the questions. We can arrange the students to listen to the part that is connected with the two questions.Step3. Read and find the new words:He looks confused.Buying things in China is confusing.I made a mistake.Let the students try to make sentences with the new words.Step4. Reading task:Read the text again and answer the questions:What are Bruce and Li Ming doing?Is Bruce confusing?Where don’t people try to change the price, in China or in North America?Encourage the students to ask more questions by themselves.Step5. Fill in the blanks with the right forms of the words given.1.My brother is _______(困惑的).2.It is so ______(困惑的) a thing.3.Does he often ______(犯错误)?This part is used to check if they have grasped the new words.Step6.ActivitySuppose you and Bruce are shopping, you are bargaining with the clerk. Bruce can bargain, too. Divide the class into several groups and talks about the questions. After a while, let the students act their out in front of the class.Encourage the students to speak loudly in front of the class. Choose the best group and praise them.Step7. Think about: What’s the difference between people in China and North America when they are shopping?Use the formal group to finish the task. When the students discuss, the teacher walks around the classroom to see if they need any help.Step8. Talk about: Where would you like to buy things, in shopping center or market?Let them debate the questions. As usual, the class can be divided into two groups. One group thinks the shopping center is good. The other thinks the market is better. Let them debate for five minutes. Then let one student in each group to sum the opinions of his own group.Step9. HomeworkFind more information about the differences between China and western countries.Summary:This interesting text is about bargaining in China. It’s based on the different cultures between Chinese and Western countries. In some countries in North America, people don’t try to bargai n, so some foreign friends feel confused when they buy things in China. Try to help them when you meet foreigners. Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait! Don’t Eat Yet!Teaching Content:Mastery words and expressions: society, politely, manner, especially, unless, polite, fork, serve, forever, act, compare, theirsOral words and expressions: custom, tablecloth, rude, toothpick, Spaghetti, sauceTeaching Aims:1. Find the differences between the Chinese and Western customs at table.2. Cultivate the students’ creation and cooperation spirit.Teaching Important Points:1. The expressions of similarities and differences.2. Grasp the Past Future Tense.Teaching Difficult Points:The expressions of similarities and differences.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of Lesson: new lessonTeaching Procedures:Step1. Lead in: a pair work.The teacher asks the students the following question: Have you ever traveled to other places? Where have you been?Show some pictures with the help of the multi-media. The pictures are from Australia, France, China, England, America and Japan.Let the students discuss for 2 or 3 minutes. Then let them say in front of the class. When the student is speaking, the others can ask him or her questions about his subject.Step2. Listening taskListen and answer the following questions:1. Table manners in China and Canada are quite ______.2. In China, if your guests have no food on their plates, putting food on their plates is ______.3. It’s ______ to use a toothpick at the table.Finish the task in class in oral.Step3. Read the text and find out the sentences with the new words. All societies have customs about how to eat politely.We call these customs 〝table manners〞.It’s okay to eat it, especially if it’s something dry, like a piece of bread.In Canada, if you drop something on the tablecloth, you pick it up and put it on your plate. Parents are forever telling their children: 〝Don’t talk with your moth full!〞Step4. Reading task:Read the text and decide the statements are true or false.1. In China, if you drop something on the tablecloth, you usually pick it up and eat it.2. In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table. Exercises: Fill in the blanks with the right forms of the words given.1. I think______(sing) loudly at table is not polite.2. It’s rude ______ (point) to the others when you eat at table.3. His mother said he ______ (return) the fork to the restaurant tomorrow.4. Nobody ______(know) the secret except me.Step6.Activity:Project: What’s the story?1. Find pictures in magazines.2. Make up a quick story about your picture.3. Trade your picture with the students from another group. Practice:Show some pictures to the students. Let the students picture them. Show some different pictures in different situations. Let them give vivid description. When they finish one picture, try to show them the whole story. If we don’t have enough time, show them the main idea.Step8.ConsolidationSuppose you have a foreign friend. He will come to China. Make a chart. Write down his/hername, his nationality, his language and his aims. Show it to your partner, then finish it in class.Lesson 19：SayingsTeaching Content:Mastery words and expressions: culture, several, action, fly, as soon asOral words and expressions: saying, penny, earn, boil, hatch, judge, prevention, cure, worm, fence, spoil, broth, honey, vinegar, Nick, giggleTeaching Aims:1. Know more about the differences between the Chinese and Western table manners.2. Train the students focus abilities.3. Cultivate the students’ cooperation abilities.Teaching Important Points:1. Understanding the English saying.2. The expressions of similarities and differences.3. The past future tense.Teaching Difficult Points:Learn the expressions of similarities and differences between Chinese and Western countries on table manners and sayings.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of Lesson: new lessonTeaching Procedures:Step1.Lead in:The teacher begins the class by discussing the question. It is a group activity. Ask the students to tell the manners at the table.In the activity, the students will think of many funny stories. Give them chance to speak in front of the class. Praise the groups that act well.Step2. Listening task:Listen and answer the following questions:1. Who does Nick sit beside?2. Is Nick full at last?Listening is necessary for training the students listening abilities. Remember to give them a few easy questions to answer.Step3. Reading task:Read and find the new words:But as soon as his bowl was empty, the grandmother put more in it.Wu Yang’s little sister giggled.Let the students make sentences with the new words.S1: The students stop talking as soon as the teacher comes in.S2: My mother came in as soon as I watched TV.S3: While I am speaking, Wang Yan giggles all the time.Step4. Read and find the difficult language points:1. Nick ate it all up.2. The grandmother kept giving him more.3. Wu Yang was trying not to smile.Let the students try using the phrases in English.S5: I’m so hungry that I eat up all the food on the table.S6: He was not good at English, but he kept trying his best. We all admire him.S7: Try to pass the exam, please.Step5. Divide the class into several groups in three or four. Guess the meanings of the English sayings.First let them exchange the meanings of the sayings in the group first. Then exchange the meanings in groups.Let the students decide which are the correct answers to the English sayings.Step6. Exercises:1.I will call you __________(一……就)I come back.2.You must _________(讲明) it to your parents.3.Although he failed, he kept _________(努力).4.What _______(其他的) can I do for you?If the teacher wants to know if they have grasped the language points of this lesson, he can give them some exercises to see the result.Step7. Project:It is a group activity. Divide the class into several groups to finish the task.The people in the story have a problem. They don’t understand each other very well.Write an ending for the story.Explain why you choose you ending. Search more information about the differences between China and western countries at the table.Lesson 20: Where I Come FromTeaching Content:Mastery words and expressions: greetingOral words and expressions: forgiveTeaching Aims:1. Know more about the cultural differences among different countries.2. Cultivate the students’ cooperation spirit.Teaching Important Points:1. The different greeting ways in different country.2. The Past Future Tense.Teaching Difficult Points:The similarities and differences.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in by discussing in groups. Finish the task with the help of the flashcards.Divide the class into groups of three or four. Let each group discuss the following questions with the help of the pictures.He /she will come to your home for dinner next Sunday.What will you prepare for him/her? Try to finish the task in five minutes.Step2. Listen to the tape and let the students sing after it for several times.Step3. Show a globe to the foreign students. Let’s see where we are. Ask some students come to the front and point up where we are on the globe.A game. Ask two students to the front. Let’s who can find more places in limited time. The one who finds more is the winner.Step4. Read the text as a poem and find the new words. Then make sentences with in greeting, forgiveWhere I come from we shake hands in greeting and ask, 〝How are you?〞During a meeting and forgive a mistake or two.Step5. Group work.Ask the students to say some special customs of the foreign countries. For example, the schools are different in China and other countries.Divide the class into groups of three or four to finish the task.Step6. ActivityWork in groups. Think about your culture. List some special Chinese customs that aren't found in other cultures.Step7. Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.Summary:English songs sometimes are the same as the Chinese songs. They also describe a subject and the content is all about it. Because of the English songs, the students know more about the foreign customs and culture.Lesson 21: What’s in a Name?Teaching Content:Mastery words and expressions: given name, family name, sirOral words and expressions: formalTeaching Aims:1. Know more about the foreign culture.2. Cultivate the students’ learning abilities.Teaching Important Points:1. The structure of English names.2. The differences between English and Chinese names.Teaching Difficult Points:The structure of English names.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in by discussing: How much do you know about the differences between Chinese and Western names?Work in groups. Then one of the members of the groups gives a report to the class.Step2. Listen to the tape and fill in the blanks with the information you hear.1. In Western countries, people have ______names.2. _______ is Li Ming’s first name. Finish the task in class in oral.Step3. Read and find the new words in the text.1. My given names are 〝Brian〞and 〝James〞.2. My family name is 〝Smith〞.3. That’ formal in English.Practice the new words in class.Stp4. The language points:I’m a little confused.But in China it comes last!What do they say when they meet on a formal occasion?Make sentences with the language points.Step5. Practice:Tell us why Danny is confused. If you understand, give us an example.Let some students say give some examples to show the differences between Chinese and English names.Step6. Work with a partner. Write a dialogue in which Brian and Wang Mei meet and introduce themselves. What do they say when they meet on a formal occasion.Step7. HomeworkGive English names to each of your family members.Summary:English names are so different from Chinese names that some Chinese students are confused about them. Let the students choose English names themselves. Then they can choose English names for their family members. I believe practice makes perfect.Lesson 22: Do Manners Matter?Teaching Content:Mastery words and expressions: praiseOral words and expressions: JoeTeaching Aims:1. Know more about the foreign culture.2. Cultivate the students’ abilities about lea rning English.Teaching Important Points:1. Good manners in China and North America.2. Apologies, similarities and differences.3. Past Future Tense.Teaching Difficult Tense:Past Future Tense.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in by a group work.Ask the students to tell the differences about the manners when you receive the presents.Work in groups of three or four. Everyone writes his or her answers down on a piece of paper. Then exchange their ideas. Next sum the main ideas and present them to the class.Step2. Listen to the tape and fill in the blanks with the correct words.1. Wu Zhou has lived in Canada for ______ years.2. Good manners in North America are ______ from good manners in China.3. When people give you gifts in Canada, you ______ them with many words.Finish the task in class in oral.Step3. Read the text and decide the following statements are true or false.1. In North America, there are no words for being polite.2. When people give you gifts in Canada, you might say, 〝I don’t want your gift.〞3. Wu Zhou is a teacher in a university in Canada.Finish the task in class in oral.Step4. Read the text again. Tell the main idea of the text and encourage the students to ask more questions about the text. They can ask questions like these:S1: Wu Zhou calls himself Joe Wu, why?S2: Because 〝Joe〞is an English name that sounds like 〝Zhou〞.S3: If you don’t say 〝please〞or 〝thank you〞, what will people think of you?S4: They will think you are rude.Step5. ActWork with your partner. Suppose you receive a present from your friends, what will you say if you are Chinese and what will you say if you are Canadian?Act your dialogue out in front of the class. Let the students get the differences by their acting. Step6. Come to 〝LET’S DO IT〞Before we do this, the teacher can show the students more about the differences between Chinese and Canadian culture on the Internet.Divide the class into groups of three or four to finish the task. Everyone write his or her ideas down then exchange the ideas in the group. Make up a dialogue or give a report. Then present it in front of the class.Step7. Homework1. Finish the exercises in the activity book.2. Go on the next reading in the student book.Summary:The culture differences show in different ways. Let the students think of more situations and let’s find out how to do on the Internet. Teach the students how to learn is more important than what to learn. So give the students more time to practice in class.Lesson 23: Supper with the BradshawsTeaching Content:Mastery words and expressions: troubleOral words and expressions: peppermint, traditionTeaching Aims:1. Know about the similarities and differences between China and Western countries.2. Cultivate the students’ abilities.Teaching Important Points:1. Apologies.2. Similarities and differences.3. Past Future Tense.Teaching Difficult Points:Past Future TenseTeaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in by discussing what you will do when your friends say goodbye to you.Divide the class into groups of three or four. Everyone writes their ideas down then exchange them in groups. Sum the ideas then give a report in front of the class.Step2. Listen to the tape and answer the following questions:1. We just came home from the ______.2. Bruce and his father had trouble with Chinese ______ and culture.3. Last night, we eat in the ______.Finish the task in class in oral.Step3. Scan the text and answer1. Did Bruce and his father make mistakes in China?2. Western people never eat duck’s feet, do they?3. Does Li Ming like peppermints?Finish the task in class in oral.Step4. Read the text again. Find the sentences with the new words.But he and his father sometimes had trouble with Chinese customs and culture.At the end of the meal, Mr. Bradshaw opened a box of peppermint candies.In good Chinese tradition, I told him that I enjoyed it.Show some pictures to help the students remember the new words.Step5. Act it out.Divide the class into several groups. Ask each group to act one part of the text out. Before doing this, let them read the text fluently and decide which part to act it out.If they don’t have real peppermints or something they must use, they can use somet hing else to replace them.Step6. Come to 〝LET’S DO IT〞.Divide the class into groups. Ask them to discuss what makes them embarrassed when they are guests at a dinner. Everyone writes his ideas down. Then exchange them in groups. At last, one of the group s sums the group’s ideas and presents it in front of the class.They can write a diary entry, an e-mail or a letter about the dinner.Step7. Homework1. Finish off the exercises in the activity book.2. Go on the next reading in the student book.Summary:It is not easy to make friends with foreigners. It is helpful to know more about the differencesbetween Chinese and western customs and culture. Acting the text out is interesting. The teacher can ask the students to bring something useful in to the class. If they don’t have real ones, they can use something to replace it.Lesson 24: Unit ReviewTeaching Content:Mastery words and expressions from Lesson17 to Lesson23.Oral words and expressions from Lesson17 to Lesson23.Teaching Aims:1. Know about the differences between Chinese and western customs and culture.2. Cultivate the students’ learning abilities and cooperation spirit.Teaching Important Points:1. Apologies.2. Similarities and differences.3. The past future tense.Teaching Difficult Points:The past future tense.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesTeaching Procedure:Step1. Show some pictures about different table manners to the students. Encourage the students to act out a dialogue to show the differences. Give them five minutes. Let the students act in front of the class.Step2. Ask the students to talk about the different customs and culture between China and western countries. Show some pictures to remind the students. They can show them in all kinds of styles. They can make a dialogue or write a passage.Step3. Finish the exercises in class in oral. Write some problems down on the blackboard. Discuss in the class. Then choose the correct answer.Step4. Come to 〝Grammar in Use〞.Let the students make more sentences with the past future tense. It is often used in the object clause, when the subject is past tense, the object clause is often used the past future tense. Encourage them to give more examples to practice it.Step5. Come to 〝Speaking the Language〞.Ask volunteers to act the dialogue out in front of the class. Encourage the students to make other dialogues and act them out.Step6. Come to 〝Written work〞.Let the students write it as homework if we can’t finish it in class. It’s practice of the main ideas of this unit. It can also build the students’ vocabulary.Step7. Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.Summary:The students practice their reading, speaking and written English in this text. It is used to build the students’ vocabulary. The teacher must make full use of this part. At the same time, encouragethem to remind the main ideas of this unit. Give them more time to use what we learn in this unit. S2: My mother came in as soon as I watched TV.S3: While I am speaking, Wang Yan giggles all the time.Step4. Read and find the difficult language points:1. Nick ate it all up.2. The grandmother kept giving him more.3. Wu Yang was trying not to smile.Let the students try using the phrases in English.S5: I’m so hungry that I eat up all the food on the table.S6: He was not good at English, but he kept trying his best. We all admire him.S7: Try to pass the exam, please.Step5. Divide the class into several groups in three or four. Guess the meanings of the English sayings.First let them exchange the meanings of the sayings in the group first. Then exchange the meanings in groups.Let the students decide which are the correct answers to the English sayings.Step6. Exercises:1.I will call you __________(一……就)I come back.2.You must _________(讲明) it to your parents.3.Although he failed, he kept _________(努力).4.What _______(其他的) can I do for you?If the teacher wants to know if they have grasped the language points of this lesson, he can give them some exercises to see the result.Step7. Project:It is a group activity. Divide the class into several groups to finish the task.The people in the story have a pr oblem. They don’t understand each other very well.Write an ending for the story.Explain why you choose you ending. Search more information about the differences between China and western countries at the table.。

九年级英语下册Unit3PardonMe教案冀教版

Unit 3 Pardon MeLesson 17: Do Mistakes Matter?Teaching Content:Mastery words and expressions: pardon, mention, pocket, double, mistake, make a mistake, depend, commonOral words and expressions: Bruce, confused, confusing, depend on, bargaining Teaching aims:1. Know the cultural differences between China and western countries.2. Improve the students’ abilities of speaking English.Teaching Important Points:1. Target language: I made a mistake. He looks confused. Buying things in China is confusing.2. Train the students’ focus abilities and cooperation spirit.Teaching Difficult Points: the difficult cultures of different countries Teaching Preparation: picturesTeaching Aids: fla shcards, audiotape, picturesType of Lesson: new lessonTeaching procedures:Step1. Lead inThe teacher shows some pictures to the students with the Multi-media computer. The pictures show the differences between China and Western countries.From the people’s appearance and the colour of the skin，We can tell the differences. The others show cultural differences. We use chopsticks but they use the fork and knives.Divide the class into several groups and finish the task. Encourage the students to speak more. They can use their own pictures to help them.Step2. Listening taskListen to the text and answer the following question:1. Where is Bruce from?2. What does Bruce’s father do?3. How much does Li Ming pay for the two pops?4. How much did Bruce pay for one pop?Ask the students to listen carefully and answer the questions. We can arrange the students to listen to the part that is connected with the two questions.Step3. Read and find the new words:He looks confused.Buying things in China is confusing.I made a mistake.Let the students try to make sentences with the new words.Step4. Reading task:Read the text again and answer the questions:What are Bruce and Li Ming doing?Is Bruce confusing?Where don’t people try to change the price, in China or in North America? Encourage the students to ask more questions by themselves.Step5. Fill in the blanks with the right forms of the words given.brother is _______(迷惑的).is so ______(迷惑的) a thing.he often ______(犯错误)?This part is used to check if they have grasped the new words.Suppose you and Bruce are shopping, you are bargaining with the clerk. Bruce can bargain, too.Divide the class into several groups and talks about the questions. After a while, let the students act their out in front of the class.Encourage the students to sp eak loudly in front of the class. Choose the best group and praise them.Step7. Think about: What’s the difference between people in China and North America when they are shopping?Use the formal group to finish the task. When the students discuss, the teacher walks around the classroom to see if they need any help.Step8. Talk about: Where would you like to buy things, in shopping center or market? Let them debate the questions. As usual, the class can be divided into two groups. One group thinks the shopping center is good. The other thinks the market is better. Let them debate for five minutes. Then let one student in each group to sum the opinions of his own group.Step9. HomeworkFind more information about the differences between China and western countries. Summary:This interesting text is about bargaining in China. It’s based on the different cultures between Chinese and Western countries. In some countries in North America, people don’t try to bargain, so some foreign friends feel confused when they buy things in China. Try to help them when you meet foreigners. Try to find more differences between Chinese and Western countries on the Internet.Lesson 18: Wait! Don’t Eat Yet!Teaching Content:Mastery words and expressions: society, politely, manner, especially, unless, polite, fork, serve, forever, act, compare, theirsOral words and expressions: custom, tablecloth, rude, toothpick, Spaghetti, sauce Teaching Aims:1. Find the differences between the Chinese and Western customs at table.2. Cultivate the students’ creation and cooperation spirit.Teaching Important Points:1. The expressions of similarities and differences.2. Grasp the Past Future Tense.Teaching Difficult Points:The expressions of similarities and differences.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of Lesson: new lessonTeaching Procedures:Step1. Lead in: a pair work.The teacher asks the students the following question: Have you ever traveled to other places? Where have you been?Show some pictures with the help of the multi-media. The pictures are from Australia, France, China, England, America and Japan.Let the students discuss for 2 or 3 minutes. Then let them say in front of the class. When the student is speaking, the others can ask him or her questions about his subject.Step2. Listening taskListen and answer the following questions:1. Table manners in China and Canada are quite ______.2. In China, if your guests have no food on their plates, putting food on their plates is ______.3. It’s ______ to use a t oothpick at the table.Finish the task in class in oral.Step3. Read the text and find out the sentences with the new words. All societies have customs about how to eat politely.We call these customs “table manners”.It’s okay to eat it, especially if it’s something dry, like a piece of bread. In Canada, if you drop something on the tablecloth, you pick it up and put it on your plate.Parents are forever telling their children: “Don’t talk with your moth full!”Step4. Reading task:Read the text and decide the statements are true or false.1. In China, if you drop something on the tablecloth, you usually pick it up and eat it.2. In Canada, to finish the food in front of the class in rude.In China, everybody has a knife at the table. Exercises: Fill in the blanks with the right forms of the words given.1. I think______(sing) loudly at table is not polite.2. It’s rude ______ (point) to the others when you eat at table.3. His mother said he ______ (return) the fork to the restaurant tomorrow.4. Nobody ______(know) the secret except me.:Project: What’s the story?1. Find pictures in magazines.2. Make up a quick story about your picture.3. Trade your picture with the students from another group. Practice:Sho w some pictures to the students. Let the students picture them. Show some different pictures in different situations. Let them give vivid description. When they finish one picture, try to show them the whole story. If we don’t have enough time, show them the main idea.Suppose you have a foreign friend. He will come to China. Make a chart. Write down his/her name, his nationality, his language and his aims. Show it to your partner, then finish it in class.Lesson 19：SayingsTeaching Content:Mastery words and expressions: culture, several, action, fly, as soon asOral words and expressions: saying, penny, earn, boil, hatch, judge, prevention, cure, worm, fence, spoil, broth, honey, vinegar, Nick, giggleTeaching Aims:1. Know more about the differences between the Chinese and Western table manners.2. Train the students focus abilities.3. Cultivate the students’ cooperation abilities.Teaching Importan t Points:1. Understanding the English saying.2. The expressions of similarities and differences.3. The past future tense.Teaching Difficult Points:Learn the expressions of similarities and differences between Chinese and Western countries on table manners and sayings.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of Lesson: new lessonTeaching Procedures:in:The teacher begins the class by discussing the question. It is a group activity. Ask the students to tell the manners at the table.In the activity, the students will think of many funny stories. Give them chance to speak in front of the class. Praise the groups that act well.Step2. Listening task:Listen and answer the following questions:1. Who does Nick sit beside?2. Is Nick full at last?Listening is necessary for training the students listening abilities. Remember to give them a few easy questions to answer.Step3. Reading task:Read and find the new words:But as soon as his bowl was empty, the grandmother put more in it.Wu Yang’s little sister giggled.Let the students make sentences with the new words.S1: The students stop talking as soon as the teacher comes in.S2: My mother came in as soon as I watched TV.S3: While I am speaking, Wang Yan giggles all the time.Step4. Read and find the difficult language points:1. Nick ate it all up.2. The grandmother kept giving him more.3. Wu Yang was trying not to smile.Let the students try using the phrases in English.S5: I’m so hungry that I eat up all the food on the table.S6: He was not good at English, but he kept trying his best. We all admire him. S7: Try to pass the exam, please.Step5. Divide the class into several groups in three or four. Guess the meanings of the English sayings.First let them exchange the meanings of the sayings in the group first. Then exchange the meanings in groups.Let the students decide which are the correct answers to the English sayings. Step6. Exercises:will call you __________(一……就)I come back.must _________(说明) it to your parents.he failed, he kept _________(尽力)._______(其他的) can I do for you?If the teacher wants to know if they have grasped the language points of this lesson, he can give them some exercises to see the result.Step7. Project:It is a group activity. Divide the class into several groups to finish the task. The people in the story have a problem. They don’t understand each other very well. Write an ending for the story.Explain why you choose you ending. Search more information about the differences between China and western countries at the table.Lesson 20: Where I Come FromTeaching Content:Mastery words and expressions: greetingOral words and expressions: forgiveTeaching Aims:1. Know more about the cultural differences among different countries.2. Cultivate the students’ cooperation spirit.Teaching Important Points:1. The different greeting ways in different country.2. The Past Future Tense.Teaching Difficult Points:The similarities and differences.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in by discussing in groups. Finish the task with the help of the flashcards.Divide the class into groups of three or four. Let each group discuss the following questions with the help of the pictures.He /she will come to your home for dinner next Sunday.What will you prepare for him/her? Try to finish the task in five minutes.Step2. Listen to the tape and let the students sing after it for several times. Step3. Show a globe to the foreign students. Let’s see where we are. Ask some students come to the front and point up where we are on the globe.A game. Ask two students to the front. Let’s who can find more places in limited time. The one who finds more is the winner.Step4. Read the text as a poem and find the new words. Then make sentences with in greeting, forgiveWhere I come from we shake hands in greeting and ask, “How are you?”During a meeting and fo rgive a mistake or two.Step5. Group work.Ask the students to say some special customs of the foreign countries. For example, the schools are different in China and other countries.Divide the class into groups of three or four to finish the task.Step6. ActivityWork in groups. Think about your culture. List some special Chinese customs that aren't found in other cultures.Step7. Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.Summary:English songs sometimes are the same as the Chinese songs. They also describe a subject and the content is all about it. Because of the English songs, the students know more about the foreign customs and culture.Lesson 21: What’s in a Name?Teaching Content:Mastery words and expressions: given name, family name, sirOral words and expressions: formalTeaching Aims:1. Know more about the foreign culture.2. Cultivate the students’ le arning abilities.Teaching Important Points:1. The structure of English names.2. The differences between English and Chinese names.Teaching Difficult Points:The structure of English names.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in by discussing: How much do you know about the differences between Chinese and Western names?Work in groups. Then one of the members of the groups gives a report to the class. Step2. Listen to the tape and fill in the blanks with the information you hear.1. In Western countries, people have ______names.2. _______ is Li Ming’s first name. Finish the task in class in oral.Step3. Read and find the new words in the text.1. My given names are “Brian” and “James”.2. My family name is “Smith”.3. That’ formal in English.Practice the new words in class.Stp4. The language points:I’m a little confused.But in China it comes last!What do they say when they meet on a formal occasion?Make sentences with the language points.Step5. Practice:Tell us why Danny is confused. If you understand, give us an example.Let some students say give some examples to show the differences between Chinese and English names.Step6. Work with a partner. Write a dialogue in which Brian and Wang Mei meet and introduce themselves. What do they say when they meet on a formal occasion. Step7. HomeworkGive English names to each of your family members.Summary:English names are so different from Chinese names that some Chinese students are confused about them. Let the students choose English names themselves. Then they can choose English names for their family members. I believe practice makes perfect.Lesson 22: Do Manners Matter?Teaching Content:Mastery words and expressions: praiseOral words and expressions: JoeTeaching Aims:1. Know more about the foreign culture.2. Cultivate the students’ abilities about learning English. Teaching Important Points:1. Good manners in China and North America.2. Apologies, similarities and differences.3. Past Future Tense.Teaching Difficult Tense:Past Future Tense.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in by a group work.Ask the students to tell the differences about the manners when you receive the presents.Work in groups of three or four. Everyone writes his or her answers down on a piece of paper. Then exchange their ideas. Next sum the main ideas and present them to the class.Step2. Listen to the tape and fill in the blanks with the correct words.1. Wu Zhou has lived in Canada for ______ years.2. Good manners in North America are ______ from good manners in China.3. When people give you gifts in Canada, you ______ them with many words. Finish the task in class in oral.Step3. Read the text and decide the following statements are true or false.1. In North America, there are no words for being polite.2. When people give you gifts in Canada, you might say, “I don’t wantyour gift.”3. Wu Zhou is a teacher in a university in Canada.Finish the task in class in oral.Step4. Read the text again. Tell the main idea of the text and encourage the students to ask more questions about the text. They can ask questions like these:S1: Wu Zhou calls himself Joe Wu, why?S2: Becaus e “Joe” is an English name that sounds like “Zhou”.S3: If you don’t say “please” or “thank you”, what will people think of you? S4: They will think you are rude.Step5. ActWork with your partner. Suppose you receive a present from your friends, what will you say if you are Chinese and what will you say if you are Canadian?Act your dialogue out in front of the class. Let the students get the differences by their acting.Step6. Come to “LET’S DO IT”Before we do this, the teacher can show the students more about the differences between Chinese and Canadian culture on the Internet.Divide the class into groups of three or four to finish the task. Everyone write his or her ideas down then exchange the ideas in the group. Make up a dialogue or give a report. Then present it in front of the class.Step7. Homework1. Finish the exercises in the activity book.2. Go on the next reading in the student book.Summary:The culture differences show in different ways. Let the students think of more situat ions and let’s find out how to do on the Internet. Teach the students how to learn is more important than what to learn. So give the students more time to practice in class.Lesson 23: Supper with the Bra dshawsTeaching Content:Mastery words and expressions: troubleOral words and expressions: peppermint, traditionTeaching Aims:1. Know about the similarities and differences between China and Western countries.2. Cultivate the students’ abilities.Teaching Important Points:1. Apologies.2. Similarities and differences.3. Past Future Tense.Teaching Difficult Points:Past Future TenseTeaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesType of lesson: new lessonTeaching Procedure:Step1. Lead in by discussing what you will do when your friends say goodbye to you. Divide the class into groups of three or four. Everyone writes their ideas down then exchange them in groups. Sum the ideas then give a report in front of the class. Step2. Listen to the tape and answer the following questions:1. We just came home from the ______.2. Bruce and his father had trouble with Chinese ______ and culture.3. Last night, we eat in the ______.Finish the task in class in oral.Step3. Scan the text and answer1. Did Bruce and his father make mistakes in China?2. Western people never eat duck’s feet, do they?3. Does Li Ming like peppermints?Finish the task in class in oral.Step4. Read the text again. Find the sentences with the new words.But he and his father sometimes had trouble with Chinese customs and culture.At the end of the meal, Mr. Bradshaw opened a box of peppermint candies.In good Chinese tradition, I told him that I enjoyed it.Show some pictures to help the students remember the new words.Step5. Act it out.Divide the class into several groups. Ask each group to act one part of the text out. Before doing this, let them read the text fluently and decide which part to act it out.If they don’t have real pep permints or something they must use, they can use something else to replace them.Step6. Come to “LET’S DO IT”.Divide the class into groups. Ask them to discuss what makes them embarrassed when they are guests at a dinner. Everyone writes his ideas down. Then exchange them in groups. At last, one of the groups sums the group’s ideas and presents it in front of the class.They can write a diary entry, an e-mail or a letter about the dinner.Step7. Homework1. Finish off the exercises in the activity book.2. Go on the next reading in the student book.Summary:It is not easy to make friends with foreigners. It is helpful to know more about the differences between Chinese and western customs and culture. Acting the text out is interesting. The teacher can ask the students to bring something useful into the class. If they don’t have real ones, they can use something to replace it.Lesson 24: Unit ReviewTeaching Content:Mastery words and expressions from Lesson17 to Lesson23.Oral words and expressions from Lesson17 to Lesson23.Teaching Aims:1. Know about the differences between Chinese and western customs and culture.2. Cultivate the students’ learning abilities and cooperation spirit. Teaching Important Points:1. Apologies.2. Similarities and differences.3. The past future tense.Teaching Difficult Points:The past future tense.Teaching Preparation: picturesTeaching Aids: flashcards, audiotape, picturesTeaching Procedure:Step1. Show some pictures about different table manners to the students. Encourage the students to act out a dialogue to show the differences. Give them five minutes. Let the students act in front of the class.Step2. Ask the students to talk about the different customs and culture between China and western countries. Show some pictures to remind the students. They can show them in all kinds of styles. They can make a dialogue or write a passage.Step3. Finish the exercises in class in oral. Write some problems down on the blackboard. Discuss in the class. Then choose the correct answer.Step4. Come to “Grammar in Use”.Let the students make more sentences with the past future tense. It is often used in the object clause, when the subject is past tense, the object clause is often used the past future tense. Encourage them to give more examples to practice it. Step5. Come to “Speaking the Language”.Ask volunteers to act the dialogue out in front of the class. Encourage the students to make other dialogues and act them out.Step6. Com e to “Written work”.Let the students write it as homework if we can’t finish it in class. It’s practiceof the main ideas of this unit. It can also build the students’ vocabulary. Step7. Homework1. Finish off the exercises in activity book.2. Go on the next reading in the student book.Summary:The students practice their reading, speaking and written English in this text. It is used to build the students’ vocabulary. The teacher must make full use of this part. At the same time, encourage them to remind the main ideas of this unit. Give them more time to use what we learn in this unit.S2: My mother came in as soon as I watched TV.S3: While I am speaking, Wang Yan giggles all the time.Step4. Read and find the difficult language points:1. Nick ate it all up.2. The grandmother kept giving him more.3. Wu Yang was trying not to smile.Let the students try using the phrases in English.S5: I’m so hungry that I eat up all the food on the table.S6: He was not good at English, but he kept trying his best. We all admire him. S7: Try to pass the exam, please.Step5. Divide the class into several groups in three or four. Guess the meanings of the English sayings.First let them exchange the meanings of the sayings in the group first. Then exchange the meanings in groups.Let the students decide which are the correct answers to the English sayings. Step6. Exercises:will call you __________(一……就)I come back.must _________(说明) it to your parents.he failed, he kept _________(尽力)._______(其他的) can I do for you?If the teacher wants to know if they have grasped the language points of this lesson,he can give them some exercises to see the result.Step7. Project:It is a group activity. Divide the class into several groups to finish the task. The people in the story have a problem. They don’t understand each other very well. Write an ending for the story.Explain why you choose you ending. Search more information about the differences between China and western countries at the table.。

初三英语Unit3 Pardon Me! (Lesson21—Lesson24)知识精讲冀教版

初三英语Unit3 Pardon Me! (Lesson21—Lesson24)知识精讲冀教版【本讲教育信息】一. 教学内容：Unit 3 Pardon Me! (Lesson 21—Lesson 24)1. 重点单词。

n. manner peppermint trouble traditionv. praiseadj. formal polite rude2. 重点短语。

given name 名family name 姓praise … for… 因为（某事）表扬（某人）face to face 面对面have trouble with 在某方面有麻烦/困难at the end of… 在……的结尾in good Chinese tradition 按照中国的好传统3. 语法。

Past Future Tense. (过去将来时)二. 重点、难点解析及词语辨析。

Lesson 21formal adj.正式的informal adj.非正式的This is the sixth informal meeting between the two countries.这是两个国家间的第六轮非正式会谈。

Lesson 22l. Have you received a gift before?你以前收到过礼物吗？receive vt. &vi. received, receiving 收到①Did you receive any letters today?你今天收到信了吗?辨析：receive 与accept都含有“收到，接受”的意思。

※receive指“（客观上）收到”，着重行为本身，而不涉及接受者是否接受，②I received an invitation我收到了请帖。

※accept指“(主观上)接受”，表示接受者经过考虑以后愿意接受，③I accepted the invitation.我接受了邀请。