人教版九年级英语教学案：Review of units 11-15review period 3
人教版九年级英语unit11单元整体教学设计
人教版九年级英语unit11单元整体教学设计The teaching of Unit 11 in the 9th grade English textbook published by the People's Education Press is a crucial part of the English curriculum. This unit covers a wide range of topics and language skills that are essential for students' overall language development. In this essay, I will provide a comprehensive teaching design for this unit, outlining the learning objectives, teaching strategies, and assessment methods.Learning Objectives:The primary learning objectives for Unit 11 are to enhance students' reading comprehension, writing skills, vocabulary, and grammar knowledge. Specifically, students should be able to:1. Understand the main ideas and key details in various types of reading passages, including informative texts, narratives, and dialogues.2. Develop the ability to infer meaning, analyze the author's purpose, and draw conclusions from the given information.3. Expand their vocabulary by learning new words and phrasesrelated to the topics covered in the unit.4. Demonstrate their understanding of grammatical structures, such as the present perfect tense, modal verbs, and conditional sentences, through exercises and written tasks.5. Compose well-organized and coherent paragraphs and short essays on topics relevant to the unit.6. Engage in discussions and conversations, expressing their opinions and ideas effectively.Teaching Strategies:To achieve these learning objectives, a variety of teaching strategies will be employed throughout the unit. These strategies will cater to different learning styles and ensure that all students are actively engaged in the learning process.1. Pre-reading activities: Before introducing the reading passages, teachers will engage students in pre-reading activities, such as brainstorming, making predictions, and activating prior knowledge. This will help students approach the texts with a clear understanding of the topic and increase their comprehension.2. Explicit vocabulary instruction: Teachers will provide explicit instruction on the vocabulary words and phrases featured in the unit. This will include activities such as word mapping, contextual analysis, and vocabulary games to help students retain and apply the newvocabulary.3. Grammar instruction and practice: Grammar concepts will be taught through a combination of direct instruction, guided practice, and independent exercises. Students will have opportunities to apply the grammatical structures in both oral and written communication.4. Collaborative learning: Students will be encouraged to work in pairs or small groups to discuss the reading passages, share ideas, and complete various learning tasks. This will foster a sense of community, promote peer learning, and develop students' communication skills.5. Differentiated instruction: To cater to the diverse needs and abilities of the students, teachers will employ differentiated instruction techniques. This may include providing additional support or challenging materials for students, as well as offering choice in learning activities and assessment options.6. Authentic and engaging materials: The teaching materials used in this unit will be carefully selected to be authentic, relevant, and engaging for the students. This may include using multimedia resources, real-world examples, and materials that reflect the students' interests and cultural backgrounds.Assessment Methods:Assessing student learning is an integral part of the teaching process. In this unit, a variety of assessment methods will be used to evaluate students' progress and provide feedback for further learning.1. Formative assessments: Throughout the unit, teachers will use formative assessments, such as class discussions, quizzes, and exit tickets, to monitor students' understanding and identify areas that require additional support.2. Summative assessments: At the end of the unit, students will be assessed through a comprehensive test that includes reading comprehension, vocabulary, grammar, and writing components. This will provide a summative evaluation of their overall learning and mastery of the unit's content and skills.3. Performance-based assessments: Students will be given opportunities to demonstrate their learning through performance-based assessments, such as oral presentations, group projects, or written compositions. These assessments will allow students to apply their knowledge and skills in authentic and meaningful contexts.4. Self-assessment and reflection: Students will be encouraged to engage in self-assessment and reflection activities, such as learning logs or goal-setting exercises. This will help them take ownership oftheir learning, identify their strengths and weaknesses, and set personal learning goals.Conclusion:The teaching design for Unit 11 in the 9th grade English textbook published by the People's Education Press aims to provide a comprehensive and engaging learning experience for students. By aligning the learning objectives, teaching strategies, and assessment methods, teachers can effectively support students' language development and prepare them for future academic and real-world challenges. Through the implementation of this teaching design, students will have the opportunity to enhance their reading, writing, vocabulary, and grammar skills, ultimately becoming more confident and proficient in the English language.。
九年级英语11--15单元复习学案人教版【DOC范文整理】
九年级英语11--15单元复习学案人教版Unit11-15复习学案noledgeais:TheuseofiportantordsandphrasesinUnit1-5 Abilityai:cantalaboutthefolloingthingsasforinforationpolitelhatyouaresupposedtodohothingsaffectyourecenteventsdebateanissueainanddifficultpoints:1.Thegraarinthefiveunits ThetopicsinthefiveunitsLearningsteps:Step1:情景导入Pairor:Practicetheconversationsiththefolloingstruct ures—canyoutelleherethepostofficeis?—Turnleft\right.Gopastthedrugstore.—couldyoupleasetellehereIcangetadictionary?—couldyoupleasetelleifthereareanygooduseusinNeton?—hatareyousupposedtodohenyoueetforthefirsttie?—I’supposedtoshaehands.—Hodoyoufeelaboutpollution?—Itaeseindofangry.Hoaboutyou?—Itaeseanttojoinaclean-upcapaign.—Haveyoueverdonesthyet?—yes,Ihave\No,Ihaven’t.—Thereareusedtobealotofanatees.—earetryingtosavetheanatees.Step2:自主学习:复习掌握下列短语和句型并安要求造句1.taeavacation意为“度假，休假”dressupin+clothes=dressoneselfupin“用什么打扮起来”taedancelessons上舞蹈课=havedancelessons类似的有taeactinglessons上活动课；taesinging/usiclessons 上音乐agoodplacetoeat“吃饭的好地方”agoodplacetodosth“干什么的好地方”握手shaehands特地做某事gooutofone’saytodosth.次forthefirsttie使某人感到宾至如归aesb.feelathoe餐桌礼仪tableanners0.习惯于……be\getusedto1.自学learn…byoneself顺便访问dropb3.瞄准；针对；致力于；旨在aiat例如；比如forinstance．毕竟afterall16.有时；偶尔atties应该做某事besupposedtodosth.本应该做某事shouldhavedonesth.首先tostartith0.到目前为止；迄今为止sofar1.幸亏；由于；因为thansto2.盼望；期待looforardto3.关心；关怀；照顾careforStep3:合作互动：Groupor:aeasanysentencesasyoucaniththefolloinggraar ingroups.hotogettos?canyoutelleherethereisagoodplacetodosth?couldyoupleasetellehereIcangetsth? Ifthereareanyfooduseusins? sbbesupposedtodosth.Sth\sb.aesth\sbdosth.+adyes,sb.has\have.Have\Hassb.donesth?No,sb.haven’t\hasn’t.sb.bedongsth.sb.dosthusedtodosthsthbedone.sb.havedonesthStep4:梳理归纳：GopasttheparandturnleftontooaStreet.past此处作介词“过”gopast= ehavedinnerataboutaquartersix.作名词“过去，昔日”在过去作形容词“过去的在过去的几年作副词“经过”Thechildrenran. Thestaffdressupasclons.服务员都一身小丑打扮dressup意为“打扮，装扮”as意为“成为”dressup=dressoneselfupeg：圣诞节就要到了，他想打扮成圣诞老人。
2020年秋九年级英语全册ReviewofUnits11-15精美导学案(无答案)人教新目标版
Review of Un its 11-15 精美导学案【课题】Review of Units 11-15 （1 课时）【学习目标】1.复习Un its 11-15 的重要词汇。
2. 复习Units 11-15的重要句型结一构的运用。
【重点、难点】复习和巩固Units 11-15 的重点词汇及句型的运用。
【导学指导】温故知新 单词听写竞赛。
从 Units 11-15 中，选出一些重点词汇进行听写比赛。
自主互助学习 、自主预习1. 译译，读读，记记1）材料，物质 2） 商业，生意 3） 塑料（制）的，塑料 4)确定，当然 5) 自豪的，骄傲的 6) 国旗7)Forbidde n City 8)recycled material 9)classical music二、合作探究 1. bus in ess n. "商业，生意”，形容词为 ____________________ ."忙于做某事”译为2. proud adj."自豪的，骄傲的”，名词为 ____________________ . 其结构 be proud of = ______________ 译为 ________________________三、合作互动 1. 小组讨论自主预习 2的答案。
2. 小组合作完成1b 的任务。
3. 角色扮演。
小组合作完成2c 的对话练习。
4. 调查报告。
小组合作采访班上两名同学完成P 126，Part 3的表格，再进行展示交 流。
P 126，Part 4的表格里的问题，再进行对话演练。
P 126，Part 5的表格，然后进行角色扮演。
P 127, Pa rt 6的表格，再进行对话练习。
8. 先自己列出这个月需要做的五件事情，再和同伴讨论交流,9.先自己写出认为在中国最重要的动物及原因，然后用方框中的词汇小组讨论交流。
四、听力练习 1.2a 先看懂四幅图片的内容，明确听力要求，再认真听录音内容，完成任务。
初三英语review 11—15知识精讲
初三英语Review 11—15【本讲主要内容】Review 11—15本课我们会对以前所学习过的11—15课加以回顾与复习。
会对每个单元的话题讨论,重点语法重新温故，希望同学们能够通过本课的复习，站在一个更高更宏观的位置思忖前几个单元我们到底学习过了什么,中考需要我们掌握什么。
【知识掌握】【文化背景】Unit 12. You’re supposed to shake hands.本单元主要讲解的是风俗礼仪。
在初中阶段需要大家掌握的风俗礼仪其实并不多，主要是餐桌礼仪，见面的礼仪，赠送与接纳礼物的礼仪等等。
因为语言本就不是独立存在的，它生产于文化的土壤中。
作为一名语言学习者，学习一门语言的单词，语法等固然重要，学习文化更加是一个重要的环节。
如果光学了语言而没有学习文化，往往会闹很多笑话的。
譬如说以前，有个外国人，觉得他的一个中国朋友穿的很帅，就表扬他：“You look handsome!”（你看起来太帅了。
）这个中国朋友为了发扬我们中华民族的谦逊的美德，就随口一句：“哪里，哪里。
”（Where，where。
）这外国人就很纳闷，怎么还问哪里呢？再比如，中国人总会觉得如果别人送给了自己礼物，为了礼貌起见，应该等人走了之后再慢慢欣赏；而西方人的习惯则是，当面打开礼物，大加赞赏，这样，送礼的人也会很开心。
所以，问题就出现了，如果一个西方人送给了你礼物，你呢，以中国人的习惯来对待，人家就会误认为你不懂礼貌了。
当然，人说“入乡随俗”（When you are in Rome, do as the Romans do。
），随着中国的日益强大，外国人来到中国也会依照中国人的规矩办事，但是，当你到了外国，你可就得好好注意了。
1. 见面礼仪：d to shake hands when you meet people for the first time in China and the United States.2. 餐桌礼仪：at the tableof chopsticks.Unit 13 Rainy days make me sad本单元涉及到的文化知识也很丰富。
人教版九年级英语全册Unit11单元整体教学设计
3.强化语法知识的讲解与练习，结合实际语境，让学生在实际运用中掌握语法规则。
4.针对学生个体差异，实施分层教学，关注每个学生的学习需求，提高他们的自信心和学习积极性。
5.创设丰富的语言环境，鼓励学生大胆开口，提高学生的听说能力和口语表达能力。
人教版九年级英语全册Unit11单元整体教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和重点句型，如：adventure, attraction, convenient, passport, visa等，并能熟练运用这些词汇和句型进行日常交流。
2.能够运用一般现在时和一般过去时描述旅游景点和旅行经历，运用一般将来时表达对未来旅行的期待和计划。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过展示一组世界各地旅游景点的图片，引导学生观察并询问：“Where have you been? Where would you like to go?”，让学生分享自己的旅行经历和梦想。
2.学生分享后，教师引入本节课的主题：“Today, we are going to learn about travels and adventures. We will talk about some famous attractions and our travel experiences.”
五、作业布置
为了巩固本节课所学知识，培养学生的自主学习能力和实际运用能力，特布置以下作业：
1.完成课后练习册的相关练习，巩固词汇和语法知识。
-选择题：检测学生对词汇和时态知识的掌握程度。
-填空题：培养学生运用所学词汇和句型进行填空的能力。
中考英语课本分课时总复习 九年级 第二十四课时review of Units11-15课件 人教新目标版
人教版
第24课时 │tiny基础过关
weigh pound suitable fence underwater educate expression pull roof society aggressive habitat vegetation disgusted recycle discard planet spare model
第24课时 │句重型点透突视破
第24课时 │ 重点突破
第24课时 │ 重点突破
第24课时 │ 重点突破
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第24课时 │语重法点聚突焦破
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第24课时 │ 重点突破
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第24课时 │ 重点突破
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第24课时 ·人教版
第24课时 │ 重点突破
第24课时 │ 考点整合
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第24课时 │ 考点整合
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第24课时 │ 考点整合
第24课时 │ 考点整合
第24课时 │词重汇点点突睛破
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第24课时 │ 重点突破
第24课时 │ 重点突破
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第24课时 │ 重点突破
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新人教版英语九年《Review of Units 11-15》word学案
准备
1.预习单词和短语。
2.阅读3a-4内容。
新知
导学
知识
讲解
合作探究：
一．复习几种问路和指路的句型：读一读，说一说
Review the words
二．3a Read the article. Then list the advantages and disadvantages of
going to the mall.
二．Listening and pairwork
1a，Where you can do the following things? Match each thing with a
place in the picture.
1b，Listen and complete the conversations.
( )10. ---Where is the bookstore?
---Take the elevator ______ the second floor and turn left. And the bookstore is ________ the furniture store and the drugstore.A. at, next toB.to, between C.to, next to
A: No, certainly not.
B:5A: No, thanks very much.
A. any more questions? B. I can’t go there in time.
C. I really don’t know what to do.D. Just make sure that you are not early than that.
初中英语 人教版新目标 九年级 Review of units 11-15PPT课件
windows bought is
elephant wrong
suitcase award made
scarf
job rude meet or
walls
noodles healthy are no trash sit had done
Write the name of the most important animal and the reasons.
cat
1. Many people have them as pets.
2. _________________________.
3. _________________________. 4. _________________________. 5. _________________________.
Sample
A: What are you supposed to do when you meet a new person in the USA? B: You’re supposed to shake hands. A: In China, you are supposed to ….
How do you feel when you see the national flag of China?
Final Exam is coming, have you gone over all your lessons? What have you already done? What haven’t you done yet?
I have already …, But I haven’t …yet.
Unit11课时教案2023-2024学年人教版英语九年级全册
Answer: Lucy is a doctor.
b.推理判断：根据阅读材料内容进行推理判断。
举例：
a.动词过去式：给出一个动词，要求学生将其转换为一般过去时。
例：Transform "go" into its past tense.
答案：went
b.形容词比较级：给出一个形容词，要求学生将其转换为比较级。
例：Convert "happy" into its comparative form.
教学过程设计
1.导入新课（5分钟）
目标：引起学生对Unit 11的兴趣，激发其探索欲望。
过程：
开场提问：“你们知道日常交际用语的重要性吗？它如何在我们的生活中发挥作用？”
展示一些关于日常交际场景的图片或视频片段，让学生初步感受交际用语的魅力。
简短介绍Unit 11的主题和目标，为接下来的学习打下基础。
本节课的主要目标是让学生能够熟练运用一般现在时和一般过去时描述自己的日常活动，同时在实际场景中运用所学知识进行流畅的口语交际。通过本节课的学习，学生将能够更好地适应日常生活中的英语交流需求。
核心素养目标
本节课旨在培养学生的英语学科核心素养，包括语言能力、文化意识、思维品质和学习能力。通过学习Unit 11的内容，学生将能够运用一般现在时和一般过去时描述自己的日常活动，提高他们的语言运用能力。同时，通过接触不同场景下的对话，学生能够了解和欣赏英语国家的文化，培养自己的文化意识。在分析对话和进行角色扮演的过程中，学生的思维品质将得到锻炼，提高他们分析问题和解决问题的能力。最后，通过自主学习和合作学习，学生将能够提高自己的学习能力，掌握有效的学习策略。
Review of Unit11课件人教新目标版九年级英语全册
leave out feel like call in take one’s position neither... nor... to start with clean up
搜寻 而不是 使失望 开除某人 敲(门、窗等) 互相；彼此 齐心协力；通力合作
search for rather than let... down kick sb. off knock on each other pull together
三、根据汉语意思完成句子，每空一词。
1. 我们不知道怎样才能使他们快乐起来。 We don’t know how to _m__a_k_e_ _th__em__ _h_a_p_p_y__.
2. 学生们被要求下课前做完作业。 The students were made _t_o_ _f_in_i_s_h_ the homework before the class was over.
令人不舒适的 n. 重量；分量 n. 肩；肩膀
n. 射门；球门；目标
n. 教练；私人教师
kick courage
pull nod agreement disappoint
v. 踢；踹 n. 勇敢；勇气 v. 拉；拖 v. 点头 n. (意见或看法)一致；同意 v. 使失望
Phrases
宁愿
would rather
二、单项选择。
1. My uncle is ______ banker. His bank is the most
popular in our city．
A. the
B. a
C. /
D. an
2. I prefer ______ to oranges. I like the sour taste.
Review of unit 11(九年级)
Review of unit 11 一、复习目标1、复习宾语从句，做到对宾语从句及相关知识的系统化和整体化。
2、通过复习牢固掌握本单元的词汇、短语及相关知识点。
二、5分钟左右通读单词和sectionA、B的3a一遍。
三、词汇大练习（看汉语拼读英文单词，每人一组，看谁快）1、新鲜的___ 冒犯____2、有组织的___ 市场___3、借出___ 借出（反）___4、麻烦___ 交上____5、电动扶梯＿＿／＿＿6、风俗＿＿魔术＿＿7、想知道＿＿想知道（adj.）_____ 8、某些____某些（adv当然）_____9、直接的____ 装扮_____10、杂货店____ 部门___二、基础知识1、词汇拓展crowd（adj.）___orgazine（adj.有组织的）________greet (n.问候) ______knife (pl.) _______ 2、重点短语握手___ 顺便拜访___应该干某事_________自学_____ / _______特地做某事_________习惯于_____________情不自禁地做某事_________ / ________闲逛_________3、金牌句型Can you please tell me __ __ __ __ a dictionary ? 你能告诉我在哪里能买到字典吗？Could you tell me __ __ __ __the post office ?你能告诉我怎样到邮局吗？4、宾语从句的三要素系统列表：(略，见九年级《同步学习》P276和八年级上册P97)（由上面“金牌句型”导入宾语从句的复习）三、中考初体验1、—Excuse me . Could you tell me ____?—Yes. There a post office over there .A.where can I buy somestamesB.how can I get to themuseumC.where I can buy somestampsD.how I can get to themuseum2. —Must I answer this question in English ? —No , you ____.A. mustn’tB. needn’tC. can’tD. shouldn’t3. I don’t know the teacher____ is talking with Miss Wang .A. whatB. whomC. whichD. who4. Mom wants to know ____last weekend .A. what Amy doesB. what does Amy doC. what Amy didD. what did Amy do四、书面表达老师让同学们讨论网上购物(Internet shopping)的利（advantages）与弊（disadvantages）。
【知识学习】九年级英语11--15单元复习学案人教版
九年级英语11--15单元复习学案人教版www.5ykj.com Unit11-15复习学案knowledgeaims:TheuseofimportantwordsandphrasesinUni t1-5Abilityaim:cantalkaboutthefollowingthings.askforinformationpolitely2.whatyouaresupposedtodo3.howthingsaffectyou4.recentevents5.debateanissuemainanddifficultpoints:1.Thegrammarinthefiveunits2.ThetopicsinthefiveunitsLearningsteps:Step1:情景导入Pairwork:Practicetheconversationswiththefollowingst ructures.—canyoutellmewherethepostofficeis?—Turnleft\right.Gopastthedrugstore.—couldyoupleasetellmewhereIcangetadictionary?—couldyoupleasetellmeifthereareanygoodmuseumsinNewto wn?2.—whatareyousupposedtodowhenyoumeetforthefirsttime?—I’msupposedtoshakehands.3.—Howdoyoufeelaboutpollution?—Itmakesmekindofangry.Howaboutyou?—Itmakesmewanttojoinaclean-upcampaign.4.—Haveyoueverdonesthyet?—yes,Ihave\No,Ihaven’t.5.—Thereareusedtobealotofmanatees.—wearetryingtosavethemanatees.Step2:自主学习:复习掌握下列短语和句型并安要求造句.1.takeavacation意为“度假，休假”2.dressupin+clothes=dressoneselfupin“用什么打扮起来”3.takedancelessons上舞蹈课=havedancelessons类似的有takeactinglessons上活动课；takesinging/musiclessons上音乐课4.agoodplacetoeat“吃饭的好地方”agoodplacetodosth“干什么的好地方”5.握手shakehands6.特地（不怕麻烦）做某事gooutofone’swaytodosth.7.第一次forthefirsttime8.使某人感到宾至如归makesb.feelathome9.餐桌礼仪tablemanners0.习惯于……be\getusedto1.自学learn…byoneself2.顺便访问dropby3.瞄准；针对；致力于；旨在aimat4.例如；比如forinstance5．毕竟afterall6.有时；偶尔attimes7.应该做某事besupposedtodosth.8.本应该做某事shouldhavedonesth.9.首先tostartwith20.到目前为止；迄今为止sofar21.幸亏；由于；因为thanksto22.盼望；期待lookforwardto23.关心；关怀；照顾careforStep3:合作互动：Groupwork:makeasmanysentencesasyoucanwiththefollowi nggrammaringroups.howtogettosw?.canyoutellmewherethereisagoodplacetodosth?couldyoupleasetellmewhereIcangetsth?Ifthereareanyfoodmuseumsinsw?2.sbbesupposedtodosth.3.Sth\sb.makesth\sbdosth.+adj.yes,sb.has\have.4.Have\Hassb.donesth?No,sb.haven’t\hasn’t.2.sb.bedongsth.3.sb.dosth4.usedtodosth5.sthbedone.6.sb.havedonesthStep4:梳理归纳：.GopasttheparkandturnleftontooakStreet.（1）past此处作介词“过”gopast=wehavedinnerataboutaquartersix.（2）作名词“过去，昔日”在过去（3）作形容词“过去的在过去的几年（4）作副词“经过”Thechildrenran.2.Thestaffdressupasclowns.服务员都一身小丑打扮（1）dressup意为“打扮，装扮”as意为“成为”dressup=dressoneselfupeg：圣诞节就要到了，他想打扮成圣诞老人。
初三英语Review 11—15通用版
初三英语Review 11—15通用版【本讲主要内容】Review 11—15本课我们会对以前所学习过的11—15课加以回顾与复习。
会对每个单元的话题讨论,重点语法重新温故，希望同学们能够通过本课的复习，站在一个更高更宏观的位置思忖前几个单元我们到底学习过了什么,中考需要我们掌握什么。
【知识掌握】【文化背景】Unit 12. You’re supposed to shake hands.本单元主要讲解的是风俗礼仪。
在初中阶段需要大家掌握的风俗礼仪其实并不多，主要是餐桌礼仪，见面的礼仪，赠送与接纳礼物的礼仪等等。
因为语言本就不是独立存在的，它生产于文化的土壤中。
作为一名语言学习者，学习一门语言的单词，语法等固然重要，学习文化更加是一个重要的环节。
如果光学了语言而没有学习文化，往往会闹很多笑话的。
譬如说以前，有个外国人，觉得他的一个中国朋友穿的很帅，就表扬他：“You look handsome!”（你看起来太帅了。
）这个中国朋友为了发扬我们中华民族的谦逊的美德，就随口一句：“哪里，哪里。
”（Where，where。
）这外国人就很纳闷，怎么还问哪里呢？再比如，中国人总会觉得如果别人送给了自己礼物，为了礼貌起见，应该等人走了之后再慢慢欣赏；而西方人的习惯则是，当面打开礼物，大加赞赏，这样，送礼的人也会很开心。
所以，问题就出现了，如果一个西方人送给了你礼物，你呢，以中国人的习惯来对待，人家就会误认为你不懂礼貌了。
当然，人说“入乡随俗”（When you are in Rome, do as the Romans do。
），随着中国的日益强大，外国人来到中国也会依照中国人的规矩办事，但是，当你到了外国，你可就得好好注意了。
1. 见面礼仪：➢You are supposed to shake hands when you meet people for the first time in China and the United States.➢In Japan and Korea, you are supposed to bow.➢You are not supposed to be late ./ You are supposed to be on time.2. 餐桌礼仪：➢You are not supposed to talk at the table➢In Korea, the oldest are supposed to eat first.➢You are not supposed to eat or drink while walking down the street.➢It’s rude to stick your chopsticks into your bowl.➢You shouldn’t point at anyone with your chopsticks.➢You shouldn’t make any noise while eatin g noodles.➢In the US, you are supposed to eat with a knife , a fork and a spoon instead of chopsticks.Unit 13 Rainy days make me sad本单元涉及到的文化知识也很丰富。
九年级英语Review(11-15)课文听力材料
2a,2bConversation 1Chu: Tom, I have some questions about your country, Canada.Tom: Okay. What do you want to know?Chu: What are you supposed to do when you meet someone for the first time?Tom: You're supposed to shake hands.Chu: How about times? For example, when a party is at eighto'clock, do you go at eight o'clock? Tom: No, you can go about fifteen minutes late.Chu: OK. Is it the same for business meetings?Tom: Oh no. For a business meeting make sure you're on time.Chu: Mm. I heard that it's rude to make sounds when you eat. Is that true?Tom: Yes, it is. You shouldn't do it.Chu: One more question. Are you supposed to take a gift when you visit someone?Tom: Yes, it's polite to take a few flowers.Chu: Thanks. Now I'm ready.Conversation 2Ben: Excuse me. Could you tell me where the doctor's office is?Sue: Yes, it's on the second floor, beside the escalator.Ben: Mm. First I need to buy a book. Is there a bookstore around here?Sue: Sure. You can find Biblo Books on the fourth floor. Take the elevator.Ben: Oh, I also need to exchange some money.Sue: Yes. There's a bank on the first floor. It's right behind you.Ben: Good. I think that's everything. Oh no. There's one more place I need to go.Sue: Yes?Ben: Do you know where I can buy some shampoo?Sue: Yes, there's a drugstore on the third floor. Take the elevator.Ben: Thank you. You've been very helpful.Sue: You're welcome.Conversation 3Mom: We have to leave in half an hour. Is everything ready for the trip?Xiao Li: I don't know.Mom: Well, have you packed the travel guidebook?Xiao Li: Yes, I did. Oh! But I forgot the map.Mom: OK. Pack the map. What about the camera?Xiao Li: Yes, I have the camera.Mom: What's that noise? Have you turned off your radio?Xiao Li: No, I'll do it now.Mom: And the towels. Have you packed the towels yet?Xiao Li: Yes, I packed the towels.Mom: What about the food? Did you pack the food?Xiao Li: Yes, I've packed it already.Mom: Well, I think we're almost ready!Conversation 4Henry: Hi, Janet. Would you like to help save the environment?Janet: I don't know. What can I do?Henry: Well, first, you can start by turning off the lights.Janet: Yes, that's easy. Sometimes I turn on the lights without thinking. What's next?Henry: Second, you can ride a bicycle. Don't take a bus or ataxi if you don't have to.Janet: That will save money, too. What else?Henry :Third, try to recycle paper.Janet: Mm. Newspapers, magazines, mail... we get a lot of paper at home. Good idea.Henry: The fourth idea is turning off the shower when you're not using it.Janet: You mean, when I have shampoo in my hair?Henry: Yes. Get wet. Turn off the shower. Put the shampoo in your hair and then turn on theshower and wash it out.Janet: Will that help the environment?Henry: Yes, we have to save water. And fifth, take a bag when you go shopping. Don't use plasticbags.Janet: OK. My parents do most of the shopping. I'll tell them.。
人教版新目标英语九年级全册创新教案：review period 3
5.ir discussions with the class．Answers will vary．
Part 8
This activity provides writing and oral practice using the target language．Read the instructions aloud to the class．Point to the sample conversation in the box．Invite a pair of studentsto read it to the class．
Ask students to select an animal and write five reasons why it is the most important animal in China．Let them use the words in the box to discuss their opinions in conversations．As they work, walk around the classroom, checking the progress of the pairs and offering language support as needed．
Step 4 Homework
Do the exercise in the book.
Work in pairs.
Work in pairs．Make conversations to talk about their feelings in different situations．For each item, students should think of a reason for their answer．
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Invite a pair of students to read it aloud to the class as a model．
2.Review the different feelings in different situations students have learned．（happy, angry, sleepy, sad, relaxed, tense, etc）
Part 7
This activity provides practice to train students’ writing and speaking skills．
1.Look at the instructions．Let a student to read it aloud to the class．Read the sample answer history project to the class．
学科
English
课型
fresh
年级
9
课题
Review of units of 11-15 3/3
教学媒体
A tape recorder , CAI
教
学
目
标
知识
技能
Practise using I think/believe/feel that…and I agree/disagree with you．
Ask students to give their feelings for each of the five items．As they work, move around the classroom listening and offering help as needed．
3.Ask several pairs of students to say their conversations to the class．Answers will vary．
Get several pairs of students to say their conversations to the class．Answers will vary．
Step 3 Summary
1.Key structures.
2.Present perfect with already and yet．
Ask students to select an animal and write five reasons why it is the most important animal in China．Let them use the words in the box to discuss their opinions in conversations．As they work, walk around the classroom, checking the progress of the pairs and offering language support as needed．
Step 4 Homework
Do the exercise in the book.
Work in pairs.
Work in pairs．Make conversations to talk about their feelings in different situations．For each item, students should think of a reason for their answer．
2.Ask students to complete the task individually．
Point to the sample conversation in the box．Invite a pair of students to read it to the class．
3.Get students to think of things they need to do today．Ask them to say whether or not they have already done each thing．
4.Ask students to write a list of five things to do this month．
5.Ask several pairs to share their discussions with the class．Answers will vary．
Part 8
This activity provides writing and oral practice using the target language．Read the instructions aloud to the class．Point to the sample conversation in the box．Invite a pair of students to read it to the class．
教学重点
1．It makes me…
2．Present perfect with already and yet．
3. I think/believe/feel that…and I agree/disagree with you．
教学难点
Train students’ speaking and writing skills．
It makes me…and Present perfect with already and yet．
过程
方法
1.Train students’ speaking skill．
2. Train students’ writing skill．
情感
态度
Practice makes perfect．
教ion
Step 2 Presentation
Part 6
This activity lets students work in pairs to practice writing and speaking skills．
1.Go through the instructions with the class．