Unit2 Rules and Customs (规则与风俗习惯)
2021中考英语天天读 Unit2 Rules and Customs(1)
Unit2 Rules and Customs （规那么与风俗适应）一、Dear Dr Know,I’m not happy. I have too many rules in my house. I have to get up at six o’clock every morning.I can’t meet my friends after school because I have to do my homework. I can’t watch TV on school nights. And I have to be in bed by ten o’clock. On weekends, I have to clean my room and wash my clothes. Then I have to help my mom make dinner. Later I have to go to the Children’s Palace to learn the piano. I never have any fun. What can I do?二、If I become an athlete, will I be happy?For many young people, becoming a professional athlete might seem like a dream job. If you become a professional athlete, you’ll be able to make a living doing something you love. If you become famous, people all over the world will know you. Many athletes give money to schools and charities, and do a lot of work to help people. This is a great chance that many people do not have.However, professional athletes can also have many problems. If you are famous, people will watch you all the time and follow you everywhere. This can make life difficult.If you play sports for a living, your job will sometimes be very dangerous. Many professional athletes get injured. And if you become rich, you will have a difficult time knowing who your real friends are. In fact, many famous people complain that they are not happy. They say they were happier before they became rich and famous.3、The other day, my friends and I talked about the rules that we have in school. At our school, we have to wear uniforms every day. The problem is that all my classmates think the uniforms are ugly. We think young people should look smart and so we would like to wear our own clothes. Our teachers believe that if we did that, we would concentrate more on our clothes than our studies. We disagree. We would feel more comfortable and that is good for studying. If we can’t do that we should be allowed to design our own uniforms. That would be a good way to keep both teachers and students happy.It’s also probably a good idea for parents to allow teenagers to study in groups during the evening. I know we get noise sometimes, but we learn a lot from each other. We also think that vacations should be longer. At present they’re too short. Longer vacations would give us time to do things like volunteering. Last summer I had an opportunity to volunteer at the local hospital, but I couldn’t because I had to go back to school. It would be a good experience for me because I want to be a doctor when I’m older.4、Helping and LearningAt our school, we sometimes have a special day to help others. Last year we went to an old people’s home and sang songs and performed a play for them. The old people were very happy. We should be allowed to take time to do things like that more often. For example, we should visit primary schools and help teach young students. I want to be a teacher when I’m older so it would be a great experience for me. Other students would like to do other jobs. For example, myfriend Tian Ge wants to write for a newspaper. She should be allowed to volunteer at the newspaper office once a week. On Friday afternoons, many students are sleepy after a long week of classes. Some students should be allowed to have Friday afternoons off to volunteer and help others.五、Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is ver y important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can!In Switzerland, it’s very important to be on time. We’re the land of watches after all! If someone invites you to meet them at 4:00, you have to be there at 4:00. If you’re even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.六、Dear Laura,Thanks for your message. Yes, I’m having a great time on my exchange program in France. It’s even better than I thought it would be. I was a bit nervous before I arrived here, but there was no reason to be. My host family is really nice. They go out of their way to make me feel at home. And you wouldn’t believe how quickly my French has improved! I’m very comfortable speaking French now. Although I still make lots of mistakes, it doesn’t bother me like it used to. My biggest challenge is learning how to behave at the dinner table. Asyou can imagine, things are really different from the way they are at home. For example, you’re not supposed to put your bread on your plate. You’re supposed to put it on the table! I thought that was pretty strange at first, but now I’m used to it. You’re not supposed to eat anything with your hands except bread, not even fruit! ( You have to cut it up and eat it with a fork..) Another thing is that it is very rude to say you’re full. If you don’t want any more food, you should just say, “It was delicious.” Also, it’s rude to put your hands in your lap. You should always keep your hands, but not your elbows on the table. I have to say, I find it difficult to remember everything, but I’m gradually getting used to things, and don’t find them so strange any more. I’ll write soon and tell you more about life in France. Hope you’re having a good school year.。
中考英语话题复习五 Rules and customs(规则与风俗习惯) 教案
话题复习Rules and customs1. Knowledge objective:To learn new words and phrasesTo talk about rules and customs with can, have to, must, should be allowed to, be supposed/expected to, it is+adj. to do2. Ability objectiveTo improve listening and reading skills3. Moral objective:To develop the habit of following the rulesII. Teaching important and difficult pointsTo talk about rules and customs with can, have to, must, should be allowed to, be supposed/expected to, it is+adj. to doIII. Teaching methods and studying waysTask-based teaching method，group workIV. Teaching proceduresStep 1 Warm up and lead-in1.Free talk：Talk about rules in our life2.Show pictures , ask students to talk about the rules with different sentence patternsStep 2 School rules1.Do a survey about Lin Yue’s school rules and ask students to give a report.2.Listen and fill in the chart, check the answer.3.Review structures Imperative Sentences(祈使句) and Modal Verbs(情态动词).4.ExerciseStep 3 Family rules1.Talk about Lin Yue’s Family rules according to the pictures2.Review structure should be allowed to and make sentencesStep 4 Rules of greeting people1.Talk about rules of greeting people according to the picture, use sentence pattern can, be allowed to, be supposed/expected to3.Review structure be supposed / expected to do and make sentencesStep 5 Table manners1.Read the passage and fill in the chart ,then ask student to check the answer2.Retell the passage according to the chartpare the table manners in China with those in France.4.Talk about more table manners in China5.Review structure it's+adj.(for sb)+to do, and make sentencesStep 6 Public rules1.Read the passage about Rules for visiting Taj Mahal, and answer the questions2.Check the answerStep 7 Discussion1.Discuss in groups about rules in our lives, and make a list of things youcan/can't do2.Share in classStep 7 Writing1.作为一名交换生，Bob将在下个月到中国和你一起学习和生活，请以书信形式简要向他介绍你的校规、家规和中国的风俗习惯。
外研社八年级英语Module 12 Manners and customs Unit 2(ppt)
3. make noise 嘈闹 1) 他总是在班上嘈闹． makes much noise He always_________________in class. 2) People make a lot of noise in the street. =It’s very _______ noisy in the street. 4. for example 例如 Many kinds of animals are in danger, for example, tiger.
1.第一次见面时, 人们通常要握手. for the first time When people meet _______________, they usually ___________. shake hands
2.其他人都很安静时, 你说话一定不要大声. When the others are quiet, you ____________________. mustn’t speak loudly 3.请把花扔在你的身后. Please throw _____ the flowers _____ over your shoulder. 4.你一定要准时到达教堂. must arrive at You _______________the church ________. on time 5.在飞机上,我们不许使用手机. We can’t use mobile ____________ phones on the plane.
1.have 举行, 开 have a party have a tea party have a birthday party have a meeting have a sports meeting have a wedding
八年级英语上册 Unit2 culture and customs Lesson 3
Lesson 3 progress checkTeaching Material对本单元所学内容进行复习和巩固，涉及语法词汇，听说写。
Teaching Aims认知目标：可以对中国的传统文化习俗进行介绍。
能力目标：能够把学会的东西转化为试卷上体现出来的，比如填空，选择……情感目标：生活中可以讨论中西方文的不同，并把中国的传统文化介绍出去。
Teaching Focus and Difficulties重点：了解对不起，谢谢这类话的回答方式。
能够介绍一些传统的节日。
句型难点：Language point。
Teaching strategy带领同学完成书上的习题，并把涉及到的知识点重新提出，进行强化。
之前小的零碎的知识点并指出并举例学会应用。
对中国的传统节日进行了解。
Teaching preparations●Review the outline●Prepare the teaching tools(听力材料，相关习题)● Prepare the training aid(PPT)Teaching process课堂导入通过一个单元的学习，相信同学们对西方的文化习俗有了更深层次的认识，英语技能也相对有了提升。
现在检验自己的机会来了，希望同学们通过这节复习课的学习，能够学会应用。
课堂讲授与练习，活动Listening and speaking。
①给学生一定的浏览时间，看PPT上的问题,想一下什么时候用所给的提示作答.②播放听力，完成练习部分。
②合上书，听一遍对话，复述对话的大概内容，然后翻开书本，完成填空。
Reading。
1. 阅读前的准备活动：Ask the students to go through the passage first.(1).Show the questions on (PPT):Look at the title of the following passage and predict the problems.（意在：为话题的导入做好铺垫。
译林版高中英语选必四Unit2 Grammar and usage 教案
《英语》（选择性必修·第四册）Unit 2 Understanding each otherGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1.employ proper relative pronouns or adverbs to form relative clauses;e relative clauses to give examples of taboos；3.understand and respect cultural differences.II. Key competence focus1. Choose proper relative pronouns or adverbs for relative clauses.2. Make sentences with relative clauses.III. Predicted area of difficulty1. Keep all the rules of relative clauses in mind.2. Describe taboos with relative clauses correctly.IV. Teaching proceduresStep 1 Lead-inT asks students to tell the differences between American English and British English in pronunciation, vocabulary or spelling. If necessary, students are required to give more examples. T: As we all know, there are some differences between American English and British English. Could you pronounce “跳舞”,translate “足球”and spell “颜色”in American and British ways. S: Yes. In American English, we pronounce“跳舞” [dæns] while in British English, it is [dɑːns]. In the USA, we say soccer while in Britain, we say football. In American English, we spell “color”while in British English, it is “colour”.Y: Could you give more examples?S: Certainly. [pæs] and [pɑːs] (pass), baggage and luggage, behavior and behaviour, etc.T: Exactly. We have learnt some differences between American English and British English in pronunciation, vocabulary and spelling. In fact, there is a gap between the UK and the USA in communication styles. What is it? Let’s read a personal account by a Chinese student who studied in the UK and the USA.【设计意图：举例说明英式英语和美式英语在发音、词汇、拼写方面的不同，引出话题——英美两国在交流方式上也存在差异，为下一步的阅读做铺垫。
Unit2跨文化交际
Unit2跨文化交际commucation across cultureUnit 2Culture and CommunicationWhat is culture?“文化”是一个广泛的概念，它的内涵很丰富。
在英语中,“culture”一词是一个难以解释的词，它最早来源于古法语cultura, 拉丁语colere和德语“kultur”，原指土地的开垦及植物的栽培；后来随着人类生存空间和生存方式的改变逐渐扩延，转而意指人的身体、精神，特别是指艺术和道德能力和天赋的培养；进而泛指人类社会在征服自然和自我发展中创造的物质财富和精神财富，包括饮食、器具、舟车、房屋、社会组织、政治制度、风俗习惯、语言、学术思想等。
More than 500 definitions up to the present(Refer to p. 40 for some of the well-known ones)First definition: E. B. Tylor (1871) in Primitive Culture: “that complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a mem ber of a society.”文化是一种复合的整体，它包括知识、信仰、艺术、道德、法律、习俗以及人们作为社会成员而获得的能力与习惯Broadly speaking, it means the total way of life of a people, including the patterns of belief, customs, objects, institutions, techniques, andlanguage.In a narrow sense, it refers to local or specific practice, beliefs or customs, and language. Define culture from different perspectives From Intellectual PerspectiveFrom Anthropologic PerspectiveFrom Social PerspectiveFrom Psychological PerspectiveFrom Intercultural Communication PerspectiveFrom Intellectual PerspectiveAccording to the Concise Oxford Dictionary, culture is “the arts and other manifestations of human intellectual achievement regarded collectively".It refers to intellectual perspective, such as music, art, exhibition, dance, etc. When you talk about Picasso, Beethoven, etc., you are talking about culture.From Anthropologic PerspectiveCulture is "the customs, civilizations, and achievements of a particular time or people." This is an anthropologist's definition.From Social PerspectiveCulture is what a society does and thinks.Culture covers everything of a society.From Psychological PerspectiveCulture is the collective programming of the mind which distinguishes the members of one category of people from another.From Intercultural Communication PerspectiveCulture is a learned set of shared interpretations about beliefs, values, and norms, which affect the behavior of a relatively large group of people.Culture Is LearnedWe learn culture from __parents__, ____teachers____ friends ___,_other familycommucation across culturemembers_____,_ and even strangers who are part of the culture_.Culture Is a Set of Shared InterpretationsAll communications take place by means of symbolsCulture Involves Beliefs, Values, and Normsa. BeliefsBeliefs refer to the basic understanding of a group of people about what the world is like or what is true or false.b. ValuesValues involve what a culture regarded as good or bad, right or wrong, fair or unfair, just or unjust, beautiful or ugly, clean or dirty, valuable or worthless, appropriate or inappropriate, and kind or cruel.c. NormsNorms refer to rules for appropriate behavior, which provide theexpectations people have of one another and of othersNorms in the army: SalutesNorms in different fields：Culture Affects BehaviorsCulture Involves Large Groups of PeopleThree Things Culture Doesp46-48 (self-study)Culture ranks what is importantCulture furnishes attitudesCulture dictates how to behaveCulture ranks what is importantDifferent cultures have their own value orientation and what is important in one culture may be virtually meaningless to another.Culture ranks what is important. In other words, cultures teach values or priorities.Values underlie attitudes. They also shape beliefs.Within a culture, values may be of greater or lesser importance.Culture furnishes attitudesAn attitude is learned, and it is a tendency to respond the same way to the same object or situation or idea.Attitudes can change, although change can be difficult. Attitudes are based on beliefs as well as values.Beliefs are convictions or certainties based on subjective and often personal ideas rather than on proof or facts. Belief systems or religions are powerful sources of values and attitudes in cultures.Culture dictates how to behaveBehavior comes directly from the attitudes about how significant something is --- how it is valued.Attitudes vary according to how important something is reckoned to be (value).Values drive actions.1.3 Classification of Culturecommucation across cultureOne of the most popular classification of culture:high culture: philosophy, literature, fine arts, music, religion etc.popular culture: customs and habits, rites and rituals, ways of living (housing, dressing, eating and drinking) and all interpersonal behavior.deep culture: the conception of beauty, definition of sin, notions of modesty, ordering of time, etc.Cultural iceberg: p. 44-50Conscious or subconscious?Deep culture―the out-of-awareness part of a cultureNine-tenth of an iceberg / culture is out of sight.Those that are above the “water” :what to eat and how to eat it;how to keep healthy;how to raise children;how to participate in ceremonies;how to introduce and greet people;Those that are below the “water” :what is good or bad;what is right or wrong;what is beautiful or ugly;what is clean or dirty;how is an individual related to others;Generally speaking, differences in those things that are usually outside of our consciousawareness, i.e. the so-called “ deep culture”, are more likely to cause problems in intercultural communication. The reason is that this part of culture is internalized in people’s mind and thus is hard to perceived.SummaryCulture is not anything that people in a group are born with, but something they learn either by being taught or by growing up in it.Different cultures have different ways of eating, drinking, dressing, finding shelter, marrying and dealing with death.Our own culture seems natural to us while other cultures may think itfunny, strange or even disgusting. However, this has nothing to do with right or wrong.It follows that there is no “best” culture suitable for all p eople in the world. In comparing cultures, we can hardly say which culture is definitely better than the other, for each culture can be appropriate to certain group of people living in a particular geographic and social environment.A culture should therefore be judged and interpreted in its own context. Without considering the environment in which people of a particular culture live, it would be impossible for us to really understand and appreciate what is significant and meaningful in that culture.Perhaps, if we could examine the manners of different nations with impartiality, we should find no people so rude, nor any so polite.2. Instinctive Behavior andCultural Behaviorcommucation across cultureReading : p. 41Questions:---Do you know Maslow’s theory?---Do human beings realize all these needs at the same time?---Do people all over the world share the same basic needs described by Maslow? ---Do people realize these needs in the same ways?---Is culture conscious or subconscious?2.1 Instinctive behavior―innate and universal2.2 Cultural behavior―learned and transmitted from generation to generation through the use of symbolsPeople in different cultures satisfy these needs in different ways.Examples:Different ways of eating p.43;Difference in treating visitors. p. 38 (Warm Up)Difference in ending the meals. p. 59 (Group Work)Case AnalysisCase 5 p. 60Difference in taking offersCase 7 p.62Difference in the view of giftsCase 8 p.62-63Difference in food for banquet, table mannersAnalysisIn China, it is often not polite to accept a first offer and Heping was being modest, polite and well-behaved and had every intention of accepting the beer at the second or third offer. But he did not know the North American rules which firmly say that you do not pull alcoholicbeverages on anyone. A person may not drink for religious reasons, he may be a reformed alcoholic, or he may be allergic.Whatever the reason, you do not insist on offering alcohol. So the Americans didn’t make a second offer of beer to Heping, who probably thought North Americans not hospitable. However, there are always individual differences between people from even the same culture. Probably the young Chinese nurse had known something about the American culture and was just trying to behave like an American when she was in an American family.Case 7 p.62What do you think of Keiko insisting on giving valuable gifts to her college friends?How would you feel if Keiko presented you with a gift for your help?AnalysisKeiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gift, and don’t have one to offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn’t offer a gift in return may be considered rude or impolite.Therefore, in Japan, gifts are a symbolic way to show appreciation, respect, gratitude and further relationship.commucation across cultureKeiko obviously has taken those used items from Mary, Ed and Marion as gifts, for sheprobably doesn’t know that Americans frequently do nate their used household items to church or to the community.Mary, Ed and Marion would never consider those used household items given to Keiko as gifts. No wonder they felt very uncomfortable when they received valuable gifts in return. Case 8 p.62-63Why did the girl consider the menu created by her mother a strange one?What cultural differences can you find in this case?AnalysisWhen the Chinese girl fell in love with an American boy at that time, it seems that shepreferred to celebrate Christmas in the American way, for she wanted very much to appear the same as other American girls. She did not like to see her boyfriend disappointed at the “shabby” Chinese Christmas. That’s why she cried when she found out her parents had invited the minister’s family over for the Christmas Eve dinner. She thought the menu for the Christmas meal created by her mother a strange one because there were no roast turkey and sweet potatoes but only Chinese food.How could she notice then the foods chosen by her mother were allher favorites?From this case, we can find a lot of differences between the Chinese and Western cultures in what is appropriate food for a banquet, what are good table manners, and how one should behave to be hospitable. However, one should never feel shame just because one’s culture is different from others’. As Amy’s mother told her, you must be proud to be different, and your only shame is to have shame.3.1 Definition of Communication---A behavior-affecting process in which one person (a source) intentionally encodes andtransmits a message through a channel to an intended audience (receivers) in order to induce a particular attitude or behavior.---Transmission and reception of meaning through the manipulation of symbols, language and context.---A process involving the exchange of messages and the creation of meaning.(p.58)It involves a sender who encodes a message and a receiver who decodes the message.3.3 Types of Communication(1)Interpersonal Communication (Dyad)Intrapersonal Communication (Within)Mass CommunicationGroup CommunicationPublic CommunicationBusiness CommunicationIntracultural CommunicationShared communication between members of the same cultural group /communication between people from the same culturecommucation across cultureIntercultural Communicationcommunication between people from different culturesIntercultural Communication…Requires an understand ing of …Own cultureCultures of other groupsParent/Dominant culture (e.g. based on race or ethnicity)Co-cultures (e.g. based on gender, religion, age)Intercultural Communication…Requires an understanding of …..Knowledge systemBeliefsValuesCustomsBehaviorsIntercultural / Cross-cultural CommunicationAlthough the term cross-cultural is often used as a synonym for intercultural, it traditionally implies a comparison of some phenomena across cultures.For example, if we examine communication between two Chinese or between two Americans, we are looking at intra-cultural communication.If we observe communication between a Chinese and an American, in contrast, we are looking at intercultural communication.If we compare the speech act of apology in the Chinese culture and in the American culture, for example, we are making a cross-cultural comparison.If we look at how an American or a Chinese is making an apology when communicating with each other, in contrast, we are looking at intercultural communication.Cross-Cultural CommunicationInvolves highlighting similarities and differences across cultural groups to promotecommunicationInternational CommunicationInteractions among people from different nations. Certainly, communication among people from different countries is likely to be intercultural communication, but that is not always true.3.3 Types of Communication(2)human communication (人类交际）animal communication (动物交际）human-animal communication （人类与动物的交际）human-machine communication（人机交际）machine-to-machine communication（机器交际）3.4 Media of CommunicationFace-to-FaceTelephoneBroadcast MediaVerbalNon-verbalcommucation across cultureWhich other media of communication can you identify?3.6 The Communication ProcessMatching Task p.57One more example:1. A: Can you tell me the time?B: Well, the milkman has come.(No, I don’t know the exact time, but I can tell you that the milkman has come so that you may be able to tell what the approximate time it is now.)Case 6 p.61 ( assignment)Case AnalysisCase 6 p.61Why did the Chinese mother-in-law decide to leave the very afternoon?What was wrong with Litz asking her husband how long his mother was going to stay just two days after her mother-in-law’s arrival?AnalysisWhen a speaker says something to a hearer, there are at least three kinds of meanings invol ved: utterance meaning, the speaker’s meaning and the hearer’s meaning.In the dialogue, when Litz asked how long her mother-in-law was going to stay, she meant that if she knew how long she was going to stay in Finland, she would be able to make proper arrangements for her, such as taking her out to do some sightseeing. However, hermother-in-law took Litz’s question to mean “ Litz does not want me to stay for long”. From the Chinese point of view, it seems inappropriate for Litz to ask such a question just two days after her mother-in-law’s arrival. If she has to ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.Another CaseSituation:A Chinese student had just arrived at the States. One day, when he was reading in his room, he heard someone shouting outside: “ Watch out!” So he went to the window and stretched out his head and tried to find out what’s going on outside. Just then, his head was right poured by the water from abo ve…Question:What are the three meanings of “ Watch out” in communication?Key to the question:1. Utterance meaning: Be careful!2. Speaker’s meaning: Don’t pull out !3. Hearer’s meaning:Something is happening! Look out!3.9 Characteristics of Communication p.68-73DynamicSymbolicInteractiveInterpretiveContextualcommucation across cultureCommunication is a dynamic processCommunication is an ongoing, ever changing activity. It is not fixed.“You can’t stand in the same stream twice.”When people communicate, they are constantly affected by each other’s messages and as a consequence, people undergo continual change.Each time one is influenced, one changes in some way and people never stay frozen when in communication.Once a word or an action is employed, it cannot be retracted.Communication is symbolicCommunication involves the use of symbols.A symbol is a word, action, or object that strands for or presents a unit of meanings. Meaning, in turn, is a perception, thought, or feeling that a person experiences and might want to communicate to others.People’s behaviors are frequently interpreted symbolically, as an external representation of feelings, emotions, and internal states.Communication is interactive/transactionalCommunication must take place between people.When two or more people communicate, their unique backgrounds and experiences serve as a backdrop for the communication interaction.Communicators are simultaneously sending and receiving messages at every instant that they are involved in conversations.There are no such entities as pure senders or pure receivers.Communication is systemic/contextualCommunication does not occur in isolation or in a vacuum, but ratheris part of a larger system.Setting and environment help determine the words and actions you generate and the meanings you give the symbols produced by other people.Dress, language, topic selection, and the like are all adapted to context.People do not act the same way in every environment.Communication is contextual/systemicAll communication takes place within a setting or situation called a context.By context, we mean the place where people meet, the social purpose for being together, and the nature of the relationship.Thus, the context includes the physical, social, and interpersonal settings within which messages are exchanged.The physical context includes the actual location of the interactants: indoors or outdoors, crowded or quiet, public or private, close together or far apart, warm or cold, bright or dark. The social context refers to the widely shared expectations people have about the kinds of interactions that normally should occur given different kinds of social events.The interpersonal context refers to the expectations about the behaviors of others as a result of differences in the relationships between them. (examples---p69-70)commucation across cultureCommunication is interpretiveWhenever people communicate, they must interpret the symbolic behaviors of others and assign significance to some of those behaviors in order to create a meaningful account of the other’s actions.There is no direct mind-to-mind contact between people, you cannot access the thoughts and feelings of other human beings but can only infer what they are experiencing.Communication is complexAlthough all cultures use symbols to share their realities, the specific realities and the symbols employed are often quite different.People are both alike and different.Cultural, as well as individual, differences keep people apart.Members of different cultures look differently at the world around them.A successful intercultural communicator appreciates similarities and accepts differences.4. Elements of Communication p.50-56ContextParticipantsMessagesChannelsNoiseFeedbackphysical settingthe formality of the conference roomthe seating arrangementslightingthe time of daythe distance between communicatorshistorical contextprevious communication eventspsychological contextthe manner of perceiving themselves and otherscultural contextcommunication normsplay the roles of senders and receivers:senders form messagesC encoders;receivers process the messages and react to them―decoders variables affecting participants:---relationships: familiar or unfamiliar---gender: males or females---culture: from the same culture or from different cultures meaningscommucation across culturethe meanings may not be transferred successfullysymbolswords chosenfacial expressions, gesturestone of voiceencoding and decodingmessage encoded may not be decoded as intendedculture and nonverbal factors---sound, sight, smell, taste, touch---the nature of the channel selected affects the way a message will be processed---the impact of a message changes as the channel used to transmit it changes---the more channels used, the more successful the communication will be---any stimulus that interferes with the sharing of meaningexternal noisestimuli in the surrounding that distract attentioninternal noiseinterfering thoughts and feelings inside a communicatorsemantic noiseinappropriate choice of words---noise can function as a communication barrierverbal responsenonverbal responseserves useful functions for both senders and receivers: it provides senders with the opportunity to measure how they are coming across, and it provides receivers with the opportunity to exert some influence over the communication process.C-- cultural variables that undermine the communication of intended meaningExamples of Semantic Noise一次性用品：A Time Sex Thing一次性筷子：One Sex Chopsticks平时禁止入内：No entry on peace time小心溺水：Careful Drowning童子鸡：Chicken without sexual life麻婆豆腐：Bean curd made by a pockmarked woman贵阳：Expensive Sun干果区：Fuck the fruit areaAssignments1. Find a misleading sign in Meizhou and point out what’s wrong and give a correct one.2. Further Reading I : Understanding Culture p.64-67。
CustomsandManners风俗习惯与礼节-2
Customs and MannersDo as the Romans do.Try to follow the custom and you’ll get used to it.Making yourself clear is a polite thing to do.It’s always a bit difficult to get things started.Once you get started you’ll find it much easier to do.The safe way to do things is to watch what people do and do the same.You just have be westernized, but you’ve got to learn to enjoy our things while you’re here.You’ll appreciate our views more when you get to know us better.You’ve got to make friends if you want to get better acquainted with things here.Living in a strange land is always hard at the beginning, but you’ll get over it.You don’t have to go with it, but what you need to do is to understand it.That’s what makes us AmericansBy our custom it’s not acceptable.I think you’ll have to change your habit a little bit.Stick to it ,no matter what people say.You’ll overcome the culture shock in no time.It’ll help you broaden your viewpoints that you live with people from different backgrounds.This is what a lot people thought of us Americans when they first come here.I found people here seem always on the run.People have always mistakenly thought we Chinese people lack a sense of time and are slow in response to the outside world. But it’s just not true any more.Although they’ve tried in every way to make friends with me, it still doesn’t work. I think part of the problem is the language, and part of it the cultural differences.It’ll help us to understand the problem better.We seldom eat our vegetables raw back home.Is that a Chinese custom?I found your eating habits a bit strange. For example, it amazed me when I first saw you drink milk cold.We still try to keep Chinese customs.We Chinese are friendly, generally speaking.It’s too much Americanized, I’m afraid.We eat a lot of fast food nowadays.You don’t have to be very formal when you come to me place.You really don’t have to bring gifts every time you got to a friend’s house.The western people do not ask about the ages and salaries of others.Ages, salaries and so on are privacy.If you ask an American about his religion or marriage, usually won’t get an answer.Keep in mind you should be in time when you’re invited to dinner.You may go with a gift or not.Remember to make an appointment any time you want to call on somebody.Don’t try to shake hand with a woman unless she puts out her hand first.You can talk about weather to anybody at any time.Weather is a good topic to begin a conversation.Americans consider it more friendly to invite a person to one’s home than to take him to a restaurant.You should arrive at the time you were invited for, or within five or ten minutes after that time.If you are unable to thank the hostess before you leave, it’s a good idea to write her a note of thanks or telephone her the next day.If you’re going to be an overnight or weekend guest, it is customary to bring the hostess a small present.Men usually open doors for women, and women generally walk ahead of men into a room or restaurant.Usually, if a man asks a woman out to dinner, he will pay for the dinner.Although there is much informality in the United States, it is important not to create a false impression regarding your feelings for another person. 风俗习惯与礼节⼊乡随俗。
人教版新目标初中英语八年级上册Unit2知识点汇总
人教版〔新目标〕初中英语八年级上册Unit2知识点汇总housework 'haʊswɜːkn.家务劳动hardly 'hɑːdliadv.几乎不；简直不；刚刚ever 'evə(r)adv.曾经；在任何时候once wʌnsadv.一次；曾经twice twaɪsadv.两倍；两次Internet 'ɪntənetn.因特网program 'prəʊɡræmn.节目；程序；课程；节目单full fʊladj.满的；充满的；完全的swing swɪŋn.摇摆；秋千v.摇摆；旋转maybe 'meɪbiadv.或许；也许；可能swing dance摇摆舞least liːstadj.最小的；最少的at least至少hardly ever很少；几乎从不；难得junk n.垃圾；废旧杂物coffee 'kɒfin.咖啡；咖啡色health helθn.健康；人的身体或精神状态result rɪ'zʌlt.结果；后果percent pə'sentadj.百分之...的online ˌɒn'laɪnadj.在线的adv.在线地television 'telɪvɪʒnn.电视机；电视节目although ɔːl'ðəʊconj.虽然；尽管；然而；可是through θruːprep.穿过；凭借；一直到body 'bɒdin.身体mind maɪnd.头脑；想法；意见；心思such sʌtʃadj.这样的；如此的together tə'ɡeðə(r)adv.共同；一起die daɪv.死；枯竭；消逝writer 'raɪtə(r)n.dentist 'dentɪstn.牙科医生magazine 'mæɡəziːnn.杂志however haʊ'evə(r)adv.然而；无论如何；不管多么than ðənconj.比almost 'ɔːlməʊstadv.几乎；差不多none nʌnpron.没有人；没有任何东西，毫无less lesadj.更少的；较少的point pɔɪntn.看法；要点；重点；小数点；目标；分数such as例如；诸如junk food n.垃圾食品；无营养食品more than超过；多于；不仅仅；非常less than不到；少于Claire克莱尔Sue 苏American Teenager （美国青年少）02Unit2知识梳理（重点短语）1.Clean-Up Day 清洁日2. an old people’s home 养老院3. help out with sth. 援助解决困难4. used to 过去常常......5. care for 关怀;照顾6. the look of joy 愉快的表情7. at the age of 在......岁时8.clean up 清扫(或去除)干净9. cheer up (使)变得更愉快;振奋10. give out 分发;散发11. come up with 想出；提出12. make a plan 制订方案13. make some notices 做些公告牌14. try out 试用;试行15. work for 为…工作；为…. 效力16. put up 建筑;举起;张贴17. hand out 分发;散发;发给18. call up 打 ;召集19. put off 推迟;延迟20. for example 比方；例如21. raise money 筹钱;募捐22. take after 与......相像;像23. give away 赠送;捐赠24. fix up 修理;修补;解决25. be similar to 与……相似26. set up 建立;设立27. disabled people 残疾人28. make a difference 影响;有作用29. be able to 能够30. after-school reading program 课外阅读工程（重点句型）1. The boy could give out food at the food bank.这个男孩可以在食品救济站分发食物。
中考英语话题复习课件2--Rules and Customs
主题句
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列
扩
连
查
抄
结束语
满分档（20分）： 字数100---120之间，书写规范， 涵盖所有要点，结构规范，条理清楚， 逻辑严密，词汇丰富，没有语法错误。
不同的家庭有不同的家规。请你以“My Family Rules”为 题，写一篇100词左右的英文文章。内容包括：有什么 家规，违规的后果，你的观点等。文中不得出现真实的 姓名或校名。参考词汇：play computer games, do housework, do the dishes, do homework
审
Read carefully and make sure what we Rules
Make an outline to make sure what you want to say!
School Rules Consequences My opinions
School Rules Don’t 1. ___________________ for class. We aren’t supposed to arrive late ____ We aren’t allowed to We are supposed to 2. ___________________ clean the classroom. We have to We are supposed to do sports after school. 3. ___________________ We are allowed to We can
★ “don’t, have to, be (not) supposed to do, be allowed to, or can (not)”, it’s polite/rude to do… ★ 1. What will happen if we break the rules?
话题五Rulesandcustoms(规则与风俗习惯)(52张PPT)
4．too...to... 【典例在线】 Heistooyoungtotakecareofhimself./Heisnotoldenoughtotakecareofhimself./Heissoyou ngthathecan'ttakecareofhimself.他太年轻以至于不能照顾他自己。 【拓展精析】 too...to...意为“太……而不能……”，表示否定意义。too为副词，后接形容词 或副词的原级，to后接动词原形。 在too...to...结构中，不定式可带 forsb.以说明动作的执行者是谁。若不定式的宾 语与句中主语是同一个人或物时，不定式的宾语应省去(反身代词除外)。 too...to...结构中不定式的动词为不及物动词时，应在动词后加上适当的介词。 too...to...可以转化为so...that...和not...enoughto...句式，但要注意not...enoughto...中 的形容词和too...to...中的形容词意义相反。
on 1．(be)________________ time 准时 listen to music听音乐 2．________________ 3．________________________ late for class上课迟到 be go 4．________________ out 外出 5．________ the________ dishes 洗餐具 do 6．________( make one's)________ bed 铺床 7．be________( strict withsb.)(对某人)严格要求 8．________ rules 遵守规则 follow the________ chips 炸土豆片 9．potato________ keep ...to________ 10．________ oneself 保守秘密 11．in________ half 分成两半 12．inthe________ end 最后；最终 angry 13．be________________ with sb.生某人的气
《致用英语(第二版)》语法教程1教学课件Unit 2
hypothesis (假设)—hypotheses
basis—bases
oasis (绿洲)—oases synopsis (概要)—synopses
ellipsis (省略号)—ellipses parenthesis (圆括号)—parentheses
4.2.1 流体/烟雾、冰雪等物质 （物质名词）
air
water
oil
soup juice ice snow
tea
coffee
wine smoke vapor steam hydrogen
oxygen nitrogen (氮) exhaust (废气) smog (烟雾)
4.2.2 光、电、热、能等自然现象（抽象名词）
diagnosis—diagnoses
3.12 以a结尾→-e
antenna—antennae formula—formulae
3.13 sheep→sheep (单复数同形)
fish—fish means—means horsepower—horsepower aircraft—aircraft deer—deer headquarters—headquarters series—series salmon—salmon species—species
3.14.3 单复数同形 Japanese—Japanese Swiss—Swiss Chinese—Chinese
3.15 复合名词的复数
3.15.1 复数体现在主体词上
9
3 不规则名词的复数形式
brother-in-law—brother-in-laws editor-in-chief—editor-in-chiefs
Unit Two Culture and Customs
Unit Two Culture and CustomsLesson 1 Visiting a British Family1.custom n. 习惯，风俗customer n. 顾客the Customs n. 海关Everyone should know the customs of foreign countries.People should show their passports at the Customs.There are a lot of customers at the supermarket at weekends.municate vi. 交流，交际，交往communicate with sb.=keep in touch with sb. 与。
交往，与。
交际Can you communicate with foreigners in English?We’d better learn how to communicate with people from different places.3.local n. 本地人 a. 当地的，本地的local people 本地人local call 本地电话local time 当地时间locate v. 位于be located (in, on, to…)=lie (in, on, to…)坐落于Shanghai is located in the east of China.4.painting n. 绘画The old painter has painted two hundred Chinese paintings.5.tradition n. 传统，惯例traditional a. 传统的，惯例的traditionally ad.传统地People in western countries have traditional turkeys at Christmas.Traditionally, women in the West are married in long white dresses.6.shake—shook—shaken v. 摇晃，摇动shake hands with…与。
Unit Two Culture and Customs
初中英语学科八年级上册Unit Two Culture and CustomsLesson Two Eating OutTeaching Objectives:To talk about culture and customsTo use the adverbial clause of result with “so…that” in a right wayTo discuss how to pay the billTo be able to take ordersLanguage Focus and Difficult Points:Have sth.for…, May I have your bill? How would you like you…?The adverbial clause of result (so…that)Teaching Aids: textbook, tape, multimediaPeriod One Vocabulary ITeaching Objectives:To read the new words and phrases fluentlyTo use the new words and phrases correctly in a sentenceTo be able to taking orders in English in a right wayLanguage Focus and Difficult Points:The right way to use “starter, speciality, rare”Teaching Aids: textbook, tape, multimediaTeaching Procedures:I. Tuning In ( Daily Talk )1. Ask and Answer1) How many parts does a menu for a Western restaurant have ?2) What are they ?2. Picture talking.Look at the pictures and try to tell.II. V ocabulary1.Read the new words and phrases after the tape recording.2.Try to read the words and phrases together.3.Some explanation of the new words and phrases:1)Dishes can be divided into: starters n.（开胃菜）start v. set off＝set out (出发)begin (开始)start to do sth. ＝start doing sth.main courses （主菜）drinks （饮料）desserts （甜食）2) speciality n. 特色菜special a.特别的specially＝especially ad. 特别地,尤其，格外e.g. Fish is the restaurant’s specialit y. 鱼是这个餐馆的特色菜。
五年级下册英语第二单元文化常识
五年级下册英语第二单元文化常识全文共3篇示例，供读者参考篇1Cultural Knowledge in Unit 2 of Fifth Grade EnglishIn the second unit of fifth grade English, students are introduced to various aspects of cultural knowledge from around the world. This unit aims to broaden students' understanding of different cultures and traditions, as well as to promote cultural awareness and appreciation. Let's explore some of the key cultural knowledge covered in this unit.1. Traditional Clothing:One important aspect of culture is traditional clothing. In this unit, students learn about different types of traditional clothing worn in different countries. For example, students may learn about the kimono in Japan, the hanbok in Korea, the sari in India, and the kilt in Scotland. By studying traditional clothing, students can gain insight into the history, customs, and values of various cultures.2. Festivals and Celebrations:Another important cultural aspect covered in this unit is festivals and celebrations. Students are introduced to various festivals and celebrations from around the world, such as Chinese New Year, Diwali, Thanksgiving, and Carnival. By learning about these celebrations, students can understand the significance of different traditions and the ways in which cultures come together to celebrate.3. Folktales and Legends:Students also explore folktales and legends from different cultures in this unit. These stories often reflect the values, beliefs, and traditions of a particular culture. By studying folktales and legends, students can gain insight into the rich storytelling traditions of different societies and learn important moral lessons.4. Food and Cuisine:Food is an integral part of culture, and students are encouraged to explore different types of cuisine in this unit. Students may learn about traditional dishes from various countries, such as sushi in Japan, spaghetti in Italy, curry in India, and tacos in Mexico. By studying food and cuisine, students can appreciate the diversity of culinary traditions around the world.5. Music and Dance:Music and dance are important forms of expression in many cultures, and students are introduced to different musical styles and dance traditions in this unit. Students may learn about traditional music instruments, such as the sitar in India, the bagpipes in Scotland, and the taiko drums in Japan. By studying music and dance, students can experience the beauty and creativity of different art forms.Overall, the cultural knowledge covered in the second unit of fifth grade English provides students with a rich and diverse understanding of the world around them. By exploring traditional clothing, festivals, folktales, food, music, and dance from different cultures, students can develop a sense of empathy, respect, and appreciation for the diversity of human experience. This unit not only enhances students' language skills but also fosters a sense of global citizenship and cultural understanding. Through the study of cultural knowledge, students can become more open-minded and accepting individuals who are able to navigate the complexities of our interconnected world.篇2Culture is an integral part of society, shaping the way people think, behave, and interact with one another. In the second unit of the fifth-grade English textbook, students are introduced to various aspects of cultural knowledge from around the world. By learning about different cultures, students gain a broader perspective and develop empathy and understanding for people from diverse backgrounds.One of the key cultural topics covered in this unit is traditional festivals. Festivals are an important part of many cultures, marking special occasions and bringing communities together. Students learn about popular festivals such as Christmas, Diwali, and Chinese New Year, exploring the customs, traditions, and rituals associated with each celebration. By understanding the significance of these festivals, students can appreciate the rich cultural heritage of different countries.Another cultural topic covered in this unit is traditional clothing. Clothing is an important expression of culture, reflecting the history, customs, and values of a society. Students learn about traditional clothing from various countries, such as the kimono from Japan, the saree from India, and the hanbok from Korea. By studying these traditional garments, studentsgain insight into the unique aesthetics and craftsmanship of different cultures.Language is another key element of culture, shaping the way people communicate and express themselves. In this unit, students learn about different languages spoken around the world, such as English, Spanish, French, Chinese, and Arabic. By studying these languages, students not only expand their linguistic skills but also gain an appreciation for the rich diversity of human communication.Food is another important aspect of culture, reflecting the geography, climate, and history of a region. In this unit, students learn about traditional foods from various countries, such as sushi from Japan, pizza from Italy, and curry from India. By exploring these culinary traditions, students can understand the cultural significance of food and its role in bringing people together.Music and dance are also integral parts of culture, expressing emotions, stories, and traditions through sound and movement. In this unit, students are introduced to traditional music and dance from different countries, such as the flamenco from Spain, the Bollywood dance from India, and the taiko drumming from Japan. By diving into these artistic expressions,students can appreciate the beauty and diversity of cultural heritage.Overall, the second unit of the fifth-grade English textbook provides students with a rich tapestry of cultural knowledge from around the world. By studying traditional festivals, clothing, language, food, music, and dance, students can broaden their horizons, cultivate empathy and understanding, and develop a deep appreciation for the diversity of human culture. Through the exploration of different cultures, students can become global citizens who respect and value the richness and complexity of our world.篇3Cultural Knowledge in Unit 2 of the Fifth Grade English BookIn the second unit of the fifth grade English book, students are introduced to various aspects of cultural knowledge from around the world. This unit aims to broaden students' understanding of different cultures and traditions through engaging activities and reading materials. Here, we will explore some of the key cultural knowledge covered in this unit.One of the central themes in Unit 2 is holidays and celebrations from different countries. Students learn aboutimportant festivals such as Chinese New Year, Diwali, Thanksgiving, and Christmas. They also become familiar with the customs and traditions associated with these festivals, such as lighting lanterns during Chinese New Year, giving gifts during Christmas, and decorating houses with rangoli patterns during Diwali.Additionally, students are introduced to different types of traditional clothing worn in various countries. For example, they learn about the hanbok in Korea, the sari in India, the kimono in Japan, and the kilt in Scotland. Through this exploration, students gain a deeper appreciation for the diversity of clothing styles and materials used around the world.Food is another important aspect of culture covered in this unit. Students are exposed to traditional dishes from different countries, such as dumplings in China, sushi in Japan, curry in India, and haggis in Scotland. They learn about the ingredients used in these dishes, as well as the cooking methods and cultural significance of each food item.In addition to holidays, clothing, and food, students also learn about various cultural symbols and landmarks from around the world. They explore the meanings behind symbols such as the Chinese dragon, the Indian elephant, the Scottish thistle, andthe Japanese cherry blossom. They also learn about famous landmarks like the Great Wall of China, the Taj Mahal, Mount Fuji, and Edinburgh Castle.Furthermore, students are introduced to different forms of traditional art and music in Unit 2. They learn about Chinese calligraphy, Indian classical dance, Japanese origami, and Scottish bagpipes. Through these activities, students have the opportunity to create their own artwork and music inspired by these cultural forms.Overall, Unit 2 of the fifth grade English book provides students with a rich and diverse understanding of cultural knowledge from around the world. By exploring holidays, clothing, food, symbols, landmarks, art, and music from different countries, students are able to develop a global perspective and appreciation for the rich tapestry of cultures that make up our world. This unit not only enhances students' English language skills but also fosters a sense of empathy, respect, and curiosity towards different cultures and traditions. By engaging with these cultural topics, students are able to broaden their horizons and become more tolerant and open-minded individuals.。
Unit 2 知识清单
Unit 2 知识清单Name : ________ Words：1.月饼mooncake2.灯笼lantern3.泰国Thailand4.陌生人n. stranger5.奇怪的，陌生的adj. strange6.亲属，亲戚n. relative7.磅n. pound8.香港n. Hong Kong9.澳门n. Macao10.新加坡n. Singapore11.民间的，民俗的adj. folk12.女神n. goddess13.上帝n. god14.无论谁pron. whoever15.偷v. steal-stole-stolen16.撒谎v. lie-lied-lied17.平躺，躺下v. lie-lay-lain18.放置,产卵，下蛋v. lay-laid-laid19.射v. shoot-shot-shot20.甜点n. dessert21.沙漠n. desert22.花园n. garden23.传统n. tradition24.传统的adj. traditional25.欣赏v. admire26.世纪，百年n. century27.吓人的adj. scary28.有鬼魂出没的，闹鬼的adj. haunted29.鬼，鬼魂n. ghost30.蜘蛛n. spider31.花招，把戏n. trick32.款待，招待n. 招待请客v. treat33.南瓜n. pumpkin34.面具n. mask 35.蜡烛n. candle36.日期n. date37.活动n. activity pl. activities38.标志象征n. symbol39.颂歌n. carol40.存在，平躺，处于v. lie-lay-lain41.小说n. novel42.前夕前夜n. eve43.死v. die 死的adj. dead44.死亡n. death45.生意，商业n. business46.惩罚，处罚v. punish47.警告，告诫v. warn48.现在，礼物n. 现在的adj. present49.温暖的adj. warm 温暖n. warmth50.传播，v. 蔓延，传播n. spread -spread-spread51.精神，心灵，灵魂n. spirit52.童年n. childhood53.亲戚n. relatives54.吝啬的adj. 表示的是…意思v. mean55.意义，意思n. meaning56.有意义的，有意思的adj. meaningful57.无意义的，没意思的adj. meaningless58.圣诞节Christmas59.万圣节HalloweenPhrases：1.有点（两种）kind of=a little2.端午节Dragon Boat Festival3.春节Chinese Spring Festival4.泼水节Water Festival5.元宵节Lantern Festival6.中秋节Mid-Autumn Festival7.吃汤圆eat the sweet rice dumplings8.挂灯笼hang the lanterns9.猜灯谜guess the lantern riddles10.在外面吃饭eat out11.喜欢做某事enjoy doing12.每天5顿饭five meals a day13.增加(体重)put on14.至少at least15.全世界all over the world16.划船比赛boat race17.计划去香港旅行(trip)plan a trip to Hong Kong18.摆开，布置lay out19.赏月admire the moon20.分享月饼share mooncakes21.拒绝做某事refuse to do sth.22.中秋节Mid-Autumn Festival23.在中秋节的晚上on the Mid-Autumn night24.吃月饼enjoy the mooncakes25.以…的形式in the shape of26.满月full moon27.传统民间故事traditional folk story28.射下shoot down29.神药，仙丹magic medicine30.变轻become light31.奔月fly up to the moon 32.大声呼喊call out33.做南瓜灯make pumpkin lanterns34.装扮成鬼dress up as ghosts35.带面具wear masks36.开一个特殊的派对have a special party37.在脸上作画paint the faces38.捉弄某人play a trick on sb.39.招待某人某物treat sb to sth.40.把某人像小孩一样对待treat sb like a child41.把某人当作英雄treat sb. as a hero42.使某人做某事make sb. do sth.43.使某人/某物…. make sb./sth. adj.44.北/南美North/South America45.关掉灯turn off (the) lights46.点蜡烛light (the) candles47.动画人物cartoon characters48.带某人四处转转take sb. around49.玩一个名叫：“不给糖就捣乱”的游戏Play a game named “trick or treat”50.愚人节April Fool’s Day51.感恩节Thanksgiving Day52.情人节Valentine’s Day53.提醒某人某事remind sb of sth.54.提醒某人做某事remind sb to do sth.55.警告某人做某事warn sb to do sth.56.只考虑自己only think about himself57.圣诞前夜Christmas Eve58.圣诞老人Santa Claus59.过去之灵the Ghost of Christmas Past60.现在之灵the Ghost of Christmas Present61.未来之灵the Ghost of Christmas Yet to comeSentences:1.我想会有点拥挤吧。
八年级英语上册 Unit2 Culture and Customs Lesson 1
Unit2 Culture and CustomsLesson1 Visiting a British familyTeaching Material中西方国家去别人家做客,收到礼物很高兴的不同表达式.见面的礼节Teaching Aims认知目标：了解国外接受礼物的表达方式以及如何表示感谢能力目标：可以接受并熟知这些礼节,用英语熟练表达情感目标：缩小文化差异,更深入的走进英语的世界.Teaching Focus and Difficulties重点：①Vocabulary and expressions: ①必记词汇③必通句型难点：Language points.Teaching strategy给同学们讲一个关于文化差异闹出的笑话,激发学生的学习兴趣.给出情景剧的例子,让学生自己编排有文化差异笑话的小情景剧,学中玩,玩中学.课下自己找不同文化习俗差异和同学分享,培养自主学习的能力. 为了提高学生的听说能力，培养他们小组合作的团队精神，进行角色扮演练习，培养学生学习英语的兴趣和应用英语实际交流的能力，进而提高学生读、说能力，为下节课的读写奠定夯实的基础。
Teaching preparations●Review the outline●Prepare the teaching tools(笑话,各国风情的,不同礼节图片)● Prepare the training aid(PPT)Teaching process课堂导入相信大家都知道,国外的礼节和中国有很大的不同,如果你去了一个陌生的国家,却不懂得这个国家的文化习俗,你就要闹笑话了.那我就给大家讲一个文化差异造成的笑话吧.“一位外国朋友不知道中国人的“哪里！哪里！”是自谦词。
一次他参加一对年轻华侨的婚礼时，很有礼貌地赞美新娘非常漂亮，一旁的新郎代新娘说了声：“哪里！哪里！”不料，这位朋友却吓了一大跳！想不到笼统地赞美，中国人还不过瘾，还需举例说明，于是便用生硬的中国话说：“头发、眉毛、眼睛、耳朵、鼻子、嘴都漂亮！”结果引起全场哄堂大笑。
八年级英语上册 Unit2 Culture and Customs Lesson 1 Visitin
Unit1 Modern TechnologyLesson3 Household AppliancesTeaching Material见面之后彼此介绍，以及介绍他人给出别人适当的建议，利用since句型到别人家的时间与约定时间的关系Teaching Aims认知目标：见面之后需要彼此介绍能力目标：能够根据事实给出别人合理化的建议情感目标：有礼貌的介绍他人及自己Teaching Focus and Difficulties重点①Vocabulary and expressions:②Master the ways of reading③sentence2. To enable the Ss to introduce sb according to the set situations.难点：Language pointsTeaching strategy首先将上节课留的情景剧的作业让大家表演一下，激发学生的学习兴趣。
通过习题的练习巩固感叹句的使用, 图片的配合牢记操作的几个重要词汇以及互相介绍身边的人培养学生英语在日常生活中的应用. 为了提高学生的听说能力，培养他们小组合作的团队精神，让学生以小组为单位进行合作交流，培养学生学习英语的兴趣和应用英语实际交流的能力，进而提高学生听、说能力，为下节课的学习奠定夯实的基础。
1.使知识问题化教学法，教师把每一个知识点或面巧妙地设计成一个个小问题，让学生在思考问题的同时完成本节课的目标任务，使学生在“练中学，学中练”。
2.温故知新教学法，通过用since的原因状语从句做口语对话，给出别人建议对上节课的内容进行了复习。
通过课堂听说等活动，进行师生互动和和谐学习，已达到本课时的教学目标。
Teaching preparations●Review the outline●Prepare the teaching tools(听力材料)● Prepare the training aid(PPT)Teaching process课堂导入还记得上节课我们留的作业吗？把自己知道的其他与中国不同的文化习俗和大家分享一下。
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Unit2 Rules and Customs （规则与风俗习惯）1、Dear Dr Know,I’m not happy. I have too many rules in my house. I have to get up at six o’clock every morning. I can’t meet my friends after school because I have to do my homework. I can’t watch TV on school nights. An d I have to be in bed by ten o’clock. On weekends, I have to clean my room and wash my clothes. Then I have to help my mom make dinner. Later I have to go to the Children’s Palace to learn the piano. I never have any fun. What can I do?2、If I become an athlete, will I be happy?For many young people, becoming a professional athlete might seem like a dream job. If you become a professional athlete, you’ll be able to make a living doing something you love. If you become famous, people all over the world will know you. Many athletes give money to schools and charities, and do a lot of work to help people. This is a great chance that many people do not have.However, professional athletes can also have many problems. If you are famous, people will watch you all the time and follow you everywhere. This can make life difficult.If you play sports for a living, your job will sometimes be very dangerous. Many professional athletes get injured. And if you become rich, you will have a difficult time knowing who your real friends are. In fact, many famous people complain that they are not happy. They say they were happier before they became rich and famous.3、The other day, my friends and I talked about the rules that we have in school. At our school, we have to wear uniforms every day. The problem is that all my classmates think the uniforms are ugly. We think young people should look smart and so we would like to wear our own clothes. Our teachers believe that if we did that, we would concentrate more on our clothes than our studies. We disagree. We would feel more comfortable and that is good for studying. If we can’t do that we should be allowed to design our own uniforms. That would be a good way to keep both teachers and students happy.It’s also probably a good idea for parents to allow teenagers to study in groups during the evening. I know we get noise sometimes, but we learn a lot from each other. We also think that vacations should be longer. At present they’re too short. Longer vacations would give us time to do things like volunteering. Last summer I had an opportunity to volunteer at the local hospital, but I couldn’t because I had to go back to sc hool. It would be a good experience for me because Iwant to be a doctor when I’m older.4、Helping and LearningAt our school, we sometimes have a special day to help others. Last year we went to an old people’s home and sang songs and performed a play for them. The old people were very happy. We should be allowed to take time to do things like that more often. For example, we should visit primary schools and help teach young students. I want to be a teacher when I’m older so it would be a great experience for me. Other students would like to do other jobs. For example, my friend Tian Ge wants to write for a newspaper. She should be allowed to volunteer at the newspaper office once a week. On Friday afternoons, many students are sleepy after a long week of classes. Some students should be allowed to have Friday afternoons off to volunteer and help others.5、Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just dr op by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can!In Switzerland, it’s very important to be on time. We’re the land of watches after all! I f someone invites you to meet them at 4:00, you have to be there at 4:00. If you’re even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.6、Dear Laura,Thanks for your message. Yes, I’m having a great time on my exchange program in France. It’s even better than I thought it would be. I was a bit nervous before I arrived here, but there was no reason to be. My host family is really nice. They go out of their way to make me feel at home. And you wouldn’t believe how quickly my French has improved! I’m very comfortable speaking French now. Although I still make lots of mistakes, it doesn’t bother me like it used to. My biggest challenge is learning how to behave at the dinner table. As you can imagine, things are really different from the way they are at home. For example, you’re not supposed to put your bread on your plate. You’re supposed to put it on the table! I thought that was pretty strange at first, but now I’m used to it. You’re not supposed to eat anything with your hands except bread, not even fruit! ( You have to cut it up and eat it with a fork..) Another thing is that it is ver y rude to say you’refull. If you don’t want any more food, you should just say, “It was delicious.” Also, it’s rude to put your hands in your lap. You should always keep your hands, but not your elbows on the table. I have to say, I find it difficult to r emember everything, but I’m gradually getting used to things, and don’t find them so strange any more. I’ll write soon and tell you more about life in France. Hope you’re having a good school year.。