北师大版教案Unit 12 Culture Shock Lesson 2 Mind your manners

学员英语科目一对一个性化教案授课时间月日教师姓名备课时间月日学员年级八年级课题名称教学阶段第（）周课时总数共（）课时教育顾问教学目标个性化学习问题解决基础强化，查漏补缺教学重点1、2、3、4、教学难点1、2、3、教学过程教师活动学生活动UNIT 12 Culture shockLesson 11.apology的用法一、apologize的用法1. apologize to sb 向某人道歉。

I’ve come to apologize to you. 我来向你道歉。

2. apologize for (doing) sth 因某事而道歉。

如：I must apologize for the delay in replying to your letter. 未能及时给你回信，我得向你道歉。

He apologized for not being able to meet her. 他因为未能去接她而向她道歉。

He apologized to the teacher for coming late. 他因迟到而向老\师道歉。

二、apology的用法1. make an apology to sb 向某人道歉。

如：He made an apology to her. 我向他道歉了。

2. make an apology for sth 因某事而道歉。

如：He made an apology for what he said. 他为他所说的话道了歉如：He made an apology to her for hurting her feelings. 他因为伤害她的感情而向她道歉。

2.get used to doing sth 习惯于做....=be accustomed to doing sthEg: He gradually gets usd to living in the hostile environment there3.majority的用法.1、a/ the majority （of…）（...的）大多数；修饰可数名词；作主语时，谓语用复数；t he majority 作主语时，谓语单复数均可。

【课堂新坐标】（教师用书）2013-2014学年高中英语 Unit 12Cuture Shock教案北师大版必修4【美文阅读】Culture shock stories留学国外，总会遇到这样或那样的问题，阅读下面的文章，看看你是否了解这些文化差异。

XL，please!Before I came to the USA for studying，I had pictured thateverything there was extra large.In my imagination，everyonewas overweight，meals were big, and the size of the clothes waslarge.But those were only my imagination.When I first came to NWS (National Weather Service)，I wasshocked by the size of the school.Is there one single building with only threefloors？Then I stepped into the dormitory.Oh my God！The room was so tiny that I could reach the two ends within three big steps.I didn't have a choice；I could only bear with it.I even teased(嘲笑)myself，“I was wrong about the XXL image of America.”Surprisingly，things worked out very well.Being in a small school helped me to know almost everyone in school and build close relationships with the teachers.The small size of the class gave me the opportunity to express myself in class.In the tiny dormitory，I built my deepest friendship with my roommate.Although my impression was wrong, I was glad that it was wrong.Go to be respectful to the olderWhile we were sitting there in the park，one guy threw away his cigarette butt(烟蒂)in the lake.Obviously，it would pollute this beautiful and shiny lake.The colorful goldfish would die because of it.I asked him, “Hey! What are you doing？Why did you do that？”“What？How old are you？”the guy said.“I think I am younger than you，”I said.“Ha！Then just stay quiet.It's none of your business.I think you are really rude！”“What？Hey，think about the goldfish！Are you happy if I throw a cigarette butt at you？”He reviled(斥责)me and tried to hit me.I couldn't understand why he was angry like a mad dog.My friend persuaded him and me to calm down.I was really angry，so I just left that ter，my friend asked me，“Hey！Why did you do that？”“What？What did I do？”“You shouldn't do that.He is older than you！”“What？He was wrong.I didn't do anything wrong！”“This is in Korea.Even though he was wrong，you shouldn't blame him.”I think that happened because of the culture difference.In America, I can say anything and give advice even if I'm younger than the other person.I am used to this culture I forgot about Korean culture and I could experience the culture difference because of this.It threw me into deep and dark confusion.【诱思导学】1．What did the author think of America，before he went there?________________________________________________________________________________________________________________________________________________2．What is the advantage of the small size of the class?________________________________________________________________________________________________________________________________________________3．Why was the guy angry like a mad dog?________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】 1.He thought that everything was extra large.2．It gives students the opportunity to express themselves in class.3．Because the author is younger than the guy.According to the local culture，the author shouldn't blame him.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给内容的学习，了解下一课时即将出现的词汇，初步了解课文以及相关的背景知识，将对下一节课内容的全面理解起到铺垫作用。

Unit 12Culture ShockWarm up一、教学目标background information about different cultures.二、重点难点To improve students’ listening ability and teach them to take notes effectively.To practice the skills of summarizing key information from a long article.三、教学过程LeadinUse a short video concerned with differences in eastern and western culture to lead in the topic. Then ask students to think about the question: “What aspects in our life can we experi ence culture shock ?” Use some pictures to lead students to think about the differencespart1differencesinwesterncountries1. Show students the structure of the Unit and lead them to pay attention to the background information of lesson I and 4.2. Students look at some pictures and learn the words related to different food, places and sport.3. Students listen to three people talking. Answer the question: “Which country are they from? (America, Australia or Britain)”4. Reading Strategies: read the article; make notes about these topics key wordsGameAsk students to summarize the differences and boys and girls are divided into 2 groups to compete with each otherPart2：DifferencesbetweenChinaandwesterncountries1. Show students the structure of the unit again, this time, students pay att ention to lesson 2 and 3. what’s more, lead students to find out the differe nces between China and western countries from three aspects –table man ners,greeting and expressions.2. Show a video to students. Let them find out the difference in table man nersGame2Boys and girls compete with each other in translating these sayings.1) Kill two birds with one stone.2) Birds of a feather flock together.3) As poor as a church mouse.4) Love me love my dog.5) Every dog has his day.6) Don’t judge a book by its cover..Show students a video about different greeting mannersRole－playandDiscussAsk students to perform and explain the greeting ways in English. Students answer the question “Do you like our traditional culture?” and discuss with their partners how to protect it? Ask some students to share their opinions with us.EnjoyEnjoy some pictures of our traditional culture ApieceofreadingcomprehensioninNEMTaboutcultureHere is some must-know information from a handbook on how people behave in doing business in some countries.In BrazilBrazilians are warm and friendly. They often stand close when talking and it is common for them to touch the person on the shoulder. People often greet each other (particularly women) with light cheek kisses. Schedules tend to be flexible, with business meetings sometimes starting later than planned. But to be safe, be on time. Meals can stretch for hours—there’s no such thing as rushing a meal in Brazil. Lunches also can start in the mid to late afternoon. Brazilians are social, preferring face-to-face communication over mails or phone calls.In SingaporeSingaporeans shake hands when they meet and often also greet each other with a small, polite bow. Business cards should be offered and received with two hands. Arriving late is considered disrespectful. So be on time.Efficiency(效率) is the goal, so meetings and dealings often arefast-paced. Singaporeans are direct in their discussions, even when the subject is about money. Rank is important and authority is respected. This determines both people interact in meetings. For example, people avoid disagreeing outright with someone with a higher rank.In the United Arab EmiratesIn the UAE, status is important, so the most senior or oldest should be greeted first with their titles. The handshake seems to be longer than elsewhere. So, do not pull away the handshake. Women should cover themselves when it comes to dress. Men also tend to be covered from neck to elbows(肘部) and down to the knees. People do not avoid entertaining in their homes, but they also hold business meals at restaurants. Touching or passing food or eating with your left hand is to be avoided. When meetings are one-to-one, if your host offers you coffee, you should refuse. It might seem odd, but it is a cultural tradition. Coffee should only be accepted if it is always set out or presented.In SwitzerlandThe Swiss tend to be formal and address each other by last name. They also are respectful of private lives. You should be careful not to ask about personal topics. Punctuality (守时) is vital, something that comes from a deep respect for others’ time. Arrive at any meeting or event a few minutes early to be safe. They also have clear structure in their companies.Higher-ups make the final decisions, even if others might disagree. Neat, clean dress is expected. The Swiss follow formal table manners. They also keep their hands visible at the table and their elbows off the table. It is polite to finish the food on your plate.46. The passage is mainly about ________.A. communication typesB. the workplace atmosphereC. customs and social mannersD. living conditions and standards47. Why do Singaporeans avoid arguing with their boss?A. They put efficiency in the first place.B. They dislike face-to-face communication.C. They want to finish meetings as quickly as possible.D. They are supposed to obey the person of a higher rank.48. In the UAE, when should you refuse the coffee if it is offered?A. When greeting seniors.B. When meeting the host alone.C. When attending a presentation.D. When dining with business partners.49. In which country do people care about where to put their hands at the dinner table?A. In Brazil.B. In Singapore.C. In the United Arab Emirate.D. In Switzerland.9Homework1. Review the words you learned today.2. Preview lesson 1.。

Period Six Grammar & WritingⅠ.跟动名词或不定式作宾语的动词1．只接动词不定式作宾语的动词及短语英语中有些动词及短语必须接不定式作宾语，这类动词及短语常用的有：afford负担得起；agree同意；attempt尝试，试图；choose选择；desire渴望；determine决心；decide决定；expect期望；hope希望；learn学习；manage设法；offer主动提出；plan计划；pretend 假装；promise许诺；refuse拒绝；wish希望；set out着手；would like想做等。

I can’t afford to waste money on cheap souvenirs.我不能把钱浪费在那些廉价的纪念品上。

I expect to be back as soon as possible.我盼着尽早回来。

At last I managed to carry all those large boxes upstairs.最后我总算把那些大箱子都搬上了楼。

2．只接动名词作宾语的动词及短语英语中有些动词及短语必须接动名词作宾语，这类动词及短语常用的有：admit承认；appreciate感激；avoid避免；consider考虑；delay延迟；deny否认；enjoy喜欢；escape 逃脱；finish完成；imagine想像；mind介意；miss错过；postpone推迟；practise练习；resist抵抗；risk冒险；suggest建议；insist on坚持；stand忍受；keep保持等。

另外，admit to承认；be used to习惯于；be accustomed to习惯于；lead to导致；devote oneself to献身于；object to反对；stick to坚持；look forward to期望，盼望等短语中的to为介词，也接动名词作宾语。

Unit 12Culture ShockPeriod 2Lesson 2Mind Your Manners整体设计教学内容分析This lesson focuses on students' listening and speaking skills.The topic is etiquette（礼仪）in communication.Students will get to know about some knowledge of etiquette in different countries by listening and then they are required to act out some situations in a polite way.三维目标设计Knowledge and skills1．To practise using polite expressions.2．To practise inferring speaker's mood from intonation.3．To practise using phrasal verbs.4．To learn about different styles of communication in different cultures.Process and methods1．Lead in the text by showing students pictures related to the topic.2．During listening，students are required to listen carefully and then judge people's different behaviours in communication.3．By completing the Function File，students will learn how to be polite in different cultures.4．Role play.Set some situations and ask students to work in pairs to act out the situations in a polite way.Emotion，attitude and value1．To know more about foreign cultures and develop students' awareness and ability of intercultural communication.2．To help students know that how to behave politely is a must in international communication.3．To help students hold the right attitudes towards diversity of culture.教学方法1．Communicative language teachingCommunicative language teaching is an approach that emphasizes learning to communicate through interaction in the target language.More activities，such as language exchanges，information gap and pair work，will be designed in order to achieve the goals.2．Task-based language teachingIn the listening practice，help students realize what information they need to hear.In the speaking practice，make students clear what roles they are going to play and learn to use the expressions in the Function File.教学重、难点1．Importance should be placed on understanding the listening materials and getting the information needed.2．To help some students overcome their nervousness when faced with the listening task.教学过程Step 1Lead inShow the pictures and ask students to notice the ways they greet each other.From the pictures we can see that in different cultures，people perform differently when meeting others.Some show a lot of feelings and some don't show their feelings.This is what we should learn and mind in intercultural communication.Use the scale to classify people from these cultures：Italy，Japan，Britain，the United States.Step 2Listen to learnTask 1：Listen to Part 1 of the interview about communication in different pare what the expert says with your answers above.Task 2：Listen to the second part of the interview and judge the typical behaviours in different e √ or × to complete the table below.Answers：1—D2—B3—A4—CStep 3Function FileTask 4：Students are required to listen to the dialogues and complete the Function File.In this section，students will learn how to behave in formal and informal situations.Ask students to pay attention to the expressions used here.Step 4Pronunciation：IntonationIntonation is as important as the expressions we use in daily communication.Task 5：Firstly，ask students to make a list of the expressions in the Function File we use：a）to ask for something politelyExcuse me，could you pass the lemon and salt，please?b）to reply to someone's thanksYou're welcome./It's no trouble.c）to refuse an invitation politelyI'd rather not，thanks.d）to make a request to someone you don't know very wellDo you think I could have a word with you？/Would you mind giving me and my schoolmate a lift to school?e）to thank someone for doing something for youThanks a lot.That's very kind of you.f）to apologise to a friendOh，I've forgotten them! I'm really sorry.Secondly listen and repeat the expressions.Pay attention to the speaker's intonation.Thirdly listen to the dialogues again.This time Christina（the speaker）sounds rude.Why?a）she is too directb）she doesn't say “please” or “thank you”c）she shows no interestd）she interrupts someoneAnswers：Dialogue 1＝b Dialogue 2＝d，b Dialogue 3＝a，b Dialogue 4＝cStep 5Speaking（Act out the situations）Firstly：Show the following situations：1）Ask a stranger to close a window on a train.2）Decide with a friend what to do at the weekend.3）Ask a neighbour to post a parcel for you.4）Ask a friend to return a handkerchief he/she borrowed.5）Decide where to go on holiday with a friend.6）Ask a waiter to give you the menu.Secondly：ask students what we should say and do in such situations? Collect students' opinions.Then give them some help.Speaking strategies：preparation for speaking·Decide how formal or informal the situation is.·Decide which roles you are going to play.·Choose some suitable expressions from the Function File.·Practise saying expressions with polite intonation.Thirdly：Give students 5 minutes to prepare.Give them some help if necessary.Fourthly：Ask some pairs to act out the situations.Step 6Vocabulary：phrasal verbsFirstly，students are asked to complete Ex.9 on Page 39.Secondly，ask them to practise the dialogue.Change the information in italics.Step 7Homework1．Go over the words and expressions learnt in this period.2．Write at least five sentences about what you learn about the topic in this period.教学参考在异国遭遇文化冲突后长年旅居外国的人，在母国文化和异国文化的冲突下做夹心饼干，感觉快乐与否的关键在于能否积极理解、接受异国文化，并与异国文化和平共处。

Unit 12 Culture Shock基础知识默写(学生用书285～288页)[默写(一)]1.tip v.给小费；n.小费2.owe vt.欠(情、债等)3.apology n.道歉，认错→apologize v.道歉，谢罪4.absorb vt.理解，掌握；吸收→absorbed adj.被……吸引住的→absorbing adj.吸引人的5.brief adj.短暂的，简短的→briefly adv.短暂地；简略地6.expectation n.期待的事物，预期→expect vt.预料；期待→expected adj.预期的，预料的7.exchange vt.兑换，交换8.tasty adj.美味的→taste v.品尝；尝起来n.味觉9.foggy adj.多雾的→fog n.雾ughter n.笑；笑声→laugh vi.笑；嘲笑11.majority n.大半，大多数→major adj.主要的vi.主修→minority(反)n.少数；少数民族12.anyhow adv.总之，反正；不管怎样13.curiously adv.好奇地；奇怪地→curious adj.好奇的→curiosity n.好奇心14.reasonable adj.合理的，正当的→reason n.理由v.推论；劝说；理解→reasonably adv.合理地；相当地15.manners n.礼貌16.modest adj.谦虚的；适度的17.indicate vt.表明；表示18.request n.请求19.aspect n.方面20.movement n.动作；活动→move v.移动；感动→movable adj.可移动的→moving adj.令人感动的→moved adj.感动的21.atleast至少22.get/beusedto习惯于23.give...alift让……搭车24.dropsb. off让某人下车25.hangon不挂断(电话)26.stareat盯着看；凝视27.soundlike听起来像28.insiston坚持29.Idon’tknowwhatyourexpectationsareofLondon，but knowingthatyou’venevertravelledoutsideofAsia，IthoughtI’dtellyouabitaboutwhatyoucanexpecttofind.我不知道您对伦敦有什么期望，但是我知道您从来没有到过亚洲以外的地方旅行，所以我应该告诉您一些这里您要知道的情况。

Unit12 Culture ShockLesson 2 Mind Your Manners教案Teaching aims:To practise using polite expressionsTo practise inferring speaker’s mood from tone of voice and intonationTo practise using phrasal verbsTeaching difficulties:To practise inferring speake r’s mood from tone of voice and intonationTeaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT: Different countries have different manners, but people use different ways to show their feelings,( teachers can guide student do the exercise 1.)Have students look at the scale of “degrees of showing emotion” and as a class discuss where they would place people from Italy, Japan, Britain and the USA. Encourage students to give reasons for their opinions and to comment on the stereo-types that these nationalities have in China.ⅡListeningListen to Part 1 of the interview about communication in different cultures. Comparewhat the expert says with your answers from Ex 1.Students listen to part 1of the interview and compare what the expert says with their answers from exercise 1The expert classifies Italians as affective people from Japan and Britain as “neutral” (with the Japanese being more reserved than the British) and Americans as mixed- neutral/affective.Do the exercise 3Give students time to look at the table and the entries for show anger in formal situationsPlay part 2 of the interview for students to complete the table if necessary, play the cassette twice. Do the exercise 5Play the cassette again, pausing after each dialogue, for students to complete the Function File.ⅢPronunciation: IntonationDo the exercise 6Students work in pairs, making a list of the expressions for the functions a-fCheck students’ answers by having them say the expressions politelyStudents listen and repeat the expressionsDo the exercise 7Tell students that the speaker, Christina, sounds rude on the cassette .Read through the four ways( a-d)of being impolite and rudePlay the cassette of the first item and look at the answer (b) with the classContinue playing the cassette for students to match the other reasons for sounding rude with the dialogues.ⅣSpeakingDo the exercise 8,Read the Strategies with the class. Tell students to think of these things before they start the roleplaysEncourage students act out their roleplays in pairs. Asking other students to point out their impolite mannersⅤHomework1. Write a short report to describe Chinese people.Are they open or reserved? Is formal language verydifferent from informal language? (Someinformation may be available on the Internet).2. Finish Ex 9 on Page 39.。

Unit 12Culture ShockPeriod 6Grammar：Verbs Followed by -ing Form or Infinitive& Present Participles整体设计教学内容分析This teaching period mainly deals with the grammar items：Verbs followed by -ing form or infinitive and the usage of Present Participles.Try to discover and conclude the usage of the grammar by analyzing and practicing.三维目标设计Knowledge and skills1．To experience the usages of -ing forms，infinitives and present participles in contexts.2．To get students to know how to identify the differences between -ing forms and infinitives.Process and methods1．To ask students to observe some related sentences.2．To present more sentences and give them some explanations.3．To compare the differences between -ing forms and infinitives.4．To sum up what they have learned in the period.Emotion，attitude and value1．To get students to become interested in grammar learning.2．To develop students' ability to compare and summarize.教学方法Observation—Discovery—Induction，which is effective for grammar learners.教学重、难点The usages and differences between using -ing forms and infinitives.教学过程Step 1PresentationRead the text quickly to underline the sentences which use -ing forms or infinitives.1．I'm just so glad you can_afford_to_visit me and I refuse_to_let you pay for anything while you're here!2．To avoid_getting_confused about the British tipping system，you_need_to_check your bill to see if a tip is included or not.3．I suggest_leaving_10% of the bill for the waiter or waitress.4．I_advise_you_to_get some of those before you come.5．I think we should consider_staying in the English countryside for a few nights as I know you enjoy_hiking.6．I have learnt which ones are tasty and safe to eat so we won't_risk_getting sick!Step 2Observation and explanationFrom the sentences above we can see that some verbs can only be followed by -ing forms and some by infinitives.1．Verb＋infinitive：1）动词＋不定式ask，agree，begin，care，choose，dare，demand，expect，hope，fail，happen，help，hesitate，learn，manage，ought，plan，prepare，pretend，promise，refuse，want，wait，wish The driver failed to see the other car in time.司机没能及时看见另一辆车。

Unit 12 Culture ShockCommunication WorkshopObjectives■To participate in a roleplay requiring polite, formal language.■To write an informal letter.■To revise linking words and expressions.■To listen to and understand a song.Resources usedCassette, Writing Help 3.Possible problemsStudents may find it more difficult to do a roleplay using formal language than using informal language.The Australian slang in the song may distract students when first listening to the song. They need to be reassured that it is not necessary to understand the slang words in order to fill in the gaps.Background‘Waltzing Matilda’ is the most famous and popular song in Australia - an unofficial national anthem. It is about a bush traveller (swagman). Bush travellers travelled the outback, often looking for work shearing sheep. The title of the song ‘Waltzing Matilda’ means travelling without a blanket (Matilda) looking for work. The song illustrates how these travellers were often on the wrong side of the law - a landowner and three policemen come after the traveller for stealing sheep. The song contains Australian slang from the nineteenth century, some of which is still used today, e.g. ‘tucker’ meaning ‘food’ in Australian English.Routes through the material. If you are short of time, set some of the writing exercises for homework.. If you have time, do the Option activity.. If you have two lessons for this unit, the natural break is after the speaking activities.Language Power: pages 86-87.Speaking: A RoleplayBefore you startExercise 1■Read the Strategies with the class. Elicit examples of contractions from the students (e.g. I’m, there’ll) and any more colloquial and slang expressions they know.■Ask students what features distinguish formal from informal language in their language. Are similar features as in English (longer sentences, polite words) found in formal language in their own language?■Students listen to the four dialogues and say which are formal and which are informal, giving reasons.Answers1 informal2 formal3 formal4 informalTapescript1Boy: Hey, have you got the time?Girl: Yeah, sure. Nearly half-past two.Boy: Thanks.2Woman: Excuse me, could you tell me the right time, please?Man: Yes, it’s nearly half-past two.Woman: Thank you.Man: You’re welcome.3Girl: Would you mind opening the window, please?Man: Not at all.Girl: Thank you very much.4Girl: Open the window, will you?Boy: OK.Girl: That’s bett er.Exercise 2■Read the situation with the class and ask students what style they think the student should use at the dinner table (probably formal).■Students read the questions before they listen to the cassette.■Play the cassette twice for students to answer the questions.Answers1 salt2 to be collected from class tomorrow3 because he broke a glass in the bathroom4 go out with a friend and have a door key so he can come back lateTapescriptWoman: Did you have a nice day?Student: Yes, thank you. We played tennis after class. Could you pass the salt, please?Woman: Yes, there you are.Student: Er, can you collect me from class tomorrow? I’ll be outside the school athalf-past one.Woman: Oh, er, well, I suppose so …Student: Oh, I nearly forgot. I’m very sorry, Mrs. Weller, but this morning I broke a glass in the bathroom. I put it in the bin. Really, I’m sorry.Woman: That’s OK, it can’t be helped.Student: I’m going out on Saturday night with a friend I met yesterday. I’ll be back late. But you can give me a key.Woman: Well, I suppose if it’s not very late … Where are you going?Exercise 3■Play the cassette again for students to listen for the two occasions when he sounds rude.Answers1 when he asks to be collected from school2 when he asks for a key because he is going to be out late■Ask students to suggest how he could make both requests more politely.Stage 1■Read the instructions for the roleplay with the class and explain that when they are in pairs one student will be the foreign student and the other student will be the host parent. Then the students will change roles so they all need to prepare both roles.Key WordsDinner table: ketchup, mayonnaise, pepper, salt, vinegarObjects: a cassette, a cup, a glass, a mirror, an ornament, a plate, a radio, a vaseFavours: buy something for you, give you a lift, lend you some money, make a phone call Weekend activities: go to a concert/a disco/a match/a party/the cinema/shopping■Students read through the four things to say at the dinner table and prepare to say them politely.Stage 2■Students act out the situation in their pairs and then change roles and do the roleplay again.Talkback■Each student assesses his/her partner for politeness and reports back to the class.■Students who are rated ‘very polite’ can act out their roleplay again for the class.Writing: An Informal LetterBefore you startExercise 1■Read the six kinds of linking words with the students.■Students then read the letter and put the underlined words into the six categories.Answerswhen/time because/reason so that/purpose First/timealso/addition but/contrast finally/time such as/exampleas/reasonExercise 2■Students read out the three examples of informal linking words at the beginning of sentences.AnswersAnyway So WellStages 1-4■Read the situation with the class. Encourage students to imagine in some detail what their exchange visit to Britain was like and what their exchange partner is like. Students can make notes for the answers to the five questions if they wish.■Students organise their notes into the three suggested paragraphs. Elicit ideas for beginning the letter, perhaps referring back to their own visit to Britain.■Students should refer to Writing Help 3 for advice about the layout of the letter.■Students write the letter, referring to Writing Help 3 for useful vocabulary and linking words.■Students check their letters. If you wish, students can work in pairs, checking both letters and doing peer correction if necessary.Talkback■In groups of four or five, students read each other’s letters and discuss the advice given, practising the language of agreeing and disagreeing politely.ListeningExercise 1■Students work in pairs, matching the definitions (a-g) with the slang words in blue in the song.Answersa) waltzing Matilda b) coolibar tree c) swagman d) billabong e) tucker bag f) jumbuck g) billyExercise 2■Play the song once for students to listen as they follow the gapped text.■Then play it again for students to fill in the gaps.Answers1 under2 sang3 me4 tucker5 drink6 jumped7 on8 policemen 9 jumped 10 ghostOptionExtensionStudents look at the letter to Sonia in Writing (Exercise 1). Tell them that Sonia lives in their country and Suzanne lives in Britain. In pairs, students write Sonia’s reply to Suzanne, answering her questions and giving her advice. Tell students to use linking words, including informal linking words, where appropriate.The pairs then make groups of four and read each other’s letter.。

Unit 12 Culture Shock□cheque n. □toast n. □sheet n. □bark vi.□canteen n. □waiter n. □parcel n. □dinosaur n.□appetite n. □waitress n. □handkerchief n. □a cre n.□detective n. □mushroom n. □mailbox n. □chef n.□well­off adj. □mosquito n. □courtyard n. □fusion n.□headmaster n. □lemon n. □twin adj.&n. □garlic n.□multi­cultural adj. □flashlight n. □dessert n.□apron n.□steak n. □cave n. □whisper vi. □ashtray n.□roast n. □cosy adj. □yummy adj. □cassette n.□tip v．&n. □circus n. □fur n. □comb n.□bacon n. □jeep n. □band n. □scissors n.□slice n. □blanket n. □burgla r n.(2018·全国卷Ⅲ)He turned up at the hospital bearing gifts for the new mother Lindsey and her baby boy.携带[单词拼写·运用]核心单词语境运用1．owe vt.欠(情、债等) 2．brief adj.短暂的，简短的3．exchange vt.兑换，交换4．laughter n．笑；笑声用所给词的适当形式填空。

1．Didn't let me forget that I owed (owe) you for the concert tickets.2．Let me tell you briefly (brief) whatI had a similar experience the last timeI visited China.I was attracted by the beautiful sceneryof Mount Huangthe_last_time_I_visited_it.1．owe vt.欠(情、债等)；归功于owe sb.sth.＝owe sth.to sb. 欠某人某物owe...to... 把……归功于；归因于owing to 因为；由于owe it to sb.that... 多亏了某人owe these people more respect 应该给予这些人更多的尊重be out of work owing to a physical injury 因为受伤而失业owed his survival to his strength as a swimmer 因为水性好他才幸免于难的[基础练习]——单句语法填空①The old m an owes his good health to his lifestyle.②I owed it to you that I finished my work on time.③Owing to the rain，they could not come.[链接写作]——句式升级(普通表达)You should owe your success to your mother.(高级表达)You should owe_it_to_your_mother_that you are successful.2．absorb vt.理解；掌握；吸收(1)absorb...from... 从……中吸收……absorb...into... 把……吸收进……absorb oneself in 全神贯注于absorb/attract/draw one's attention 吸引某人的注意(2)absorbed adj. 全神贯注的(be) absorbed in... 全神贯注于……be absorbed by/into被……吞并(吸引)be forced to absorb large losses 被迫承受巨大的损失absorb half the information in the manual 对于说明书上所说的一知半解can't absorb those costs负担不起那些费用give employees time to absorb the bad news给员工时间来慢慢接受这一坏消息[基础练习]——单句语法填空①However，when something did interest me，I could become absorbed (absorb)．②The surrounding small towns have been_absorbed(absorb) into the city.[链接写作]——句式升级(普通表达)He was so deeply absorbed in working that he forgot all about eating or sleeping.①(高级表达)So_deeply_was_he_absorbed_in_working_that he forgot all about eating or sleeping.(so...that...倒装句)②(高级表达)Deeply_absorbed_in_working，he forgot all about eating or sleeping.(过去分词作状语)3．exchange vt.兑换，交换n．兑换，交换(1)exchange sth.for sth. 以某物交换某物exchange sth.with sb. 与某人交换某物(2)make an exchange 交换in exchange for sth. 交换某物exchange addresses and Christmas cards 交换地址和圣诞贺卡can exchange the car for another可随时另换一辆车some bitter exchanges between the two groups两组之间一些激烈的争吵[基础练习]——单句语法填空①During the two­week activities，we surely exchanged (exchange) our ideas on learning，ways of life and culture.②It is illegal for a public official to ask people for gifts or money in e xchange for favours to them.③I exchange a few words with the manager.[链接写作]——完成句子与此同时，他们彼此交流思想和情感，通过这些他们能获得更多的知识。