Worksheet（学生版学案）
I. Please tick the expectations related to coming-of-age ceremonies in different cultures according to the text.
Expectations Germany LatinAmerica India
Having respect for other people
Developing a sense of responsibility
Acquiring a multicultural perspective
Being ready to do household chores
Showing great respect for knowledge
II. Look at the apps and choose the ones that might appeal to the young people who are entering adulthood from Germany, Latin America and India. Note that one app might appeal to young people from different cultures.
From:LatinAmerica From:
Reason: “girls were taught cooking, sewing and other general household skills... ” Reason:
From: From:
Reason: Reason:(共23张PPT)
教材封面图
待定
课型
《 高 中 英 语 》 ( 上 外 版 )
必 修 第 一 册 第 四 单 元
教学案例
主讲人 ：
课时
授课内容
1
Getting Started/ Reading A
I 2
Reading A/ Vocabulary Focus
3
Vocabulary Focus / Grammar in Use
4
Listening and Viewing
5
Moving Forward
6
Reading B/ Culture Link/ Critical Thinking
7
Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第 一 册 第四 单元
1. 通过分析语篇结构和语言特征，能进一步理解不同文化在成人礼中对年 轻人的不同期待;
to further understand the different cultural expectations at the coming-of-age ceremonies through text analysis;
2. 能比较不同文化的成人礼庆祝方式，理解背后蕴含的价值观差异;
to compare different ways of celebration and figure out different cultural values;
3. 能联系自身，思考长大成人的责任，学会尊重包容文化多样性，做出正确 的价值判断;
to reflect on the responsibilities of adulthood in the light of personal experience and learn to respect different cultures and make our judgments.
第二课时： Reading A
Growing Worldwide
课时学习目标：
What are the ceremonies introduced in the text
“Quinceanera”
In Latin
America
“Jugendfeier”
in Germany
ceremony”
in India
“the sacred thread
Name
“Jugend feier” in Germany - “the sacred thread
Name
P nsc. a- era”
In Latin
America
ceremony” in India
How are they celebrated
Paras.6-7
Paras.2
-3
Recall the structure of the text
General
Specific
General
Paras.6-7
Paras.2-3
Paras.4-5
Paras.8
Para.1
Q
Y
V
J
D
What responsibilities are
the young citizens expected to shoulder worldwide
Expectations Germany LatinAmerica India Having respect for other people Developing a sense of responsibility Acquiring a multicultural perspective Being ready to do household chores Showing great respect for knowledge
different cultures according to the text.
Please tick the expectations related to coming-of-age ceremonies in
I
Expectations
Expectations Germany LatinAmerica India Having respect for other people Developing a sense of responsibility Acquiring a multicultural perspective Being ready to do household chores Showing great respect for knowledge
ceremonies in different cultures according to the text.
Please tick the expectations related to coming-of-age
Y
Expectations
Expectations Germany LatinAmerica India Having respect for other people Developing a sense of responsibility Acquiring a multicultural perspective Being ready to do household chores Showing great respect for knowledge
ceremonies in different cultures according to the text.
Please tick the expectations related to coming-of-age
Y
Why does the author
make such a conclusion about“Jugendfeier”
Expectations
Expectations Germany LatinAmerica India Having respect for other people Developing a sense of responsibility Acquiring a multicultural perspective Being ready to do household chores Showing great respect for knowledge
ceremonies in different cultures according to the text.
Please tick the expectations related to coming-of-age
Y
How has“Quinceanera” changed over time
Why
Expectations
LOGO
HERE
Expectations Germany LatinAmerica
India
Having respect for other people
Developing a sense of responsibility
Acquiring a multicultural perspective
Being ready to do household chores
Showing great respect for knowledge
ceremonies in different cultures according to the text.
Please tick the expectations related to coming-of-age
Y
Which birth is considered more important in their culture Why
What are the two births that a man experiences in Indian tradition
What determines Indian way of celebration
Expectations
What determines the specific rituals,
ceremonies, and traditions to symbolize or celebrate one's transition from
social values or cultures
childhood to adulthood in every society
From: LatinAmerica
From:
Reason: “girls were taught cooking, sewing and other general household skills... ”
Reason:
From:
From:
Reason:
Reason:
II. Look at the apps and choose the ones that might appeal to the young people who are entering adulthood from Germany, LatinAmerica and India. Note
that one app might appeal to young people from different cultures.
From: LatinAmerica From:
Germany
Reason: “girls were taught cooking, sewing and other general household skills... ” Reason: “Young people learn multiculturalism and general responsibilities in society.” From: India/Germany From: LatinAmerica Reason: “They have great respect for knowledge and society/Young people learn general responsibilities in society.” Reason: “They attach more importance to family duties.
II. Look at the apps and choose the ones that might appeal to the young people who are entering adulthood from Germany, LatinAmerica and India. Note
that one app might appeal to young people from different cultures.
What do we Chinese value in
our culture Think about it after class and find some
examples to illustrate your idea. (eg:festivals, birth traditions,
coming-of-age ceremonies )
ExerciseⅡ on P51-52 in the workbook
Assignments
B
A
谢谢观看《高中英语（上外版）》必修第一册 Unit 4 Customs and Traditions
课时：第 2 课时 课题：Growing Worldwide
课型：深入阅读 设计者：
一、教学设计与说明
1. 教学目标
本课为本单元的第 2 课时，核心目标为引导学生识别说明文语篇的微观组织结构， 进一步理解成人礼的文化传统和文化背景；通过比较成人礼风俗传统的异同，联系自身探讨 这些风俗传统对文化认同、文化传承的价值和意义。
2. 设计思路
导入部分，通过让学生回忆文本的主要内容，复习文本宏观结构，并引出对 于平行段落中文本细节的分析。
第二部分，通过课后练习，找出不同国家与地区对于成人的不同期待，借助 分析被动语态、同义替代等微观结构，深入理解文本内容，正确把握作者意图； 通过提问，引导学生思考隐藏在不同庆祝方式背后的文化价值观；通过对不同期 待的排序，学会尊重和包容文化多样性，做出正确的价值判断。
第三部分，通过课后练习，灵活运用文本内学到的不同国家地区对于年轻人 的不同期待，判断不同价值观的年轻人会对哪些应用软件（App）感兴趣，并联 系自身，思考作为中国年轻人，哪些应用软件更吸引自己及原因，引发学生比较 中外文化的异同，激发学生对中国传统习俗的思考，为 speaking, writing 板块作 内容上的准备。
3. 重点难点
通过微观结构分析，理解不同文化对青年人的不同期待；比较不同成人礼的 庆祝方式，挖掘其背后不同的文化价值观，并做出正确的价值判断
Lesson Plan
At the end of this period, students will be able to:
1. further understand the different cultural expectations of the coming-of-age ceremonies through the text analysis;
2. compare different ways of celebrating and figure out different cultural values;
3. reflect on the responsibilities of adulthood in the light of personal experience and learn to respect different cultures and make own judgments.
Procedures:
Ⅰ. Getting started
*Teachers: initiate abrief review of the structure of the text. *Students: recall what they have learned in the last period. Purpose: to activate students ’previous knowledge and get ready to dig deeper..
Interactive task 1: recall the key structure of the text Guided questions:
1. What are the ceremonies mentioned in the text
2. How are they celebrated
3. In which paragraphs do you find the details
Ⅱ. Digging in
*Teachers: guide the students to figure out the expectations related to coming-of-age ceremonies in different cultures. *Students: figure out the expectations related to coming-of-age ceremonies in different cultures. Purpose: to further understand the text and get ready to figure out different cultural values behind different ways of celebration
Interactive task 2: fill the table
1. What responsibilities are the young citizens expected to shoulder worldwide
2. Can you find the author’s attitude towards German coming-of-age ceremony
3. Why does the author make such a conclusion about “Jugendfeier”
4. How about “acquiring a multicultural perspective”
5. How has ““Quinceanera”changed overtime Why
6. What are the two births that a human being experiences in Indian tradition
7. Which birth is considered more important in their culture Why
8. What determines Indian way of celebration
Ⅲ. Further thinking
*Teachers: to ask students to rank the expectation in terms of importance and explain their decision *Students: to rank the expectation in terms of importance and explain their decision Purpose: to compare different social values behind various cultures and to learn to respect them and make their own judgment
Interactive task 3:Ranking &Q&A
Guided questions:
1. What determines the specific rituals, ceremonies, and traditions to symbolize or celebrate one’s transition from childhood to adulthood in every society
*Teachers: to ask students to finish the exercise in the textbook P54/Ⅲ *Students: to finish the exercise in the textbook P54/Ⅲ Purpose: to apply what has been learned to practice and associate themselves with the apps ; to think about the values in Chinese culture
Interactive task 4: Matching&Reasoning Guided questions:
1. What kind of information do you think people can find on the these apps and why
2. As a young man in China, which Apps attract you most why
IV.Assignments:
1. ExerciseⅡ in the workbook on page 51-52
2. What do we Chinese value in our culture Think about it after class and find some
examples in our customs and traditions to illustrate your idea (eg: festivals, birth traditions, coming-of-age ceremonies etc.).Worksheet（教师版学案）
I. Please tick the expectations related to coming-of-age ceremonies in different
cultures according to the text.
Expectations Germany LatinAmerica India
Having respect for other people
Developing a sense of responsibility
Acquiring a multicultural perspective
Being ready to do household chores
Showing great respect for knowledge
Developing a sense of responsibility
It means that a young person must soon leave childishness behind and start to shoulder grown-up responsibilities. (lines 2-5)
Germany: The things young people learn about including multiculturalism and general responsibilities in society. (lines 12-14)
At the ceremony, a teacher makes a speech about values, such as having respect for other people and having a sense of duty. (lines 17-19)
Acquiring a multicultural perspective
Germany: The things young people learn about including multiculturalism and general responsibilities in society. (lines 12-14)
Being ready to do household chores
Latin America: Girls were taught cooking, sewing, and other general household skills before the special day to get prepared for their upcoming marriage. (lines 32-34)
Showing great respect for knowledge
India: He is given three strands of the sacred thread which represent three promises he makes: to respect knowledge, to respect his parents and to respect society. (lines 49-53)
II. Look at the apps and choose the ones that might appeal to the young people who are entering adulthood from Germany, Latin America and India. Note that one app
might appeal to young people from different cultures.
From:LatinAmerica From: Germany
Reason: “Girls were taught cooking, sewing and other general household skills... ” Reason: “Young people learn multiculturalism and general responsibilities in society.”
From:India/Germany From: LatinAmerica
Reason: “They have great respect for knowledge and society/Young people learn general responsibilities in society.” Reason: “They attach more importance to family duties.”
(Answers may vary.)
