Module 6 Unit 3 Understanding each other
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| 名称 | Module 6 Unit 3 Understanding each other |  | |
| 格式 | rar | ||
| 文件大小 | 3.8MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2010-08-02 16:42:00 | ||
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Module 6 Unit 3 Understanding each other
Period 1 Welcome to the unit
Teaching objectives
By the end of this period，Ss will be able to:
Language
1 describe festivals
2 describe customs
3 compare some social behaviors
4 form an appropriate attitude toward different cultures and customs
Skills & strategies
4 read an internet chat room dialogue and a travel brochure to gain much knowledge of different cultures and traditions of different ethnic groups
5 listen to a conversation about showing foreign visitors around a city and others to get more information about cultural customs
6 discuss different cultures, traditions and taboos
Culture & morals
7 learn about cultural differences
8 get to know about taboos and customs in different countries
9 learn to deal with the taboos and customs in different occasions
10 discuss and find out the traditions and taboos in different cultures and some original reasons
11 get interested in learning about the cultural differences in different ethnic groups
Keys & puzzles
How to get all the Ss involved in the group discussion and pair-work
Teaching approaches
1 Task-based Teaching Approach （TBT）
2 Situational Teaching Approach （ST）
3 Communicative Language Teaching Approach (CLT)
Teaching aids
a multimedia courseware and a blackboard
Teaching procedures
In general
In Welcome to the unit, six pictures and three questions are all Ss can access to in the textbook. However, Ss are supposed to do a lot of talking and discussing about people’s different ways of greeting each other in different countries and compare some different daily behaviors and different festivals of the east and the west by gaining some information shown through multimedia. First, two Ss, as the duty reporters, give a performance about different Chinese people’s greetings to different people, such as their superiors and their peers, and by asking Ss to guess and give explanations, the teacher will lead into the different greetings in different countries shown in the six pictures and add something about the pictures. In order to stimulate the Ss’ interest, the teacher designs a humourous story about ‘cultural shock’, brainstorm the Ss and discuss how to avoid this phenomenon together. After their discussion and expressing their own opinions about the possible problems that might be caused by these differences, the Ss are expected to take part in the discussion about table manners and further think on the topic why more and more foreigners are learning how to use chopsticks. Apart from delicious Chinese food, they also like China not only because of its beautiful scenery, especially so many World Heritages of nature and culture, but its rich and colorful cultures and customs. The teacher can try to elicit more, arousing the Ss’s patriotism. Next the Ss are to look at some pictures and gain some information about Halloween and Qingming Festival through multimedia, and after discussion, the Ss are supposed to get the general idea of cultural differences. Then the Ss are asked to have a competition on the topic of Chinese young people’s craze about celebrating Christmas Day. Through heated argument they are expected to form an appropriate attitude towards different cultures and customs. At last, Ss are ask to summarize the main contents and consolidate the new words and expressions about cultures and customs in this period. At the end of the period, Ss are encouraged to choose one of the three topics they have discussed to write a composition according to the results they’ve got. In a word, the whole lesson is a big discussion involving all the Ss brainstorming, discussing in groups or pairs, and competing, which will hopefully pave the way for the learning in the section of Reading.
(通过同学表演审视自己平时的交际（问候）方式 →设计关于‘文化休克’的风趣小故事，让学生进一步了解东西方不同文化背景下的见面问候方式的不同 → 思考并讨论怎样对待这些不同的方式 → 讨论东西方不同的餐桌礼仪 → 了解并比较西方的万圣节和中国的清明节 → 就中国许多年轻人热衷于过圣诞节开展辩论赛 →通过图片展示和归纳总结本次课所接触的新鲜词汇和表达方式→ 布置作业)
In detail
Step 1 Warming up (5 minutes)
1. Have two Ss, as the duty reporters to give a performance about different Chinese people’s greetings to different people, such as their superiors and their peers and ask their classmates to guess and give explanations. (3 minutes)
2. The teacher gives a humourous story about ‘cultural shock’ to stimulate the Ss’ interest, brainstorm the Ss and discuss how to avoid this phenomenon together. (3 minutes)
3. The teacher can try to elicit more. For example, just as the two Ss performed, if we meet a friend in the street, we often say: “Hi, have you had your meal ” or “Where are you going ”. When it is the case of two gentlemen, they tend to shake hands. However, in western countries, the above questions are just questions, not greeting at all. They may think you’re inviting them to dinner if you ask about their meals. Usually, they’ll just give each other a smile or greet with a “Hi.”. They’ll shake hands only in some formal situations. By the way, Westerners can leave a party or meeting halls without a formal conge, nor should they shake hands with every attendee like most of us will do here. Now let’s see some other foreigners greet each other. ( 2 minutes) (See courseware) ( file: / / / F:\\陈利群的高中资料\\M6%20U3%20张乔安\\M6%20U3%20张乔安\\Unit%203%20Welcome%20to%20the%20unit.ppt )
Step 2 Discussion (15 minutes)
1. Ask Ss to talk about the six pictures and require them to try to remember these different greetings and the teacher can add more. (3 minutes)
2. Then have the first group discussion about If someone greets you in these ways what will you do then (3 minutes)
3. The teacher can guide the Ss to our state leaders’ different ways of greeting their different heads while visiting different countries, making the Ss get to understand and form appropriate ideas and ways to communicate with different people in different cultures and customs. Remember this saying (write down on the Bb): Do in Rome as the Romans do. And ask the Ss to form a habit of taking notes while discussing and write a composition about the result of the discussion after class. (1 minute)
Write down the title on the Bb An appropriate attitude to different greetings
4. Then Ss share their ideas and the teacher gives assessment. (3 minutes)
5. Now, come to the section of table manners by showing some pictures. (see courseware) If t ( file: / / / H:\\M6%20U3%20Welcome.rar )he Ss don’t know how to use a knife and fork, the teacher will tell them: when westerners eat, their bowls and plates cannot leave the table. Food should be cut by knife to fit into the mouths. Of course your mouth cannot touch the plates or bowls. So the regular process is like this. You cut your steak on the plate with a knife and fork and send the meat cube into the mouth with the fork and nothing will be returned but the fork alone. (2 minutes)
6. Then discuss in pairs Why more and more foreigners are learning how to use chopsticks and what it implies. (2 minutes) Then the Ss give their opinions and the teacher will give proper assessment and add something necessary, like this: foreigners not only like Chinese delicious and healthy food but also its splendid national culture, and they even like China not only because of its beautiful scenery, including so many world heritages of nature and culture, but also its higher and higher international standing, arousing the Ss’ sense of taking pride in our motherland. (4 minutes)
Write down the title on the Bb: Why foreigners long to learn to use chopsticks
Step 3 Further Discussion (10 minutes)
1. Cultural differences exist not only in daily life but in some traditional festivals. Ss will look at some pictures (see courseware) to learn about Halloween in the West and Chinese Qingming Festival. When showing pictures the teacher will remind Ss to take care not to cause forest fire if they go grave-sweeping, burning joss sticks and fireworks.（5 minutes）
2. Then group work for discussion. Ss are to choose one or two to prepare from the following questions (see courseware), then share their opinions. The teacher will give some help and his own ideas. (5 minutes)
Step 4 Competition (10 minutes)
1. We Chinese people are tolerant and receptive to different cultures. Now let’s first have a discussion. (3 minutes)
2. Then hold a debate about how to deal with Christmas in China. (7 minutes) (see courseware). Ss are to be divided into two parts, one the supporter, the other the opposite. Each part will be given 3 minutes in total. One volunteer, as the judge, will give a fair assessment and a summary.
3. The teacher will declare like this: We are supposed to hold an English party on the coming Christmas Day. Every student shall make full preparations. Try our best to spend less but have the party both as an entertaining evening and a big meal for learning English.
Write down the title on the Bb How to celebrate Christmas Day in China
Step 5 Consolidation
1. The Ss are asked what they learn from this period and summarize the main contents for this part.
2. Some pictures are represented to arise the Ss’ memories to consolidate some new vocabulary.
Step 6 Homework (2 minutes)
1. Choose one of the following titles to write a composition on the results of your discussion.
1) An appropriate attitude to different greetings
2) Why foreigners long to learn to use chopsticks
3) How to celebrate Christmas Day in China
2. Preview Reading by going through all the relative words and expressions in the wordlist.
Feedback
Mine
In the whole class, the Ss have shown great interest in learning about cultural differences and cross-culture communicating. First, the two Ss’ performance served as an active lead-in. And the first high tide came when they discussed foreigners’ using chopsticks, and the second high tide is when they see a humorous story about ‘cultural shock’ and they have a hot discussion about how to avoid this phenomenon. The real climax was the debate competition on Christmas Day. Christmas Day is quite familiar to Ss and the competition aroused their enthusiasm. But the discussion about Halloween and Qingming Festival was a little awkward silence. I should have given Ss some background information about the two festivals. So, for me, how to make a discussion heated and fruitful is something worth exploring all the time.
Another achievement is that the effect of class teaching has gone beyond the limit of classrooms. Ss’ initiative of autonomous study has shown in their homework. In a composition titled Why foreigners long to learn to use chopsticks, some student wrote like this: Using chopsticks is a kind of complex and fine movement involving more than 30 joints and 50 muscles from the fingers to the palm, the wrist, the arm even to the shoulder. It shows that Ss now have a large range of knowledge gained in various ways. And this promotes me to decide to spend one more hour a day learning more.
I think, although courseware is used, the design of writing on the Bb is also necessary. We should realize the organic combination of courseware and Bb. My Writing on the Bb is like this: the left part of the Bb is taken up by the screen; the central, the title, Understanding each other Welcome to the unit, the saying Do in Rome as the Romans do and the above three titles for composition; the right part, some new and key words.
In this period, I gave each small step an exact time in order to leave more time to the Ss, and I got a satisfactory result.
Yours (教师你的教学反馈)
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网
Module 6 Unit 3 Understanding each other
Period 1 Welcome to the unit
Teaching objectives
By the end of this period，Ss will be able to:
Language
1 describe festivals
2 describe customs
3 compare some social behaviors
4 form an appropriate attitude toward different cultures and customs
Skills & strategies
4 read an internet chat room dialogue and a travel brochure to gain much knowledge of different cultures and traditions of different ethnic groups
5 listen to a conversation about showing foreign visitors around a city and others to get more information about cultural customs
6 discuss different cultures, traditions and taboos
Culture & morals
7 learn about cultural differences
8 get to know about taboos and customs in different countries
9 learn to deal with the taboos and customs in different occasions
10 discuss and find out the traditions and taboos in different cultures and some original reasons
11 get interested in learning about the cultural differences in different ethnic groups
Keys & puzzles
How to get all the Ss involved in the group discussion and pair-work
Teaching approaches
1 Task-based Teaching Approach （TBT）
2 Situational Teaching Approach （ST）
3 Communicative Language Teaching Approach (CLT)
Teaching aids
a multimedia courseware and a blackboard
Teaching procedures
In general
In Welcome to the unit, six pictures and three questions are all Ss can access to in the textbook. However, Ss are supposed to do a lot of talking and discussing about people’s different ways of greeting each other in different countries and compare some different daily behaviors and different festivals of the east and the west by gaining some information shown through multimedia. First, two Ss, as the duty reporters, give a performance about different Chinese people’s greetings to different people, such as their superiors and their peers, and by asking Ss to guess and give explanations, the teacher will lead into the different greetings in different countries shown in the six pictures and add something about the pictures. In order to stimulate the Ss’ interest, the teacher designs a humourous story about ‘cultural shock’, brainstorm the Ss and discuss how to avoid this phenomenon together. After their discussion and expressing their own opinions about the possible problems that might be caused by these differences, the Ss are expected to take part in the discussion about table manners and further think on the topic why more and more foreigners are learning how to use chopsticks. Apart from delicious Chinese food, they also like China not only because of its beautiful scenery, especially so many World Heritages of nature and culture, but its rich and colorful cultures and customs. The teacher can try to elicit more, arousing the Ss’s patriotism. Next the Ss are to look at some pictures and gain some information about Halloween and Qingming Festival through multimedia, and after discussion, the Ss are supposed to get the general idea of cultural differences. Then the Ss are asked to have a competition on the topic of Chinese young people’s craze about celebrating Christmas Day. Through heated argument they are expected to form an appropriate attitude towards different cultures and customs. At last, Ss are ask to summarize the main contents and consolidate the new words and expressions about cultures and customs in this period. At the end of the period, Ss are encouraged to choose one of the three topics they have discussed to write a composition according to the results they’ve got. In a word, the whole lesson is a big discussion involving all the Ss brainstorming, discussing in groups or pairs, and competing, which will hopefully pave the way for the learning in the section of Reading.
(通过同学表演审视自己平时的交际（问候）方式 →设计关于‘文化休克’的风趣小故事，让学生进一步了解东西方不同文化背景下的见面问候方式的不同 → 思考并讨论怎样对待这些不同的方式 → 讨论东西方不同的餐桌礼仪 → 了解并比较西方的万圣节和中国的清明节 → 就中国许多年轻人热衷于过圣诞节开展辩论赛 →通过图片展示和归纳总结本次课所接触的新鲜词汇和表达方式→ 布置作业)
In detail
Step 1 Warming up (5 minutes)
1. Have two Ss, as the duty reporters to give a performance about different Chinese people’s greetings to different people, such as their superiors and their peers and ask their classmates to guess and give explanations. (3 minutes)
2. The teacher gives a humourous story about ‘cultural shock’ to stimulate the Ss’ interest, brainstorm the Ss and discuss how to avoid this phenomenon together. (3 minutes)
3. The teacher can try to elicit more. For example, just as the two Ss performed, if we meet a friend in the street, we often say: “Hi, have you had your meal ” or “Where are you going ”. When it is the case of two gentlemen, they tend to shake hands. However, in western countries, the above questions are just questions, not greeting at all. They may think you’re inviting them to dinner if you ask about their meals. Usually, they’ll just give each other a smile or greet with a “Hi.”. They’ll shake hands only in some formal situations. By the way, Westerners can leave a party or meeting halls without a formal conge, nor should they shake hands with every attendee like most of us will do here. Now let’s see some other foreigners greet each other. ( 2 minutes) (See courseware) ( file: / / / F:\\陈利群的高中资料\\M6%20U3%20张乔安\\M6%20U3%20张乔安\\Unit%203%20Welcome%20to%20the%20unit.ppt )
Step 2 Discussion (15 minutes)
1. Ask Ss to talk about the six pictures and require them to try to remember these different greetings and the teacher can add more. (3 minutes)
2. Then have the first group discussion about If someone greets you in these ways what will you do then (3 minutes)
3. The teacher can guide the Ss to our state leaders’ different ways of greeting their different heads while visiting different countries, making the Ss get to understand and form appropriate ideas and ways to communicate with different people in different cultures and customs. Remember this saying (write down on the Bb): Do in Rome as the Romans do. And ask the Ss to form a habit of taking notes while discussing and write a composition about the result of the discussion after class. (1 minute)
Write down the title on the Bb An appropriate attitude to different greetings
4. Then Ss share their ideas and the teacher gives assessment. (3 minutes)
5. Now, come to the section of table manners by showing some pictures. (see courseware) If t ( file: / / / H:\\M6%20U3%20Welcome.rar )he Ss don’t know how to use a knife and fork, the teacher will tell them: when westerners eat, their bowls and plates cannot leave the table. Food should be cut by knife to fit into the mouths. Of course your mouth cannot touch the plates or bowls. So the regular process is like this. You cut your steak on the plate with a knife and fork and send the meat cube into the mouth with the fork and nothing will be returned but the fork alone. (2 minutes)
6. Then discuss in pairs Why more and more foreigners are learning how to use chopsticks and what it implies. (2 minutes) Then the Ss give their opinions and the teacher will give proper assessment and add something necessary, like this: foreigners not only like Chinese delicious and healthy food but also its splendid national culture, and they even like China not only because of its beautiful scenery, including so many world heritages of nature and culture, but also its higher and higher international standing, arousing the Ss’ sense of taking pride in our motherland. (4 minutes)
Write down the title on the Bb: Why foreigners long to learn to use chopsticks
Step 3 Further Discussion (10 minutes)
1. Cultural differences exist not only in daily life but in some traditional festivals. Ss will look at some pictures (see courseware) to learn about Halloween in the West and Chinese Qingming Festival. When showing pictures the teacher will remind Ss to take care not to cause forest fire if they go grave-sweeping, burning joss sticks and fireworks.（5 minutes）
2. Then group work for discussion. Ss are to choose one or two to prepare from the following questions (see courseware), then share their opinions. The teacher will give some help and his own ideas. (5 minutes)
Step 4 Competition (10 minutes)
1. We Chinese people are tolerant and receptive to different cultures. Now let’s first have a discussion. (3 minutes)
2. Then hold a debate about how to deal with Christmas in China. (7 minutes) (see courseware). Ss are to be divided into two parts, one the supporter, the other the opposite. Each part will be given 3 minutes in total. One volunteer, as the judge, will give a fair assessment and a summary.
3. The teacher will declare like this: We are supposed to hold an English party on the coming Christmas Day. Every student shall make full preparations. Try our best to spend less but have the party both as an entertaining evening and a big meal for learning English.
Write down the title on the Bb How to celebrate Christmas Day in China
Step 5 Consolidation
1. The Ss are asked what they learn from this period and summarize the main contents for this part.
2. Some pictures are represented to arise the Ss’ memories to consolidate some new vocabulary.
Step 6 Homework (2 minutes)
1. Choose one of the following titles to write a composition on the results of your discussion.
1) An appropriate attitude to different greetings
2) Why foreigners long to learn to use chopsticks
3) How to celebrate Christmas Day in China
2. Preview Reading by going through all the relative words and expressions in the wordlist.
Feedback
Mine
In the whole class, the Ss have shown great interest in learning about cultural differences and cross-culture communicating. First, the two Ss’ performance served as an active lead-in. And the first high tide came when they discussed foreigners’ using chopsticks, and the second high tide is when they see a humorous story about ‘cultural shock’ and they have a hot discussion about how to avoid this phenomenon. The real climax was the debate competition on Christmas Day. Christmas Day is quite familiar to Ss and the competition aroused their enthusiasm. But the discussion about Halloween and Qingming Festival was a little awkward silence. I should have given Ss some background information about the two festivals. So, for me, how to make a discussion heated and fruitful is something worth exploring all the time.
Another achievement is that the effect of class teaching has gone beyond the limit of classrooms. Ss’ initiative of autonomous study has shown in their homework. In a composition titled Why foreigners long to learn to use chopsticks, some student wrote like this: Using chopsticks is a kind of complex and fine movement involving more than 30 joints and 50 muscles from the fingers to the palm, the wrist, the arm even to the shoulder. It shows that Ss now have a large range of knowledge gained in various ways. And this promotes me to decide to spend one more hour a day learning more.
I think, although courseware is used, the design of writing on the Bb is also necessary. We should realize the organic combination of courseware and Bb. My Writing on the Bb is like this: the left part of the Bb is taken up by the screen; the central, the title, Understanding each other Welcome to the unit, the saying Do in Rome as the Romans do and the above three titles for composition; the right part, some new and key words.
In this period, I gave each small step an exact time in order to leave more time to the Ss, and I got a satisfactory result.
Yours (教师你的教学反馈)
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网