M6U3 Understanding each other整體教案.doc

Unit 3 Understanding each other Welcome to the unit Teaching goalsHelp the students learn how to talk about cultural differences and customs.Teaching important and difficult pointsEnable the students to talk about cultural differences and understand the use of examples.Teaching methods Discussion, reading and cooperative learning.Teaching aidsA computer and a projectorTeaching procedure and waysStep 1 Greetings and lead-inT: Good morning, class!Ss: Good morning, teacher!First, get the students to show different ways of greeting they know. And then discuss some other ways of greeting and the ways of greeting. Finally, get the students tell some other customs that are different in different parts of the world.Write the following names of countries on the blackboard.China, Japan, USA, Thailand, South America, the Middle East, DutchStep2: PresentationsT: Do you know there countries? Ss: Of course!T: How do the people from these counties greet each other?S:T: Now suppose you three are English. One is Mr. Bean. One day you meet Mrs. Brewer, one of your students, and her husband in the street. Please work in groups to make a dialogue. Any volunteers?S: T: You did a good job.S: T: Very good, another group?S:T: You are so excellent! A few days later, you meet again. How will you greet each other? Whod like to act out the situation?S:T: Excellent! Do you know how people greet each other in these countries? Please work in groups of three to show the ways of greeting, one explains, the other two show us. Any volunteers?T: Are your ways right? Please turn to page 33. Look at the pictures. Besides theses ways, do you know of any other ways of greeting that people around the world use?S:T: Why do people in different countries greet each other in different ways?S:T: Because their customs are different. Can you think of any other custom that is different in diffident parts of the world?Step 3: SummaryT: Today, we have discussed cultural differences and customs. And all of you have done a good job. I feel so happy with you. At the end of this class, I hope every one of you will behave properly if you get the chance to go aboard in the future!Stp4: Homework Preview Reading part Reading Objectives:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.3. To help Ss master Reading Strategy.Teaching important points:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities.Teaching aids: multimedia and blackboardInteraction Patterns: Teachers -class, individuals, pairsProcedures for teaching:Step 1 lead-in Ask students if they think there are differences between Americans and British people and what characteristics make them different from each other. You can begin the activity using the following sentences: People from different places or countries may be very different in some ways. Americans and British people, even though they speak the same language, have very different cultures.When we talk about British people, we may say they:l are a little bit reserved, especially the older generationsl dont talk very much to strangers l respect and are proud fo the traditions and history of Britainl love soccer, rugby and cricketas for the Americans, we tend to think they:l are enthusiastic, open-minded and easy to get along with l do not like to obey others and hate to be flatteredl love American football, baseball and basketballapart from their different characteristics, what are some of the other differences between them? In your opinion, why are there so many differences between them?Step 2 reading-comprehensionA read the text quickly and answer the following question.1. Which country is Waled from? _2. Where does Peter come from? _3. Does everyone in Brunei wear yellow? _Step 3 listen to the tape and answer the following questions:1. What does Thanksgiving celebrate?2. What is eaten at Thanksgiving?3. In the West, when is the polite time to open a present? Why?4. Why do guests expect a present at a wedding in Italy?5. What can you not drink at a wedding in Brunei?6. What should you do instead of pointing with your first finger in Brunei?7. What customs do Chinese cities and Brunei have in common?Step4 put the subjects of the dialogue in the correct order. Write 1 to 7 in the blanks. Weddings _ Shoes _ Presents _ USA/UK cultural differences _ An American celebration _ Colour of clothing _ Pointing (gestures) _Step 5 language points 1all the time一直地 It rained all the time.I kept it all the time to remind me of you.at a time 依次；每次 Take the pills two at a timeat all times 隨時；永遠 We should at all times be aware of our own shortcomings.We must at all times keep up with changing conditionsat one time 一度, 過去曾經 At one time I lived in Japan. At one time I used to play a lot of sport, but I seem to have lost interest now. 同時(做某事) They all tried to talk at one time.過去大多數中學教師是男性, 但現在女教師比男教師多多了。_at the time 那時候 I told you at the time that I thought you were stupid.2Well, if you had joined the chat room ten minutes ago, you would have known what 本句為虛擬條件句, 表示與過去相反的假設。在這種情況下, 條件句中謂語動詞一had done結構, 而主句中謂語動詞用would/could/should/might have done 結構Eg. If you had prepared your lessons carefully, you could have passed the exam.If the hurricane had happened at night, there would have been more deaths.3. Well, its what we do in the west. 為名詞性從句, 在句中作表語。 This book is just what I am looking for. All these are what you want in your life. 4. In the UK, the guests are expected to give presents to expect sb. to do sth. 的被動結構Do you expect me to stay after that? You are expected to work late if need be.Haller was expected to be waiting at that time. Word power Teaching aim: This section teaches English words borrowed from other languages. In parts A and B, students are presented with an outline article and a spidergram about the words that have been borrowed from other languages and incorporated into English. In Part C, students are asked to apply the words that they have learnt in Parts A and B to practical use. Students are expected to use these borrowed words to complete sentences and enlarge their English vocabulary. In Part D, idioms that connect a characteristic with an animal or a thing are presented to students.Teaching procedures:1. Lead in Ask students what they think is the most difficult part of studying English. They may say learning vocabulary is because there are too many English words and most of them have random spelling. Have students discuss and try to work out if there is a easy way to learn and remember English vocabulary. Provide students with the following tips:Remember the spelling of a word by its pronunciation.Remember the spelling of a word by analyzing the formation of the word.Remember the meaning of a word by making a sentence with it.Remember the meaning of a word by studying the origin of the word.You can encourage students to tell each other what methods they usually use in learning new words.2. Draw students attention to the origin of English words. You may begin the activity like this: English is one of the most widely-spoken languages in the word and it is used as the international working language in many places throughout the world.But where do the English language and all its words come from? Is it possible that English borrowed words from other languages? If so, can you give us some examples?You can ask students to give examples of English words that have been borrowed from other languages.Ask the students to have a discussion and tell them that knowing the origin may help them learn a word and sometimes it proves to be effective in remembering many new words.3. Vocabulary learning 1). Have students focus on the reading passage in Part A, which is an online article about English words borrowed from other languages. You can first ask students to read the article and analyze how words are borrowed from other languages and used in the English language. Ask students to finish the following table individually first. After that, remember to check answers with the whole class.Language Categories of wordsFrenchFood, entertainment, jobsGermanTools, mechanicals, equipment, snacks, geological termsItalianMusic, the arts, the militaryArabicSpices, chemicals, animals, food, mathematics2). Ask students to focus on Part B, which is a spidergram. Showing some of the words that have been borrowed from other languages and incorporated into English. Ask students to add more examples to the spidergram if possible.3). Ask students to focus on Part C, which serves as a strengthening exercise to check students ability to understand some new words and use them correctly. In order to fill in the blanks correctly, students have to understand the passage and the exact meanings of these words. Have students complete the exercise individually first and then check the answers with the class.4). You can use the following activity to further check students comprehension of the passage.Which words are borrowed from Italian? What was Italy famous for in the 18th century?What does the writer think of the Germans? Which words are borrowed from German? What were the Arabs great for?5). Ask students to finish the two exercises on page 122 in Workbook. First they should complete the notes in Part A after listening to the recording, and then complete the e-mail in Part C. They can do these as their homework. Vocabulary extension Ask students to focus on Part D. In Part D, idioms that connect a characteristic with an animal or a thing are presented to students. These idioms all have a characteristic connection with an animal or a thing. Ask students to read the idiom and guess the meaning of each of them first. Then have students read explanations and learn their meanings. Have students do the exercises individually first and then check answers with the class.Grammar and usage 虛擬語氣一 、概述語氣是一種動詞形式,表示說話人對某一行為或事情的看法和態度.虛擬語氣表示說話人所說的并不是事實,而是一種假設,建議或主觀愿望.二、本單元重點講述了非真實條件句中虛擬語氣的三種情況:1. 表示與現在事實相反的假設其基本結構是: 條件句中謂語動詞用過去式(be的過去式用were), 主句用 would/ should/ could/ might + 動詞原形.例如:If everyone in the country knew first aid, many lives would be saved.如果每個國民都懂得急救(的知識),許多生命就會得以挽救.( 含義是: 不是人人都懂得急救,所以很多生命得不到挽救.)If I were you, I wouldnt do it like that. 如果我是你的話,我就不會這樣做.2. 表示與過去事實相反的假設其基本結構是:條件句謂語動詞用“had +p.p.”,而主句謂語動詞用“would/ should/ could/might +have + p.p.”. 例如:If the hurricane had happened during the day-time, there would have been more deaths.如果颶風發生在白天,死亡人數會更多. (事實是: 颶風發生在午夜到早晨6點)If we had known that she was to arrive yesterday, we could have met her at the station.如果我們知道她昨天到,就可以到車站接她了.(事實是:我們不知道她昨天到,所以我們沒能到車站去接她)3. 表示與將來事實相反的情況基本結構有三種: 條件句謂語動詞用過去式(be 的過去式一般用were),主句用should/ would/ could/ might + 動詞原形, 條件從句的謂語用should +動詞原形,主句用should/ would/ could/ might + 動詞原形; 條件從句的謂語用were to + 動詞原形,主句與上同. 例如:If it rained tomorrow, out plan would be put off.假如明天下雨,我們的計劃就得推遲. (最近天氣很好.) (條件從句中的謂語動詞用過去式,表示說話人認為下雨的可能性不大, 而如果用一般現在時的話,則表示說話人認為下雨的可能性很大)If he should see me, he would tell me.假如他看見我,就會告訴我. ( 用should + 動詞原形強調一種有偶然實現的可能性,其現實性比用were to + 動詞原形大, 比過去式 + 動詞原形小)If he were to come, what should we say to him?假如他來了, 我們對他說什么呢? (用 were to +動詞原形比較正式,多用于書面語中, 表示實現的可能性很小)根據以上情況,可總結如下:虛擬情況從句時態主句時態與現在事實相反一般過去時Would( 或 should, could, might) + 動詞原形與將來事實相反動詞過去時Should + 動詞原形Were to + 動詞原形Would( 或 should, could, might) + 動詞原形與過去事實相反過去完成時Would ( 或 should, could, might) + have + 過去分詞三、根據主從句所說明的時間概念,虛擬條件句又可以分為單一虛擬條件句和混合虛擬條件句.1. 單一虛擬條件句單一虛擬條件句指主句和從句與同一時間的事實相反的虛擬條件句. 例如:If it should rain tomorrow, the race would be put off.(主從句與將來事實相反) 如果明天下雨,比賽將推遲.If you had been more careful, you would have passed.( 主從句與過去事實相反) 如果你再仔細些,你就會通過的.If it were not for the leaning tower, the city of Pisa wouldnt be so famous.如果沒有斜塔的話,比薩城也不會這么有名.( 主從句與現在事實相反)2. 混合虛擬條件句很多情況下,從句和主句并不與同一時間的事實相反.例如:If you had followed my advice, your English would be much better.如果當時你聽了我的話,現在你的英語就會好多了.( 從句與過去事實相反,主句與現在事實相反)If he werent a kind-hearted man, he wouldnt have helped such a man as you that day.如果不是他這人很好心的話, 那天他決不會幫助一個像你這樣的人的.( 從句是與現在情況相反的假設,主句表示與過去事實相反的假設.)If it hadnt been for you, I would have to make another trip there tomorrow.如果不是你的話, 我明天還要再走一趟.( 從句與過去事實相反,主句與將來事實相反.)注意: 在正式文體中,虛擬條件句的從句部分如果含有were, should或had, 可將if省略,再把were, should 或had 移到從句句首,實行倒裝.例如:Were it to rain tomorrow, we would delay our trip. 如果明天下雨,我們將推遲旅行.Had you attended the party, you would have met Jack. 如果你參加了聚會,你會見到Jack 的.Should I get a rise, I would treat you to whisky. 如果我能漲工資,就請你喝威士忌.Task Writing a letter to explain cultural misunderstandingsl Teaching objectives:1. learn about taboos in different cultures and understand what they can do or cannot do when they are in contact with people from different backgrounds2. learn to complete a text by listening3. review the ways to ask questions4. write a letter of an apology to explain misunderstandingsl Teaching focus and difficulties:1. writing down answers 2writing a letter to explain misunderstandingsTeaching methods:1. Listening, reading and thinking to get students to understand the text.2. Pair discussion and group discussion to get students to participate in the classroom activities.l Teaching aids:The multimedial Teaching procedures:l Step 1 Skills building 1: completing a textTips on completing a text by listening:1. Make sure you read the text first so you understand the subject of the text and the type of words that you are likely to hear.2. Try to guess the words that might be used to fill in the blanks.3. Look for clues in the sentences and in the words before or after the blanks.4. Decide if it is content words or grammar words that you are listening for.Step 2 ListeningYour school has some visitors from abroad. Your headmaster asked you and your classmate to show the guests around. Something puzzled you during the trip. Listen to the conversation between you and your classmate, and complete your diary entry on page 42.Step 3 ReadingA few days after you and your classmate had taken the visitors around Beijing your classmate found this article in a magazine. Circle the taboos that help explain some of the strange incidents that happened when you showed the visitors around.Suggested answers If you are from India, you may not eat beef because of your religion. If you are from the West, you probably would not like to eat chickens feet. In India, it is impolite to shake hands or give someone something with your left hand. Remember not to just put the business cards in your pocket without looking in Japan . Step 4 ListeningYou want more information about cultural habits, so you go to one of your teachers, who has traveled to the USA and Japan, for help. Listen to your teacher and fill in the blanks in your notes below.Step 5 Skills building 2: asking questionsWhen we want to find out about something, we need to ask questions. We can use questions beginning with the following words:What when we want to find out about something specific.How when we want to find out the way something should be done.Which when we want to specify which one of a choice of possibilities.When - when we want to inquire about time.Why - when we want to find out a reason.Where - when we want to find out about the place in which something happened.Step 6 Practice You want to ask your classmate about the following things. Form your questions with the correct question words first, and then find a partner to answer questions. Answers can be found in the magazine article on page 43. Take turns asking questions.Suggested answers1. What food do the people from India not eat?2. Which hand shouldnt be used to shake hands with or give things to people from India?3. What do Japanese people have to buy when they travel anywhere?4. What should you do when a Japanese person gives you a business card?5. What does the OK sign mean for Japanese people?6. Why do people from the USA do not like crowded places?Step7 Skills building 3: writing a letter of apologyWhen writing a letter of apology, you need to include the following:n your address the date an openingn the purpose of the letter should be given in the first sentence. an explanationn a closing phrase (to apologize again) your name and signatureStep8 PracticeYou want to write a letter of apology to the foreign visitors to explain misunderstandings. Find a partner and discuss what to include in the letter. Each person should write a different part.ProjectObjectives:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the textTeaching important point:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities.Interaction Pattern