北师大版Unit 12 Culture shock Living Abroad Teaching Plan

Unit 12 Culture Shock

Lesson 3 Living Abroad

Teaching Aims:

◆Grasp the main idea of the passage

◆Get familiar with some words

◆Get to know some culture difference between American culture and Chinese

culture

◆Be aware of culture difference

Teaching Importance and Difficulties:

◆How to train students’ cultural awareness

◆How to train students’ reading ability

Teaching Method:

Task-based Teaching Method

Teaching Aids:

Multi media and Cassette

Teaching Procedures:

StepⅠ. Lead-in

the way of expressing opinions

StepⅡ. Pre-reading

Brainstorming

1.Let students watch a series of pictures about some aspects of China and America.

2.Inspire students to use Brainstorming to think out more things about China and

America.

Step Ⅲ. While-reading

Task1: New words learning Exercise4:

1. liking to meet and talk to new people (Wang Lei)

2. a desire for food (Martin)

3. speak very quietly (Wang Lei)

4. part (Jin Li)

5. careful (Wang Lei)

6. tasty (Martin)

7. Excellent (Jin Li)

8. look at something for a long time without moving your eyes (Wang Lei)

Task2: Fast-reading

Encourage students to read the passages fast and match the five persons with their feelings of culture shock.

Jin Li A felt amazed that his friend ’s grandfather insisted on

walking him to the station

Wang Lei B felt that Chinese are welcoming from a fact that he

still got more food even by saying “No, thank you ”.

Martin C felt that Chinese are modest and not used to

accepting compliments(恭维话）when they are praised face to face.

China

America

sport

building

university

symbol

festival

food

drink

Tom D felt that she wasn’t welcome after her American

friend closed the door as soon as they said goodbye. Tina E felt embarrassed because she talked loudly with her

friend in an American restaurant.

Task3: Detailed-reading

Inspire students to read the five passages in detail and then do the Exercise 2. Exercise 2: Judge T, F or NI.

( )1. Jin Li found the American way of life familiar soon after her arrival in the USA.

( )2. We know Jin Li has at least one American friend.

( )3. Wang Lei never went back to the restaurant in New York again.

( )4. Martin stayed in China with a local family.

( )5. Tom couldn’t understand why his friend’s grandfather wanted to go with him to the bus station.

( )6. Tina was a friend of the tourist guide.

StepⅣ. Post-reading

Task1: Fill in the blanks

Let students listen to a piece of listening material and then fill in the blanks.

Item American culture Chinese culture

When the guest is leaving After saying goodbye, the host

__________ and _______ the

door immediately.

The host will ______ the

guest.

Table

manners

Speak _______ in a restaurant.

If you don’t ask for more food,

you don’t _______.It is common to speak ______ in a restaurant.

The host keeps on _____________ in the guest’s bowl.

When being praised Feel ______ and say _____.Some may feel

__________.

Task 2: Make up dilogues

Student A: ①When the guest is leaving, what will Americans do?

Student B: After saying goodby, the host …

Student A: What will Chinese people do?

Student A: …

Student A: ②When it comes to table manners, what will Americans do?

③When being praised, what will Americans do?

Student B: …

Student A: What will Chinese people do?

Student A: …

Task3: Answer the questions

●How difficult or easy do you think it is to live abroad?

●Why did the five writers have some difficulty in understanding certain aspects of

the American or Chinese way of doing things?

●How do we solve it?

StepⅤ. Homework

●Discuss other differences between China and America.

●Write an article about cultural differences between China and America.

Suggested writing Pattern

Living Abroad

Para.1 Introduction It’s common that more and more youngsters tend to live abroad. However, they are confused about some customs and manners.

Para.2 Cultural differences 1. When the guest is leaving

2. Table manners

3. When being praised

Para.3 Solutions 1. Respect cultural differences

2. In Rome, do as the Romans do

Para.4

Your opinion

…

StepⅥDesign of the Blackboard Some slides

Teaching Reflection:

Living Abroad

设计教师：

教学年级：高中一年级

课题名称：Unit 12 Culture Shock Lesson 3 Living Abroad（第一课时）

教材版本：北师大版

授课时间：45 分钟

（一）学生分析

（1）学生在通过高一三个模块的学习后，已经掌握了一定的词汇、语法知识，并具备了一定的表达能力，大部分学生能积极探索适合自己学习英语的方法，对语言产生了敏感度，基本能通过交流合作学习的方法发现语言规律，但可能仍有小部分学生停留在机械性记忆的学习阶段，学习很吃力且导致学习热情的下降。

（2）已掌握的语言知识

如学生在学习本课之前已完成了Unit 12前两课的学习，那会掌握一定量的关于描述跨文化方面的知识，如英国的风俗习惯及餐桌礼仪。这些都为本课的学习打下了基础。

（二）教材分析

（1）本课是北师大版高中英语教材的Unit 12 Culture Shock Lesson 3 Living Abroad第一课时

（2）本单元前两课都已涉及到在国外所经历的文化冲击方面的信息，本课继续围绕单元主题，学五篇关于在异国所经历的文化冲击的短文，课文较短，但总共有五篇，理解难度不大，本人通过穿插若干学生熟悉的中美在饮食、节日等方面具有典型差异的图片，引导他们要意识、尊重、了解并熟悉他国的文化。本课选择在多媒体教室上课。

（三）教学目标

（1）教学的主要任务是要让学生意识并了解异国的文化差异，并知道入乡随俗，及学习相关的语言及词汇。

（2）通过阅读，帮助学生积累若干短语词组，如：have an appetite for, be cautious about, stare at, 及培养阅读能力及信息归纳能力，和用英语表达相关话题的能力。

（四）教学策略

（1）采用任务型教学方法，以多种形式考查学生对课文的掌握和理解程度。（2）采用“大脑风暴”/“Brainstorming”,激活学生头脑的词汇储备及文化意识。

（五）教学过程

Ste pⅠLead-in

以一幅表示中美表达观点差异的图片为导入，引出关于文化在各个方面都存在差异的话题。图片可能令学生困惑，但这可以引起学生思考，使其对

本课主题产生兴趣。

StepⅡPre-reading

（1）选用相关文化生活差异的图片相册，学生讨论中美文化差异具体表现的方面。为下面讨论风俗习惯及餐桌礼仪差异作好铺垫。

（2）利用大脑风暴及概念图激发学生的文化意识及词汇储备。

StepⅢWhile-reading

（1）快速浏览文章，根据练习四中的词汇英文解释，鼓励学生找出文中相对应的单词。并利用图片情景教授法来教授单词, 鼓励学生在记忆单词时，应有意识地记忆并运用该单词的词块。该任务为阅读扫清障碍。

（2）快速浏览文章，掌握文章大意，并以Skimming阅读微技能来掌握五篇文章的中心意思。

（3）详细浏览文章，利用Scanning 方式查找问题答案。小组形式就6个关于文章表层信息进行T、 F or NI答案查找，但必须指明在哪一段出现。

StepⅣPost-reading

（1）I ndividual work

跟着录音快速填空，完成文章的Summary，进行文章内容的输入。（文章中应填入的短语或单词为本课新学内容，结合相应的英文解释，让学生独立从课文中找出这些短语，并通过练习自己得出这些短语的用法，教师给予适当讲解。用听课文代替读课文可以降低学生的枯燥感）

（2）Pair work

根据表格内容的总结对比，鼓励学生编写对话并进行演绎。实现知识从输入到有效输出。在实施过程中，将班级分成若干小组，采用小组合作方式，每组负责一对话。以此降低难度也责任明确。

（3）Class work

鼓励学生回答三个具有一定紧密联系的问题，升华文章主旨，再次强调并实现教学目标。

StepⅤHomework

课下利用网络搜寻信息并讨论其他的中美文化差异，以此对本文内容进行补充。

写一篇作文。巩固本文内容及实现更高层次的输入。作文模式已给。