M6U3-Task-教案设计..doc

教学设计 Module 6 U3 Task Writing a letter to explain cultural misunderstandings Designed by Huang Suyi (Jiangsu Sheyang High School) 江苏省射阳中学 黄苏轶Lecturer：Huang Suyi （Jiangsu Sheyang High School)Level: Senior Grade 2 of Secondary SchoolContent: Module 6 Unit3 Task Writing a letter to explain cultural misunderstandings Teaching aim: To enable students to solve a practical problem in their daily life-how to write letters to explain cultural misunderstandings. Teaching objectives:1. Listen and complete a text;2. Read about taboos in foreign countries;3. Ask about cultural differences;4. Write a letter of apology explaining cultural misunderstandings. Teaching focuses: Combine and develop students listening, reading, speaking and writing skills in preparation for a letter of apology. Teaching procedures: Step1: Lead-in Show students a short video about an embarrassing incident between a group of Chinese and an Englishman having a meal in a restaurant, which results from cultural misunderstandings. Question: What causes the embarrassing situation? By answering the above question, the teacher leads the students to the topic.( 设计说明：此视频反映中国人和英国人吃饭的文化差异，最能直观地生动地引导学生进入本课的话题。)Step2: Listening on P42 Different countries have different cultures. When people from different cultures meet, some unusual incidents might happen. Give students tips on how to complete a text by listening:1. read the material quickly. 2. guess the words suitable for the blanks.3. decide if it is contend words or grammar words. 4. check the spelling of the words. Listen and complete the diary entry below. While listening, call students attention to who the foreign visitors are, where they are from, what happened to them.（设计说明：此环节巧妙地把文章的Skills building 1: completing a text 和skills building 2: asking for information融合在一起。既没有按部就班地处理文章的内容，又没有遗漏文章的内容。） Listen and fill in the missing words. After listening, first ask students to check in pairs about what they hear. Then check with the whole class.（设计说明：听力文章较长，在播放两遍课堂时间不充足的情况下，可以给足学生听前的准备时间。听后学生和同桌校对，基本上能写出正确答案。此环节主要是检查学生的听力技能的运用。）Fill in a table.GuestsNationalityUnusual incidentsSinghIndian1. Wouldnt shake my left hand; 2. Wouldnt eat beef. TakashiJapanese1. Bought lots of gifts;2. Got upset when people didnt look at his business card. HudsonAmericanWouldnt get on a boat, thinking it was too crowded.（设计说明：本图表是对整篇听力文章内容的彻底了解。学生在寻找 unusual incidents 时有困难， 可以指导学生参看书本相关的段落。）Act out the situation. Invite 3 boys from the class to cooperate with the teacher or ask three pairs of students to act out the unusual incidents that happened to the three foreign visitors.（设计说明：此环节是为了学生更好地的记住发生在外宾身上的奇怪的事件。学生亲自参与演出，不仅吸引学生的课堂关注力，而且增加课堂的趣味性。）You are puzzled about these incidents and want to find the reasons for their strange behavior.As a matter of fact, they have much to do with taboos. Step3: Reading P43. Read Para.1 and find out what a taboo is. Read Para.2 and underline some taboos that help explain some of the above unusual incidents. Read Para.2 and find out: Other examples showing normal customs but maybe unusual to Chinese. （Show students pictures, which can help them with the task easily.） （设计说明：通过回答问题，下划线、细读等寻找不同国家的文化习俗，学生能明白一些发生在外宾身上的奇怪事件的原因， 了解了一些国家不同的打招呼的方式和习惯。 此环节主要体现学生的阅读技能的运用和快速寻找有效信息的能力。让学生熟悉这些内容， 为后来的练习提问和回答做了很好的铺垫。）You have found some answers to three incidents. Still you havent figured out all of them. So you go to one of your teachers for help. Step 4: Listening on P43 Listen and fill in the blanks.1. People from the USA feel _ when people stand too close to them.2. South Americans like to greet people with a _.3. In Japan, giving _ is very important. 4. The gesture OK in the USA means _ in France.5. In Japan, the same gesture means _. This recording helps you clear up all the doubts.（设计说明：这个听力内容既练了听力技能，又帮学生解开了所有的疑团。有助于下个环节的学生互动。） Step 5 SpeakingSkills building 2: Asking for cultural differences1. Give directions for how to ask questions.Begin with question words like: what, how, when, which, when, where and why.（设计说明：结合前面的听力前板书，可以很迅速地过渡到下面的学生练习问答环节， 避免了单调地讲解或重复。）2. Practice questions and answers (work in pairs).(1) the feeling of Americans when people stand too close to them. (2) the way South Americans greet people. (3) the important thing in Japan.(4) the hand that shouldnt be used to give someone something in India.（设计说明：以上四个问题结合了文章的阅读和听力内容，达到让学生用疑问词来设计问题和回答问题的目的， 提高学生的课堂参与程度，检测了学生对前面所学内容的理解和掌握程度， 主要体现学生动口说的能力。）3. Practice a dialogue with the teacher, showing the picture T: What do we Chinese say when we propose a toast over a meal? S: Ganbei. T: What do the English say when they propose a toast over a meal? S: Cheers. At the same time, the teacher can introduce students to the cultural differences in proposing a toast between Chinese and English habits.（设计说明：此环节鼓励全班学生的参与，拓宽了学生对中外文化差异的了解， 适当地延展了课堂内容。） After reading an article and listen to your teachers person experience, you realize why those unusual incidents when you showed the guest around Beijing. You feel it necessary to write the 3 guests letters of apology. (流畅地过渡到下个环节， 文章的重点写道歉信解释误会。) Step 6: Writing Skills building 3: writing a letter of apology1. Give directions for how to write a letter of apology, reminding students of its formal style. （提醒学生这样的信件属于正式信件， 其格式和非正式信件有一些差异。）2. Show students the outline of the letter. Senders address_Date：_Dear _, I am writing to apologize for any misunderstandings (opening) I felt rather strange (explanation) I feel sorry for (ending) Yours sincerely, _（设计说明：通过分析，指导学生可以分 3段落来写道歉信、每个段落的写作模式、套用句式。）3. Show students a sample letter of apology to Mr. Singh.4. Ask students to work in pairs on a letter of apology to Takashi or Hudson, each writing a different part. 5. Present students writing. Ask two pairs of students to present their cooperation work and give proper evaluation to their work.（设计说明：让学生现场作文，在有限的时间内完成并展示给班级需要很多时间。因此安排两个学生合作，讨论分工各自要完成的任务，顺利地达到教学目的。既检测了学生的听课效果，又显示了新教材强调学生合作学习的意图。对学生的评价从整体到细节入手，既肯定学生所取得的成绩，又指出其中的不足之处，要求全班同学参与评价、指点、校正。 此环节主要突出学生动手写作的能力。） Step 7: Discussion and summary Get students to work in groups of four and discuss:Different cultures can bring about embarrassment, misunderstanding, and even trouble. How can we avoid cultural misunderstandings? When in Rome, do as the Romans do.（设计说明：再次回归本课的话题，设计开放性的讨论题，指导学生四人一组进行讨论。要求学生发挥想象力提出各种可行的建议。此环节是对文章内容的升华。） Step 8: HomeworkWrite a letter of apology to your former teacher/parents/friends explaining a misunderstanding.（设计说明：通过本课内容的学习， 学生应该学会了如何写道歉信， 并把所学内容用于实践， 解决实际问题， 达到本课的最终目的。）板书设计： M6 U3 Task Ask for information Write a letter of apology how to write a letter who cultural misunderstandings opening what where unusual incidents explanation why