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M6U3 Task 教案设计.


Module 6



Writing a letter to explain cultural misunderstandings Designed by Huang Suyi (Jiangsu Sheyang High School)



Lecturer:Huang Suyi (Jiangsu Sheyang High School) Level: Senior Grade 2 of Secondary School Content: 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. 2. 3. 4. Listen and complete a text; Read about taboos in foreign countries; Ask about cultural differences; Write a letter of apology explaining cultural misunderstandings. writing skills in preparation for a letter of apology.

Teaching focuses: Combine and develop students’ listening, reading, speaking and

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. Guests Singh Takashi Nationality Indian Japanese Unusual incidents 1. Wouldn’t shake my left hand; 2. Wouldn’t eat beef. 1. Bought lots of gifts; 2. Got upset when people didn’t look at his business card. Wouldn’t 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 haven’t 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 Speaking Skills building 2: Asking for cultural differences 1. 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 shouldn’t 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 teacher’s 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 apology 1. 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. Sender’s 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: Homework Write 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。 )


M6 U3 Task
Ask for information Write a letter of apology who cultural misunderstandings what where unusual incidents why how which how to write a letter opening

explanation reasons apology advice ending When in Rome, do as the Romans do.

教学反思: 本节课内容为 task, 任务多、碎、重。包括学生读、听、说、写的全方位的能力训 练。想要把所有的要点囊括在有限的课堂 45 钟, 教者花了大量心思。每一个环节 都精心设计, 为本节课的重点---写道歉信做准备, 既流畅自然, 又突出了重点, 达 成了教学目标, 取得良好的教学效果。在坚持教材的基础上,拓宽了学生相关的知 识面, 恰到好处地延展了教学内容。主要体现在以下方面: 1. 教学流程的巧妙融合。从开头的视频的选用导入文中的异常事件,进入文中的 第一个听力训练。从听力中的作者的疑惑到阅读文章寻找答案、找老师询问(第 二段听力)过渡水到渠成。从对外国文化或禁忌感兴趣地提问和回答、明白自己 为何误解外宾到写道歉信,学生在老师的指导下循序渐进地完成各项教学任务。 最后讨论题的设计画龙点睛。整个流程浑然一体, 并不显得突兀、脱节、零碎、 杂乱。 2. 教学内容富有趣味。开头的视频内容、中间的让学生现场模拟表演发生在外宾 们身上的怪事、学生和老师合作练习中外不同方式敬酒的对话等都突破了文中 有限的内容,时刻注意抓住学生的注意力。 3. 学生参与方式多样化。有学生独立听文章填词、同桌相互校对、三组两人合作 表演、同桌合作写作、展示作品、二人练习对话、全班朗读、学生和老师共同 合作、四人小组讨论等。 4. 板书设计独具匠心。板书概括了课堂所有环节的教学内容、层层深入,一目了 然又突出重点。 总的来说,这节课能把 Task 的凌乱的内容巧妙地融合在一起,体现新课程 理念,形声并茂,对学生进行了读、听、说、写全方位的能力训练,很好地完 成教学任务,达成教学目标。