Cultureandculturaldiversity完美版

1、冀 教版 Module2Unit7 Culture and cultural diversity高一英語閱讀教 案、教學內 容：冀教版高一英 語模 塊 2 第 7 單元主要 圍繞 Culture and CulturalDiversity 這個話題展開。Section 1是一篇閱讀課文，主要通過Jenny ,LiMing ,Ms . Peters ,Dong Ma 四人通 過自己的 經歷和切身體 會回答了“what does cultural diversity mean to you ? ”這個問題 。文章結構清 晰， 一目了然， 語言生動，富于感染力。 話題的選擇，有益于培 養(yǎng)學生的跨文化

2、 交際意識，使學生對英語國 家文化及中外文化的 異同有所了解， 幫助學生拓 展視野，豐富學生的英語文化知識，提高學生的學習興趣，提高 學生對中外 文化異同的敏感性和 鑒別能力， 從而提高學生跨文化交 際能力， 為終身學習 奠定良好基 礎。、教學目標：(1 )知識目標(Kn owledge objectives):1 詞匯：掌握、理解、運用以下生 詞 community ， common ， opinion ， multicultural ， religion ， tradition ， unique ， nationality ， immigrate ， atmosphere ， apprec

3、iate ， ceremony ， custom ， cause ， assume ， once ， treat2. 短語：even though , be famous for , on campus , treatlike ,alittle bit of3. 句型： It makes me feel good that we can all study together andbe friends.There is an understanding that harmony and balance is very important in life.I think it is good w

4、hen we can learn about other customs and attitudes.They treated me like I was just another student.(2 )能力目標(Ability objectives):1. Help the students have a better understanding ofcontent and structure of the text2. Train the students ability of reading comprehension.(3) 學習策略(Strategy objectives)Comm

5、unicative learning and cooperative learning(4) .情感態(tài)度(Moral objectives)1Develop the students confidence and cooperation study ,2 Get the students to be interested in culture and train the students awareness of culture difference.三 教學 重難點 (teaching important and difficult points):1. Create conditions

6、for students to get related information scanning and skimming2. Improve the students ability to solve problems.theinby3. Train the students ability of reading comprehension ;cultural aware ness4. Stren gthe n the stude nts四教法選擇(Teaching methods) :以任務型教學活動為主，兼顧情景和視聽教學法。根據本課特點確 定采用這種教法來有效組織課堂教學，這樣切實體現

7、了學生的主體地位，能充分調動學生學習的積極性和主動性，并能給學生創(chuàng)造各 種語言情景，提供各種運用英語的機會，讓學生充分接觸英語，運 用英語，提高學生聽說讀寫的能力。同時又能面向全體學生，通過 設置任務的難易使不同的學生都有所得，有利于讓更多的學生冒 尖，同時對學習有困難的又及時給予幫助五教學過程:Step1: Pre-read ing (warmi ng Up)T: Good morni ng , every one.Suppose a foreig ner comes to Chi na,what will you introduce to him or her which can best

8、 representative Chi na?S(a): I will show him or her around the Great Wall.S(b): I will play gongfu for him.S(c): I will take him to the hometown of Confucius.S(d): I will play erhu for him to enjoy traditi onal Chin ese music calledErqua nyin gyue.T: Summary. The students did a veryNow, I d like to

9、show you a picture . Doknow what it isS: Zhong guojieT: Do you know how to say it in En glishS: It is called “ Good Luck knotT: Very good. From the n ame we can see this knot can bring us-S: Good luck .T: If you see it ,you will be rem in dedof our coun try. You can give itto your foreign friend as

10、a souvenir.That stands for Chinesetraditi onal culture. Now look at the next picture.T: What can you see in this picture ?S: It is a Christmas tree with a lot of gifts on it.T: good. Good Luck Knot Stands for Chinese culture, while Christmas tree stands for -S: Western culture. The culture between E

11、ast and West is different. I will show you more examples.T: Now look at the screen.Try to guess how to fill in the blankswith animal namesas strong as a（ 體壯如牛 ）as stupid as a （ 蠢笨如豬 ）like a to water （如 魚得水）as timid as a （膽小如鼠）talk （吹牛）（keys: horse ,goose , duck ,rabbit ,horse）T: From this activity,

12、we can see the same animal has different implied meaning in different countries . We live in a world of cultural diversity . We cannot recreate English idioms according to Chinese thinking. If so, you can make yourself confused.（簡評：通過對 比，使學生強烈的感受到中外文化的差 異，激發(fā)學生進一步學習的熱情，然后直接引出 話題 Culture Diversity 。這樣

13、就使導入部分具有“切入口小，切入主題快”的效果。）T: We live our lives as part of many cultures . There are differences among us ,that is true . What is your understanding of culture diversity ?(Ask the students to discuss in pairs first, and then ask severalpairs to report their answers .)1) what does cultural diversity me

14、an to you ?2) Have you experienced cultural diversity in your community ？3) How would you feel if you were living in a multicultural community?(簡評：通過討論，在相互交流中，激 發(fā)學生說的興趣，加深對閱讀對象 背景的了解， 并培養(yǎng)其發(fā)現問題 解決問題的能力，同 時也可放松讀前的緊張 心理。)T: So much for the discussion. Now let s play a game _ word guessing.(Divide the c

15、lass into two groups ,boys and girls . Ask each group to choose two representatives to act out this play .They face each other.One student will use his own words to paraphrase the word and ask the other student to guess which word he or she is talking. Either group will be given one minute .The grou

16、p which can guess more words will be the winner. )1 Planet1 immigrate2Youth2 race3Religion3 campus4Tradition4 London5Custom5 Paris6Hamlet6 Summer7Shakespeare7 clock8Washington8 harmony9Green9 lecture10Air10 moon(簡評:如果讓學生自己預習課文的單詞后再重復讀單詞，未免枯燥，而猜 詞的游戲 會極大的調動學生的積極性，又可排除影 響學生理解課文的生詞障礙。以上這些熱 身活動意義在于使學生處于

17、積極的準備狀態(tài)，帶著目的和愿望去 讀，充滿信心去讀， 變被動式閱讀為主動式閱讀，這也有助于形成閱讀技巧，提高理解能力及英 語口頭 表達能力。)Step2:While-reading ( presentation )Task One ： SkimmingT: Do you want to know others ideas on cultural diversity ?S: Yes.T: Now read it quickly and try to find the key sentence of eachshort passage.(Ask the students to read throu

18、gh the text and try to find thekey sentence of each short passage. Before giving the students the answers, ask them to discuss first.)1) passage 1 I grew up with cultural diversity.2) Passage 2 China has its own unique of cultural diversity.3) Passage 3 I enjoy working in this high school.4) Passage

19、 4 I was surprised when I arrived in Canada to study.(簡評:訓練學生尋找主題句的技巧， 幫助學生從整體上把握文章大意， 理清作者寫作思路 ,同時也體現了合作學習的思想.每一段落通常是 圍繞某一 中心展開的，因此，在閱讀課教學時 要有意識的培養(yǎng)學生找出主 題句，抓住 中心，使學生理解主題句與文章的具體事 實細節(jié)的關系,這樣堅持做，循序 漸進，日積月累，能夠有力地培 養(yǎng)學生的閱讀理解能力，為將來的高考打下 基礎。)Task Two Listening & Scanning :Listen to the tape , and then tell

20、us whether the followingstatements are true or false. If it is false ,how to correct it ?1) Canada is famous for its being a multicultural society.2) China has its own unique kind of cultural diversity.3) All the nationalities in China do not share many common traditions and attitudes towards life.4

21、) MS. Peters is a librarian in a South American high school.5) Dong Ma is a Chinese student in America.( Keys :TTFFF)(簡評：聽和讀都是獲取信息的有效途 徑。通過學 生邊聽邊讀可以培養(yǎng)其快 速閱讀能力。通過有目的的聽和 讀，讓學生在了解課文大意的同時把握課文中 的一些細節(jié)內 容而且學生能夠進一步了解課文的內容.)Task ThreeCareful Reading讓學生仔細閱讀課文，深入理解文章 內容，了解細枝抹節(jié)并且講解重點詞和句型的用法。通過仔細閱讀課 文，讓學生回答以下 問題

22、：1) Jenny says that “ I have grown up with cultural diversity ”.What supporting details does she give to support her statement ?2) According to Liming, what makes the Chinese people the same behind obvious cultural diversity ?3) Why do you think Dong Ma s classmates were not that“friendly and hopefu

23、l ” to him at the beginning?(簡評: 創(chuàng)造型任務活動( creative tasks )讓學生進一步閱讀課文，了解 課文內容，尋找關鍵信息，充分發(fā)揮創(chuàng) 造性思維，完成難度適中，具有一定挑 戰(zhàn)性的任務。.)Step3.Post-reading (extension)Task One: DiscussionHow would you feel if one of your teachers wore a turban or some other symbol of his culture?Would you feel good about it?Why or why n

24、ot?(簡評：解決問題任務活動(problem-solving tasks).學生聯系課文，結合實際解決問題。該設計基于課文內容，但又不局限于 課文范疇，旨在發(fā)散 學生的思維，在討論中引起共 鳴，有利于培 養(yǎng)跨文化交際能力.)Task Two: DebateSituation:Different country has different culture. Some students maythink Chinese culture is better than American Culture.However ,others have a belief that American cultu

25、re is betterthan ours. Whats your idea?(簡評:創(chuàng)造型任務活動(creative tasks ).辯論是學生比較喜歡的活動，有 利于拓展視野，使學生的學習從維持性學習向自由創(chuàng)新型學習轉變 ，從接受性學習 向研究性學習過渡，提高對中外文化異同的敏感性和鑒別力，培養(yǎng)學生客觀的評價 事物和辨證的看問題的能力。要 盡力創(chuàng)造寬松學生辯論激烈，思維活躍，教學效果 較好.)Step 4 Homework1) Write an article about the cultural diversity you ever experienced in your community.2) Go to websites to find more information about culturaldiversity.（簡評:閱讀的最高目標是應用。通過聽讀的輸入，激活和擴展學生說寫的輸出， 這是培養(yǎng)學生綜合運用