高一英语Unit12 Culture Shock教案
Unit 12 Culture Shock (8)上课学习上课学习教案
Unit 12 Culture Shock (8)教案Unit12cultureShock教案Lesson4TheNewAustraliansTip：HewhohasneverbeentotheGreatwallisnotatrueman.Learningaims：掌握本课新词汇和短语，熟读课文。
（A 级）Learningimportantpoint:语言知识点及重点词汇的运用（B级）LearningSteps:Step1听写单词（A级）___________________________________________________ _________________________________________________________ ___________________________________________________ ______________Step2把下面划线部分和其解释连线（B级）.Australiaismybirthplacea.like2.inthevastareaofdesertb.oppositeto3.Australiansarefondofsportsc.notfair4.contrarytopopularbeliefd.haveagoodstandardofliving5.you’llfindabroadchoicee.placewhereIwasborn6.therestofusarequitewell-offf.wide7.Ithinkthat’sunfairg.hugeStep3词组和短语（A级）.一片土地2.二十世纪八十年代3.一种不同文化的混合体4.当心5.喜欢6.与…相反7.世界级的作家8.古典音乐会9.不能忍受0.大堡礁1.在黄昏2.属于3.严肃对待某物4.很多，许多5在沿海地区6.首先Step4.阅读课文，判断正误（B级）.Australiahaslargeareasofdesert.2.Surfingisthemostpopularsport.3.Australianroadscanbequitedangerous.4.TherearesomedangerousanimalsinAustralia.5.Australiahasneverproducedanyimportantwriters.6.manyrecentimmigrantshavecomefromGreece.7.NativeAustraliansformalargepercentageofthepopulat ion.8.ThestandardoflivinginAustraliaishigh.Step5疑难解析（B级）.belongvi意思【课文原句】【归纳拓展】belongto意思，无语态和时态。
Unit 12 CULTURE SHOCK Lesson 1 Visiting Britain 教学设计1-优质公开课-北师大必修4精品
Unit 12 CULTURE SHOCKLesson 1 Visiting Britain教学设计1. General introductionThis lesson is taken from a book of New Senior English for China by Beijing Normal University. This lesson is about the reading part. By learning this passage, the students can master some language points and reading skills, as well as some right life guides.2. Teaching aims and demands(1) knowledge objects1) V ocabulary: tipping, owe, apology, absorb, brief, expectation, bacon, slice, toast, waiter, waitress, exchange, cherub, wander, mushroom, tasty, foggy, laughter, majority, reasonable, mosquito, northeast.2) Phrase: get use to, owe sb. something, busy doing something, afford to, at least, get used to, avoid doing…, look forward to.3) Grammar: Verbs followed by –ing form or infinitive(2) Ability objects1) Listening skills: understand what the teacher is speaking in English, listen to the tape after class.2) Reading skills: general understanding，detail information, judges.3) Speaking skills: use the new expressions learned to talk about your hometown.4) Writing skills: write a short passage to introduce your hometown with new expressions learned.(3) Emotion objectsLove your hometown and your country. Learn more about your living environment. London is an international city, learn from it. Develop the will to build your country.3. Teaching keys and difficultiesVerbs followed by –ing form or infinitivePlan to do something, enjoy doing something., etc.4. Teaching methods(1) Fast reading(2) Detailed reading(3) Explaining(4) Task based discussion5. Teaching aidsComputer, overhead projector, PPT, tape6. Course numberWe will finish this lesson in 3 classes. This is the reading class.7. Teaching proceduresGeneral introduction: Step 1 is for lead-in. Step 2,3 is for reading and listening skills objectives; Step 4 is for knowledge objectives;Step5 is for speaking skills objectives and emotion objectives; Step 6,7 is for consolidation of new knowledge and practice students’ writing skills. Thus we can meet all the teaching demands.Step 1 Greetings,Revision and smoothly start the new lesson (2 minutes)Step 2 Fast-reading and search for the answer for "T" or "F" questions, general understanding.”You can only eat English food in London, T or F. There are many restaurants in Britain, T or F? (8minutes)Step 3 Detailed reading and look for the information needed. The ability to get detail information. teachers’ comments. “How do you give waiter or waitress tips according to the British tipping system ?”“Why does Xiaojin suggest his aunt to bring a warm coat?” (9minutes )Step 4 Explain difficult sentences and use of new phrases in detail under the help of some teaching equipments.(10minutes)Step 5 Task-based language(10minutes)Work in groups of four to discuss about their hometowns, it will be better if the students use new words and phrases learned today.Step 6 Summary of the lesson with related exercises. Mention the emotional objects.(5minutes) Step 7 Homework（1minute）(1) Do exercise 4, 5in the exercise book. This is used to make the students have a further understanding of new words and new grammars.(2) Write a short passage to introduce your hometown.(at least 100 words)8. Blackboard designIn order to make the blackboard design clearly and neatly, I will divide the blackboard into three parts. On the left, I’ll write teaching aims; in the middle of the blackboard, there should be important and difficult language points, and on the right, I will write the summary of this whole class.。
culture shock阅读教学设计
Step1. Review1. Find out the proper words or expressions according to the pictures.2. Speak out the English forms for the following.冲击shock感官sense要素factor身份identity……3. Read the words and expressions loudly.在上一节课中，已经将本课中的生单词何短语提前讲过了。
这里通过练习和朗读进行复习，为课文的阅读扫清词汇障碍。
Step2. Pre-reading1. Suppose that you will have a trip to America, how is your feeling like?2. Suppose that you have lived in America for half a month, how is your feeling like? 让学生结合自身实践，互相交流他们是如何解决文化冲击问题的，引导学生对课文内容进行预测，调动学生已有的背景知识，为阅读作好知识上和心里上的铺垫。
Step3. While-reading1. SkimmingSkim the text and answer the following questions.1) What is culture shock?2) Who experiences culture shock?3) What are the three stages of culture shock?4) What are the factors of culture shock?5) What’s the best way to solve the problem of culture shock?快速阅读文章并能准确了解大意是一项重要的阅读能力，是提高阅读速度和理解文章内容的关键。
高一英语北师大版4教案：Unit12CultureShockPeriod6含解析
Unit 12Culture ShockPeriod 6 Grammar：Verbs Followed by ing Form or Infinitive ＆Present Participles错误!教学内容分析This teaching period mainly deals with the grammar items:Verbs followed by 。
ing form or infinitive and the usage of Present Participles.Try to discover and conclude the usage of the grammar by analyzing and practicing.三维目标设计Knowledge and skills1．To experience the usages of ing forms，infinitives and present participles in contexts.2．To get students to know how to identify the differences between 。
ing forms and infinitives.Process and methods1．To ask students to observe some related sentences。
2．To present more sentences and give them some explanations。
3．To compare the differences between ing forms and infinitives.4．To sum up what they have learned in the period。
Emotion,attitude and value1．To get students to become interested in grammar learning。
高一英语北师大版必修4教案：Unit12CultureShockPerio
Unit 12Culture ShockPeriod 2Lesson 2Mind Your Manners整体设计教学内容分析This lesson focuses on students' listening and speaking skills.The topic is etiquette（礼仪）in communication.Students will get to know about some knowledge of etiquette in different countries by listening and then they are required to act out some situations in a polite way.三维目标设计Knowledge and skills1．To practise using polite expressions.2．To practise inferring speaker's mood from intonation.3．To practise using phrasal verbs.4．To learn about different styles of communication in different cultures.Process and methods1．Lead in the text by showing students pictures related to the topic.2．During listening，students are required to listen carefully and then judge people's different behaviours in communication.3．By completing the Function File，students will learn how to be polite in different cultures.4．Role play.Set some situations and ask students to work in pairs to act out the situations in a polite way.Emotion，attitude and value1．To know more about foreign cultures and develop students' awareness and ability of intercultural communication.2．To help students know that how to behave politely is a must in international communication.3．To help students hold the right attitudes towards diversity of culture.教学方法1．Communicative language teachingCommunicative language teaching is an approach that emphasizes learning to communicate through interaction in the target language.More activities，such as language exchanges，information gap and pair work，will be designed in order to achieve the goals.2．Task-based language teachingIn the listening practice，help students realize what information they need to hear.In the speaking practice，make students clear what roles they are going to play and learn to use the expressions in the Function File.教学重、难点1．Importance should be placed on understanding the listening materials and getting the information needed.2．To help some students overcome their nervousness when faced with the listening task.教学过程Step 1Lead inShow the pictures and ask students to notice the ways they greet each other.From the pictures we can see that in different cultures，people perform differently when meeting others.Some show a lot of feelings and some don't show their feelings.This is what we should learn and mind in intercultural communication.Use the scale to classify people from these cultures：Italy，Japan，Britain，the United States.Step 2Listen to learnTask 1：Listen to Part 1 of the interview about communication in different pare what the expert says with your answers above.Task 2：Listen to the second part of the interview and judge the typical behaviours in different e √ or × to complete the table below.Answers：1—D2—B3—A4—CStep 3Function FileTask 4：Students are required to listen to the dialogues and complete the Function File.In this section，students will learn how to behave in formal and informal situations.Ask students to pay attention to the expressions used here.Step 4Pronunciation：IntonationIntonation is as important as the expressions we use in daily communication.Task 5：Firstly，ask students to make a list of the expressions in the Function File we use：a）to ask for something politelyExcuse me，could you pass the lemon and salt，please?b）to reply to someone's thanksYou're welcome./It's no trouble.c）to refuse an invitation politelyI'd rather not，thanks.d）to make a request to someone you don't know very wellDo you think I could have a word with you？/Would you mind giving me and my schoolmate a lift to school?e）to thank someone for doing something for youThanks a lot.That's very kind of you.f）to apologise to a friendOh，I've forgotten them! I'm really sorry.Secondly listen and repeat the expressions.Pay attention to the speaker's intonation.Thirdly listen to the dialogues again.This time Christina（the speaker）sounds rude.Why?a）she is too directb）she doesn't say “please” or “thank you”c）she shows no interestd）she interrupts someoneAnswers：Dialogue 1＝b Dialogue 2＝d，b Dialogue 3＝a，b Dialogue 4＝cStep 5Speaking（Act out the situations）Firstly：Show the following situations：1）Ask a stranger to close a window on a train.2）Decide with a friend what to do at the weekend.3）Ask a neighbour to post a parcel for you.4）Ask a friend to return a handkerchief he/she borrowed.5）Decide where to go on holiday with a friend.6）Ask a waiter to give you the menu.Secondly：ask students what we should say and do in such situations? Collect students' opinions.Then give them some help.Speaking strategies：preparation for speaking·Decide how formal or informal the situation is.·Decide which roles you are going to play.·Choose some suitable expressions from the Function File.·Practise saying expressions with polite intonation.Thirdly：Give students 5 minutes to prepare.Give them some help if necessary.Fourthly：Ask some pairs to act out the situations.Step 6Vocabulary：phrasal verbsFirstly，students are asked to complete Ex.9 on Page 39.Secondly，ask them to practise the dialogue.Change the information in italics.Step 7Homework1．Go over the words and expressions learnt in this period.2．Write at least five sentences about what you learn about the topic in this period.教学参考在异国遭遇文化冲突后长年旅居外国的人，在母国文化和异国文化的冲突下做夹心饼干，感觉快乐与否的关键在于能否积极理解、接受异国文化，并与异国文化和平共处。
高中英语 Unit 12 Culture Shock 单元要点回扣教案英语教案
Unit 12 Culture Shock[学生用书P75]owe vt. 欠(情、债等)；感激；归功于(1)owe sb.sth. 欠某人某物owe...to．.. 把……归功于……(2)owing adj. 欠着的owing to 由于apology n. 道歉，认错(1)make/offer an apology to sb. for (doing) sth.因为(做)……向某人道歉owe sb.an apology 应向某人道歉(2)apologize(apologise) vi. 道歉apologize to sb. for (doing) sth.因(做)某事向某人道歉apologize to sb. that... 因……向某人道歉absorb vt. 理解，掌握；吸收，汲取；吞并；吸引(注意等)；使全神贯注(1)absorb...from... 从……中吸收……absorb sth.into sth. 吸收某物进入某物(2)absorbed adj. 被吸收的；一心一意的be absorbed in 全神贯注于，专心于exchange vt.& n. 交换，兑换(1)exchange...for．.. 用……换……exchange ideas 交流想法(2)in exchange (for...) 作为(对……的)交换majority n. 大多数，大半(1)in a/the majority 占大多数by/with a majority 以……的多数(2)major adj. 重要的v. 主修major in 主修……request n．& vt. 请求；要求；邀请(1)make (a) request for．.. 请求/要求得到……at one’s request/at the request of sb.应某人的要求on request 一经请求(2)request sth.from/of sb. 要求某人某事request sb.to do sth. 要求某人做某事attach vt. 附，贴，系，固定；喜欢，依恋(1)attach...to... 把……附在……上attach importance to sth. 认为……有重要性/意义(2)attached adj. 附加的；喜爱的be attached to... 附加于/喜爱……forgive vt. 宽恕，饶恕(1)forgive sb. sth. 原谅某人某事forgive sb.for (doing) sth.饶恕/原谅某人(做)某事forgive doing sth. 原谅做某事(2)forgiving adj. 宽恕的(3)forgiveness n. 原谅；宽恕first__of__all 首先above all 最重要的at all 根本all in all 总而言之in all 总共after all 毕竟as__a__result 结果as a result of．.. 因为with the result that... 结果是……result in 导致result from... 起因于drop__off 让……下车；打盹儿，打瞌睡；减少，逐渐消失drop away 减弱；减少drop back 落后drop behind 落后；落在……后面drop in(on sb.) 拜访(某人)drop out 不再参加，退出；辍学hang__on 稍等；不挂断；取决于；坚持不懈，不放弃hang out 挂出；闲逛hang up 挂断；悬挂；搁置hang around 闲荡；徘徊hang over 笼罩；威胁break__into 闯入，破门而入；突然……起来break away from 离开；脱离break down 打破，毁掉；出毛病；(身体)垮了；恸哭break out 突然爆发break up 拆散，解散；分解，分裂；崩溃break in 插嘴break through 突围；突破bring__an__end__to... 使结束at an end 结束come to an end 结束put an end to... 使……结束at the end of．.. 在……末尾by the end of... 到……为止1．现在分词作定语There are people from all over the world living here and as a result，there are many international restaurants.【仿写】站在那棵树底下的女孩是我妹妹。
Unit 12 Culture Shock Lesson 1 Visiting Britain 说课稿
Unit 12 Culture Shock Lesson 1 Visiting Britain 说课稿Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in students’ own words.3. Emotional aim: Make the students understand the differences among different cultures.Key points How to understand the term “culture shock” better. Give examples to analyze.Teaching steps Part 1 Lead-in & understanding of “Culture Shock”Different ways of greeting , tipping system, different food and ways of eating, shops and prices, attitudes of people, customs etc may get a Chinese confused. In these cases we may experience different cultures. So what is “culture shock”?The term, culture shock, was introduced to describe the anxiety produced when a person moves to a completely new environment. This term expresses the lack of direction, the feeling of not knowing what to do or how to do things in a new environment, and not knowing what is appropriate or inappropriate. It is the strangeness, uneasiness or even fear we experience when we move from our home country and familiar surroundings, to live in a new and different society.Part 2 Fast readingRead the text as quickly as possible to get a general idea of the text.How many pieces of advice does the author give?There are four pieces of advice given by the author. (1)You have to get used to the food.(2) the author suggests leaving 10% of the bill for the waiter or waitress (3)consider staying in the English countryside for a few nights (4) understand British humor, though we are more used to Chinese homor.Part 3 Language pointsowe sb. an apology得向某人道歉afford to do 有足够的钱/时间去做某事get used to 适应avoid doing sth.避免做某事consider doing sth. 考虑做某事risk doing sth. 冒险做某事the teacher explains the language points to the students, which makes it easier for the students to understand the text.Part 4 DiscussionLet the students discuss in groups, answer the question: “What should we do with culture shock”?It is also an opportunity for redefining one's life objectives. It is a great opportunity for leaning and acquiring new perspectives. Culture shock can make one develop a better understanding of oneself and stimulate personal creativity.Part 5 Conclusion Culture shock is now considered to be a natural part of the adjustment to studying abroad or communicating with others. If we know more about different cultures, we can deal with culture shock better.Part 6 HomeworkUnit 12 Culture Shock Lesson 1 Visiting Britain 说课稿教案Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell t he text in students’ own words.3. Emotional aim: Make the students understand the differences among different cultures.Key pointsHow to understand the term “culture shock” better. Give examples to analyze.Teaching stepsPart 1 Lead-in & understandin g of “Culture Shock”Different ways of greeting , tipping system, different food and ways of eating, shops and prices, attitudes of people, customs etc may get a Chinese confused. In these cases we may experience different cultures. So what is “culture shock”? Part 2 Fast readingRead the text as quickly as possible to get a general idea of the text.How many pieces of advice does the author give?Part 3 Language pointsowe sb. an apology得向某人道歉afford to do 有足够的钱/时间去做某事get used to 适应avoid doing sth.避免做某事consider doing sth. 考虑做某事risk doing sth. 冒险做某事Part 4 DiscussionLet the students discuss in groups, answer the question: “What should we do with culture shock”?Part 5 ConclusionCulture shock is now considered to be a natural part of the adjustment to studying abroad or communicating with others. If we know more about different cultures, we can deal with culture shock better.Part 6 Homework。
高中优秀教案高一英语教案：《Unit12 Culture Shock》教学设计
高一英语教案：《Unit12 Culture Shock》教学设计高一英语教案：《Unit12 Culture Shock》教学设计Step1.重要单词(A级)1.礼貌 n.________2.虚心的，适度的 adj.____________3.暖和舒适的 adj.______4.恳求 n.____________5.指示，表明 vt._______6.非正式的 adj._____________7.奇怪地 adv.__________8.马戏团 n.____________Step2.重要短语(B级)1.in between_________2.go bowling____________3.hang on____________4.reply to ones letter___________5.把与相比___________6.拒绝邀请___________7.提出要求____________ 8.跟上赶上____________9.让某人搭便车__________ 10.去度假___________Step3.复习第一课的课文，听课文录音(B级)Step4.疑难解析(B级)1. modest adj.【导学】modest用作形容词，意为"虚心的，适度的'。
Mary is modest about her achievements.玛丽对自己的成就很虚心。
【拓展】(1)adj.不浮夸的;朴实的;不豪华的[翻译]他住在一个朴实的小房子里。
___________________(2)adj.端庄的;高雅的[翻译]她穿着高雅的连衣裙。
______________________(练一练)She always wears her white clothes.She is _____ in dress.A.modestB. prideC. goodD. modern2.indicate【导学】indicate 用作动词，意为(1)指示(2)象征;表明或示意的可能性。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
高一英语Unit12 Culture Shock教案
高一英语Unit12 ulture Sh教案
Unit12 ulture Sh(4)
Lessn 2 ind ur anners
编写人: 田娟娟审核:高一英语组
Tips: Believe in urself 相信你自己！
Learning ais：通过听第一的录音复习以及提高听力能力（A级）Learning iprtant ≈diffiult pints：掌握本重点单词的用法并能运用（B,级）
Learning steps：
Step1重要单词（A级）
1礼貌n________ 2谦虚的，适度的ad____________
3温暖舒适的ad______ 4请求n____________
指示，表明vt_______6非正式的ad_____________
7好奇地adv__________8马戏团n____________
Step2重要短语（B级）
1in beteen_________ 2g bling____________
3hang n____________4repl t ne’s letter___________
把…与…相比___________ 6拒绝邀请___________
7提出要求____________ 8跟上赶上____________
9让某人搭便车__________ 10去度假___________
Step3复习第一的，听录音（B级）
Step4疑难解析（B级）
1dest ad
【导学】dest用作形容词，意为“谦虚的，适度的”。
ar is dest abut her ahieveents玛丽对自己的成就很谦虚。
【拓展】（1）ad不浮夸的；朴素的；不豪华的
[翻译]他住在一个朴素的小房子里。
___________________ （2）ad端庄的；高雅的
[翻译]她穿着高雅的连衣裙。
______________________ (练一练)She alas ears her hite lthesShe is _____ in dress Adest B pride gd D dern
2indiate
【导学】indiate 用作动词，意为
(1)指示
(2)象征；表明或暗示…的可能性。
A red s at night indiates fine eather the flling da
[翻译] __________________________________
【拓展】indiatin n
(练一练) The bla lud ______ that it ill rain sn
A indiated
B as indiating indiate D indiates
3．uriusl
【解析】uriusl adv好奇地
She athed uriusl as I pened the bx
她好奇地看着我打开箱子。
【拓展】urius ad 好奇的，好打听的（与abut 连用）[翻译] 我很好奇发生了什么事。
___________________
urisit n 好奇心，求知欲
ut f urisit 出于好奇
(练一练)完成句子
___________________(我很想知道) hat as in the bx
4 give sb a lift
【解析】give sb a lift 让某人搭车
[翻译] 你能让我搭你的车去车站吗？___________________
【拓展】（1）pi sb up 让某人搭车，开车接某人，而give sb a lift 主要是指顺路捎带，并非专门接送某人。
（2）as (sb) fr a lift 要求搭车，请求搭便车
A stranger ased fr a lift n a lnel rad
________________________________________
(练一练) 用适当的短语填空
（1）If sene________ n a lnel rad,ill u________?
（2）anager ased e t _______ at 8：00 at the gate and _____
at the airprt,fr he uld fl t Lndn n business
request
【导学】（1）n要求，请求ae a request 提出要求
（2）v要求，请求
+宾语+t d
与f连用
+that 从句（shuld +动词原形，
shuld 可以省略）
她邀请他一起去。
____________________
hat d u request f e？_______________
(练一练)句型转换
I request her t e ba befre nine ’l
I request that she _____ ______ ____befre nine ’l小结反思
___________________________________________________________ _____________________________________
Unit12 ulture Sh(4)
Lessn 2 当堂检测卡
班级：姓名：层次：评价
一．单句改错（A级）
1I have been s bus t stud and tr t absrb all the ne things arund e __________
2He said he had been ling frard t see u_________
3I suggested ging t the inea hile he said he uld rather t sta at he_____________
4She requested that n ne uld be tld f her deisin until the next eeting_____________
I didn’t tell the anthing exept fr that I reall needed the ne__
6The ung an feel in lve ith the beautiful girl the first tie hen he sa her________
7He gave an aazed perfrane in the petitin_________
8Things are re liited if u live in a sall tn,but in Sdne r elburne r an ther it u ill find uh t hie_______
二．单项选择（B级）
1I ______ in the quiet untr instead f in the bus it
A feel lie living
B uld rather t live
prefer t living D uld lie live
2---hat d u thin _____ her l s unhapp?
---_______ her allet
Aaing;Lse B t ae;Lst
ade;Lsing D t have ade;Beause she has lst。