牛津译林 模块六第三单元 M6U3 Welcome to the unit
牛津译林 模块六第三单元 M6U3 Welcome to the unit
A. respect C. look down upon E. hate G. reject
B. tolerate D. appreciate F. understand
Summary
• • • Different ways of greeting each other. Cultural differences The importance of learning cultural differences.
Cultural differences
Look at the pictures on Page 33, and read the captions (说明) under them.
Can you match the ways of greeting with the countries?
1.The a. putting their hands Netherlands together and bowing slightly 2. Thailand b. kissing each other on one cheek and then the 3. South other America c. greeting each other by 4. The Middle touching noses East d. hugging each other
color place
clothes
ceremony（仪式）
three bows 拜天地
serve tea 敬茶
Vow 誓言
the maid of honor 伴娘
Discussion Why do you think we should learn cultural differences between different nations?
着眼学生实际_动静结合走进“Welcome_to_the_unit”——以《牛津高中英语》模块三第三
疯狂英语·教学版2017年（2月号）摘 要：本单元主要围绕古代文明(ancient civilizations)展开。
本节课是这一单元的第一课时Welcome to the unit。
主要目的是培养和训练学生的听说能力，包括以下三部分内容：1.描述和了解课本中四幅古代文明建筑的图片(the Statue of Zeus, the Taj Mahal, theHanging Gardens, the Potala Palace)；2.谈谈其他的古代文化遗产；3.讨论文化遗产的保护。
关键词：《牛津高中英语》；模块；课例；听说能力江苏省大港中学 蒯忠山就本节课的教学内容而言，由于学生缺少对相关文化背景知识及相关话题的认知缺失，以上三部分操作起来难度较大。
为此，笔者在设计教学任务时增加了questionnaire、debate等环节，旨在贴近学生实际、激发兴趣、启迪思维、锻炼口头表达能力。
另一方面，通过对教材内容重新加工，使任务难度符合学生实际。
采用先听后说或先读后听，使学生在课堂上做到动静结合，实现有意义的互动。
同时，笔者充分考虑了各项任务的阶梯性和逻辑性，在层层推进、紧密相连的任务链中既有相对静止的思维训练，又有动态的小组合作，培养了学生获取信息、分析和处理信息及口头表达的能力。
1.教学过程Step one: Warming-up---do a questionnaire如：The Terracotta Warriors is in the city of _______.A. BeijingB. NanjingC. ZhengzhouD. Xi’an通过这样一个问卷，引起学生对本节课内容的兴趣，为进入正题做好铺垫。
特别要说明的是笔者在此环节最后的问卷设计：The following two bronze statues in the shape of the heads of a rabbit and a rat are now in _______.A. FranceB. RussiaC. ItalyD. China此设计的目为：由兔首、鼠首引出文化遗产; 通过对兔首、鼠首的历史由来的了解及由此引起的热点话题（两件文物在法国被拍卖）启发学生的思维，初步唤起他们冷静的思考和讨论。
牛津版高中Module6 Unit3 Welcome to the unit 英语课件PPT
Warming-up
How do Chinese people greet each other in formal situations?
Brainstorming
1. Why do you think that people in different countries greet each other in different ways?
38.如果努力就可以做到的事情，为什么不去做。 93.选对事业可以成就一生，选对朋友可以智能一生，选对环境可以快乐一生，选对伴侣可以幸福一生，选对生活方式可以健康一生。 74.学会驾驭自己的生活，即使困难重重，也要满怀信心的向前。不自怜不自卑不哀怨，一日一日过，一步一步走，那份柳暗花明的喜乐和必然的抵达，在于我们自己的坚持！ 67.当你的希望一个个落空，你也要坚定，要沉着！ 36.让别人快乐是慈悲，让自己快乐是智慧。 66.积极者相信只有推动自己才能推动世界，只要推动自己就能推动世界。 43.你可以一无所有，但绝不能一无是处。 38.困，你是人类艺术的源泉，你将伟大的灵感赐予诗人。 45.凡事回归原点，不懂就不懂，努力学习；懂了也要相信人外有人，放下架子，谦虚，能力提升方可最大化！ 55.抬头看看天，看乌云的缝隙里钻出的斑驳阳光，重新拾起前行的勇气和信心；回首望望来路，想想丢下了什么，还有什么可以丢下的，只要心灵轻松些，任何放弃都是一种努力。坚定地走吧 ，毕竟梦想在远方，未来在远方，终点也在远方。
Homework
1. Write a composition about the result of the discussion.
2. 2. If possible, surf the internet to find
译林牛津版高中英语M1U3welcometotheunit教学课件(共26张PPT)
looking:
hairstyle wearing figure face ...
feeling: healthy confidence knowledge good habit ...
Girls:
Do you want to be attractive and healthy like these ladies?
Unit 3
Looking good, feeling good
---welcome to the unit
Teaching Objectives
1.Make students pay attention to their health, and how to keep healthy. 2.Get the Students to improve oral English by talking about the pictures. 3.Let students finish a short composition about how to look good and feel good.
Boys:
Do you want to be handsome and strong like them?
Suggestions about looking good and feeling good
Does: Don’ts:
Have good eating habits.
Don’t eat junk food.
Preview the text on page 42 and learn the new words by heart.
Thank you!
知识回顾 Knowledge Review
选修6Unit 3同步教案(Welcome)
英语牛津译林版选修6Unit 3同步教案（Welcome）Module 6 Unit 3 Understanding each otherPeriod 1 Welcome to the unitTeaching objectivesBy the end of this period，Ss will be able to:Language1describe festivals2describe customs3compare some social behaviors4 form an appropriate attitude toward different cultures and customsSkills & strategies4read an internet chat room dialogue and a travel brochure to gain much knowledge of different cultures and traditions of different ethnic groups5listen to a conversation about showing foreign visitors around a city and others to get more information about cultural customs6discuss different cultures, traditions and taboosCulture & morals7learn about cultural differences8get to know about taboos and customs in different countries9learn to deal with the taboos and customs in different occasions10discuss and find out the traditions and taboos in different cultures and some original reasons11get interested in learning about the cultural differences in different ethnic groupsKeys & puzzlesHow to get all the Ss involved in the group discussion and pair-workTeaching approaches1 Task-based Teaching Approach （TBT）2 Situational Teaching Approach （ST）3 Communicative Language Teaching Approach (CLT)Teaching aidsa multimedia courseware and a blackboardTeaching proceduresIn generalIn Welcome to the unit, six pictures and three questions are all Ss can access to in the textbook. However, Ss are supposed to do a lot of talking and discussing about pe ople’s different ways of greeting each other in different countries and compare some different daily behaviors and different festivals of the east and the west by gaining some information shown through multimedia.First, two Ss, as the duty reporters, give a performance about different Chinese people’s greetings to different people, such as their superiors and their peers, and by asking Ss to guess and give explanations, the teacher will lead into the different greetings in different countries shown in the six pictures and add something about the pictures. In order to stimulate the Ss’ interest, the teacher designs a humourous story about ‘cultural shock’, brainstorm the Ss and discuss how to avoid this phenomenon together. After their discussion and expressing their own opinions about the possible problems that might be caused by these differences, the Ss are expected to take part in the discussion about table manners and further think on the topic why more and more foreigners are learning how to use chopsticks. Apart from delicious Chinese food, they also like China not only because of its beautiful scenery, especially so many World Heritages of nature and culture, but its rich and colorful cultures and customs. The teacher can try to elicit more, arousing t he Ss’s patriotism. Next the Ss are to look at some pictures and gain some information about Halloween and Qingming Festival through multimedia, and after discussion, the Ss are supposed to get the general idea of cultural differences.Then the Ss are asked to have a competition on the topic of Chinese young people’s craze about celebrating Christmas Day. Through heated argument they are expected to form an appropriate attitude towards different cultures and customs. At last, Ss are ask to summarize the main contents and consolidate the new words and expressions about cultures and customs in this period. At the end of the period, Ss are encouraged to choose one of the three topics they have discussed to write a composition according to the results they’ve go t. In a word, the whole lesson is a big discussion involving all the Ss brainstorming, discussing in groups or pairs, and competing, which will hopefully pave the way for the learning in the section of Reading.(通过同学表演审视自己平时的交际（问候）方式→设计关于‘文化休克’的风趣小故事，让学生进一步了解东西方不同文化背景下的见面问候方式的不同→思考并讨论怎样对待这些不同的方式→讨论东西方不同的餐桌礼仪→了解并比较西方的万圣节和中国的清明节→就中国许多年轻人热衷于过圣诞节开展辩论赛→通过图片展示和归纳总结本次课所接触的新鲜词汇和表达方式→布置作业)In detailStep 1 Warming up (5 minutes)1. Have two Ss, as the duty reporters to give a performance about different Chinesepeople’s greetings to different people, such as their superiors and their peers and ask their classmates to guess and give explanations. (3 minutes)2. The teacher gives a humourous story about ‘cultural shock’ to stimulate theSs’ interest, brain storm the Ss and discuss how to avoid this phenomenon together.(3 minutes)3. The teacher can try to elicit more. For example, just as the two Ss performed,if we meet a friend in the street, we often say: “Hi, have you had your meal”or “Where are you going”. When it is the case of two gentlemen, they tend to shake hands. However, in western countries, the above questions are just questions, not greeting at all. They may think you’re inviting them to dinner if you ask about their meals. Usually, they’ll j ust give each other a smile or greet with a “Hi.”. They’ll shake hands only in some formal situations. By the way, Westerners can leave a party or meeting halls without a formal conge, nor should they shake hands with every attendee like most of us will do here.Now let’s see some other foreigners greet each other. ( 2 minutes)(See courseware)Step 2 Discussion (15 minutes)1. Ask Ss to talk about the six pictures and require them to try to remember these different greetings and the teacher can add more. (3 minutes)2. Then have the first group discussion about If someone greets you in these ways what will you do then (3 minutes)3. The teacher can guide the Ss to our state leaders’ different ways of greeting their different heads while visiting different countries, making the Ss get to understand and form appropriate ideas and ways to communicate with different people in different cultures and customs. Remember this saying(write down on the Bb):Do in Rome as the Romans do. And ask the Ss to form a habit of taking notes while discussing and write a composition about the result of the discussion afterclass. (1 minute)Write down the title on the Bb An appropriate attitude to different greetings4. Then Ss share their ideas and the teacher gives assessment. (3 minutes)5. Now, come to the section of table manners by showing some pictures.(see courseware) If the Ss don’t know how to use a knife and fork, the teacher will tell them: when westerners eat, their bowls and plates cannot leave the table. Food should be cut by knife to fit into the mouths. Of course your mouth cannot touch the plates or bowls. So the regular process is like this. You cut your steak on the plate with a knife and fork and send the meat cube into the mouth with the fork and nothing will be returned but the fork alone. (2 minutes)6. Then discuss in pairs Why more and more foreigners are learning how to use chopsticks and what it implies. (2 minutes) Then the Ss give their opinions and the teacher will give proper assessment and add something necessary, like this: foreigners not only like Chinese delicious and healthy food but also its splendid national culture, and they even like China not only because of its beautiful scenery, including so many world heritages of nature and culture, but also its higher and higher international standing, arousing the Ss’ sense of taking pride in our motherland. (4 minutes)Write down the title on the Bb: Why foreigners long to learn to use chopsticks Step 3 Further Discussion (10 minutes)1. Cultural differences exist not only in daily life but in some traditional festivals. Ss will look at some pictures(see courseware)to learn about Halloween in the West and Chinese Qingming Festival. When showing pictures the teacher will remind Ss to take care not to cause forest fire if they go grave-sweeping, burning joss sticks and fireworks.（5 minutes）2. Then group work for discussion. Ss are to choose one or two to prepare from the following questions(see courseware),then share their opinions. The teacher will give some help and his own ideas. (5 minutes)Step 4 Competition (10 minutes)1. We Chinese people are tolerant and receptive to different cultures. Now let’sfirst have a discussion. (3 minutes)2. Then hold a debate about how to deal with Christmas in China. (7 minutes) (see courseware). Ss are to be divided into two parts, one the supporter, the other the opposite. Each part will be given 3 minutes in total. One volunteer, as the judge, will give a fair assessment and a summary.3. The teacher will declare like this: We are supposed to hold an English party on the coming Christmas Day. Every student shall make full preparations. Try our best to spend less but have the party both as an entertaining evening and a big meal for learning English.Write down the title on the Bb How to celebrate Christmas Day in ChinaStep 5 Consolidation1. The Ss are asked what they learn from this period and summarize the main contentsfor this part.2. Some pictures are represented to ar ise the Ss’ memor ies to consolidate some new vocabulary.Step 6 Homework (2 minutes)1. Choose one of the following titles to write a composition on the results of your discussion.1)An appropriate attitude to different greetings2) Why foreigners long to learn to use chopsticks3) How to celebrate Christmas Day in China2.Preview Reading by going through all the relative words and expressions in thewordlist.FeedbackMineIn the whole class, the Ss have shown great interest in learning about cultural differences and cross-culture communicating. First, the two Ss’ performance served as an active lead-in. And the first high tide came when they discussed foreigners’ using chopsticks, and the second high tide is when they see a humorous story about ‘cultural shock’ and they have a hot discussion about how to avoid this phenomenon. The real climax was the debate competition on Christmas Day. Christmas Day is quite familiar to Ss and the competition aroused their enthusiasm. But the discussion about Halloween and Qingming Festival was a little awkward silence. I should have given Ss some background information about the two festivals. So, for me, how to make a discussion heated and fruitful is something worth exploring all the time.Another achievement is that the effect of class teaching has gone beyond the limit of classrooms. Ss’ initiative of autonomous study has shown in their homework. In a composition titled Why foreigners long to learn to use chopsticks, some student wrote like this: Using chopsticks is a kind of complex and fine movement involving more than 30 joints and 50 muscles from the fingers to the palm, the wrist, the arm even to the shoulder. It shows that Ss now have a large range of knowledge gained in various ways. And this promotes me to decide to spend one more hour a day learning more.I think, although courseware is used, the design of writing on the Bb is also necessary. We should realize the organic combination of courseware and Bb. My Writing on the Bb is like this: the left part of the Bb is taken up by the screen; the central, the title, Understanding each other Welcome to the unit, the saying Do in Rome as the Romans do and the above three titles for composition; the right part, some new and key words.In this period, I gave each small step an exact time in order to leave more time to the Ss, and I got a satisfactory result.课后作业单项填空1．Tomorrow the mayor is to________a group of Canadian businessmen on a tour of the city.A．accompany B．supportC．associate D．assist2．Doctors are doing research to find out what happens physically whenpeople________smoking.A．quit B．declineC．depart D．reserve3．We must learn to________the new life when going abroad.A．adapt B．adapt toC．adapt with D．adapt in4．There is no point________improving public transport unless we can pay for it.A．advocating B．advocatedC．to advocate D．advocate5．The baby was playing on the carpet________by all kinds of toys.A．surrounding B．surroundedC．surrounds D．having surrounded6．You see the lightning________it happens, but you hear the thunder later.A．the instant B．for an instantC．on the instant D．in an instant7．By the time Jack returned home from England，his son________from college.(2011·辽宁，34)A．graduated B．has graduatedC．had been graduating D．had graduated8．We can’t accurately________ what will happen in the future.A．debate B．speakC．analyze D．predict9．—I’m just th inking of the t est ’m afraid I can’t pass this time.—________.A．Go ahead B．Good luckC．No problem D．Cheer up10．—Why didn’t you go to see the play—________ the whole story，I decided not to see itA．Being told B．I had been toldC．I was told D．Having been told【参考答案】单项选择2．A 3．B 4．A 5．B 6．A 7．D 8．D 9．D 10．D。
牛津高中英语模块六Unit3Welcome的教学设计
牛津高中英语模块六Unit 3 Welcome的教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 3 Understanding each other板块：Welcome to the unit作者：肖英（沅江三中）教材分析本节课主要内容是通过看图说话帮助学生理解中外文化差异。
学情分析学生对汉语语言文化有一定的了解，而对外国文化的理解还有待提高本课的设计意图：本节课是以说和读为主的单元热身课，用一课时的时间来激活学生与单元话题（文化差异）有关的已有知识以便导入课文教学。
运用图画以及与图画有关的提示语，激发学生对话题的兴趣，引导学生运用已有知识进行相关话题的讨论。
由于课本上的信息量不大，学生对各国的文化差异并不是很了解，所以通过阅读短文来增加信息量，为下一步的学习做好充分的热身准备，从而调动学习的积极性。
同时要注重德育教育，引导学生学会尊重文化差异。
Teaching aimsHelp the students learn how to talk about cultural differences and customs.Teaching important and difficult pointsEnable the students to talk about cultural differences and understand the use of examples.Teaching methodsDiscussion, reading and cooperative learning.Teaching aidsA computer and a projectorTeaching procedure and waysStep 1 Greetings and lead-inGreet the class as usual。
Get the students to show different ways of greeting they know. And then discuss some other ways of greeting and the ways of greeting. Finally, get the students tell some other customs that are different in different parts of the world. As we all know, different countries have different cultures and customs. Look at the Quiz on the screen please, let’s knowmore about cultural differences in different countries.1) In Western count ries, it’s unusual to give tips. (No)2) Westerners tend to avoid using13. (Yes)3) Nodding your head up and down always means yes. (No)4) Usually, one should never give a clock as a gift in China. (Yes)5) Never point to anything with your foot in Vietnam. (Yes)6) You can pass something to an older person with one hand in Korea.(No)7) In Canada, it’s OK to arrive early if you are invited to someone’shouse? (No)Write the following names of countries on the blackboard.China, Japan, USA, Thailand, South America, the Middle East, Dutch （设计意图）本环节先从单元话题入手，让学生从简单的QUIZ中了解各国在日常生活中有哪些基本的文化差异，不至于在以后与外国人打交道产生误解，造成尴尬的局面。
牛津译林版 模块三Unit3 welcome to the unitPPT课堂课件(27页)
牛津译林版 模块三Unit3 welcome to the unitPPT课堂课件(27页)-精品PPT课 件 牛津译林版 模块三Unit3 welcome to the unitPPT课堂课件(27页)-精品PPT课 件
牛津译林版 模块三Unit3 welcome to the unitPPT课堂课件(27页)-精品PPT课 件 牛津译林版 模块三Unit3 welcome to the unitPPT课堂课件(27页)-精品PPT课 件
Hale Waihona Puke The city of Pompeii (ancient Rome)
1. Where was the city of Pompeii? In ancient Rome, now Italy.
2. When was the city founded? It was founded in the 8th century BC.
3. Why did the city of Pompeii disappear? It was buried because the volcano called Vesuvius erupted.
The city of Pompeii was founded in the 8th century BC. In 89 BC, the Romans took over Pompeii. It then became a rich and busy city. Near the city was a volcano. On 24 August AD 79, the volcano erupted and lava, ash and rocks poured out of it onto the surrounding countryside. Many people were buried alive, and so was the city.
牛津译林版高中英语模块6 Unit 3 Section Ⅰ Welcome to the unit
1．Can the British and Americans understand one another easily?
2．In which aspects do the British English and the American English differ?
The United Kingdom and the United States share many common values and speak basically the same language. But what are some of the differences that tourists and expatriates(侨民) from the UK notice when they visit or live in America?
Schools are run very differently in the UK and in the USA. In the UK, children usually start school at the age of 5 and leave at 16 or they can complete one or two extra years of schooling and leave at the age of 17 or 18. The school years runs from early September to late July with short “half term〞 breaks in between. Students wear school uniforms to identify the school they attend. Unlike American schools, where children “graduate〞 at the end of their school career, British school children simply leave. A person is referred to as a “school leaver〞 rather than as a “high school graduate〞. Graduation is reserved for the time when students finish their university course.
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To preview the wordlist in this unit
To preview Reading about cultural differences on P34-35 To think about how to understand the use of examples in an article
Keep to the right
China, America, Brazil, Canada, Germany
numbers countries
China, Korea
meaning
bad luck, death
4 6 8
Thailand
Arab Japan Singapore
favor 好感,affection 友爱
Why do people in different countries greet each other in different ways?
There are various reasons for different ways of greeting in different countries:
send flowers smile text messages hug bow call various ways of grees
shake hands
To get a general idea of what we are going to learn in this unit
Do you know of any other ways
of greeting around the world?
Country Greeting China Have you had your meal? Where are you going? America Hello, nice to meet you. Hi, there. How’s everything? England Good morning, Mr Blair. How are you? Australia G’day (Good day)
Can you think of any other customs that are different in different parts of the world?
Keep to the left
Japan, India, England, New Zealand, Australia, Thailand, Singapore
each other. Look at the following
pictures.
Chinese / American way
Arabian way
Japanese way
Dutch way
South American way
Look at the pictures on Page 33, and read the captions (说明) under them.
• different cultures • different greetings towards different people (eg. to peers or to superiors) • different living environment • different values •…
To find out different ways of greeting in different countries To learn to discuss different ways of greeting
People from different countries
have different ways of greeting
Can you match the ways of greeting with the countries?
1.The a. putting their hands Netherlands together and bowing slightly 2. Thailand b. kissing each other on one cheek and then the 3. South other America c. greeting each other by 4. The Middle touching noses East d. hugging each other
Homework
1. Search more information about different ways of greeting and some unique customs in some countries.
2. Write your search into a short passage.