牛津版英语选修6 Unit 3 Understanding each other
高中英语 module 6 Unit 3 Understanding each other教案 牛津版选修6
Unit 3 Understanding each otherPart One TeachingDesign第一部分教学设计Aims and requirements♦ Read an Internet chat room conversation and a travel brochure♦ Listen to a conversation about showing foreign visitors around a city♦ Talk about different cultures, traditions and taboos♦ Write a letter of apology♦ Make a reference book about the culture of a countryProceduresPeriod 1● Welcome to the UnitStep 1：BrainstormingAs we all know, different countries have differentcultures and customs. Look at the following pictures. Inwhich countries do people greet each other in the waylike the people in each picture do? (Kiss: Some of theSouth American countries, Russia, France, Arabcountries…; Shaking hands: Britain, China…)In France, it is the custom to shake hands with people in the office every morning.Step 2：Sharing informationLook at the following pictures and read the captions under them .Can you match the ways of greeting with the countries?Country/Area Ways of greeting Holland putting their hands together and bowing slightlyThailand kissing each other on one cheek and then the other The USA greeting each other by touching nosesSouth America hugging each otherThe Middle East shaking hands with each otherJapan bowing to each otherWhat about an Arab and a Japanese meeting for the first time? As a Chinese, if you are not familiar with greetings from other countries, what might happen?(Maybe we would feel embarrassed; we might be involved in awkward situations like…)Step 3: Discussion1.Do you know of any other ways of greeting that people around theworld use?2.People in different countries greet each other in different ways.Why?3.Can you think of any other customs that are different indifferent parts of the world?Step 4: Homework1.Search more information about different ways of greetings andsome unique customs in some countries.2.Prepare the Reading part.Period 2-4 Reading Cultural differencesStep 1: Lead-inMany people like chatting on line, especially you students. You must have many e-pals.What do you think of online chat?Do you think it is really a good way to know more things and make more friends?Have you ever experienced any funny things or awkward situations when chatting with your cyber friends?Now, we will read an Internet chat room conversation. Surely you will know all about these after you read it. Sometimes online chat does benefit us a lot.Step 2: Fast reading for general ideasGo through the passage as quickly as possible and try to find answers to the three questions in part A on Page34. Just focus on and identify the information needed to answer these questions. Answers1. He is from Brunei.2. He comes from UK.3. No, they don’t. Only the Sultan and his family do.Step 3: Detailed reading for important information.1. Let’s read the passage again and complete Parts C1 and C2 onpage 36.AnswersC1 1. Thanksgiving Day is held to celebrate the first harvest after the European settlers went to live in the USA.2. Turkey.3. In the West, the polite time to open a present is when someone gives it to a person, because they like to see the person’s reaction.4. Guests expect presents as a souvenir to remember the big day.5. Alcohol.6. In Brunel, you should use your thumb to point at things.7. In both places, you should take off your shoes before going inside a house.C2 4 7 3 1 2 6 5Step 4: Practice1. Let’s complete Part D (Refer to the text while complete part D) AnswersD 1d 2c 3f 4g 5b 6e 7h 8a2. Now, let’s read Ma Li’s diary about her chat room discussion. Fill in blanks with correct words.E 1)traditions 2)Thanksgiving3)harvest 4)Europe5)celebrate6)weddings 7)embarrassing 8) presents 9)rude 10) thumbStep 5: Post-reading activities1. Now let’s make up a dialogue by using the questions in Part F on Page 37. Work in pairs for a few minutes and then present your dialogue to the whole class.2. There are also cultural differences in different English-speakingcountries. For example:Americans enjoy a good sense of humour; the British take asomewhat different view and believe a formal approach is the best way; the Australians are more informal and straightforward, often enjoying a good laugh and calling their close friends or newacquaintances by their first names.3.Discussion:What might happen if people had no idea of othercountries’ cultures?Do you think it might result in embarrassment oninconvenience?What do you think about “culture shock”?4.Do you know more information about cultural differences?In most countries, nodding your head up and down means ‘yes’.In some parts of Greece and Turkey, however, this motion can mean ‘no’.In South-east Asia, nodding your head is a polite way of saying ‘I’ve heard you.’In the United Stated, when someone puts his thumb up, it means ‘Everything is all right.’ However, in Sardinia ofItaly and Greece, the gesture is insulting and should not be used there.Step 6：Language Points1.greet sb (with sth)She greeted us with a smile. 她以一个微笑跟我打招呼。
译林牛津版选修6：Unit 3 Understanding each other Revision(共46张PPT)
3. Account (L18) 1. n. a written or spoken description of an event 报告;描述: 他对这个疑犯的新动向做了详细的描述。 He kept _________________ a detailed account of the suspect's movements. Please give me _______________________. an account of your trip 请你告诉我你旅行的情况。 2. 账目 The accounts show we have spent more than we received. 账目表明我们支出多于收入。
concerned adj. 担心的(可作前置定语)；相关的(作后置定语) be concerned with sth. 与某事物有关
Байду номын сангаас
be concerned about/for sth./thatclause
对……担心或忧虑
as/so far as sb./sth.be concerned 就„„而
take up give out 浏览，检查，经历，完成 hold up business card 双掌合并 in contact/touch with participate in 轮流做某事 hunt for come across/ run into belong to have power over 是…的家园 在户外的火炉上
Language points
1. We offer you the chance to visit different minority cultures and experience for yourself their traditions, customs and way of life. 我们给您提供机会，让您接触不同 的少数民族文化，亲身体验他们的传统、 风俗和生活方式。(L3) by oneself, of oneself, for oneself, to oneself 等“介词+反身代词”词组在阅读中经常碰 到，由于理解不够准确，常常造成阅读理 解的障碍，因此，有必要加以举例说明。
Unit 3 Understanding each other- Reading 课件(牛津版选修6)
celebrate v. 巧 学 助 记
为了庆祝……
庆祝 They lifted their boss happily in
celebration of their victory.
为庆祝胜利他们高兴地抬起了 上司。
8.Well，it's time for me to go.
嗯，我该离开了。 英语中带time的相关句型如下： (1)It's time for sb.to do sth. 是……该做……的时间了。 It's time for you to quit smoking. 你该戒烟了。
5.accustomed adj. 习惯于；惯常的
教材原句： Many foreigners have trouble
getting accustomed to it. 很多外国人很难习惯这一点。 be/get accustomed to get/be used to 习惯于
短语中的to是介词，后面跟名词、代词或动名词。
(2)It's time for sth.该做某事了。
It's time for the meeting. 开会的时间到了。
Useful phrases:
cultural differences at the end-of-term ceremony go to an acquaintance’s wedding drive bad spirits away ensure good luck congratulate the new couple at wedding receptions
牛津译林版高中英语选修六Unit3Understandingeachothe
Unit3 Understanding each other Task1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：Task 1Thoughts on the design:Task板块的主要目的是写一封关于解释文化误解的道歉信。
本节课的主要目的是听读结合，引导学生在完成任务的进程中利用英语，并以各类任务的形式培育学生听、说和读的技术。
该节课的内容是以解释文化误解为主线，要求学生将听到的和读到的材料转换成填空的形式，让学生在教学活动顶用英语参与和完成各类真实而成心义的任务，从而培育获取信息的能力。
为了达到那个目标咱们能够分以下三步来走，但这节课只要完成一半任务Step1：为了写这封信第一要获取信息(SKILLS BUILDING1)，这部份教会学生如何找到有效信息，能够利用step1里面的材料Teaching aims:After learning this part, the students will be able to:1.listen to two dialogues to fill in the blanks;2.read a passage to find out the taboos;3.understand the cultural differences;4.develop listening and reading ability.Teaching procedures:Step 1: Lead in (PPT4)Today we’ll comple te a text by listening. Before that, we should make it clear that what we should do before and after listening and how we use the skills in practice.Answer the following questions by reading the guidelines on P42.Before listening:What is the first thing we need to do before listening? Why should we do this?What should we do next?How can we decide what the missing words p robably are?What is the fourth point about?After listening:What do you think we should do after we have finished a passage? [Explanation]通过问问题的形式将书上的任务指导展示给学生，然后将重点拿出来放在课件上，如此学生对如何通过听来完成上下文就超级清楚。
牛津译林版高中英语选修六《Unit 3 Understanding each other》Word power 教案 3
牛津译林版高中英语选修六Unit 3 Understanding each otherWord power教案Teaching aims:After learning this part, the students will be able to:1. know how to remember new vocabulary;2. know how the English words are borrowed from other language;3. know how to use idioms and know the development of vocabulary is connected with history. Teaching procedures:Step 1: lead in (PPT4-5)1.What’s your way to learn and remember English vocabulary?Remember the spelling of a word by its pronunciation;Remember the spelling of a word by analysing the formation of the word;Remember the meaning of a word by making a sentence with it;…2. It proves that knowing the origin of new words helps remember them.English is one of the most widely-spoken languages in the world and it is used as international working language in many places throughout the world. So it is possible that English borrowed words from other languages.Remember the meaning of a word by studying the origin of the word.Step 2: Presentation (PPT6-9)1.Part A: Fast readingRead the online article about English words borrowed from other languages and answer the following questions then finish the table.Why are there so many French words in English?What was Italy famous for in the 18th century?What does the writer think of the Germans?2. Part B: Learn more examples according to the spidergram.3. Part C, Fill in the blanks with the borrowed words in Part A and Part B. Complete the exerciseindividually first and then check the answers with the class.4. Consolidation: C heck students’ comprehension of the passage by using the following activity tofurther.Which words are borrowed from French?Which words are borrowed from Italian?Which words are borrowed from German?Which words are borrowed from Arabic?Step 3: V ocabulary extension (PPT10-13)1. Focus on Part D：These idioms all have a characteristic connection with an animal or a thing. Ask students to read the idiom and guess the meaning of each of them first. Then have students read explanations and learn their meanings.2. Learn more idioms like this:His face is as black as coal.Without glasses she is as blind as a bat.The child is as bright as a button.Be careful of him. He’s as cunning as a fox.The twins are as like as two peas.The beautiful girl is as proud as a peacock.It’s impossible to persuade him.He’s as stubborn as a mule.You can’t expect her to do that.She’s as timid as a rabbit.Step 4: HomeworkFinish the two exercises on page 122 in Workbook.。
牛津译林版高中英语选修六Unit 3《Understanding each other》(Period Six)课件2
Detailedreading
Read the travel brochure and finish the table below:
Ethnic group
Inuit
In which country
What to eat
Where to live
Aborigines
Belief
Specific events
will make. 3. Give your reasons and have a
discussion. 4. Take on responsibility for tasks.
(assignments)
Preparing
1. Find one or two books about your topic.
Tour—2 ceremony, belief, food, musical instruments, weapons
Tour—3 culture, belief, meeting-house, food, fishing
Tour—4 living, belief, teepe, clothing, ceremony, peace pipe, food
Unit 3 Understanding each other
Welcome to the class
Lead-in
(1) How many ethnic groups do we have in China?
(2) Do you know any different cultures and customs between these groups?
2. Discuss information about it. 3. Form your own idea about your
牛津版高中英语选修6 Unit 3 Understanding each other- reading课件(共24张PPT)
from the following
Different _c__u_s_t_o_m__s_
five aspects
Different _fe_s_t_iv_a_l_s_
Step 3 Post-reading Activity
• 3. To cultivate the comprehension of cultural differences and the sense of cross-cultural communication.
How many examples of cultural differences are there in the conversation? What are they?
牛津版高中英语选修6 Unit 3 Understanding each other- Project课件 (共19张PPT)
travel company’s logo
What aspects are mentioned in this part? List key words for the aspect
Aspects
Keys words
Ethnic Group
Inuit
_H__a_b_i_t_a_t_i_on
food
history …
festivals
The Chinese culture
wedding ceremonies
table manners
Homework
Polish up the travel brochure you have accomplished.
Thank you！
Xinran Wang
Lead-in
• With the winter vacation approaching, if you had a chance to travel around, where would you go? Why?
• If I had the chance, I would visit…,for…
Text Analysis
Page 46 &47
• What is the travel brochure made up of?
√ the namesuobftvitaleriso&usdteotuarisle&d idneftoarimleadtionnformation √ the aim of the travel brochure √ pictures
Nunavut, Canada
___V__e_h_i_cl_e_s____ Belief
- 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)。
Unit3 Understanding each other Teaching aims :
To help the students know some background knowledge about the Internet technology .
To learn some vocabulary about the Internet .
To read a debate about the effects of the Internet on our lives .
Teaching important points
To read the passage and get a general idea of it by
Fast reading .
To finish C1 and C2 by careful reading .
Teaching difficult points :
To master the skills of reading a debate
Teaching methods :
Reading discussion practicing Teaching procedures :
Step one : Greetings and revision
Greet the whole class as usual .
Revise the new words in reading and try to get students to read them correctly and know their meanings .
Step two : Lead—in
Yesterday we mainly talked about the convenience the Internet has brought to us . But do you think it always bring us good things ? (No.) Although it can give us much convenience , it can also have some bad
effect on us .Yes , can you give me some
Examples of the two effects the Internet has on our daily lives .
(Give the students a few minutes to
discuss with their classmates and then ask some to list their opinions .)
From your answers , we can find that some students think it has good effects ; some think it’s bad .That’s what we will mainly learn today .Now please turn to page 34 and let’s learn the reading strategy first .
Step three : Reading strategy
Reading an argument
When you read an argument , you must remember that a speview is being given . If you know what to look for , you can be a better judge of whether the argument is well made .First know what the argument is about .Then find a list of the points the person wants or make or individual sub-arguments 。
Look for supporting facts in the rest of the argument . Commonly find in an argument is statement about what the other side
believes , and why the debate does not agree .At the end of the argument , you will find the conclusion .
Step four : Fast-reading
Ask the students to read the following two speeches quickly and answer the questions .
1. What are the speeches about ?
2. The first speaker talks about the positive effects of the Internet on our lives . How many main points does she make ?
3. The second speaker talks about the negative effects of the Internet on our lives . What are the two points he makes ?
Step five : Careful-reading
I. Ask the students to read the following quotes from the speeches and write “for” for the arguments that support Internet use , or against ”for the arguments that do not
support Internet use .
Suggested answers to C1 :
1. against
2. for
3. against
4. for
5. for
6. against
II. How well did you understand the arguments made by the speakers ? Read the facts below and write down the argument each fact supports .
Arguments :
1. The Internet is a great help to people who are in need of various information .
2. People use the Internet to build social ties .
3. The amount of false information on
the Internet becomes
more of a problem every day .
4. Spending too much time building
Internet , relationships
can damage people’s abilities to live normal lives .
Step six : Consolidation
Find these new words and expression in the speeches . Then match them with the correct meanings . Write the correct letters in the blanks .
1.package (line 8) ________
a. having doubts about something
2. downtown(line 11 _______
b. in the city centre
3.sceptical (14 ) ________
c. problems that make something seem not as good
4. frequent (line 17) _________
d. causing a lot of problems
over a long period
5. drawbacks (line 33)
________ e .deal with
6. troublesome (line 41) ________ f. sets of things sold
together
7. addicted (line 55) _________ g. happening very often
8. handle (line 65) _______
h. unable to stop doing
something
Step seven : Summary and homework。