冀教版高中英語必修2《Unit 7 Culture and Cultural Diversity》教案]

1、冀教版Module2 Unit7 culture and cultural diversity高一英語閱讀教案一、 教學內容：冀教版高一英語模塊2第7單元主要圍繞Culture and Cultural Diversity這個話題展開。Section 1是一篇閱讀課文，主要通過Jenny ,Li Ming ,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)學生的跨文化交際意識，使學生對英語國家文化及中外

2、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。二、 教學目標：（1）知識目標(Knowledge objectives)：1 詞匯：掌握、理解、運用以下生詞community， common ，opinion ，multicultural ，religion， tradition， unique， nationality， immigrate ，atmosphere， appreciate ，ceremony， custom，cause ，assume ，once

3、，treat2.短語：even though , be famous for , on campus , treat like ,a little bit of 3.句型：It makes me feel good that we can all study together and be friends. There is an understanding that harmony and balance is very important in life. I think it is good when we can learn about other customs and attitu

4、des.They treated me like I was just another student.（2）能力目標(Ability objectives)： 1. Help the students have a better understanding of the content and structure of the text2. Train the students ability of reading comprehension.（3）學習策略(Strategy objectives)Communicative learning and cooperative learning

5、（4）.情感態(tài)度(Moral objectives)1Develop the students confidence and cooperation in study ,2Get 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 for students to get related information by

6、 scanning and skimming 2. Improve the students ability to solve problems.3. Train the students ability of reading comprehension ; 4. Strengthen the students cultural awareness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(xiàn)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

7、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-reading (warming Up)T: Good morning , everyone. Suppose a foreigner comes to China, what will you introduce to him or her which can best representative China?S(a): I will show him or her aro

8、und 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 the traditional Chinese music called Erquanyingyue.T: Summary. The students did a very good job. Now, Id like to show you a picture . Do you know what it is

9、? S: Zhong guojieT: Do you know how to say it in English ?S: It is called “ Good Luck knot” .T: Very good. From the name we can see this knot can bring us-S: Good luck .T: If you see it ,you will be reminded of our country. You can give it to your foreign friend as a souvenir. That stands for Chines

10、e traditional 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 East and West is different. I wil

11、l show you more examples. T: Now look at the screen .Try to guess how to fill in the blanks with animal names as 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, we can see the same animal

12、 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。這樣就使導入部分具有“切入口小，切入主題快”的效果。) T: W

13、e 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 several pairs to report their answers .)1) what does cultural diversity mean to you ?2) Have you exper

14、ienced 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(xiàn)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 lets play a game _ word guessing. (Divide the class into two groups ,boys and gi

15、rls . 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 group which can guess more words wi

16、ll be the winner. ) 1 Planet 1 immigrate2 Youth 2 race3 Religion 3 campus4 Tradition 4 London 5 Custom 5 Paris 6 Hamlet 6 Summer7 Shakespeare 7 clock8 Washington 8 harmony9 Green 9 lecture10 Air 10 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積極的準備狀態(tài)，帶著目的和

17、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 each short passage. (Ask the students to read through the text and try

18、 to find the key 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 4 I was surprised

19、 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(xiàn)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 us whether the following s

20、tatements 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) MS. Peters is a librari

21、an 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 Three Careful 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：1) Jenny says that “I have grow

22、n 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 Mas classmates were not that “friendly and hopeful” to him at the beginning? (簡評:

23、 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: Discussion How 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 not?(簡評：解決問題任務活動（problem-solving tasks）.學生聯(lián)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: Debate Situation: Different country has different culture. Some students may think Chinese culture is better than American Culture. However ,others have a belief that American culture is better than ours. Whats