Culture-and-cultural-diversity全面版

冀教版Module2Unit7Cultureandculturaldiversity高一英语阅读教案一、教学内容：冀教版高一英语模块2第7单元主要围绕CultureandCulturalDiversity这个话题展开。Section1是一篇阅读课文，主要通过Jenny,LiMing,Ms.Peters,DongMa四人通过自己的经历和切身体会回答了“whatdoesculturaldiversitymeantoyou?”这个问题。文章结构清晰，一目了然，语言生动，富于感染力。话题的选择，有益于培养学生的跨文化交际意识，使学生对英语国家文化及中外文化的异同有所了解，帮助学生拓展视野，丰富学生的英语文化知识，提高学生的学习兴趣，提高学生对中外文化异同的敏感性和鉴别能力，从而提高学生跨文化交际能力，为终身学习奠定良好基础。二、教学目标：（1）知识目标(Knowledgeobjectives)：1词汇：掌握、理解、运用以下生词community，common，opinion，multicultural，religion，tradition，unique，nationality，immigrate，atmosphere，appreciate，ceremony，custom，cause，assume，once，treat2.短语：eventhough,befamousfor,oncampus,treat…like,alittlebitof3.句型：Itmakesmefeelgoodthatwecanallstudytogetherandbefriends.Thereisanunderstandingthatharmonyandbalanceisveryimportantinlife.Ithinkitisgoodwhenwecanlearnaboutothercustomsandattitudes.TheytreatedmelikeIwasjustanotherstudent.（2）能力目标(Abilityobjectives)：1.Helpthestudentshaveabetterunderstandingofthecontentandstructureofthetext2.Trainthestudents’abilityofreadingcomprehension.（3）学习策略(Strategyobjectives)Communicativelearningandcooperativelearning（4）.情感态度(Moralobjectives)1．Developthestudents’confidenceandcooperationinstudy,2．Getthestudentstobeinterestedincultureandtrainthestudents’awarenessofculturedifference.三教学重难点(teachingimportantanddifficultpoints)：1.Createconditionsforstudentstogetrelatedinformationbyscanningandskimming2.Improvethestudents’abilitytosolveproblems.3.Trainthestudents’abilityofreadingcomprehension;4.Strengthenthestudents’culturalawareness四教法选择(Teachingmethods)：以任务型教学活动为主，兼顾情景和视听教学法。根据本课特点确定采用这种教法来有效组织课堂教学，这样切实体现了学生的主体地位，能充分调动学生学习的积极性和主动性，并能给学生创造各种语言情景，提供各种运用英语的机会，让学生充分接触英语，运用英语，提高学生听说读写的能力。同时又能面向全体学生，通过设置任务的难易使不同的学生都有所得，有利于让更多的学生冒尖，同时对学习有困难的又及时给予帮助五教学过程：Step1:Pre-reading(warmingUp)T:Goodmorning,everyone.SupposeaforeignercomestoChina,whatwillyouintroducetohimorherwhichcanbestrepresentativeChina?S(a):IwillshowhimorheraroundtheGreatWall.S(b):Iwillplaygongfuforhim.S(c):IwilltakehimtothehometownofConfucius.S(d):IwillplayerhuforhimtoenjoythetraditionalChinesemusiccalledErquanyingyue.T:Summary.Thestudentsdidaverygoodjob.Now,I’dliketoshowyouapicture.Doyouknowwhatitis?S:ZhongguojieT:DoyouknowhowtosayitinEnglish?S:Itiscalled“GoodLuckknot”.T:Verygood.Fromthenamewecanseethisknotcanbringus----S:Goodluck.T:Ifyouseeit,youwillberemindedofourcountry.Youcangiveittoyourforeignfriendasasouvenir.ThatstandsforChinesetraditionalculture.Nowlookatthenextpicture.T:Whatcanyouseeinthispicture?S:ItisaChristmastreewithalotofgiftsonit.T:good.GoodLuckKnotStandsforChineseculture,whileChristmastreestandsfor--S:Westernculture.TheculturebetweenEastandWestisdifferent.Iwillshowyoumoreexamples.T:Nowlookatthescreen.Trytoguesshowtofillintheblankswithanimalnamesasstrongasa_____(体壮如牛)asstupidasa_____(蠢笨如猪)likea____towater（如鱼得水）astimidasa_____（胆小如鼠）talk______（吹牛）(keys:horse,goose,duck,rabbit,horse)T:Fromthisactivity,wecanseethesameanimalhasdifferentimpliedmeaningindifferentcountries.Weliveinaworldofculturaldiversity.WecannotrecreateEnglishidiomsaccordingtoChinesethinking.Ifso,youcanmakeyourselfconfused.(简评：通过对比，使学生强烈的感受到中外文化的差异，激发学生进一步学习的热情，然后直接引出话题CultureDiversity。这样就使导入部分具有“切入口小，切入主题快”的效果。)T:Weliveourlivesaspartofmanycultures.Therearedifferencesamongus,thatistrue.Whatisyourunderstandingofculturediversity?(Askthestudentstodiscussinpairsfirst,andthenaskseveralpairstoreporttheiranswers.)1)whatdoesculturaldiversitymeantoyou?2)Haveyouexperiencedculturaldiversityinyourcommunity？3)Howwouldyoufeelifyouwerelivinginamulticulturalcommunity?(简评：通过讨论，在相互交流中，激发学生说的兴趣，加深对阅读对象背景的了解，并培养其发现问题解决问题的能力，同时也可放松读前的紧张心理。)T:Somuchforthediscussion.Nowlet’splayagame___wordguessing.(Dividetheclassintotwogroups,boysandgirls.Askeachgrouptochoosetworepresentativestoactoutthisplay.Theyfaceeachother.Onestudentwillusehisownwordstoparaphrasethewordandasktheotherstudenttoguesswhichwordheorsheistalking.Eithergroupwillbegivenoneminute.Thegroupwhichcanguessmorewordswillbethewinner.)1Planet1immigrate2Youth2race3Religion3campus4Tradition4London5Custom5Paris6Hamlet6Summer7Shakespeare7clock8Washington8harmony9Green9lecture10Air10moon(简评:如果让学生自己预习课文的单词后再重复读单词，未免枯燥，而猜词的游戏会极大的调动学生的积极性，又可排除影响学生理解课文的生词障碍。以上这些热身活动意义在于使学生处于积极的准备状态，带着目的和愿望去读，充满信心去读，变被动式阅读为主动式阅读，这也有助于形成阅读技巧，提高理解能力及英语口头表达能力。)Step2:While-reading（presentation）TaskOne：SkimmingT:Doyouwanttoknowothers’ideasonculturaldiversity?S:Yes.T:Nowreaditquicklyandtrytofindthekeysentenceofeachshortpassage.(Askthestudentstoreadthroughthetextandtrytofindthekeysentenceofeachshortpassage.Beforegivingthestudents’theanswers,askthemtodiscussfirst.)1)passage1Igrewupwithculturaldiversity.2)Passage2Chinahasitsownuniqueofculturaldiversity.3)Passage3Ienjoyworkinginthishighschool.4)Passage4IwassurprisedwhenIarrivedinCanadatostudy.(简评:训练学生寻找主题句的技巧，帮助学生从整体上把握文章大意，理清作者写作思路,同时也体现了合作学习的思想.每一段落通常是围绕某一中心展开的，因此，在阅读课教学时要有意识的培养学生找出主题句，抓住中心，使学生理解主题句与文章的具体事实细节的关系,这样坚持做，循序渐进，日积月累，能够有力地培养学生的阅读理解能力，为将来的高考打下基础。)TaskTwoListening&Scanning:Listentothetape,andthentelluswhetherthefollowingstatementsaretrueorfalse.Ifitisfalse,howtocorrectit?1)Canadaisfamousforitsbe