Reading(1)：Cultural differences优秀教学设计说课稿

A Teaching Plan for Reading

Module 6

Unit 3

Cultural differences

By Chen Jie Jiangsu Xishan Senior High School 江苏省锡山高级中学

陈洁

A Teaching plan for Module 6 Unit 3 Reading 一.

教材分析

基础教育阶段英语课程的总体目标是培养学生的综合语言应用能力。综合语言运用能力的形成是建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。语言知识和语言技能是发展综合语言运用能力的基础，文化意识是发展综合语言运用能力的保证。新课程标准明确提出了学生应具备一定的跨文化交际的意识,对异国文化采取尊重和包容的态度。可见,实现语言知识教学和文化知识教学的有机结合与统一，培养学生的跨文化交际能力已经成为英语教学的一项重要任务。

这堂课的主题是“文化差异”，涵盖的内容相当广泛。从Reading部分的课文内容来看，涉及到节日、送礼、婚礼、身体语言、颜色及各地风俗习惯等与学生的日常生活密切相关的方面。通过老师设计的一系列情境活动，学生能了解不同国家的不同风俗，从而能激发学生对英语的学习热情,拓展学生的国际视野，培养学生跨文化交际的文化意识，并提高他们对中外文化异同的敏感性和鉴别能力。

二．学情分析

高中阶段是学生在生理上、心理上日趋成熟的时期。他们的世界观已经初步形成，但还不完全。他们的情感日益丰厚，意志行动带有自觉性。一旦上课的话题符合他们的心理需求，很容易能激起他们的共鸣。因此，教师可以根据学生的特点和认知能力，逐步扩展文化知识的内容和范围,激发学生对英语的学习热情。

三．设计思想

学生的发展是英语课程的出发点和归宿。英语新课程要求要以学生为本，能力为中心，活动为重点。另外，新课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。因此，

教师可以根据情景多设计一些活动，通过多种途径，引导、激励学生主动参与，创设英语生活情境，营造宽松、民主、和谐的教学氛围，组织生动活泼的课堂教学活动，让课堂成为学生生命成长和个性飞扬的舞台。

四．教学目标

1. 知识与能力目标

通过图片的直观印象，学生能初步描述出不同文化风俗的信息。

通过对课文中文化差异信息的梳理，学生能具体表达出不同国家的文化差异。

通过对历史人物典故的介绍，学生能意识到了解文化差异的重要性。

2.

过程与方法目标

课堂教学过程中，教师是组织者和引导者，同时也是参与者。通过教师设计的一系列情景活动，激发学生的学习需求，引发学生的认知冲突，形成思维碰撞。另外，通过老师和学生共同参与的双边教学活动，学生能学会学习，享受学习，从知识的接受者转变为知识的探究者和发现者。

3.

情感态度与价值观目标

学生在活动和体验中获得相关知识，提高文化意识。同时能在合作学习中体验到成功的喜悦。

五．教学重难点

1．从知识层面上看，文章的内容不难理解，教学重点在于完成文本阅读的基础上，进行适当地扩展，让学生了解更多的文化差异知识。

2．从能力层面上看，教学的重点在于教师如何有目的地引导，组织设计一些能启迪学生思维,激发学生学习热情的任务型活动,从而提高学生的综合运用语言能力。

3．从情感态度价值观上看，教学重点在于在合作学习培养学生对于异国文化的敏感性和鉴赏包容能力。

六．教学过程

step 1: Lead-in 创设一个bank robbery

的情境，由此引出cultural differences

的话题。然后借助Warming up

中的一些关于cultural differences 的例子，引导学生思考：cultural differences会引起cultural shock。为了减少一些cultural shock,

我们很有必要去了解各国的一些风俗习惯。

step 2: Fast-reading 通过快速阅读，学生对文章的类型和结构有一个整体的把握。理清了文章的思路，便于学生深入地阅读文章。这篇文章是一篇三个异国的学生在网上聊天室关于异国风俗习惯讨论的文章。因为事先让学生做了预习工作，所以直接让学生把他们聊天涉及到的话题进行一下排序，这也是对学生课前预习工作的检测以及对课文的初步理解。

step 3: Detailed-reading 通过放录音，扫读，默读和齐读等不同的方式，学生个别回答和小组讨论相结合，加深学生对文章的理解。丰富多样的阅读形式鼓励学生的参与，防止单一模式给学生带来的学习疲劳。

这一部分分为五块：

一．

听录音获取信息

二．

老师提供更多关于感恩节的信息,扩大学生的知识面

三．

学生齐读课文,找出文章中关于各个不同国家的人处理礼物的不同方式

四．

采用默读或扫读的方法, 学生找出各国婚礼风俗的异同之处

五．

学生找出不同风俗习惯的其他例子

六．

检测学生的掌握情况

step 4: Extension(pair work) 借助邱吉尔的典故，学生能意识到了解文化差异的重要性。小组进行讨论不同国家的人如何去表达一些常用的手势.

step 5:Post-reading (group work) 小组讨论关于他们所能想到的其他关于文化差异的信息，并就所讨论的主题做一个presentation. step 6:Homework 对这节课所涉及到的文化差异的信息以及学生presentation所罗列出的信息做一个整理，形成一篇小作文。

Module 6 Unit 3 Reading

Cultural differences

Teaching Plan (Advance with English Module 6)

Analysis of the Text: People from different cultures are different in many aspects, from dressing style to thinking ways. Cultural differences make it difficult for people to communicate, so it is necessary for senior students to accumulate some information about cultural differences. This lesson is a conversation in a chatting room between three e-pals and it is mainly about the cultural differences. It is designed to make students aware of the importance of cultural differences and making students highly motivated might be the key point of this lesson. Besides, teachers are supposed to help students establish correct attitudes towards cultural differences. Teaching Aims:

After this class, students are supposed to: 1.

Get acquaintance with the cultural differences with the help of pictures, text

and the introduction of the teacher. The examples are listed as follows: Thanksgiving Day, the way to opening the present, wedding ceremony, color, shoes etc.

2.

Learn to cooperate with other students and speak out their own creative ideas. 3. Develop students’ awareness of cross-cultural differences, and gain communicative abilities through activities. Focus points: 1.

How to help students have a good understanding of cultural differences. 2.

How to help students establish the correct attitude towards cultural differences. Difficult points 1.How to get students to participate in the class activities actively. 2.Try to help students present their ideas on the topic. Teaching Methods: Task-based activities; pair work, group work;

Teaching Aids 1.The multimedia 2.Tape recorder

Teaching procedures:

Step1: Lead-in:

Show a picture of bank robbery, and ask students

to choose what to do. Q1: What happened in the picture?

Q2:

Suppose you are the bank staff, what

will you do? And then the teacher provides three choices:

Q3:

Which one will you choose? A. Fight against the robbers at the risk of losing

your life. B. Make an effort to give an alarm to the police

at once. C. Help the robbers to finish the robbery quickly and successfully.

Teacher: In western countries, the bank employees are required to choose C, which is quite different from the Chinese way, and that is because of the different ideas.

Q4: Besides the different idea, what other cultural differences are there?

Just give me one word or one phrase. Possible answers :(For example, wedding ceremony, food, clothing, festivals, table manners, body language, greeting ways)…

Then the teacher shows two pictures:

If

Japanese

Arab people Q5: If an Arab man met a Japanese woman in the street for the first time,

what would happen? The teacher answers: there may be some misunderstandings or confusion between them, and we can use a phrase to describe the situation, that is culture shock! Q6: To avoid the culture shock, do you think it is necessary to learn some cultural differences?

Step 2: fast reading: Three questions:

Q7-9 How many people are involved in the reading? Who are they? Where are they from? Where does this dialogue happen?

Step 3: fast reading: Put the subjects in the correct order: weddings shoes presents

USA/UK cultural differences an American celebration

color of clothing

pointing (gestures) step4: detailed reading: A.

Listen for specific information Q10-11: What is Thanksgiving about? What do the American teacher and British teacher think about Thanksgiving? After listening, the teacher asked the students to fill in the blanks: 1.

It is to do with ________________________________________ 2.

The American teacher__________________________________ 3.

The British teacher____________________________________ B. More information about Thanks Giving Day Q12: When is the Thanksgiving Day?

The teacher introduced: Before 1620, Puritan suffered a lot from the upper class in Europe, so they took the boat named Mayflower to America, and they were the first settler there. At the beginning, they lived a tough life. When they got the first harvest, they created Thanksgiving to celebrate the first harvest.

Q13: Then do you know the typical food in Thanksgiving? Possible answer: Roast turkey, pumpkin pie and corn.. C. Ways to deal with presents Q14:

How do the British people and American people treat the present as soon as they receive it? Possible answer: Western people will open the presents as soon as they receive it. Q15: Why? Possible answer: Because it is strange and rude not to open it. D. Wedding

Q16: What’s the similarity between the wedding ceremonies in western countries? Possible answer: Throwing confetti. Q17: What’s the difference between the wedding ceremonies in western countries? Possible answer: In the West

In UK, the guests are expected to give presents to the newly-weds.

In Italy, the newly-weds are expected to give presents to the guests.

In Brunei, man and women sit in different areas; people serve food, soft drinks, tea and coffee, but no alcohol; people play the drums to celebrate the wedding for hours. In China, people usually have a huge banquet to celebrate the weddings. Then the teacher showed several pictures as follows:

Q18: From these pictures, what can you conclude? The teacher gave some hints then the students got the answer: Possible answer: Cultural differences not only exit in different countries, but the culture is always changing as the time goes. e. Examples of other cultural differences Q19: The teacher presented a chart to the students and students filled in the chart. Gestures in Brunei, people point in other countries, people with thumb

point with first fingers

Dressing: in Brunei, it is not

appropriate to wear yellow, because it is the royal color for Sultan and his family Visitors

in Brunei, you have to take It is the same in China your shoes off before

going to people’s house f. Test your memory

Italy Brunei USA People celebrate

√

Thanksgiving. People open the

√

present as soon

as they receive it. The newly-weds √

are expected to give presents to the guests.

Common people

√

can’t wear yellow

People there

√

usually use thumb to point.

g. Extension Q21.How to express the gesture Victory? The teacher introduced the famous Prime Minister Churchill, who created the gesture of victory but made a big mistake when he used it again. The students burst out laughing. Then ask the students to discuss to make out the following gestures. ?No! ? Come here! ?Good luck！

?Asking for a ride on the road

?Great / Wonderful/Excellent! ? Just so so. ? Very bad! ? Be quiet ? I am full. Step 5. Post-reading (group work) Have a chat about cultural differences:(in groups of four)1.Your subject

eg:

There are differences between wedding traditions…

2.Your examples (at least 2)

3 Groups presented their dialogue to the whole class. Step 6. Homework Write an article about cultural differences according to the information gathered in our class.

教学反思：

这堂课的主题是不同国家的文化差异, 从Reading部分的课文内容来看，涉及到节日、送礼、婚礼、身体语言、颜色及各地风俗习惯等与学生的日常生活密切相关的方面。理解本篇文章并不困难, 教学重点放在了如何在完成文本阅读的基础上，进行适当扩展，让学生了解更多的文化差异的知识，并尽可能地提出问题让学生参与活动，由此提高他们学习英语的积极性以及提高他们的文化意识。

设计问题、回答问题是这节课教学使用率比较高的一种教学手段,如果教师问题设计的得体、精巧,很容易便能把学生引入“问题情境”,激发学生探索知识和阅读的欲望,从而引导他们积极思考,这对提高学生的英语表达能力能起到极大作用。

这节课活动形式非常具有活力，包括对精美图片的描述, 对不同的手势的表演，小组讨论各个方面的文化差异等方式．这种教学方式较好地体现了“以学生为主体的教学”理念。从整个教学过程来看，教师紧紧围绕教学目标展开，通过快速阅读和精读的方式训练了学生的快速搜寻信息和处理信息的能力; 通过教师对Thanksgiving Day 和Prime minister Churchill: the gesture of Victory 两方面的介绍, 一方面训练了学生的听力水平, 同时也扩展了他们的知识面。

最后的关于各个国家的文化差异的小组讨论也是很有意义的。学生在进行信息交流的同时，扩大了自身的知识面。这样的讨论在激发他们对英语的学习热情的同时, 也拓展了学生的国际视野，和跨文化交际的文化意识，提高他们对中外文化异同的敏感性和鉴别能力。