Reading(1)：Cultural differences课件配套优秀公开课教案设计

Unit3 Welcome& Reading教案设计及反思

授课人：黄娇

一..教案背景

1，面向学生：高二年级学生

2，学科：英语

2，课时：2 3，学生课前准备：

1）预习课文，了解课文大意。

2）完成课后习题

3）上互联网，搜索西方送礼物、婚礼的风俗习惯，以及文莱的风俗习惯，英国的篝火节的一些信息。

二.教学课题

本节课是以阅读为主的课文教学，

所有教学设计都是围绕这篇阅读而进行。通过阅读一则有关文化差异的对话，使学生学会运用略读、跳读、细读等方法，了解课文的主旨大意和明显的细节内容，帮助学生学习语言和不同国家的文化信息，学会文化交流的同时，学会运用正确的阅读策略，并将这种策略运用到实践中去，以便能更好地理解文章，从而培养和提高阅读能力。

三．教材分析

本课是牛津高中英语模块六第三单元课文，主要是关于来自三个不同国家的年轻人Ma Li(北京) ,Peter(英国) ,Waled（文莱)在学生中心交流各国不同的文化，风俗习惯。通过这篇课文的学习，使学生了解各国的文化差异，进一步拓宽国际视野，增进跨文化理解和跨文化交际的能力。

教学目标：

1. Learn and master the usage of the following words and phrases: wedding, ensure, bridegroom, bride, permit, offence, prohibit, adjust to, get accustomed to, be familiar with 2. Improve the students’reading ability by fast-reading and detailed-reading 3. Enable the students to know about cultural differences and have right attitudes towards cultural differences 教学重点：

1. Learn and master some important and useful words and phrases 2. Improve the students’reading ability by fast reading and detailed reading 教学难点: 1.

Learn how to talk about cultural differences and customs 2.

Understand the use of examples

四. 教学方法

（1）通过快速阅读，使学生粗略了解英国、文莱和韩国的文化习俗。

（2）通过详细阅读，使学生熟悉并掌握英国、文莱和韩国的文化习俗的具体特点。

（3）通过个人、双人及小组活动培养学生的创造力、理解力和与人合作的能力。

五.教学过程

Teaching procedures: Step1. Lead-in 导入

1.

Show a short video and some pictures about greeting ways in different countries.

2.

Ask them what kind of ways of greeting they are. 3.

Why do people in different countries greet each other in different ways?----Cultural differences 4. Can you think of other customs that are different in different parts of the world?

【教学设计目的】

通过对不同国家不同问候的操练以及它可能会给不了解文化差异的人带来的一下误解，从而引出本课话题：不同的国家在节日、婚宴、日常生活习惯方面有那些不同呢？设计目的重在鼓励学生自由讨论各国间的一些文化差异。

Step2 Learning Objectives 学习目标

Let students look at the learning objectives. 1)To understand the use of examples 2)To master the words and phrases in this reading materials 3)To gain some information about the cultures of different countries

4)To learn to communicate cross-culturally

【教学设计目的】让学生了解本节课的学习目标，从而更好的了解课文。

Step3 Fast-reading 快速阅读

1.

Read the text quickly and answer three questions: 1)

Which country is Waled from? ________________________________________. 2)

Where does Peter come from? ________________________________________. 3)

What does Ma Li think about learning about cultural differences ? _________________________________________.

【教学设计目的】

通过快速阅读提取文章中几个重要信息点，激发学生对阅读材料的兴趣. Step4. Detailed reading 细节阅读

What special cultural events are mentioned in the text?

Tick the topics mentioned in the conversation: ①

Greeting ways ②

Receiving presents ③

Eye contact ④

Wedding ceremonies

⑤

Colors ⑥

Pointing gestures ⑦

Taking off shoes before entering a house ⑧

Bonfire Night a.

Receiving presents: ⑴When did the British teacher open the presents at the end of term ceremony? ________________________________________. ⑵Why did he open it at that time? _______________________________________. b. Wedding ceremonies: 1.In Korea What are hens or roosters supposed to do? Rooster s are supposed to ____bad spirits_______. Hens are thought to ______ good luck. The fact that the hen lays an egg is considered_______ ________ during the ceremony.

2.In Brunei Where do men and women sit in a wedding reception in Brunei? __________________________________________________________. What do they serve and what is prohibited at wedding receptions in Brunei?

____________________________________________________________. Other wedding customs?

_______________________________________________________________. c. Pointing gestures People in many countries point with their ________.However, in Brunei That can cause______, they use _____ to point. d. Taking off shoes before entering a house Before going into someone’s house, you would have __________________________. e. Bonfire Night ①Do people who speak the same language have cultural differences? _________________________________________________. ②When to celebrate the festival? It takes place on______ _______. ③What to do at the festival? People light large ________ outside. They gather around and have a _____. There are plenty of _______. ④What to eat at the festival?

They eat _______ _______and other food that can be cooked over the fire. 【教学设计目的】通过回答问题，填空等各种形式，使学生达到细读的目的。同时输入大量的语言信息，使学生对各国的文化一目了然。同时对各国的文化差异可以进行比较。

Step5 Summary总结

the information Ma Li has collected：

①Different

_______ to the presents ②Different

wedding ____________

③Different

_________

gestures ④Different __________ ⑤Different __________ It is necessary and important to learn about cultural differences .

If so, we can avoid misunderstanding, embarrassment and offence.

Remember: When in Rome, do as the Romans do. 【教学设计目的】通过先让学生总结，然后教师总结，得出结论：学习文化差异是有必要的，可以避免误解，尴尬和冒犯。总之，要入乡随俗。

Step6 Consolidation 课后巩固

Customs are different in different parts of the world. Learning about cultural differences is a good way to understand more about each other.

The British teacher opened the present as (1)____ as he received it. It’s (2)____ for an Englishman not to open a present when he receives one.

In Korea, at a wedding ceremony, they have a (3)____ hen to (4)______ good luck for the marriage and a rooster to (5) ____ bad spirits ____ from the ceremony. When the hen lays an egg during the ceremony, everyone

congratulates the couple because it is considered very lucky. In Brunei, at wedding receptions, men and women have to sit in separate areas—the men with the (6)___________

and the women with (7)____ .Food, soft drinks, tea and coffee are served, but alcohol is not permitted .

In Brunei, people use thumb to point. It’s funny to watch a foreigner trying to (8)_____

_____ doing that. And people have to take off their shoes before entering someone’s house. Many foreigners have trouble (9)_______

___________

____ it.

In the UK, people have a festival—Bonfire Night, but Americans are not familiar with it. During the festival , there are large fires and fireworks. There are parties and people eat(10) ____ ____ and other food cooked over the fire. 【教学设计目的】通过任务型阅读，检查学生对课文的掌握情况，同时也可以达到巩固课文的目的

Step7.Discussion 讨论

Do you think it is necessary to learn about cultural differences?

Why?(using examples)

【教学设计目的】通过分组讨论这一话题，加强学生间的交流与合作，调动积极的情感因素，让他们学会正确面对文化差异，认识到学习文化差异是有必要的.

Step8 Homework家庭作业

1.Read the sentences below and decide whether they are true (T) or false (F) according to the conversation. ①In Korea, it is believed that hens can drive bad spirits away from the wedding ceremony.（）

②The bridegroom and bride have to sit in different areas at the wedding reception in Brunei.（）

③People in Brunei celebrate the wedding by singing and dancing throughout the night.（）

④In the UK, people take off their shoes before entering someone’s house.（）

⑤There can be great cultural differences even between people who speak the same language. （）

2.Answer the following questions. ①

In the West, when is the polite time to open a present? Why?

_____________________________________________________ ②

What surprised Peter about the wedding in Brunei?

_____________________________________________________ ③What drink is not permitted at a wedding in Brunei? _____________________________________________________ ④How do people in Brunei point? Why?

______________________________________________________ ⑤

What British festival are Peter’s American friends not familiar with?

______________________________________________________ ⑥

What kind of food do Brits eat at this festival?

______________________________________________________

3.Suppose you are Ma Li, next time ,when you log on the line and enter the chat room,Peter and Waled are interested in Chinese culture and you will be required to introduce our China’s traditional festivals and wedding. So write a short passage about Chinese traditional festivals and chinese wedding.

【教学设计目的】

通过本节课的学习，学生能够运用今天所学词汇，尝试着用英语介绍中国的传统节日及婚礼情况，达到学以致用，在运用中提高综合运用语言的能力。

【教学反思】

本节课的话题贴近学生的生活，贴近时代。学生在做课前准备的时候，对该话题充满了兴趣。上课之前提前让学生预习了单词和课文，搜集关于各国文化差异的内容。自己也找了关于这方面的大量图片和视频，以便更直观的为学生去呈现这一话题。上课主要采用设计问题让学生自主找答案，通过小组竞赛，穿插学生表演和游戏的方式来激发学生的学习主动性。

本堂课于我来说是比较失败的一堂课，首先对学生能力估测不足，学生的阅读能力非常差，虽然上课之前有让学生听单词和课文，但课文里面的许多单词和句子仍然读不出来，遑论知其意，导致找不出所提问题的答案，回答问题的只有几个成绩稍好的学生，有些学生即使找到答案也没办法读出来，课前应对学生进行带读和对部分句子稍作解释。其次，对学生的基础来说本堂课设计的问题稍微有些难度，而在上课的过程当中自己并没有多花时间去引导，比如多些汉语提示，导致课堂气氛稍显沉闷。再次对于运用多媒体上课，其中的课件制作是自己的硬伤，所有的素材包括图片和视频等找了不少，但如何把它们制成想要的课件这一能力非常欠缺，以致于上课时原本准备好的三个视频最后一个都没能放出来，以后在这方面自己要多花时间和精力去学习。