Reading(1)：Cultural differences第一课时教学实录

Unit3 Understanding each other

Reading: Cultural differences教学设计

1. 教学目标分析（结合课程标准说明本节课学习完成后所要达到的具体目标）：

通过本课的学习培养学生的阅读能力，帮助学生了解不同国家的不同文化,从而唤醒学生学习英语的积极性. 知识目标：锻炼学生口语的表达能力和阅读能力

能力目标：通过本课的学习提升学生运用英语的读写能力

情感目标：培养学生的文化素养

2. 学习者特征分析（结合实际情况，从学生的学习习惯、心理特征、知识结构等方面进行描述）：

作为一所农村学校，学生阅读量少，知识面窄,对不同国家的文化差异了解甚少,学习英语的积极性不高. 3. 教学方法

1. Task-based method to make students interested in what they will learn.(任务型教学法) 2. Fast reading to get the general idea of the passage. (略读法) 3. Careful reading to get some detailed information. (细读法)

4. 教学过程（按照教学步骤和相应的活动序列进行描述。）：

Step1: Lead-in (1)

Various ways of greeting---act them out and guess the countries

(2)

A joke about greeting

(3)

So

besides greeting ways what other cultural differences do you know?

Festivals; wedding customs; food and clothes; body language…

[设计说明]

本环节主要是课文导入和热身环节，利用多媒体播放和本课主题相关的直观、生动的图片，并和学生自由讨论相关问题，创设轻松和谐的课堂气氛，激发学生兴趣，自然进入本课话题，教师联系生活实际展开教学。

Step 2 Fast reading 1.Skim the conversation and answer some questions

1. Where does this dialogue take place?

2. Who are involved in this dialogue?

3. Where do they come from? 4. What are being talked about? 2. Spot the examples that are mentioned in this dialogue.

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 [设计说明] 快速限时阅读把阅读课文作为整体来处理，掌握主旨大意，这一任务过程中为了降低难度设问完成学生比较容易接受。通过快速阅读文章，要求学生掌握文章大意并对文章结构有一个清晰的认识。本环节难度不高，学生都能很好地完成任务，不仅训练和提高了学生略读、查读的阅读技能。而且，提高了学生阅读的积极性。

Step 3 Detailed reading Part One Presents

the UK __________________________

the USA _________________________ Why? ___________________________________ It is ______ not to open a present when someone gives you one in the west. Conclusion: It is _________ to receive presents in China and in the

western countries. Part Two Weddings (1)

Weddings in Korea They have

a live hen _________________

a live rooster _________________ (2)

Weddings in Brunei Differences in a wedding reception in Brunei?

The bridegroom and the bride _______________________.

No ________.

Play _________ for a long time, sometimes

____________________. Part Three Body language in Brunei What should you do instead of pointing with your first finger in Brunei?

What else is mentioned about customs in Brunei? Part Four Festivals: Bonfire Night Time: _________________________

Food: _________________________

Activities: _____________________

[设计说明] 本环节充分发挥多媒体优势教学先让学生听录音的同时跟读来完成细节信息填空，这样不仅可以训练学生的听力而且让学生了解了其他国家一些不同的风俗习惯，在此基础生让学生通过朗读训练学生朗读能力提高语音语调，鼓励学生发现文章中的疑难点并解决。

Step 4 Discussion (1)

We are in a world full of cultural differences and similarities. When faced with the differences, what attitude should we take ? (2)

Which of the following words indicate the right attitudes towards cultural differences? A. respect

B. tolerate C. look down upon D. appreciate

E. hate

F. understand

G. refuse Step 5. Writing

Suppose you’ve just come back from the UK/

the US/ Korea/ Brunei, write an email to your friend Amy offering some tips concerning cultural differences about her trip there.

Dear Amy,

How’s it going? I’ve heard that you are going

to________________ for your holiday? I’ve just come back from there. It’s a place worth visiting! In my eyes, ______________________________________________, so here are some tips for you there.______________________ To conclude, we are supposed to______________ I hope you’ll have great fun there!

Best wishes! [设计说明] 本环节属于读后活动，通过讨论与写作使学生对本单元话题有一个更加深刻的认识，进一步培养了学生的文化素养，并促使学生运用本课课文中所学的知识来表达自己的看法。

Step 6 Homework 1. Polish up your email

2. Read more articles about cultural differences.