Task(1): Writing a letter to explain cultural misunderstandings: Skills building 1 and 2教学设计内容推荐

Teaching design of Module 6 Unit 3 Task 1（1）

Analysis of the teaching materials:

This section consists of a series of activities which provide students with opportunities to learn and practice their listening, speaking and reading skills. This section is divided into 2 steps and each step is preceded by a skills building part. By doing the activities, students will learn to understand what they can do or cannot do when they are in contact with people from different backgrounds. They will learn to complete a text by listening, review ways to ask questions and form an active attitude to dealing with different cultures. Teaching aims:

In this part, students will learn how to complete a text by listening. Teaching key points:

Students will learn to complete a text by listening with three tips. Teaching difficult points:

Students are expected to learn what to do before and after listening and how to make use of the skills in practice. Teaching method:

Task-based teaching method Teaching procedures: Skills building 1: completing a text Task1:

Have students think about the following question:

What do you usually do before and after listening practice?

Have students read the directions on Page 42. Ask three students to read the instructions out and make sure that everyone understand the three tips before they listen. Ask students the following questions: 1.

What is the first thing we need to do before listening? Why should we do this? 2.

What should we do next? 3.

How can we decided what the missing words probably are? Then encourage students to think about what they should do after they finish a listening text. Remind students that it is very important to review the text and make sure that there are no mistakes or missing words. (This task is intended to help students get to know some skills before and after listening practice.) Step1: showing foreign visitors around

Task2: Ask students to complete a diary in Part A after listening a conversation. Remind students to apply the tips above to the listening practice. 1.

Have students go over the instructions to find out what they are going to do in Part A.

2.

Have them read the diary entry and try to guess what each of the missing words is by using the methods they have learnt in Skills building1. 3.

After finishing reading and guessing, students can be encouraged to share their guesses with the class. 4.

Have students listen to the recording and fill in the missing words to complete the diary entry in Part A. Ask them whether the missing words they have guessed are the same as the ones in the recording. 5.

Have students proofread it to ensure that there are no mistakes in it, including any spelling mistakes. 6.

Encourage some students to share their answers and check them together. (This task is intended to have students apply the skills to listening practice.)

Task 3: Have students listen to the recording again and try to fill in the following form.

Guests Singh Nation

Unusual incidents Takashi

Hudson

(This task is intended to have students get more detailed information by listening practice.) Task4: Ask students the following question to raise their interest in reading a magazine article about taboos. Why did the guests behave so strangely when visiting around? Have students read a magazine article about taboos and try to answer the following questions. 1.

What is a‘taboo’? 2.

What are taboos usually about? 3.

When a taboo is broken, how will the people involved feel? 4.

Why should we know taboos of other cultures.

Task5: Have students read the article again and circle the taboos that help explain some of the unusual incidents in Part A.

Show some other examples about different customs in the article for students to enjoy. (The two tasks are designed to develop students reading skills and have them learn more about taboos.)

Task6: Have students read the directions in Part C to learn what they should do. They will listen to the recording to get more information about cultural habits. Then check the answers as

a class. ( This task is also designed to have students apply the skills to listening practice.)