Reading(1)：Cultural differences教学设计第二课时

Reading

Teaching aim:

1. Help the students learn how to talk about cultural differences

and customs. 2. To get the students to understand the use of examples 3. To help students to master useful vocabulary and sentences。

Important points and difficult points: 1. Talk about cultural differences and understand the use of the

examples. 2. Understand the use of examples. 3. Important and useful words and phrases。

Teaching methods:

Reading discussing and explaining

Teaching steps: Step one: Lead-in Show some pictures about cultural differences

Have a free talk about them with the whole class. Say; People from different countries greet each other in different

ways because they different cultures. So it is necessary to know

the differences amony different cultures. So we see without knowing

the differences we may misunderstand each other. Step two: Skimming

Get the students to read the dialogue quickly to answer three

questions. 1. Which country is Waled from?

2．Where does Peter come from? 3．Does everyone in Brunei wear yellow? Step three: Scanning

Get the students to read the text quickly and accurately. Firstly ,

tell the students to read the questions at the top of the text.

Then ask them to read and find the answers. 1.What does

Thanksgiving celebrate?

2. What is eaten at Thanksgiving?

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

4. What can you not drink at a wedding in Brunei?

5. What should you do instead of pointing with your first finger

in Brunei?

6. What customs do Chinese cities and Brunei have in common?

Step four: Fill in the blanks.

Reading Strategy: understanding the use of examples The text we read is a dialogue on cultural differences. So in this

kind of text we should use examples to explain concepts and ideas.

Sometimes we use examples to support arguments and sometimes used as

interesting stories. 1. Try to find out the sentences supporting the argument that there

are differences as well as similarities between West weddings.

2. Try to find out the example used as an interesting story about

cultural misunderstanding. 3.

Read the dialogue carefully and try to find out the sentences

explaining the concept of cultural differences between English

speakers from different countries. Step five: Homework 1. Write a short passage about differences between the southerners

and the northerners in China.

2. Finish the workbook exercises.

Reading (II) 1．accumulate

vt/vi 1）He quickly accumulated a large fortune.

2）

If you don’t clear away the rubbish regularly, it will just

accumulate 2．tradition

n 1）传统观念、看法等的总称（不可数). What one thinks and feels is

mainly due to tradition, habit and education.

2）一种传统习俗做法

(可数) It is a tradition that women get married in long white dresses.

3）代代相传, 传说

(不可数) These songs have been preserved by tradition.

3．get excited 1）Hearing the news, they got astonished. 2）Be careful or you will get yourself hurt. 4．at one time

1）一度, 过去曾经

At one time I used to play a lot of sport, but I seem to have

lost interest now.

2）同时(做某事)

They all tried to talk at one time. at a time

You can borrow only one book at a time. 每一次

5. celebration

n

1) 庆祝

(不可数).

All night long the celebration of victory went on. 2) 庆祝活动(可数) There were celebrations in the streets.

That evening we organized a celebration.

3) in celebration of

The party was in celebration of mother’s silver wedding.

6. clarify

vt

阐明, 澄清

His explanation clarified the mystery.

An example will help to clarify what I mean. 7.participate

vi

参加, 参与(常和in连用) Harris participated in the protests.

Did you participate in the discussion?

Participation

n We want to encourage students to

the sports meet

to be held next week .

A participate B participate in

C participate to D participate to

8. If you had joined the chat room ten minutes ago,

you would

have known what we were talking about!

在这种情况下, 条件句中谓语动词一般用had done结构, 而主句中谓语动词用

would/could/should/might have done 结构

9. Well, it’s what we do in the west.

What we do in the west 为名词性从句, 在句中作表语。

This book is just what I am looking for.

All these are what you want in your life.

See the flags on the top of the building? That was

we did this

morning.

(2006全国卷)

A when

B which

C where

D what 10. In the UK, the guests are expected to give presents to …

句中谓语动词是expect sb. to do sth. 的被动结构

Do you expect me to stay after that?

You are expected to work late if need be.

Haller was expected to be waiting at that time. Word power Teaching aims: 1. Enlarge students’ vocabulary

2. Let students know some English words borrowed

from other languages and some idioms. 3. Learn about some different cultures.

Teaching important points:

Remember these words and idioms and try

to use them freely.

word power Teaching procedures

Step1.

Lead in

Introduce some background knowledge about English

language. Step 2.

Presentation of borrowed language

1. Learn some borrowed English words from other languages, Such as French, German, Italian, Arabic, etc. 2. Show more words borrowed from other languages, such as Chinese,

Japanese, etc. Step 3.

Practice Finish Part C on page 39. Step 4.

Presentation of idioms 1. Learn the English idioms via pictures and example sentences. 2. learn more idioms. Step 5.

Assignment

Make sentences with the given idioms. Step 6. Homework Grammar and Usage

Teaching Objectives: 1. Enable the students to use unreal conditionals of the present,

past or future time. 2. Improve students’ reading and thinking abilities and the ability

of using unreal conditionals Teaching Important and Difficult Points: Learn when and how to use unreal conditionals correctly. Teaching Approaches: Explaining, discussing and practicing. Teaching Aids: The multimedia and the blackboard Teaching Procedures: Step I

Lead-in · Write the following sentences on the blackboard. If it were Sunday, I would go hiking. If I were a bird, I could fly. · Ask students: If it were Sunday, what would you do?; Is it real

that it is Sunday today? and Is it possible for you to be a bird?

· Tell students: The situations are not real or are imaginary. We

call them unreal conditionals. Unreal conditionals state a condition

or situation that is not real or is imaginary.

Step II

Learning 1. We use unreal conditionals to state a present condition or

situation that is not real or is imaginary.

·E.g. 1) If I got married in UK, I would expect a present. 2) I could reach the book if I were a bit taller. 3) If I had the chance, I might want to be a translator. ·Ask students to tell the Pattern we use in unreal conditionals

to state a present condition or situation. If… was/were/did … , …would/could/might do …

· Practice: 1) 假如我有更多的时间，我就学习德语了。If I had more

time，I would study German. 2) 要不是她这么忙，她就会出席今天下午的会议了。If she were/

was not so busy, she would attend the meeting this

afternoon.

TIP: 1)

Would, could and might are often interchangeable, but with

some difference in meaning. Would → intention; plan

Could → ability; possibility Might → probability

2) In written English or in formal situation, we usually use

were in If-clauses in place of was. However, in everyday conversation,

was is often used. 2. We also use unreal conditionals to refer to an imaginary past action. · E.g.

1)If you had joined the chat room ten minutes ago, you

would have known what we were talking about. 2)If the man had pointed with his first finger while he was

in Brunei, everyone would have thought that he was very rude. · We form unreal past conditionals like this: If … had been/done…, …would/could/might have done…

·

Practice: 1) 如果他抓紧时间，他本来能赶上那趟火车。If he had

hurried, he could have caught the train. 2) 如果你昨天告诉他，他也许会提些建议。If you had told

him yesterday, he might have made some suggestions.

3. We use unreal future conditionals to talk about imaginary future

situations. · E.g.

1) If I had time tomorrow, I would certainly help you. 2) If I were to fail my Maths test, I would have to take it

again at the end of the term.. 3) If he should come tomorrow, I would talk to him about it. · We form unreal future conditionals like this: If…was/were/did/should/were to…, …would/should/might

do. · Practice: 1) 假如我要出国，我就会去法国。If I were to go abroad, I

would go to France. 2) 万一明天下雨，我们的郊游就推迟。If it should rain

tomorrow, our picnic would be put off.

4.We can also put should, were and had at the beginning of an unreal

conditional sentence. In this case, if is not needed any more.

E.g.

1) If you should make a mistake, you should not be embarrassed. →Should you make a mistake, you should not be embarrassed.

2 ) If you had told me earlier, I would not have this problem

now. →Had you told me earlier, I would not have this problem now. 3) If you were to take the train, you would be there much sooner. →Were you to take the train, you would be there much sooner.

5. We Can also use could + the present perfect with the if-clause for

unreal conditionals. E.g. If I could have told you about cultural difference between

Italy and the UK, I would have.

Step III. Practice

Do the exercises on Page 40 and 41.

Step IV. More practice Ex1. Fill in the blanks with the verbs given in the brackets in their

proper forms. 1.You didn’t let me drive. If we ______(drive) in turn, you ______

(not get) so tired. 2.__________it ________(not be) for your help, I couldn’t have made

any progress. 3.——Has Mr. Smith recovered now? ——Yes. Who____________(think) that such a serious illness could

be cured? 4.____________it _____________(rain) tomorrow, the match would be

called off. 5.Most of the students felt rather disappointed at the English party.

They said that it ______________(organized) better. 6.Jean doesn’t want to work right away because she thinks that

if ____________(get) a job, she probably wouldn’t be able to see

her friends very often. 7. Much labour would have been saved if electronic computer _____ (invent) before. 8.-------Well done, Jack！

-----Thanks. But given more time, I___________(do) it better. Keys: 1. had driven, wouldn’t have got

2. had, not been

3. would have thought

4. Were, to rain / Should, rain

5. could / might have been organized

6. were to get/should get/got

7.had been invented

8.could/would/might have done

Ex2. Choose the right answer. 1. Everything

if Albert hadn’t called the fire brigade.

A. will be destroyed

B. will have been destroyed

C. would be destroyed

D. would have been destroyed

2. The business is risky. But

, we would be rich. A. should we succeed

B. we should succeed

C. might we succeed

D. would we succeed 3. What would have happened, ________, as far as the river bank? A. Bob had walked farther

B. if Bob should walk farther

C. had Bob walked farther

D. if Bob walked farther 4. I _____ you some money, but I hadn’t any on me then.

A. would lend

B. would have lent

C. could lendD. may have lent 5. ______ today, he would get there by Friday. A. Was he leaving

B. if he leaves

C. Were he to leave D. if he is leaving 6. Supposing this ship

,do you think there would be

enough life jackets for all the passengers?

A. were to sink

B. has sunk

C. was sinking

D. sunk 7. I don’t think he’ll attend the party, and ______ he attend it,

what would he wear? A. were

B. had

C. did

D. should

8. —— My boss often made me work day and night. —— If I _____ you,

I ______ the job. A. am, will give up

B. had been, would have given up C. were, would give up

D. had been, would give up 9. —— You can ask your brother for help. ——

He isn’t at home. If he _____, I ______.

A. were, would

B. is, would

C. is, will

D. were, will 10. —— Are you thinking about going to Dalian for the vacation? —— No, but if I ________ time,

I _________ very glad to go there. A. have, will be

B. had had, would have been

C. had, would be

D. had had, would be 11. ——Sally finally got here from Chicago. —— If she_______ earlier, we ______ her to the party then. A. came, would take

B. had come, would have taken C. comes, will take

D. had come, would take 12. If you _______ George, would you please tell him to ring me? A. saw

B. were to see

C. had seen

D. see Keys: 1.D

2.A

3.C

4.B

5.C

6.A

7.D

8.B

9.A

10.C

11.B

12. D

Step V.

Discussion

Show students four pictures: a magic lantern, a magic brush, a

magic stick and a time machine.

Ask students to discuss in groups: What would you do if you

had a…?

Step VI.

Homework

Finish Parts C1 and C2 on Page 118 in Workbook Teaching plan

Teaching aims: 1. to improve the students’ listening and writing skills.

2. to help the students to write a letter of apology. 3. to help the students understand the cultural differences . Teaching steps: Step1: listening and completing a text

First, give students some advice on how to listen to a text and

complete it.

Second, ask students to do the listening and check the answers. Step2: reading

Ask the students to read the passage and circle the taboos.

Help the students to understand the cultural differences.

Ask the students to do the listening in c at page 43 and pay

attention to the cultural differences. Step 3: asking questions

First, give the students some advice on how to ask questions.

Ask them to choose the correct Words: What, why, how, why, when, who.

Second, ask students to do the exercise at page 44 according to

the passage read just now.

Third, ask students to do pair work. Step4: writing a letter of apology

First, give advice on how to write a letter of apology. Second, ask students to do pair work and finish the exercise

together. Steop5: homework

Ask the students to finish the letter on the exercise book Teaching goals teaching plan for the project

Target language a. key words and phrases b. key sentences：

If you do not eat meat, this tour is not for you as the Inuit eat

manly, birds and fish. The Inuit believe in animal spirits. The Aborigines believe that Great Ancestral Spirits created all the

people, animals, plants and birds on Earth. Ability goals

Enable the students to research a unique culture and create a wall

display. Teaching important and difficult points Research a unique culture and create a wall display. Teaching methods Task-based learning ,discussion and writing. Teaching aids A computer and some slides. Teaching steps: Step 1 Pre-Reading Different ethnic groups have different cultures and customs. Some of

them are very exotic and many people like to visit these groups and

see different ways of life. This period we will read a travel brochure

four unique cultures are introduced. Talk about some pictures about different ways of life. This period we

will read a travel brochure .Four unique cultures are introduced. Step 2 Reading

a. Get the students to read the text on page 46-47 and get the general

idea of each paragraph to learn which topic is included in the

description of each tour. Then pick out the information used to

describe a unique culture so they can know how to choose useful

information.

Tour ---1 Traveling ,family ,food ,,customs , festivals, belief

Tour---2 Ceremony, belief, food, art, hunting, tools Tour---3 Belief, customs, food Tour---4 Belief, living, clothing, hunting, culture b. Analysis Read for details and try to categorize four ethnic peoples. c. get the students to finish the table on the screen. d. Explain some language points. Step 3: Making a reference books Encourage students to cooperate with each other and learn English by

doing things. Step 4 Hw. Ask the students to finish parts D1 and D2 on Page 119 in the workbook

to practice using some words and phrases in this unit