Lesson 45 Different Manners第二课时教学设计

Lesson 45

Different Manners Gao Jingjing, Longgang School I. Teaching aim 1.

Language aims: Words:

manners, though, modest, virtue, praise, private, elderly, guest, extra, waiter, tip Phrases: a sign of, offer sb sth, take turns, it’s polite to do sth 2.

Ability Aims: To help students understand the passage including the main idea and the specific information. To develop their ability of self-expression, enable that they can express their ideas freely. To cultivate their ability of trans-cultural communication. 3.

Emotional Aim: To enable students to understand culture differences, and to reinforce the understanding of our own culture, and to learn to respect different cultures. To cultivate students’

culture consciousness and cross-culture awareness thus develop their ability of international cooperation.

III. Teaching keys: To help them get the main idea and the key information of the passage. To help them learn and understand common culture differences. IV. Difficult Points: To develop their reading skills. To learn some misunderstanding caused by different manners and cultures. V. General Design This is a reading comprehension lesson. The key to teaching is to improve the students’ reading skills and strategies. And the teacher will help the students improve their cultural awareness. To arouse the students’ interest in the topic, at the very beginning of the class, the teacher uses a misunderstanding caused by cultural differences in letter from a foreign friend to lead in the topic and asks some students to discuss and find out. Then the teacher asks students to talk about cultural differences, misunderstandings caused them, different manners. The new lesson is easily leaded-in. The design of reading deals with pre-reading, while-reading, and post reading including grasp the main idea of the passage, specific information and so on, aiming

at improving students’ reading ability and cultural consciousness. VI. Procedures: Step 1: Warming-up and Leading-in 1.

Show students my friend’s confusion caused by cultural differences in his letter, and arouse their passion and interest in the topic and curiosity to find out. Dear Anna, How are you going? I need your help. The other day I said to a Chinese student of English. “You speak very good English.” But the student

answered, “ No, my English is very poor.” I was

quite surprised at the answer. Thinking I had not made myself clearly or the student had not heard me clearly, I said, “Yes, indeed, you speak it very well.” But the Chinese student still kept saying

“No”. In the end, I gave up and didn’t know what to say. What’s wrong with my words? Did he think I lied to him? Yours, Jane. 2.

Think About It: Why does it happen?

Students should be confident in their culture and of themselves. Step 2: Pre- reading 1.

Brainstorm

Ask students to explore more cultural differences and different manners between China and Canada. 2.

Students talk about what are good manners and what are bad manners .

Try to find that specific manners that are common among cultures. Step 3: While-reading 1.

Skimming

1)

Read the lesson and match the behaviour with the correct countries.

China

Sharing the cost of a meal in a restaurant Canada

Asking an adult’s age Putting food on a guest’s plate Giving a tip to waiters and hotel workers

2.

Scanning

Read and answer the questions: 1.

How long has Wu Zhou lived in Canada?

He has lived in Canada ________________________. 2. Why did he choose Joe as his English name?

Because Joe is an English name_____________. 3. Why doesn’t he feel Canadian?

Because there are so many _________________ between ________________ and ______________________. 4. How many different manners are mentioned in the lesson?

________________ 5. According to Wu Zhou, what can we do if we understand cultural differences?

We can___________________, ______________________ and ____________. 6. What is Wu Zhou mainly talking about?

He is mainly talking about _______________________ in Canada and China. 3.

Intensive reading

Step 3: Group Work Step 4: Summary A trouble shared is a trouble halved. 有人分担，烦恼减半。

The more we share, the more we have.分享越多，拥有越多。

Sharing makes you happier.分享使你更加快乐。

Step 5: Homework Share the story The Giant with more people.

Blackboard Design: Lesson 22 The Giant(Ⅰ) once upon a time = long long ago

dare to do sth

don’t dare to do sth

dare

dare do sth

dare not do sth

课后反思：本课选自爱尔兰作家、诗人、剧作家奥斯卡·王尔德的著名童话故事《巨人花园》。课堂伊始，在对寓言故事《诚实的樵夫》作了简要复习之后，我

先以一道连线题检测学生对著名外国童话故事的认知背景知识，引出对本课作者王尔德的介绍。学生对接下来的阅读充满学习热情。通过听、读总结主要内容、排序、回答问题、复述课文、小组讨论续写结局和评价巨人，学生不仅增强了阅读理解能力，并有了一定的思想升华，明确了分享使人快乐的内涵。不足之处是：教师总结过于急促，留给学生思考的时间有限，部分学生未能阐述自己的独特见解。