Reading(1)：Stand up for your health!名师教学实录

常德市三中备课用纸

时间：

年

月

日

课题

Title 教学目标Teaching objectives: Unit 3

Understanding each other

Welcome to the Unit 总第

节

1. Enable students to get a general idea of different ways of greeting each other in different countries.

2. Help students know more about cultural differences 3. Help students form correct attitudes towards foreign cultures.

教学重点Important points 教学难点Difficult points: 器材教具Teaching aids 教学方法Teaching methods Improve students’ speaking and thinking ability.

Encourage the students to share their opinions by fully participating in the discussion

Multi-media, blackboard and so on Speaking &discussion

group work& pair work 教学过程设计Teaching procedures 集体备课意见

Step 1

Lead-in

Look at the Quiz on the screen please, let’s know more about cultural differences in different countries.

1) In Western countries, it’s unusual to give tips.

(No) 2) Westerners tend to avoid using13.

(Yes) 3) Nodding your head up and down always means yes.

(No) 4) Usually, one should never give a clock as a gift in China.

(Yes) 5) Never point to anything with your foot in Vietnam(越南).

(Yes) 6) You can pass something to an older person with one hand in Korea.

(No) 7) In Canada, it’s OK to arrive early if you are invited to someone’s house?

(No) Step 2 Presentation (PPT6-8) Look at the pictures on the screen. In which countries do people greet each other in the way like the people in each picture do?

Match the ways of greeting with the countries? Country/Area

Ways of greeting

1

常德市三中备课用纸

Netherlands

putting their hands together and bowing slightly Thailand

kissing each other on one cheek and then the other South America

greeting each other by touching noses The Middle East

hugging each other

Step 3

Talking

Talk about the four pictures in pairs or groups focusing on the ways of specific greetings.. Step 4. Homework Write a composition about the result of the discussion. Read further information about cultural differences.

教学反思:

时间：

年

月

日

课题

Unit 3

Understanding each other

Reading 1 标总第

节

教学目Teaching objectives: 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。

教学重点Important points Talk about cultural differences and understand the use of the examples. Understand the use of examples.

器材教具Teachingaids 教学方法Teachingmethods Multi-media, blackboard and so on Listening, skimming, scanning and discussion.

2

常德市三中备课用纸

教学过程设计Teaching procedures Step1. 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 among different cultures. So we see without knowing the differences we may misunderstand each other. Step 2. Skimming

集体备课意见

Get the students to read the dialogue quickly to answer three questions. Which country is Waled from?

Where does Peter come from? What does Ma Li think about learning about cultural differences? Step 3. 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. In the West, when is the polite time to open a present? Why?

What surprised Peter about the wedding in Brunei?

What drink is not permitted at a wedding in Brunei?

How do people in Brunei point? Why?

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

What kind of food do Brits eat at this festival?

Step 4. 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

3

常德市三中备课用纸

interesting stories. Try to find out the sentences supporting the argument that there are differences as well as similarities between West weddings.

Try to find out the example used as an interesting story about cultural misunderstanding. Read the dialogue carefully and try to find out the sentences explaining the concept of cultural differences between English speakers from different countries. Step5. Homework Write a short passage about differences between the southerners and the northerners in China.

教学反思:

Title 教学目标Teaching

objectives : 教学重点Important points 教学难点Difficult points: 器材教具Teaching aids

Unit 3

Understanding each other

Reading(2) 1.

retell the cultural differences mentioned in the passage; 2.

try to remember useful vocabulary and sentences; 3.

master them by doing some practice.

To help Ss master the important words and phrases in the text.

To introduce a few sentence structures to Ss.

Multi-media, blackboard

总第

节

教学方法Explanation and practice

discussion

pair work Teachingmethods 教学过程设计Teaching procedures 集体备课意见

Step 1: Revision &Lead-in

Fill in the blanks according the passage and try to retell the short passage: 4

常德市三中备课用纸

Mali has to do her homework on 1)_________ differences. So she goes to the student center to interview others and find some 2)____________ she needs.

There is the same 3)__________ in the UK and the USA when they get presents. They like to open them as soon as they get them. There are many differences in wedding ceremony between different western and 4)__________ countries. In Korea, guests are surprised to find that they had a live5)________ and a 6)___________ which are supposed to 7)__________ bad spirits away

from the wedding 8)__________. Hens are thought to 9)__________ luck for marriage. In Brunei, a male guests has to sit with the 10) ___________and the other men and a 11)_________ guest has to be with the bride and the other women in a different area. What’s more, if you go to Brunei, you should point with your 12)_____

instead of your first finger, which can cause 13).__________.Bonfire Night is a 14)_________ that happens with plenty of fireworks. So remember when in Rome, do as the 15)_________ do. Step 2: Language points(PPT7-16) 1. … and hens are thought to ensure good luck for the marriage. (P34) ensure (ensured, ensured, ensuring) ensure success [safety, supplies] 保证成功[安全, 供应] 1) I can't ensure his being on time. 我不能保证他的准时。

2) I can't ensure that he will be there on time. 我不能担保他会及时到那儿。

3) This medicine will ensure you a good night's sleep.

这药将保证你一晚睡眠良好。

使安全，保护[(+from/against)] 4) These are safety devices to ensure workers against accidents.

这些安全设施是为了保护工人不出事故

2. And everyone congratulated

the new couple because it was considered very lucky. (p34) ①

祝贺;恭喜[(+on/upon)] 1) I congratulate you on your great discovery.

我祝贺你的伟大发现。

2) I want to congratulate you with all my heart.

我衷心地祝贺你。

②

(后接oneself)自我庆幸[(+on)] He congratulated himself on having survived the air-crash.

他庆幸自己在空难中幸免于死。

3. Another difference is that while we serve food, soft drinks, tea and coffee, alcohol is not permitted

at the wedding reception—in fact, alcohol is altogether prohibited in Brunei. (p34) (1) permit (permitted, permitted, permitting) ⑴及物动词

vt.允许,许可,准许[O1][+v-ing][O2] 1) They permitted her to leave. 他们允许她离开。

5

常德市三中备课用纸

2) I don't think they would permit this.

我想他们不会准许这事。

⑵不及物动词

vi.

允许,容许[(+of)] 1) I will write another novel if my eyes permit.

如果我的视力许可,我还要再写一本小说。

2) We'll discuss both questions if time permits.

如果时间允许,我们将把两个问题都讨论一下。

(2)prohibit vt. (prohibited, prohibited, prohibiting)

prohibit sb. from doing sth. ①

(以法令,规定等)禁止[(+from)] Smoking is prohibited in the office building.

办公楼内禁止抽烟。

②妨碍,阻止;使不可能[(+from)][+v-ing] The high cost of the machine prohibits its widespread

4. In Brunei that can cause offence, so we use our thumb to point.

offence n.

犯罪, 冒犯, 违反, 罪过, 过错

n. [军] 攻击习惯用语

an offence against 违反

commit an offence against 违反；破坏

5. It’s quite funny watching the new foreign teachers trying to adjust to

doing that. adjust

vt.

①调节;改变……以适应[(+to)] She must learn to adjust herself to English life.

她必须学会适应英国的生活。

②校正；校准；调整

I must adjust my watch, it's fast.

我的表快了,我得把它校准。

6. If you came to Brunei, you would have to take off your shoes before going into someone’s house. 在这种情况下, 条件句中谓语动词一般用did结构，而主句中谓语动词用would/could/should/might do 结构。

7. Many foreigners have trouble getting accustomed to it. Be/get used [accustomed] to sth. 1) She was not accustomed to be away from home for so long

我习惯于在喧闹的房间里工作。

2) I get accustomed to working inside the room of noise and excitement.

8. … it’s a celebration that takes place on November 5th every year. celebration

n.

(1) 庆祝

(不可数).

All night long the celebration of victory went on.

6

常德市三中备课用纸

(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.

Step 3: Practice: 1.

Learn and remember the following useful phrases:

cultural differences at the end-of-term ceremony

go to an acquaintance’s wedding drive bad spirits away ensure good luck

congratulate the new couple at wedding receptions be not permitted to do sth. prohibit sb. from doing sth. throughtout the night cause offence adjust to doing sth. get accustomed to sth. be familiar with

2. Choose the right phrases to fill in the blanks with the right forms.

get accustomed to sth.

be familiar with

prohibit sb. from doing sth.

adjust one to

in celebration of

be permitted to do sth. 1) You are not _______________ to smoke here. 2)

He ________ quite ________________ the new surroundings now.

3)

These men must ___________ the qualities and properties of different steels in order to advise their customers. 4) The body ___________________ changes of temperature. 5) Nuclear powers ________________ selling this technology. 6) The party was ___________________ Mother's silver wedding.

Step 4: Homework: 1.

A1 &A2 on page116 in workbook. 2.

Learn the useful language points by heart. 教学反思:

7

常德市三中备课用纸

时间：

年

月

日

Title 教学目标Teaching objectives: Unit 3

Understanding each other

Word power To enlarge Ss’s vocabulary about personality. 总第

节

Let students know some English words borrowed from other languages and some idioms. 教学重点Remember these words and idioms and try to use them freely. Important

points 教学难点Difficult points: 器材教具Teaching aids 教学方法Teaching methods Learn about some different cultures.

Multi-media, blackboard

1.

Students-centered. (Discussion to make every student work in class.) 2.

Teacher and students’

interaction (Talking to improve the students’

speaking ability.) 教学过程设计Teaching procedures Step 1: lead in (PPT4-5) 1.

What’s your way to learn and remember English vocabulary? Remember the spelling of a word by its pronunciation;

Remember the spelling of a word by analysing the formation of the word; Remember the meaning of a word by making a sentence with it; …

2. It proves that knowing the origin of new words helps remember them. English is one of the most widely-spoken languages in the world and it is used as international working language in many places throughout the world. So it is possible that English borrowed words from other languages. Remember the meaning of a word by studying the origin of the word. Step 2: Presentation (PPT6-9) 1.

Part A: Fast reading Read the online article about English words borrowed from other languages and answer the following questions then finish the table.

8

常德市三中备课用纸

Why are there so many French words in English? What was Italy famous for in the 18th century? What does the writer think of the Germans? What were the Arabs great for? Language

French Categories of words Food, entertainment, jobs Cultural

history once ruler of England; Cooking their culture/way of life German Tools, machines, snacks, geological clever terms Italian Music, the arts, the military

huge collections of artwork; origin of opera Arabic Spices, chemicals, animals, food, a trade country;

Arabic numeramathematics 2. Part B: Learn more examples according to the spidergram. 3. Part C, Fill in the blanks with the borrowed words in Part A and Part B. Complete the exercise individually first and then check the answers with the class. 4. Consolidation: Check students’ comprehension of the passage by using the following activity to further.

Which words are borrowed from French? Which words are borrowed from Italian?

Which words are borrowed from German?

Which words are borrowed from Arabic? Step 3: Vocabulary extension (PPT10-13) 1. Focus on Part D：These idioms all have a characteristic connection with an animal or a thing. Ask students to read the idiom and guess the meaning of each of them first. Then have students read explanations and learn their meanings.

2. Learn more idioms like this:

His face is as black as coal. Without glasses she is as blind as a bat. The child is as bright as a button. Be careful of him. He’s as cunning as a fox.

9

常德市三中备课用纸

The twins are as like as two peas. The beautiful girl is as proud as a peacock. It’s impossible to persuade him.

He’s as stubborn as a mule. You can’t expect her to do that.

She’s as timid as a rabbit.

Step 4: Homework Finish the two exercises on page 122 in Workbook.

教学反思:

时间：

年

月

日

课题

Unit 3

Understanding each other

Grammar and usage 总节

第

教学目标Teaching 1. use unreal conditionals of the present, past or future time; objectives: 2. improve reading abilities and the of using unreal conditionals; 3. master some useful language. points ability

教学重点Important 1. use unreal conditionals of the present, past or future time; points 教学难点points: Difficult Improve reading abilities and the of using unreal conditionals;

Multi-media, blackboard

器材教具Teaching aids 教学方法Teaching Question-and-answer method, pair work and group work. methods

教学过程设计Teaching procedures Teaching procedures:

Step 1

Lead-in 1. Translate the following sentences on the blackboard. 如果我是一只小鸟，我就能飞了。

10

常德市三中备课用纸

If I were a bird, I could fly. Is it possible for you to be a bird?

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.

2. Find out the unreal conditional sentences mentioned in the reading part.

If you had joined the chat room ten minutes ago, you would have known what we were talking about.

If I got married in the UK, I would expect a present.

If I got married in Italy, I would have to give a present.

Should you come to Brunei, you would have to take off your shoes before going into someone’s house. Step 2

Presentation (PPT6-17) Unreal conditionals can be used in three different tenses: 1. to state a present condition or situation that is not real or is imaginary.

E.g. 1) I could reach the book if I were a bit taller.

2) If I had the chance, I might want to be a business consultant. ·the Pattern we use in unreal conditionals to state a present condition or situation. If …

were/did …, …

would/could/might do …

· Practice: 1) 假如我有更多的时间，我就学习汉语了。

If I had more time，I would study Chinese. 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

11

常德市三中备课用纸

of was. However, in everyday conversation, was is often used. 2. to use unreal conditionals to refer to an imaginary past action. ·

E.g. 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. to 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. · unreal future conditionals: If … was/were/did/should/were to …, … would/should/might do. · Practice: 1) 假如我要出国，我就会去中国。

If I were to go abroad, I would go to China. 2) 万一明天下雨，我们的运动会就推迟。

If it should rain tomorrow, our sports meeting would be put off. 三种用法的总结：

表示与事实情况相反

表示与现在事实情况

相反(present) 表示与过去事实情况

相反(past) 条件从句的谓语形式

过去式(did/were) (be常用

were) 过去完成式

(had +done) 主句的谓语形式

would/could/might/should + do would/could/might/should +have done

12

常德市三中备课用纸

表示与将来事实情况

相反(future) ①过去式(did)/(were) ②should + do

③were to do would/could/might/should + do

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. Step 3. Practice

Do the exercises on Page 40 and 41. Step 4. More practice（PPT18-22）

1. 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 ___________ (organize) 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

13

常德市三中备课用纸

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 2. 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 Step 5. Homewok Finish Workbook C1&C2。

教学反思:

时间：

年

月

日

课题

教学目标Teaching objectives: Unit 3

Understanding each other

Task 1 总第

节

1.

To practice Ss’ listening ability by taking notes. listen to two dialogues to fill in the blanks; 2.

read a passage to find out the taboos; 3.

understand the cultural differences; 4.

develop listening and reading ability.

器材教具Teaching aids 教学方法Multi-media, blackboard

1.Listening, reading and thinking to get students to understand the text.

14

常德市三中备课用纸

Teaching methods 2. Pair discussion and group discussion to get students to participate in the classroom activities. 教学过程设计Teaching procedures 集体备课意见

Step 1: Lead in (PPT4)

Today we’ll complete a text by listening. Before that, we should make it clear that what we should do before and after listening and how we use the skills in practice. Answer the following questions by reading the guidelines on P42. Before listening: What is the first thing we need to do before listening? Why should we do this? What should we do next? How can we decide what the missing words probably are? What is the fourth point about? After listening: What do you think we should do after we have finished a passage? Step 2: Reading and listening (PPT5-7)

1.

Read the text on P42 quickly to get the main idea of it and try to guess what words will be filled in the blanks. 2.

Listen to the tape and complete the text. 3.

Listen to the tape again and fill in the table. Name

Nationality

Strange incidents (things)

1. Got upset when I put out my

Mr. Indian Singh

pepper beef. 2. He wouldn’t eat the black

left hand to shake hands with him.

15

常德市三中备课用纸

1. Bought many gifts. Mr. Japanese Takashi

without looking at it. 3. Kept making an OK sign. Mr. American Hudson

4. To get more information about cultural habits, listen to another monologue and finish the blanks on Part C

boat because he thought it was too crowded. Though there was lots of space, he wouldn’t get onto the put his business cards in his pocket

2. Got upset when my classmate

Step 3: Reading(PPT8-10) Read the passage on Part B and circle the taboos that help explain some of the strange incidents that happened when you showed the visitors around. Suggested answers: If you are from India, you may not eat beef because of your religion. If you are from the West, you probably would not like to eat chickens’ feet In India, it is impolite to shake hands or give someone something with your left hand. Remember not to just put the business cards in your pocket without looking in Japan.

Step 4: Language points (11-15) 1. Translate the following phrases and remember them. 带某人到处转转

take/show sb. around

碰到一些奇怪的事情

come across some strange incidents 点了一份真正的大餐order a real feast

紫禁城

the Forbidden City

应付，处理

do with

占据（时间和空间）take up

分发名片

give out business cards 有些不高兴

get a bit upset

经历适当的过程go through the proper procedure

16

常德市三中备课用纸

作一个OK的手势

make an OK sign

请求帮助（request) make a request for help

颐和园

the Summer Palace

被堵塞了/ 被耽搁了be /get held up

wFill in the blanks with the right words and phrases: show …

around;

hold out;

do with;

take up;

shake hands with;

go through;

hold up;

incident;

remark;

give out;

1.

We ________ the visitors ________ our school. 2.

Some strange ________ occurred to me. 3.

Chinese people like to _________________ each otherhen they meet. 4.

I have no idea what he will _________ so many presents. 5.

It was very odd how he reacted when you _________ your left hand to shake hands. 6. The Japanese always __________ their business cards when they meet each other.

7. You broke the rules here because you didn’t ___________ the proper procedure. 8. The building of the road got ________ by bad weather. 9. Studying _________ most of my time. 10. As he often _________, one is never too old to learn. 应是发生在任何一种课型中，所以这些语言点的训练也是很重要的。

Step 5：Homework(PPT16-18) 1.

他说的话没有意义。

(make sense)

What he said made no sense. 2.

你看明白这篇文章的意思吗？(make sense of)

Can you make any sense of the article? 3. 我们学校已经订购了大量的教学设备。(order)

Our school has placed an order for a large quantity of teaching equipment. 4.我不知道怎么处理这些退货。

（deal with)

I don’t know how they will deal with those rejected goods. 5. 这个演讲和我的医学研究有关系。(do with )

The lecture is to do with my study on medicine. 6. 我很抱歉占用了你这么多宝贵的时间。

I’m sorry to have taken up much of your valuable time.

7. 她的孩子在超市里走丢了，令她十分担心。

Her son was lost in the forest, which concerned her much.

My son lost his way in the forest, and it made me concerned. 8. 他非常担心他儿子的安全。

She was very concerned about his son’s safety.

17

常德市三中备课用纸

9. 就这优质的服务而言，这个价格是合理的。

As far as the good service is concerned, the price is reasonable. 10. 我在这样的紧急情况下怎样才能联系到你呢？

How can I contact you while I am in such an emergency?

教学反思:

时间：

年

月

日

课题

Unit 3

Understanding each other

Task(2) 总第

节

教学目标Teaching To improve the students’ listening and writing skills.

objectives: To help the students to write a letter of apology. To help the students understand the cultural differences .

教学重点Important To help the students to write a letter of apology. points

教学难点Difficult To help the students understand the cultural differences . points:

器材教具Teaching Multi-media, blackboard

aids 教学方法Teaching Students-centered. (Discussion to make every student work in class.) methods Pair discussion and group discussion to get students to participate in the classroom activities.

教学过程设计Teaching procedures Step 1. 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. Step 2. Reading Ask the students to read the passage and circle the taboos. 集体备课意见

18

常德市三中备课用纸

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 for information 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. Step 4. 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. Step 5. Homework Ask the students to finish the letter on the exercise book.

教学反思:

课题

教学目标Teaching objectives:

Unit 3

Understanding each other

Project 1.ask questions about cultural differences; 2.write a letter of apology to explain misunderstanding; 3.improve speaking and writing skills.

总第

节

教学重点Importantpoints 教学难点Difficult points: 器材教具

write a letter of apology to explain misunderstanding;

Remember the words and phrases. Multi-media, blackboard

19

常德市三中备课用纸

Teaching aids 教学方法Teaching methods Students-centered. (Discussion to make every student work in class.) Pair discussion and group discussion to get students to participate in the classroom activities.

教学过程设计Teaching procedures

集体备课意见

Step 1:

lead in (PPT4-12) Every country has some or many ethnic groups. (1) How many ethnic groups do we have in China?

(2) Do you know any different cultures and customs between these groups?

(3) What about the ethnic groups in other countries in the world?

Step 2:

Reading: Part A 1. Go through the passage quickly and try to find the topic of each tour. Tour—1

travelling, 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

2. Scan and skim the four tours and find out in which countries these ethnic groups live. Read the travel brochure carefully and finish the table below. 3. Show some pictures to catch Ss’ attention. Ethnic group Inuit In which country Canada What to eat Where to live Specific events seal, deer, tents whalemeat, fish Not mentioned A traditional meeting house A special tent have large summer assembliand celebrations. have Aboriginal ceremonies,play the musical instrumentsboomerangs do a dance, eat food cooked in undergrougo night fishing wear animal skin clothes

do a dance called the Sun Dabow and arrow competition Aborigines Australia food from the bush like snakes Maoris New Zealand fish and sweet potatoes Meat roasted over an open fire American Indians The USA Step 3:

Part B

Starting the project

20

常德市三中备课用纸

1. Present the process of the project to make them clear to all the students.

Planning-----1. Form groups. 2. Suggest the reference book you will make. 3. Give your reasons and have a discussion. 4. Vote to decide. Preparing----1. Find one or two books about ethnic tours. 3.

Discuss information about minority culture. 4.

Producing-----1. Draft the cover. 2. Select the main groups for the contents. 3. Make some changes and finalize the book. Presenting----1. Present your book to the class. 2. Display your fruit and let students sign up. 3. Give awards to the winners. (Evaluation from both teachers and students) 2. Discuss in groups to decide topics and ways to research. 3. Present your reference book to the whole class. Step 4:

Homework Write a short article about your reference book.

教学反思:

21