译林牛津选修六Unit3Understandingeachother教案

1 Unit 3 Understanding each other Welcome to the unit Teaching Objectives: Enable students to get a general idea of different ways of greeting each other in different countries. Help students know more about cultural differences Help students form correct attitudes towards foreign cultures. Teaching Important and Difficult Point: Improve students’ speaking and thinking ability. Teaching Approaches: Task-based approaches Form of Activities: Individual, pair or group work and topic discussions. Teaching Aids: The multimedia and the blackboard Teaching Procedures: Step 1. Lead-in 1 Look at some pictures and information about Halloween and Qingming Festival and compare the two festivals. 2 Through discussion, help students get the general idea of cultural differences. Step 2. Picture Talking Talk about the four pictures in pairs or groups focusing on the ways of specific greetings. Through discussion help students form correct attitudes towards foreign cultures. Step 3. Homework Write a composition about the result of the discussion. Read further information about cultural differences. 2 Reading Cultural differences Teaching aim: Help the students learn how to talk about cultural differences and customs. To get the students to understand the use of examples To help students to master useful vocabulary and sentences。 Important points and difficult points: Talk about cultural differences and understand the use of the examples. Understand the use of examples. Important and useful words and phrases。 Teaching methods: Reading discussing and explaining Teaching steps: 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 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? 3 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 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. Finish the workbook exercises. Word power English words borrowed from other languages Teaching aims: Enlarge students’ vocabulary Let students know some English words borrowed from other languages and some idioms. Learn about some different cultures. Teaching important points: Remember these words and idioms and try to use them freely. Teaching procedures Step1. Lead-in Introduce some background knowledge about English language. Step 2. Presentation of borrowed language Learn some borrowed English words from other languages, Such as French, German, Italian, Arabic, etc. Show more words borrowed from other languages, such as Chinese, Japanese, etc. 4 Step 3. Practice Finish Part C on page 39. Step 4. Presentation of idioms Learn the English idioms via pictures and example sentences. learn more idioms. Step 5. Assignment Make sentences with the given idioms. Step 6. Homework Grammar and Usage Unreal conditionals Teaching Objectives: Enable the students to use unreal conditionals of the present, past or future time. 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 1 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 2 Learning We use unreal conditionals to state a present condition or situation that is not 5 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. 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. 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. 6 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. 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. 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 3. Practice Do the exercises on Page 40 and 41. Step 4. More practice Ex1. Fill in the blanks with the verbs given in the brackets in their proper forms. 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. Most of the students felt rather disappointed at the English party. They said that it ______________(organized) better. 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. Much labour would have been saved if electronic computer _____(invent) before. 8.-------Well done, Jack！ -----Thanks. But given more time, I___________(do) it better. 7 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 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 I _____ you some money, but I hadn’t any on me then. A. would lend B. would have lent C. could lend D. may have lent ______ 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 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 —— 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 —— 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 —— Are you thinking about going to Dalian for the vacation? No, but if I ________ time, I _________ very glad to go there. 8 A. have, will be B. had had, would have been C. had, would be D. had had, would be ——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 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 5. 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 6. Homework Finish Parts C1 and C2 on Page 118 in Workbook. Task Writing a letter to explain cultural misunderstandings Teaching aims: to improve the students’ listening and writing skills. to help the students to write a letter of apology. to help the students understand the cultural differences . Teaching steps: 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. 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 9 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. Project Making a reference book Target language key words and phrases 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. 10 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 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 Analysis Read for details and try to categorize four ethnic peoples. get the students to finish the table on the screen. 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 Homework. Ask the students to finish parts D1 and D2 on Page 119 in the workbook.