高二英語Module6Unit3Understandingeachother教案WelcometotheunitTeachinggoalsHelpthestudentslearnhowtotalkaboutculturaldifferencesandcustoms.TeachingimportantanddifficultpointsEnablethestudentstotalkaboutculturaldifferencesandunderstandtheuseofexamples.TeachingmethodsDiscussion,readingandcooperativelearning.TeachingaidsAcomputerandaprojectorTeachingprocedureandwaysStep1Greetingsandlead-inT:Goodmorning,class!Ss:Goodmorning,teacher!First,getthestudentstoshowdifferentwaysofgreetingtheyknow.Andthendiscusssomeotherwaysofgreetingandthewaysofgreeting.Finally,getthestudentstellsomeothercustomsthataredifferentindifferentpartsoftheworld.Writethefollowingnamesofcountriesontheblackboard.China,Japan,USA,Thailand,SouthAmerica,theMiddleEastStep2:PresentationsT:Doyouknowtherecountries?Ss:Ofcourse!T:Howdothepeoplefromthesecountiesgreeteachother?S:T:NowsupposeyouthreeareEnglish.OneisMr.Bean.OnedayyoumeetMrs.Brewer,oneofyourstudents,andherhusbandinthestreet.Pleaseworkingroupstomakeadialogue.Anyvolunteers?S:T:Youdidagoodjob.S:T:Verygood,anothergroup?S:T:Youaresoexcellent!Afewdayslater,youmeetagain.Howwillyougreeteachother?Who’dliketoactoutthesituation?S:T:Excellent!Doyouknowhowpeoplegreeteachotherinthesecountries?Pleaseworkingroupsofthreetoshowthewaysofgreeting,oneexplains,theothertwoshowus.Anyvolunteers?T:Areyourwaysright?Pleaseturntopage33.Lookatthepictures.Besidesthesesways,doyouknowofanyotherwaysofgreetingthatpeoplearoundtheworlduse?S:T:Whydopeopleindifferentcountriesgreeteachotherindifferentways?S:

T:Becausetheircustomsaredifferent.Canyouthinkofanyothercustomthatisdifferentindiffidentpartsoftheworld?Step4:SummaryT:Today,wehavediscussedculturaldifferencesandcustoms.Andallofyouhavedoneagoodjob.Ifeelsohappywithyou.Attheendofthisclass,Ihopeeveryoneofyouwillbehaveproperlyifyougetthechancetogoaboardinthefuture!Stp5:HomeworkPreviewReadingpart

ReadingObjectives:1.TohelpSsgetageneralideaaboutthetext.2.TomakeSsbecomefamiliarwiththedetailedinformationaboutthetext.3.TohelpSsmasterReadingStrategy.Teachingimportantpoints:1.Howtomakethestudentsunderstandthepassagebetter.2.Howtohelpthestudentsfinishalltheexercises.3.Howtohelpthestudentsdeveloptheircreative,comprehensiveandconsolidatingabilities.Teachingaids:multimediaandblackboardInteractionPatterns:Teachers-class,individuals,pairsProceduresforteaching:Step1lead-inAskstudentsiftheythinktherearedifferencesbetweenAmericansandBritishpeopleandwhatcharacteristicsmakethemdifferentfromeachother.Youcanbegintheactivityusingthefollowingsentences:Peoplefromdifferentplacesorcountriesmaybeverydifferentinsomeways.AmericansandBritishpeople,eventhoughtheyspeakthesamelanguage,haveverydifferentcultures.WhenwetalkaboutBritishpeople,wemaysaythey:arealittlebitreserved,especiallytheoldergenerationsdon’ttalkverymuchtostrangersrespectandareproudfothetraditionsandhistoryofBritainlovesoccer,rugbyandcricketasfortheAmericans,wetendtothinkthey:areenthusiastic,open-mindedandeasytogetalongwithdonotliketoobeyothersandhatetobeflatteredloveAmericanfootball,baseballandbasketballapartfromtheirdifferentcharacteristics,whataresomeoftheotherdifferencesbetweenthem?Inyouropinion,whyaretheresomanydifferencesbetweenthem?Step2reading-comprehensionAreadthetextquicklyandanswerthefollowingquestion.1.WhichcountryisWaledfrom?__________________________2.WheredoesPetercomefrom?___________________________3.DoeseveryoneinBruneiwearyellow?_________________________Step3listentothetapeandanswerthefollowingquestions:WhatdoesThanksgivingcelebrate?WhatiseatenatThanksgiving?IntheWest,whenisthepolitetimetoopenapresent?Why?WhydoguestsexpectapresentataweddinginItaly?WhatcanyounotdrinkataweddinginBrunei?WhatshouldyoudoinsteadofpointingwithyourfirstfingerinBrunei?WhatcustomsdoChinesecitiesandBruneihaveincommon?Step4putthesubjectsofthedialogueinthecorrectorder.Write1to7intheblanks.Weddings_____________Shoes_____________Presents_____________USA/UKculturaldifferences____________AnAmericancelebration____________Colourofclothing_____________Pointing(gestures)_____________Step5languagepoints1．accumulatevt/vi積累Hequicklyaccumulatedalargefortune.Theysettoworkaccumulatingahugemassofdata.堆積,越積越多Ifyoudon’tclearawaytherubbishregularly,itwilljustaccumulate.Incourseoftheyearsmanybookshadaccumulatedinthehouse.Apileofworkaccumulatedonhisdesk.2．traditionn傳統(tǒng)觀念、看法等的總稱（不可數)Whatonethinksandfeelsismainlyduetotradition,habitandeducation.It’spartofthetraditionofourrace一種傳統(tǒng)習俗做法(可數)CelebratingChristmasatAuntJean’sisafamilytradition.Itisatraditionthatwomengetmarriedinlongwhitedresses.代代相傳,傳說(不可數)Thesesongshavebeenpreservedbytradition.Accordingtotradition,theauthoroftheIliadandOdysseywasablindpoetnamedHomer.3．allthetime一直地Itrainedallthetime.Ikeptitallthetimetoremindmeofyou.atatime依次；每次Takethepillstwoatatimeatalltimes隨時；永遠Weshouldatalltimesbeawareofourownshortcomings.Wemustatalltimeskeepupwithchangingconditionsatonetime一度,過去曾經AtonetimeIlivedinJapan.AtonetimeIusedtoplayalotofsport,butIseemtohavelostinterestnow.同時(做某事)Theyalltriedtotalkatonetime.過去大多數中學教師是男性,但現在女教師比男教師多多了。_________________atthetime那時候ItoldyouatthetimethatIthoughtyouwerestupid.4．celebrationn慶祝(不可數)Isupposeweshallbehavingsomesortofcelebrationforthebride.Allnightlongthecelebrationofvictorywenton.慶?；顒?可數)Therewerecelebrationsinthestreets.EvenatSt.Thomas’Academytherewasacelebration.Thateveningweorganizedacelebration.incelebrationofThepartywasincelebrationofmother’ssilverwedding.5．clarifyvt闡明,澄清Hisexplanationclarifiedthemystery.Thenoteisintendedtoclarifythesituation.Heclarifiedhisstandontheissue.AnexamplewillhelptoclarifywhatImean.6．participatevi參加,參與(常和in連用)ParticipationnPortugalparticipatedinthewaybysendinganarmytoFrance.Harrisparticipatedintheprotests.Didyouparticipateinthediscussion?7．receptionn接待(可數,不可數)Janhadanenthusiasticreceptionwhenhereturnedhome.Weweregivenawarmreception.Thewinningteamgotawonderfulreceptionintheirhometown.招待會(可數)Wehadabigreceptionforthenewcoach.Itwasladywindermere’slastreceptionbeforeEaster.接受情況,外界反應(不可數)Hecalmreceptionofthebadnewssurprisedus.Isradioreceptiongoodinyourarea?Hisnewrecordhadafavourablereception.receptiondesk接待客人的辦公桌Leaveyourkeyatreception.receiptn收條(可數)收到(不可數)beinreceiptof已收到,接受Weareinreceiptofyourlettertwodaysago.Weareinreceiptyourpayment.8．adjustvt調整,調節(jié),使適應Thedesksandseatscanbeadjustedtotheheightofanychild.Imustadjustmywatch;itisslow.Youcan’tseethroughatelescopeunlessitisadjustedcorrectlytoyoursight.vi適應Astronautsinflightmustadjusttoweightlessness.Myeyeshaven’tadjusttothedark.Youshouldadjusttoanewclimate.adjustableadj可調動的,可調節(jié)的adjustmentn調整,調節(jié),適應Thenewly-wedsneedaperiodofadjustment.9．royaladj王室的,皇家的SomeoftheroyalfamilyofSpainareresidentinPortugal.TheroyalfamilyconsistsoftheKingandQueenandtheirrelations.豪華的,極好的Themillionairetreatedustoaroyalfeast.(宴會)Theastronautsreceivedaroyalwelcome.10．Well,ifyouhadjoinedthechatroomtenminutesago,youwouldhaveknownwhat…本句為虛擬條件句,表示與過去相反的假設。在這種情況下,條件句中謂語動詞一haddone結構,而主句中謂語動詞用would/could/should/mighthavedone結構Eg.Ifyouhadpreparedyourlessonscarefully,youcouldhavepassedtheexam.Ifthehurricanehadhappenedatnight,therewouldhavebeenmoredeaths.11.Well,it’swhatwedointhewest.為名詞性從句,在句中作表語。ThisbookisjustwhatIamlookingfor.Allthesearewhatyouwantinyourlife.12.IntheUK,theguestsareexpectedtogivepresentsto…expectsb.todosth.的被動結構Doyouexpectmetostayafterthat?Youareexpectedtoworklateifneedbe.Hallerwasexpectedtobewaitingatthattime.WordpowerTeachingaim:ThissectionteachesEnglishwordsborrowedfromotherlanguages.InpartsAandB,studentsarepresentedwithanoutlinearticleandaspidergramaboutthewordsthathavebeenborrowedfromotherlanguagesandincorporatedintoEnglish.InPartC,studentsareaskedtoapplythewordsthattheyhavelearntinPartsAandBtopracticaluse.StudentsareexpectedtousetheseborrowedwordstocompletesentencesandenlargetheirEnglishvocabulary.InPartD,idiomsthatconnectacharacteristicwithananimalorathingarepresentedtostudents.Teachingprocedures:Lead–inAskstudentswhattheythinkisthemostdifficultpartofstudyingEnglish.TheymaysaylearningvocabularyisbecausetherearetoomanyEnglishwordsandmostofthemhaverandomspelling.HavestudentsdiscussandtrytoworkoutifthereisaeasywaytolearnandrememberEnglishvocabulary.Providestudentswiththefollowingtips:Rememberthespellingofawordbyitspronunciation.Rememberthespellingofawordbyanalyzingtheformationoftheword.Rememberthemeaningofawordbymakingasentencewithit.Rememberthemeaningofawordbystudyingtheoriginoftheword.Youcanencouragestudentstotelleachotherwhatmethodstheyusuallyuseinlearningnewwords.Drawstudents’attentiontotheoriginofEnglishwords.Youmaybegintheactivitylikethis:Englishisoneofthemostwidely-spokenlanguagesinthewordanditisusedastheinternationalworkinglanguageinmanyplacesthroughouttheworld.ButwheredotheEnglishlanguageandallitswordscomefrom?IsitpossiblethatEnglishborrowedwordsfromotherlanguages?Ifso,canyougiveussomeexamples?YoucanaskstudentstogiveexamplesofEnglishwordsthathavebeenborrowedfromotherlanguages.Askthestudentstohaveadiscussionandtellthemthatknowingtheoriginmayhelpthemlearnawordandsometimesitprovestobeeffectiveinrememberingmanynewwords.Vocabularylearning1.HavestudentsfocusonthereadingpassageinPartA,whichisanonlinearticleaboutEnglishwordsborrowedfromotherlanguages.YoucanfirstaskstudentstoreadthearticleandanalyzehowwordsareborrowedfromotherlanguagesandusedintheEnglishlanguage.Askstudentstofinishthefollowingtableindividuallyfirst.Afterthat,remembertocheckanswerswiththewholeclass.LanguageCategoriesofwordsFrenchFood,entertainment,jobsGermanTools,mechanicals,equipment,snacks,geologicaltermsItalianMusic,thearts,themilitaryArabicSpices,chemicals,animals,food,mathematics2.AskstudentstofocusonPartB,whichisaspidergram.ShowingsomeofthewordsthathavebeenborrowedfromotherlanguagesandincorporatedintoEnglish.Askstudentstoaddmoreexamplestothespidergramifpossible.3.AskstudentstofocusonPartC,whichservesasastrengtheningexercisetocheckstudents’abilitytounderstandsomenewwordsandusethemcorrectly.Inordertofillintheblankscorrectly,studentshavetounderstandthepassageandtheexactmeaningsofthesewords.Havestudentscompletetheexerciseindividuallyfirstandthenchecktheanswerswiththeclass.4.Youcanusethefollowingactivitytofurthercheckstudents’comprehensionofthepassage.WhichwordsareborrowedfromItalian?WhatwasItalyfamousforinthe18thcentury?WhatdoesthewriterthinkoftheGermans?WhichwordsareborrowedfromGerman?WhatweretheArabsgreatfor?5.Askstudentstofinishthetwoexercisesonpage122inWorkbook.FirsttheyshouldcompletethenotesinPartAafterlisteningtotherecording,andthencompletethee-mailinPartC.Theycandotheseastheirhomework.VocabularyextensionAskstudentstofocusonPartD.InPartD,idiomsthatconnectacharacteristicwithananimalorathingarepresentedtostudents.Theseidiomsallhaveacharacteristicconnectionwithananimalorathing.Askstudentstoreadtheidiomandguessthemeaningofeachofthemfirst.Thenhavestudentsreadexplanationsandlearntheirmeanings.Havestudentsdotheexercisesindividuallyfirstandthencheckanswerswiththeclass.Grammarandusage虛擬語氣一、概述語氣是一種動詞形式,表示說話人對某一行為或事情的看法和態(tài)度.虛擬語氣表示說話人所說的并不是事實,而是一種假設,建議或主觀愿望.二、本單元重點講述了非真實條件句中虛擬語氣的三種情況:1.表示與現在事實相反的假設其基本結構是:條件句中謂語動詞用過去式(be的過去式用were),主句用would/should/could/might+動詞原形.例如:Ifeveryoneinthecountryknewfirstaid,manyliveswouldbesaved.如果每個國民都懂得急救(的知識),許多生命就會得以挽救.(含義是:不是人人都懂得急救,所以很多生命得不到挽救.)IfIwereyou,Iwouldn’tdoitlikethat.如果我是你的話,我就不會這樣做.2.表示與過去事實相反的假設其基本結構是:條件句謂語動詞用“had+p.p.”,而主句謂語動詞用“would/should/could/might+have+p.p.”.例如:Ifthehurricanehadhappenedduringtheday-time,therewouldhavebeenmoredeaths.如果颶風發(fā)生在白天,死亡人數會更多.(事實是:颶風發(fā)生在午夜到早晨6點)Ifwehadknownthatshewastoarriveyesterday,wecouldhavemetheratthestation.如果我們知道她昨天到,就可以到車站接她了.(事實是:我們不知道她昨天到,所以我們沒能到車站去接她)3.表示與將來事實相反的情況基本結構有三種:=1\*GB2⑴條件句謂語動詞用過去式(be的過去式一般用were),主句用should/would/could/might+動詞原形,=2\*GB2⑵條件從句的謂語用should+動詞原形,主句用should/would/could/might+動詞原形;=3\*GB2⑶條件從句的謂語用wereto+動詞原形,主句與上同.例如:Ifitrainedtomorrow,outplanwouldbeputoff.假如明天下雨,我們的計劃就得推遲.(最近天氣很好.)(條件從句中的謂語動詞用過去式,表示說話人認為下雨的可能性不大,而如果用一般現在時的話,則表示說話人認為下雨的可能性很大)Ifheshouldseeme,hewouldtellme.假如他看見我,就會告訴我.(用should+動詞原形強調一種有偶然實現的可能性,其現實性比用wereto+動詞原形大,比過去式+動詞原形小)Ifheweretocome,whatshouldwesaytohim?假如他來了,我們對他說什么呢?(用wereto+動詞原形比較正式,多用于書面語中,表示實現的可能性很小)根據以上情況,可總結如下:虛擬情況從句時態(tài)主句時態(tài)與現在事實相反一般過去時Would(或should,could,might)+動詞原形與將來事實相反動詞過去時Should+動詞原形Wereto+動詞原形Would(或should,could,might)+動詞原形與過去事實相反過去完成時Would(或should,could,might)+have+過去分詞三、根據主從句所說明的時間概念,虛擬條件句又可以分為單一虛擬條件句和混合虛擬條件句.1.單一虛擬條件句單一虛擬條件句指主句和從句與同一時間的事實相反的虛擬條件句.例如:Ifitshouldraintomorrow,theracewouldbeputoff.(主從句與將來事實相反)如果明天下雨,比賽將推遲.Ifyouhadbeenmorecareful,youwouldhavepassed.(主從句與過去事實相反)如果你再仔細些,你就會通過的.Ifitwerenotfortheleaningtower,thecityofPisawouldn’tbesofamous.如果沒有斜塔的話,比薩城也不會這么有名.(主從句與現在事實相反)2.混合虛擬條件句很多情況下,從句和主句并不與同一時間的事實相反.例如:Ifyouhadfollowedmyadvice,yourEnglishwouldbemuchbetter.如果當時你聽了我的話,現在你的英語就會好多了.(從句與過去事實相反,主句與現在事實相反)Ifheweren’takind-heartedman,hewouldn’thavehelpedsuchamanasyouthatday.如果不是他這人很好心的話,那天他決不會幫助一個像你這樣的人的.(從句是與現在情況相反的假設,主句表示與過去事實相反的假設.)Ifithadn’tbeenforyou,Iwouldhavetomakeanothertriptheretomorrow.如果不是你的話,我明天還要再走一趟.(從句與過去事實相反,主句與將來事實相反.)注意:在正式文體中,虛擬條件句的從句部分如果含有were,should或had,可將if省略,再把were,should或had移到從句句首,實行倒裝.例如:Wereittoraintomorrow,wewoulddelayourtrip.如果明天下雨,我們將推遲旅行.Hadyouattendedtheparty,youwouldhavemetJack.如果你參加了聚會,你會見到Jack的.ShouldIgetarise,Iwouldtreatyoutowhisky.如果我能漲工資,就請你喝威士忌.TaskWritingalettertoexplainculturalmisunderstandingsTeachingobjectives:learnabouttaboosindifferentculturesandunderstandwhattheycandoorcannotdowhentheyareincontactwithpeoplefromdifferentbackgroundslearntocompleteatextbylisteningreviewthewaystoaskquestionswritealetterofanapologytoexplainmisunderstandingsTeachingfocusanddifficulties:writingdownanswerswritingalettertoexplainmisunderstandingsTeachingmethods:1.Listening,readingandthinkingtogetstudentstounderstandthetext.2.Pairdiscussionandgroupdiscussiontogetstudentstoparticipateintheclassroomactivities.Teachingaids:ThemultimediaTeachingprocedures:Step1Skillsbuilding1:completingatextTipsoncompletingatextbylistening:1.Makesureyoureadthetextfirstsoyouunderstandthesubjectofthetextandthetypeofwordsthatyouarelikelytohear.2.Trytoguessthewordsthatmightbeusedtofillintheblanks.3.Lookforcluesinthesentencesandinthewordsbeforeoraftertheblanks.4.Decideifitiscontentwordsorgrammarwordsthatyouarelisteningfor.Step2ListeningYourschoolhassomevisitorsfromabroad.Yourheadmasteraskedyouandyourclassmatetoshowtheguestsaround.Somethingpuzzledyouduringthetrip.Listentotheconversationbetweenyouandyourclassmate,andcompleteyourdiaryentryonpage42.Step3ReadingAfewdaysafteryouandyourclassmatehadtakenthevisitorsaroundBeijingyourclassmatefoundthisarticleinamagazine.Circlethetaboosthathelpexplainsomeofthestrangeincidentsthathappenedwhenyoushowedthevisitorsaround.SuggestedanswersIfyouarefromIndia,youmaynoteatbeefbecauseofyourreligion.IfyouarefromtheWest,youprobablywouldnotliketoeatchickens’feet.InIndia,itisimpolitetoshakehandsorgivesomeonesomethingwithyourlefthand.RemembernottojustputthebusinesscardsinyourpocketwithoutlookinginJapan.Step4ListeningYouwantmoreinformationaboutculturalhabits,soyougotooneofyourteachers,whohastraveledtotheUSAandJapan,forhelp.Listentoyourteacherandfillintheblanksinyournotesbelow.Step5Skillsbuilding2:askingquestionsWhenwewanttofindoutaboutsomething,weneedtoaskquestions.Wecanusequestionsbeginningwiththefollowingwords:What–whenwewanttofindout aboutsomethingspecific.How–whenwewanttofindoutthewaysomethingshouldbedone.Which–whenwewanttospecify whichoneofachoiceof possibilities.When-whenwewanttoinquire abouttime.Why-whenwewanttofindoutareason.Where-whenwewanttofindoutabouttheplaceinwhich somethinghappened.Step6PracticeYouwanttoaskyourclassmateaboutthefollowingthings.Formyourquestionswiththecorrectquestionwordsfirst,andthenfindapartnertoanswerquestions.Answerscanbefoundinthemagazinearticleonpage43.Taketurnsaskingquestions.Suggestedanswers1.WhatfooddothepeoplefromIndianoteat?2.Whichhandshouldn’tbeusedtoshakehandswithorgivethingstopeoplefromIndia?3.WhatdoJapanesepeoplehavetobuywhentheytravelanywhere?4.WhatshouldyoudowhenaJapanesepersongivesyouabusinesscard?5.WhatdoestheOKsignmeanforJapanesepeople?6.WhydopeoplefromtheUSAdonotlikecrowdedplaces?Step7Skillsbuilding3:writingaletterofapologyWhenwritingaletterofapology,youneedtoincludethefollowing:youraddressthedateanopeningthepurposeofthelettershouldbegiveninthefirstsentence.anexplanationaclosingphrase(toapologizeagain)yournameandsignatureStep8PracticeYouwanttowritealetterofapologytotheforeignvisitorstoexplainmisunderstandings.Findapartneranddiscusswhattoincludeintheletter.Eachpersonshouldwriteadifferentpart.ProjectObjectives:1.TohelpSsgetageneralideaaboutthetext.2.TomakeSsbecomefamiliarwiththedetailedinformationaboutthetextTeachingimportantpoint:1.Howtomakethestudentsunderstandthepassagebetter.2.Howtohelpthestudentsfinishalltheexercises.3.Howtohelpthestudentsdeveloptheircreative,comprehensiveand