高一英语Unit12 Culture Shock教案

Unit 12 Culture Shock (8)教案Unit12cultureShock教案Lesson4TheNewAustraliansTip：HewhohasneverbeentotheGreatwallisnotatrueman.Learningaims：掌握本课新词汇和短语，熟读课文。

（A 级）Learningimportantpoint:语言知识点及重点词汇的运用（B级）LearningSteps:Step1听写单词（A级）___________________________________________________ _________________________________________________________ ___________________________________________________ ______________Step2把下面划线部分和其解释连线（B级）.Australiaismybirthplacea.like2.inthevastareaofdesertb.oppositeto3.Australiansarefondofsportsc.notfair4.contrarytopopularbeliefd.haveagoodstandardofliving5.you’llfindabroadchoicee.placewhereIwasborn6.therestofusarequitewell-offf.wide7.Ithinkthat’sunfairg.hugeStep3词组和短语（A级）.一片土地2.二十世纪八十年代3.一种不同文化的混合体4.当心5.喜欢6.与…相反7.世界级的作家8.古典音乐会9.不能忍受0.大堡礁1.在黄昏2.属于3.严肃对待某物4.很多，许多5在沿海地区6.首先Step4.阅读课文，判断正误（B级）.Australiahaslargeareasofdesert.2.Surfingisthemostpopularsport.3.Australianroadscanbequitedangerous.4.TherearesomedangerousanimalsinAustralia.5.Australiahasneverproducedanyimportantwriters.6.manyrecentimmigrantshavecomefromGreece.7.NativeAustraliansformalargepercentageofthepopulat ion.8.ThestandardoflivinginAustraliaishigh.Step5疑难解析（B级）.belongvi意思【课文原句】【归纳拓展】belongto意思，无语态和时态。

Unit 12 CULTURE SHOCKLesson 1 Visiting Britain教学设计1. General introductionThis lesson is taken from a book of New Senior English for China by Beijing Normal University. This lesson is about the reading part. By learning this passage, the students can master some language points and reading skills, as well as some right life guides.2. Teaching aims and demands(1) knowledge objects1) V ocabulary: tipping, owe, apology, absorb, brief, expectation, bacon, slice, toast, waiter, waitress, exchange, cherub, wander, mushroom, tasty, foggy, laughter, majority, reasonable, mosquito, northeast.2) Phrase: get use to, owe sb. something, busy doing something, afford to, at least, get used to, avoid doing…, look forward to.3) Grammar: Verbs followed by –ing form or infinitive(2) Ability objects1) Listening skills: understand what the teacher is speaking in English, listen to the tape after class.2) Reading skills: general understanding，detail information, judges.3) Speaking skills: use the new expressions learned to talk about your hometown.4) Writing skills: write a short passage to introduce your hometown with new expressions learned.(3) Emotion objectsLove your hometown and your country. Learn more about your living environment. London is an international city, learn from it. Develop the will to build your country.3. Teaching keys and difficultiesVerbs followed by –ing form or infinitivePlan to do something, enjoy doing something., etc.4. Teaching methods(1) Fast reading(2) Detailed reading(3) Explaining(4) Task based discussion5. Teaching aidsComputer, overhead projector, PPT, tape6. Course numberWe will finish this lesson in 3 classes. This is the reading class.7. Teaching proceduresGeneral introduction: Step 1 is for lead-in. Step 2,3 is for reading and listening skills objectives; Step 4 is for knowledge objectives;Step5 is for speaking skills objectives and emotion objectives; Step 6,7 is for consolidation of new knowledge and practice students’ writing skills. Thus we can meet all the teaching demands.Step 1 Greetings,Revision and smoothly start the new lesson (2 minutes)Step 2 Fast-reading and search for the answer for "T" or "F" questions, general understanding.”You can only eat English food in London, T or F. There are many restaurants in Britain, T or F? (8minutes)Step 3 Detailed reading and look for the information needed. The ability to get detail information. teachers’ comments. “How do you give waiter or waitress tips according to the British tipping system ?”“Why does Xiaojin suggest his aunt to bring a warm coat?” (9minutes )Step 4 Explain difficult sentences and use of new phrases in detail under the help of some teaching equipments.(10minutes)Step 5 Task-based language(10minutes)Work in groups of four to discuss about their hometowns, it will be better if the students use new words and phrases learned today.Step 6 Summary of the lesson with related exercises. Mention the emotional objects.(5minutes) Step 7 Homework（1minute）(1) Do exercise 4, 5in the exercise book. This is used to make the students have a further understanding of new words and new grammars.(2) Write a short passage to introduce your hometown.(at least 100 words)8. Blackboard designIn order to make the blackboard design clearly and neatly, I will divide the blackboard into three parts. On the left, I’ll write teaching aims; in the middle of the blackboard, there should be important and difficult language points, and on the right, I will write the summary of this whole class.。

Step1. Review1. Find out the proper words or expressions according to the pictures.2. Speak out the English forms for the following.冲击shock感官sense要素factor身份identity……3. Read the words and expressions loudly.在上一节课中，已经将本课中的生单词何短语提前讲过了。

这里通过练习和朗读进行复习，为课文的阅读扫清词汇障碍。

Step2. Pre-reading1. Suppose that you will have a trip to America, how is your feeling like?2. Suppose that you have lived in America for half a month, how is your feeling like? 让学生结合自身实践，互相交流他们是如何解决文化冲击问题的，引导学生对课文内容进行预测，调动学生已有的背景知识，为阅读作好知识上和心里上的铺垫。

Step3. While-reading1. SkimmingSkim the text and answer the following questions.1) What is culture shock?2) Who experiences culture shock?3) What are the three stages of culture shock?4) What are the factors of culture shock?5) What’s the best way to solve the problem of culture shock?快速阅读文章并能准确了解大意是一项重要的阅读能力，是提高阅读速度和理解文章内容的关键。

Unit 12Culture ShockPeriod 6 Grammar：Verbs Followed by ­ing Form or Infinitive ＆Present Participles错误!教学内容分析This teaching period mainly deals with the grammar items:Verbs followed by 。

ing form or infinitive and the usage of Present Participles.Try to discover and conclude the usage of the grammar by analyzing and practicing.三维目标设计Knowledge and skills1．To experience the usages of ­ing forms，infinitives and present participles in contexts.2．To get students to know how to identify the differences between 。

ing forms and infinitives.Process and methods1．To ask students to observe some related sentences。

2．To present more sentences and give them some explanations。

3．To compare the differences between ­ing forms and infinitives.4．To sum up what they have learned in the period。

Emotion,attitude and value1．To get students to become interested in grammar learning。

Unit 12Culture ShockPeriod 2Lesson 2Mind Your Manners整体设计教学内容分析This lesson focuses on students' listening and speaking skills.The topic is etiquette（礼仪）in communication.Students will get to know about some knowledge of etiquette in different countries by listening and then they are required to act out some situations in a polite way.三维目标设计Knowledge and skills1．To practise using polite expressions.2．To practise inferring speaker's mood from intonation.3．To practise using phrasal verbs.4．To learn about different styles of communication in different cultures.Process and methods1．Lead in the text by showing students pictures related to the topic.2．During listening，students are required to listen carefully and then judge people's different behaviours in communication.3．By completing the Function File，students will learn how to be polite in different cultures.4．Role play.Set some situations and ask students to work in pairs to act out the situations in a polite way.Emotion，attitude and value1．To know more about foreign cultures and develop students' awareness and ability of intercultural communication.2．To help students know that how to behave politely is a must in international communication.3．To help students hold the right attitudes towards diversity of culture.教学方法1．Communicative language teachingCommunicative language teaching is an approach that emphasizes learning to communicate through interaction in the target language.More activities，such as language exchanges，information gap and pair work，will be designed in order to achieve the goals.2．Task-based language teachingIn the listening practice，help students realize what information they need to hear.In the speaking practice，make students clear what roles they are going to play and learn to use the expressions in the Function File.教学重、难点1．Importance should be placed on understanding the listening materials and getting the information needed.2．To help some students overcome their nervousness when faced with the listening task.教学过程Step 1Lead inShow the pictures and ask students to notice the ways they greet each other.From the pictures we can see that in different cultures，people perform differently when meeting others.Some show a lot of feelings and some don't show their feelings.This is what we should learn and mind in intercultural communication.Use the scale to classify people from these cultures：Italy，Japan，Britain，the United States.Step 2Listen to learnTask 1：Listen to Part 1 of the interview about communication in different pare what the expert says with your answers above.Task 2：Listen to the second part of the interview and judge the typical behaviours in different e √ or × to complete the table below.Answers：1—D2—B3—A4—CStep 3Function FileTask 4：Students are required to listen to the dialogues and complete the Function File.In this section，students will learn how to behave in formal and informal situations.Ask students to pay attention to the expressions used here.Step 4Pronunciation：IntonationIntonation is as important as the expressions we use in daily communication.Task 5：Firstly，ask students to make a list of the expressions in the Function File we use：a）to ask for something politelyExcuse me，could you pass the lemon and salt，please?b）to reply to someone's thanksYou're welcome./It's no trouble.c）to refuse an invitation politelyI'd rather not，thanks.d）to make a request to someone you don't know very wellDo you think I could have a word with you？/Would you mind giving me and my schoolmate a lift to school?e）to thank someone for doing something for youThanks a lot.That's very kind of you.f）to apologise to a friendOh，I've forgotten them! I'm really sorry.Secondly listen and repeat the expressions.Pay attention to the speaker's intonation.Thirdly listen to the dialogues again.This time Christina（the speaker）sounds rude.Why?a）she is too directb）she doesn't say “please” or “thank you”c）she shows no interestd）she interrupts someoneAnswers：Dialogue 1＝b Dialogue 2＝d，b Dialogue 3＝a，b Dialogue 4＝cStep 5Speaking（Act out the situations）Firstly：Show the following situations：1）Ask a stranger to close a window on a train.2）Decide with a friend what to do at the weekend.3）Ask a neighbour to post a parcel for you.4）Ask a friend to return a handkerchief he/she borrowed.5）Decide where to go on holiday with a friend.6）Ask a waiter to give you the menu.Secondly：ask students what we should say and do in such situations? Collect students' opinions.Then give them some help.Speaking strategies：preparation for speaking·Decide how formal or informal the situation is.·Decide which roles you are going to play.·Choose some suitable expressions from the Function File.·Practise saying expressions with polite intonation.Thirdly：Give students 5 minutes to prepare.Give them some help if necessary.Fourthly：Ask some pairs to act out the situations.Step 6Vocabulary：phrasal verbsFirstly，students are asked to complete Ex.9 on Page 39.Secondly，ask them to practise the dialogue.Change the information in italics.Step 7Homework1．Go over the words and expressions learnt in this period.2．Write at least five sentences about what you learn about the topic in this period.教学参考在异国遭遇文化冲突后长年旅居外国的人，在母国文化和异国文化的冲突下做夹心饼干，感觉快乐与否的关键在于能否积极理解、接受异国文化，并与异国文化和平共处。

Unit 12 Culture Shock[学生用书P75]owe vt. 欠(情、债等)；感激；归功于(1)owe sb.sth. 欠某人某物owe...to．.. 把……归功于……(2)owing adj. 欠着的owing to 由于apology n. 道歉，认错(1)make/offer an apology to sb. for (doing) sth.因为(做)……向某人道歉owe sb.an apology 应向某人道歉(2)apologize(apologise) vi. 道歉apologize to sb. for (doing) sth.因(做)某事向某人道歉apologize to sb. that... 因……向某人道歉absorb vt. 理解，掌握；吸收，汲取；吞并；吸引(注意等)；使全神贯注(1)absorb...from... 从……中吸收……absorb sth.into sth. 吸收某物进入某物(2)absorbed adj. 被吸收的；一心一意的be absorbed in 全神贯注于，专心于exchange vt.& n. 交换，兑换(1)exchange...for．.. 用……换……exchange ideas 交流想法(2)in exchange (for...) 作为(对……的)交换majority n. 大多数，大半(1)in a/the majority 占大多数by/with a majority 以……的多数(2)major adj. 重要的v. 主修major in 主修……request n．& vt. 请求；要求；邀请(1)make (a) request for．.. 请求/要求得到……at one’s request/at the request of sb.应某人的要求on request 一经请求(2)request sth.from/of sb. 要求某人某事request sb.to do sth. 要求某人做某事attach vt. 附，贴，系，固定；喜欢，依恋(1)attach...to... 把……附在……上attach importance to sth. 认为……有重要性/意义(2)attached adj. 附加的；喜爱的be attached to... 附加于/喜爱……forgive vt. 宽恕，饶恕(1)forgive sb. sth. 原谅某人某事forgive sb.for (doing) sth.饶恕/原谅某人(做)某事forgive doing sth. 原谅做某事(2)forgiving adj. 宽恕的(3)forgiveness n. 原谅；宽恕first__of__all 首先above all 最重要的at all 根本all in all 总而言之in all 总共after all 毕竟as__a__result 结果as a result of．.. 因为with the result that... 结果是……result in 导致result from... 起因于drop__off 让……下车；打盹儿，打瞌睡；减少，逐渐消失drop away 减弱；减少drop back 落后drop behind 落后；落在……后面drop in(on sb.) 拜访(某人)drop out 不再参加，退出；辍学hang__on 稍等；不挂断；取决于；坚持不懈，不放弃hang out 挂出；闲逛hang up 挂断；悬挂；搁置hang around 闲荡；徘徊hang over 笼罩；威胁break__into 闯入，破门而入；突然……起来break away from 离开；脱离break down 打破，毁掉；出毛病；(身体)垮了；恸哭break out 突然爆发break up 拆散，解散；分解，分裂；崩溃break in 插嘴break through 突围；突破bring__an__end__to... 使结束at an end 结束come to an end 结束put an end to... 使……结束at the end of．.. 在……末尾by the end of... 到……为止1．现在分词作定语There are people from all over the world living here and as a result，there are many international restaurants.【仿写】站在那棵树底下的女孩是我妹妹。

Unit 12 Culture Shock Lesson 1 Visiting Britain 说课稿Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in students’ own words.3. Emotional aim: Make the students understand the differences among different cultures.Key points How to understand the term “culture shock” better. Give examples to analyze.Teaching steps Part 1 Lead-in & understanding of “Culture Shock”Different ways of greeting , tipping system, different food and ways of eating, shops and prices, attitudes of people, customs etc may get a Chinese confused. In these cases we may experience different cultures. So what is “culture shock”?The term, culture shock, was introduced to describe the anxiety produced when a person moves to a completely new environment. This term expresses the lack of direction, the feeling of not knowing what to do or how to do things in a new environment, and not knowing what is appropriate or inappropriate. It is the strangeness, uneasiness or even fear we experience when we move from our home country and familiar surroundings, to live in a new and different society.Part 2 Fast readingRead the text as quickly as possible to get a general idea of the text.How many pieces of advice does the author give?There are four pieces of advice given by the author. (1)You have to get used to the food.(2) the author suggests leaving 10% of the bill for the waiter or waitress (3)consider staying in the English countryside for a few nights (4) understand British humor, though we are more used to Chinese homor.Part 3 Language pointsowe sb. an apology得向某人道歉afford to do 有足够的钱/时间去做某事get used to 适应avoid doing sth.避免做某事consider doing sth. 考虑做某事risk doing sth. 冒险做某事the teacher explains the language points to the students, which makes it easier for the students to understand the text.Part 4 DiscussionLet the students discuss in groups, answer the question: “What should we do with culture shock”?It is also an opportunity for redefining one's life objectives. It is a great opportunity for leaning and acquiring new perspectives. Culture shock can make one develop a better understanding of oneself and stimulate personal creativity.Part 5 Conclusion Culture shock is now considered to be a natural part of the adjustment to studying abroad or communicating with others. If we know more about different cultures, we can deal with culture shock better.Part 6 HomeworkUnit 12 Culture Shock Lesson 1 Visiting Britain 说课稿教案Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell t he text in students’ own words.3. Emotional aim: Make the students understand the differences among different cultures.Key pointsHow to understand the term “culture shock” better. Give examples to analyze.Teaching stepsPart 1 Lead-in & understandin g of “Culture Shock”Different ways of greeting , tipping system, different food and ways of eating, shops and prices, attitudes of people, customs etc may get a Chinese confused. In these cases we may experience different cultures. So what is “culture shock”? Part 2 Fast readingRead the text as quickly as possible to get a general idea of the text.How many pieces of advice does the author give?Part 3 Language pointsowe sb. an apology得向某人道歉afford to do 有足够的钱/时间去做某事get used to 适应avoid doing sth.避免做某事consider doing sth. 考虑做某事risk doing sth. 冒险做某事Part 4 DiscussionLet the students discuss in groups, answer the question: “What should we do with culture shock”?Part 5 ConclusionCulture shock is now considered to be a natural part of the adjustment to studying abroad or communicating with others. If we know more about different cultures, we can deal with culture shock better.Part 6 Homework。

高一英语教案：《Unit12 Culture Shock》教学设计高一英语教案：《Unit12 Culture Shock》教学设计Step1.重要单词(A级)1.礼貌 n.________2.虚心的，适度的 adj.____________3.暖和舒适的 adj.______4.恳求 n.____________5.指示，表明 vt._______6.非正式的 adj._____________7.奇怪地 adv.__________8.马戏团 n.____________Step2.重要短语(B级)1.in between_________2.go bowling____________3.hang on____________4.reply to ones letter___________5.把与相比___________6.拒绝邀请___________7.提出要求____________ 8.跟上赶上____________9.让某人搭便车__________ 10.去度假___________Step3.复习第一课的课文，听课文录音(B级)Step4.疑难解析(B级)1. modest adj.【导学】modest用作形容词，意为"虚心的，适度的'。

Mary is modest about her achievements.玛丽对自己的成就很虚心。

【拓展】(1)adj.不浮夸的;朴实的;不豪华的[翻译]他住在一个朴实的小房子里。

___________________(2)adj.端庄的;高雅的[翻译]她穿着高雅的连衣裙。

______________________(练一练)She always wears her white clothes.She is _____ in dress.A.modestB. prideC. goodD. modern2.indicate【导学】indicate 用作动词，意为(1)指示(2)象征;表明或示意的可能性。

Unit 12Culture ShockPeriod 4 Lesson 4 The New Australians错误!教学内容分析The fourth period of the unit，which lays stress on the drills of a reading strategy，is a reading lesson。

The reading material is about the modern Australians.By reading students will come to understand how modern Australians live。

三维目标设计Knowledge and skills1．To make students know about Australian culture.2．To practise identifying facts and opinions and making an inference in the reading text。

3．To practise using words with negative and positive connotations.Process and methods1．Lead in the text by showing students pictures about Australia.2．In the Fast。

reading，students are required to know about some facts about Australian culture。

3．In the Car eful­reading，students are required to learn how to identify facts and opinions。

4．In Post。

reading,students are helped to know more about Australian culture。

Unit 12Culture Shock单元要览The theme of this unit is about culture shock，which mainly deals with cultural differences between countries.It consists of a letter from an exchange student about his life in London，a radio show about communication in different cultures，some magazine pages about life in different countries and an interview with the new Australians.After reading and listening to these materials，students can have a better understanding of different cultures around the world，which is the focusPeriod 1Warm-up & Lesson 1Visiting Britain整体设计教学内容分析The first period of the unit is a reading text in the form of a letter.In this lesson，students are going to read about some local customs and practices of the British people.Training students' reading ability to get the detailed information and knowing about some local customs and practices of the British people are the main tasks of this period.Leading students to have a comparison of Chinese culture and British culture in some aspects and come to know about the advantages of each culture is a meaningful thing.三维目标设计Knowledge and skills1．To make students master the following new words and expressions：owe，tipping，accommodation，humour，absorb，experience，afford，reuse，amazed，get used to，avoid，wander，safe to eat，the majority of，get back to2．To further understand the grammar：verbs followed by -ing form or infinitive.3．To improve students' reading ability by scanning and skimming.4．To develop students' communicative ability.Process and methods1．Do some warm-up activities to get students to know about some background information about Britain，America and Australia.2．Lead in the text by showing students some pictures of Britain and getting them to tell what they have known about it.3．In Pre-reading，the match exercise is employed to help students get the outline of the text.In While-reading，students will get more detailed information.4．For Post-reading，students are required to finish some exercises to check and deepen their understanding of the text.Emotion，attitude and value1．To know more about Britain culture and develop students' awareness and ability of intercultural communication.2．By comparing Britain culture and Chinese culture to develop students' devotion or love to Chinese culture.3．To help students hold the right attitudes and values towards the diversity of culture.教学方法1．The whole language approachInstruct students to begin with reading the title，and then get the overall perception before the detailed understanding of the article，inspiring students to participate in learning，discussion and cooperation.2．Task-based language teachingTo achieve teaching aims above，the teacher should employ different kinds of teaching methods as follows：skimming & scanning methods，communicative methods including asking and answering method，discussing method，etc.教学重、难点1．To help students grasp the outline of the text and extract the main information and detailed information in reading.2．To help students solve the problems in Post-reading.教学过程Step 1Warm-upBy doing the classifying and listening exercises，students can get a brief understanding of some aspects in American，British and Australian cultures.Task 1：Look at the pictures on Page 35 and match them with the countries America，Britain and Australia.Task 2：Read the key words in the box and then associate some of words with the countries.Check their answers in the end.Task 3：Listen and match：Listen to three people talking and tell which country he/she is from.Answers：1．Australia2．America3．BritainTask 4：Listen again and fill in the table below to know about the detailed information of the1．Begin the class with talking about the country Britain.Collect information from the students about what they have known about Britain.2．Add more information about Britain by showing them pictures.Symbols of UKPlaces of UKDos in Britain·Do stand in line.·Do take your hat off when you go indoors.·Do say “Excuse me” “Please” “Thank you” and “Sorry”．·Do shake hands.·Do cover your mouth when yawning or coughing.·Do smile.·Do drive on the left side of the road.·Do open doors for other people.Don'ts in Britain·Do not greet people with a kiss.·Do not talk loudly in public.·Do not stare at anyone in public.·Do not ask a lady her age.·Do not pick your nose in public.·Do not spit.·Do not burp in public.·Do not pass wind in public.·Do not speak with your mouth full of food.·Do not ask personal or intimate questions.Step 3Pre-ReadingLet students to look at the title of the text and guess what the title means.Then students skim the text to check their guesses.Step 4While-ReadingTask 1：Read the passage quickly and then match the topic with a certain paragraph.food：paragraph 3tipping：paragraph 4money：paragraph 4accommodation：paragraph 5humour：paragraph 6Task 2：Read the passage intensively and try to find out the answers to the detailed questions.1）Why does the writer think London an international city?Because there are people from all over the world living in London and as a result，there are many international restaurants.2）What do British people eat for breakfast?Bacon and eggs with a few slices of toast.3）What's the writer's suggestion to her aunt about tipping?She suggests leaving 10% of the bill for the waiter or waitress if a tip is not included in the bill.4）Why does the writer ask her aunt not to forget a warm coat?Because it can get pretty cold and foggy in Britain.Task 3：Read the text again carefully.Are these statements true（T）or false（F）?1）You can only eat English food in London.2）Aunt Mei is visiting for one week.3）You don't always need to leave a tip after a meal in a restaurant.4）Some British mushrooms aren't safe to eat.5）British people never laugh.6）There are many Chinese restaurants in Britain.7）Most British people are friendly.8）It is always foggy in London.（Answers：F T T T F T T F）Step 5Post-readingTask 4：Summary：Fill in the gaps using the words in the text.Aunt Mei is coming to London for the first time.In a letter from Xiaojin，who has been in London for 1．______，she has been told what she can expect to find.Firstly,2．______.People there normally have 3．______ and eggs with a few slices of toast for 4．______ even though there are many Chinese restaurants in Britain.Secondly,5．______.It is proper to leave 10% of the 6．______ as a tip if it is not included in the bill.Thirdly，places to visit.It is well worth spending some nights in the English 7．______ where they may pick some 8．______ for breakfast.Finally，British humour.British humour is hard to understand.The British find 9．______ funny，but the majority of them are really 10．______.（Answers：1．6 months2．the food3．bacon4．breakfast5．tipping6．bill 7．countryside8．mushrooms9．the strangest things10．friendly）Step 6HomeworkWrite an article about a foreigner visiting e the following words：weather，accommodation，transportation，money.教学参考伦敦（London）英国首都，政治、经济、文化和交通中心，全国最大港口，世界大城市之一。

教学准备1. 教学目标教学目标1. Students master the language points of the text.(in one’s spare time, to a certain degree, get used to)2. Students can use the right sentence structure in the text.3. Students can appreciate the experiences of Brad Li.2. 教学重点/难点教学重点 Master the language points of the text.教学难点 Recite the experiences of Brad Li.3. 教学用具4. 标签教学过程第一环节复习回顾Brad Li的主要内容Step1.Reading comprehension. 1. Read experiences of Brad Li. and finish D1 in 5minutes.(check the answer in groups) 1. Guide students to finish related exercise in 5 minutes.第二环节自学课文中的语言点Step 2 Language points (self-study).2. Self-study on the language points.①Read the text to find the important sentences.②Learn the learning sheet to finish the related exercise.③Group work to share the learning result and help to solve the different points.④show the learning result by groups.2. Present the learning sheet about the language points. Tell ss to find the related sentences and learn the key points.3. Help to organize the class to work in groups (leader and members).第三环节课堂练习Step 3Using the language points.3. Solve the problems given by the teacher to win marks for their group.4. Explain the rules for the whole class.第四环节课时小结Step 4Summarize the language points and group work result4. List the language points on the note book.5. Choose the best group of this lesson. 5. Direct them to take notes.6. Praise the best group.。

Unit 12Culture ShockPeriod 3 Lesson 3 Living Abroad错误!教学内容分析The topic is life in a foreign country。

Students will read some experiences of exchange students from China and America。

By reading students will know something about the cultural differences between the two countries。

After reading，students will get a better and deeper understanding of American way of life.三维目标设计Knowledge and skills1．To learn about some differences between American culture and Chinese culture.2．To broaden students' horizon through some experiences of exchange students.3．To practise using present participles.4．To learn about American ways of life.Process and methods1．Lead in the text by showing students pictures about America。

2．In While。

reading，students are required to read and identify facts and opinions.3．In Post.reading，students are asked to talk about their interesting experiences in a foreign country or city。

教学准备1. 教学目标1. Students read and recognize all the new words in this unit.2. Students master the main usage of the key words.3. Students use the new words to talk about culture shock2. 教学重点/难点教学重点 Learn the new words.教学难点 Understand the passage on the basis of mastering the new words.3. 教学用具4. 标签教学过程第一环节读单词Step 1.Read the new words 1. Read the new words by themselves.2. Read the new words after the recording chorally and then individually. 1. Guide students to read the new words correctly.第二环节学习重点单词的重点用法2. Read the new words after the CD.3. Learn about the new words.4.Self-study the usage of the key words: culture shock, international, spare, fail, manage, idiom, education, etc5. Discuss in Groups to check the learning sheet.2. Play the CD for ss and help ss with difficult words.3.Lead them to learn the key points on the learning sheet (list the usage of the key words and present some related exercises4. Use the PPT to emphasize the answer.第三环节课堂练习Step 4 Competitions.1. Use the new words to make different sentences.2. Do exercises on words.6. Work in groups to make sentences using the new words.Try to make as many as possible.Finish the exercises carefully.5. Tell the students to compete to use the new words which group can make the most ones.第四环节课时小结Step 5 Summarize the good group and the key words. 7. Discuss to tell the learning result and the better performance. 7. Encourage ss tolist their learning result and give marks to the better groups.。

Unit12 Culture ShockLesson 2 Mind Your Manners教案Teaching aims:To practise using polite expressionsTo practise inferring speaker’s mood from tone of voice and intonationTo practise using phrasal verbsTeaching difficulties:To practise inferring speaker’s mood from tone of voice and intonation Teaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT: Different countries have different manners, but people use different ways to show their feelings,( teachers can guide student do the exercise 1.)Have students look at the scale of “degrees of showing emotion” and as a class discuss where they would place people from Italy, Japan, Britain and the USA. Encourage students to give reasons for their opinions and to comment on the stereo-types that these nationalities have in China.ⅡListeningListen to Part 1 of the interview about communication in different cultures. Comparewhat the expert says with your answers from Ex 1.Students listen to part 1of the interview and compare what the expert says with their answers from exercise 1The expert classifies Italians as affective people from Japan and Britain as “neutral” (with the Japanese being more reserved than the British) and Americans as mixed- neutral/affective.Do the exercise 3Give students time to look at the table and the entries for show anger in formal situationsPlay part 2 of the interview for students to complete the table if necessary, play the cassette twice.Do the exercise 5Play the cassette again, pausing after each dialogue, for students to complete the Function File.Ⅲ Pronunciation: IntonationDo the exercise 6Students work in pairs, making a list of the expressions for the functions a-f Check students’ answers by having them say the expressions politely Students listen and repeat the expressionsDo the exercise 7Tell students that the speaker, Christina, sounds rude on the cassette .Read through the four ways( a-d)of being impolite and rudePlay the cassette of the first item and look at the answer (b) with the class Continue playing the cassette for students to match the other reasons for sounding rude with the dialogues.Ⅳ SpeakingDo the exercise 8,Read the Strategies with the class. Tell students to think of these things before they start the roleplaysEncourage students act out their roleplays in pairs. Asking other students to point out their impolite mannersⅤ Homework1. Write a short report to describe Chinese people.Are they open or reserved? Is formal language very different from informal language? (Some information may be available on the Internet).2. Finish Ex 9 on Page 39.。

Unit 12 Culture Shock (8)教案Unit12cultureShock教案Lesson4TheNewAustraliansTip：HewhohasneverbeentotheGreatwallisnotatrueman.Learningaims：掌握本课新词汇和短语，熟读课文。

（A 级）Learningimportantpoint:语言知识点及重点词汇的运用（B级）LearningSteps:Step1听写单词（A级）___________________________________________________ _________________________________________________________ ___________________________________________________ ______________Step2把下面划线部分和其解释连线（B级）.Australiaismybirthplacea.like2.inthevastareaofdesertb.oppositeto3.Australiansarefondofsportsc.notfair4.contrarytopopularbeliefd.haveagoodstandardofliving5.you’llfindabroadchoicee.placewhereIwasborn6.therestofusarequitewell-offf.wide7.Ithinkthat’sunfairg.hugeStep3词组和短语（A级）.一片土地2.二十世纪八十年代3.一种不同文化的混合体4.当心5.喜欢6.与…相反7.世界级的作家8.古典音乐会9.不能忍受0.大堡礁1.在黄昏2.属于3.严肃对待某物4.很多，许多5在沿海地区6.首先Step4.阅读课文，判断正误（B级）.Australiahaslargeareasofdesert.2.Surfingisthemostpopularsport.3.Australianroadscanbequitedangerous.4.TherearesomedangerousanimalsinAustralia.5.Australiahasneverproducedanyimportantwriters.6.manyrecentimmigrantshavecomefromGreece.7.NativeAustraliansformalargepercentageofthepopulat ion.8.ThestandardoflivinginAustraliaishigh.Step5疑难解析（B级）.belongvi意思【课文原句】【归纳拓展】belongto意思，无语态和时态。

Section Ⅵ Lesson 4[原文呈现]Is it all kangaroos and surfing?Host：Welcome to “Countries of the World”．Today we’re talking about①Australia, the land of sunshine and surfing②.George and Fiona are two Australians who have joined us for today’s show.So first of all③， tell us a bit about yourselves.George：Hi.Well, I live on an acre④ of land outside Melbourne but my family actually came here from Greece in the 1980s⑤—in fact, Melbourne is the city with the largest number of Greek people outside Athens！At first⑥， we didn’t feel we belong⑦ here, but now we are attached⑧ to the land we live on.Host：Thanks, George.Now here’s Fiona from Sydney.Fiona：Hello.Australia is my birthplace⑨ but my mum came from Scotland and my dad came from France.That’s the great thing about Australian culture —it’s such⑩a mix⑪ of different cultures.The early settlers were mostly English and Irish, but since 1945, the population⑫ has become more and more mixed with people from Southern Europe and Asia.Host：Wow！How do these different cultures affect different aspects⑬of Australian culture?Fiona：Well，for example，we see all these influences⑭ in modern Australian cooking. Chefs⑮call it “fusion⑯food” — a brilliant mixture of⑰ delicious Southern European food mixed with Southeast Asian food⑱.The desserts are the best — they’re so yummy！[读文清障]①talk about谈论，议论talk of谈及，说到②the land of sunshine and surfing是Australia的同位语。