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模块6 Unit 3 Reading-task 语言点教学案(译林牛津版高二英语选修六学案设计)Reading Cultural differences1. greet sb (with sth)__________________________________________________ 她以一个微笑跟我打招呼。
2. difference (n)___________________________________对某人/ 某事物有,没有,有些….作用或影响The rain didn’t make much difference to the game.It makes no difference to me what your say. I’m not going.It won’t make much difference whether you go today or tomorrow.There is a difference in temperature between the day and the night.____________________________ 辨别出A 和B的不同different (adj)be different from与….不同/ 有区别美式英语和英式英语相当不一样。
___________________________________________________.3. accumulate: V. [T or I] 积累,聚集By investing wisely she accumulates a fortune. _________________________________Dust or dirt soon accumulate if a house is not cleaned regularly.____________________________4. nativenative(n)当地人,本国人A native of London/ Wales/IndiaWhen we’re on holiday in Greece, we live like the natives.native(adj) 出生地的,与出生地有关的one’s native land, city ,etcHer native language /mother tongue_________ is German.Plants native to America(指动/植物等) 原产于某地的生来就说某种语言的人 native speaker5. all the time一直地It rained all the time.I kept it all the time to remind me of you.我刚才在寻找的信一直在我的口袋里.The letter_________________________________________.at a time 一次；每次Take the pills two at a time.Frank took the stairs two at a time.at one time 一度, 过去，曾经At one time I lived in Japan.At one time I used to play a lot of sport, but I seem to have lost interest now.相关短语:at times___________ ahead of time______________ for the time being _________in time ___________ once upon a time _________on time____________ take one’s time ______________6. get excited: (变得)兴奋起来He got excited when he heard the news.当他听到这个消息的时候变得兴奋起来.get+ p.p. 使自己处于某种状态和情况；或表被动意义。
Unit 3 Understanding each other●Task Writing a lett er to explain cultural misunderstandingsSkills building 1: completing a textIn this part, you will learn how to complete a text by listening. You are expected to learn what to do before and after listening and how to use the skills in practice.1. Read the guidelines on page 42. Read the instructions out and make sure you understand the four tips about what you should do before you listen.What is the first thing you 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 thing about?2. What do you think we should do after we have finished a passage? (Proofread it to ensure that it makes sense and check whether there are any mistakes in it, include any spelling mistakes.) Remember that it is very important to review the text and make sure there are no mistakes or missing words.Step 1: showing foreign visitors around1. Go over the instructions to find out what you are going to do in Part A. Read the diary and try to guess what each of the missing words is by using the methods you have learnt in Skills building 1.You can do this in pairs.2. Listening practice: Listen to the recording and fill in the missing words. You may check your guesses at the same time.TapescriptLi Lin: Well, I think that was a great day. We showed the three visitors around Beijing and I think they enjoyed it. What were their names again?Zhu Qing: Well, there was Mr Singh from India, Mr Takashi from Japan and Mr Hudson from the USA.Li Lin: Yes, I thought it was a good day and we managed to visit quite a few places. We did have a few strange incidents though, didn’t?Zhu Qing: Mmm, it was very odd how Mr Singh reacted when you held out your left hand. He wouldn’t shake hands with you!Li Lin: Also, he got a bit upset in the restaurant and refused to try the black pepper beer on the menu. I thought most people liked black pepper beef. Perhaps he would have preferred beef and onions.Zhu Qing: All the visitors I have taken to that restaurant before have really enjoyed it. Mr Takashi and Mr Hudson liked it. Mr Takashi seemed to have a really good time. He asked so many questions in the Forbidden City that I think I know the history very well now! He must have taken about a hundred photos in a day and he kept buying lots of gifts. Some were very expensive. One thing I noticed though w as that he was always giving people his business card. He didn’t look very happy when I just put in my pocket. Also, it was very confusing when he kept making an okay sign. We just didn’t know what he wanted.Li Lin: Mr Hudson thought the Summer Palace was amazing but he got a bit upset before we got on the boat. It was really a pain that he wanted to wait for the next boat as he thought the first one was too crowded. I thought there was plenty of space on it. Well, I suppose we should volunteer to show another set of visitors around next year---- at least we get to improve our English!AnswersA: (1) three (2) strange (3) upset (4) shake hands (5) beef(6) gifts (7) business cards (8) OK (9) crowded (10) space3. Listen to the tape again and try to answer the following questions:Which tourist attractions did the two students show the three foreigners around?(The Forbidden City and the Summer Palace.)Why did the writer feel strange about Mr Singh?( Because he looked upset when the writer held out his left hand to shake hands with him.)Where is Mr Singh from?( He is from India.)Where is Mr Takashi from? ( He’s from Japan.)Do you think the OK sign made by Mr Takashi means ‘very good’ or ‘great’? (No.)Why wouldn’t Mr Hudson get on the boat? (He thought it was too crowded.)1.Read the first p aragraph of Part B and find out what the word ‘taboo’means. You can goback to the diary entry in Part A. Then read the rest of the article and circle the taboos in different cultures. Find out the reason why Mr Takashi did not look very happy when the student just put his business card in his pocket.AnswersB: Paragraph 2…, if you are from India, you may not eat beef because of your religion.Paragraph 3In India, it is impossible to shake hands or give someone something with your left hand. Japanese people may bow and even give out their business cards to greet others and get upset if people do not look at the cards carefully. So remember not to just put them in your pocket without looking.5. Read the guidelines in Part C to know what you will do in this part. Listen to the recording to get more information about cultural habits.TapescriptTeacher: From my e xperience, people from the USA often feel uncomfortable if people are in their ‘personal space’( about fifty centimeters around their body). But I heard that business people from Asia have a different idea about personal space and usually stand closer than some people from the USA might like. Latin Americans are the same, and like to greet their colleagues with a hug. I also noticed that in th e USA, gift-giving is not part of the culture unlike in many other countries. I saw that gift-giving is very important in Japan and on a trip, Japanese people must bring back lots of gifts. There are also signs which mean different things in different countries. In the USA, an ‘OK’ sign is formed by touching the thumb to the index finger. This is a positive sign in the United Stated, but in France, the same sign means ‘zero’ or ‘worthless’ and in Japan, it is a request for small change.Skills building 2: asking questions1. There are many types of questions you can ask. They are as follows:Do you know…?Could you please tell me if/whether…?Please tell me if/whether…Who is…?Please tell me his/her name.When/Where did…?Please tell me when/where…How did…?Do you know how to…?Why did…?Can you tell me the reason why…?2. Read the guidelines on page 44. Make some sentences by using the correct question words. Step 2: asking about cultural differences1. Read the instructions to make sure you know what you are going to do. Work individually to form the eight questions in this part.Answers(1) What do some people from India not eat?(2) Which hand shouldn’t be used to shake hands with or give things to people from India?(3) What do Japanese people have to buy when they travel anywhere?(4) What should you do when a Japanese person gives you a business card?(5) What does the OK sign mean to Japanese people?(6) Why do people from the USA not like crowded places?2. Work in pairs to do the question-and-answer exercise according to what you have read in the magazine article on page 42 and what you have heard in the recording.Answers(1) Some people from India do not eat beef.(2) The left hand shouldn’t be used to shake hands with or give things to people from India.(3) When they travel anywhere, Japanese people have to buy many things.(4) When a Japanese person gives you a business card,you should look at the card carefully.(5) The OK sign means a request for some small change for Japanese people.(6) People from the USA feel uncomfortable if others are in their ‘personal space’, which is about50 centimetres around them.Skills building 3: writing a letter of apologyIn this pa rt, you will read about how to write a letter of apology to explain misunderstandings. 1. There are differences between writing letters in Chinese and writing letters in English. In a formal English letter, you should first write your address and the date. Here is the format of a letter as an example. Sun Ting from Beijing Sunshine Secondary School wants to write a letter to her friend Tan Yi in Sunsh ine Town:Beijing SunshineSecondary SchoolAddress of the senderSunshine TownBeijing 100000 Date 10 June Tan Yi88 Sunny StreetSunshine Town Beijing 100000Dear Tan Yi,( Content of the letter)Yours sincerely,Su n Ting2. If you want to make an apology, what do you usually say? (I apology for …; I want to apology for …)What do we do if we want to write a letter of apology?Should we give some explanations?Step 3: explaining misunderstandingsIn this part, you will use the information about taboos in different cultures in Steps 1 and 2, and use the skills you have learnt in Skills building 3 to write a letter to explain how themisunderstandings arose when you showed the three foreigners around Beijing.1. Read the diary entry and the article in Step 1 again and then discuss in pairs what should be included in the letter. Choose one of the three visitors to write your letter of apology to.2. Choose a recipient and write the letter of apology. Read your letter to the whole class and try to improve it.Name of the recipient Address of the recipient Greeting Message Closing Name of the sender。
英语译林牛津版选修6Unit3同步教案（阅读1）Steps:1.lead-inOffer some pictures related to some cultural differences, ask the Ss to collect information about different culture characters.2.Fast readingRead dialogue fast and answer some questions on the book.1. Which country is Waled from?__________________________________________________________________2. Where does Peter come from?___________________________________________________________________3. Does everyone in Brunei wear yellow?___________________________________________________________________3.Detailed reading(1)Ask the Ss to read the dialogue carefully and answer some detailed questions.1. What does thanksgiving celebrate?__________________________________________________________________2. What is eaten at thanksgiving?__________________________________________________________________3. In the West, when is the polite time to open a present? Why?__________________________________________________________________4. What can you not drink at a wedding in Brunei?__________________________________________________________________5. What should you do instead of pointing with your first finger in Brunei?__________________________________________________________________6. What customs do Chinese cities and Brunei have in common?___________________________________________________________________(2) The chat room dialogue outlines differences between cultures, put the subjects of the dialogue in the correct order. Write 1 to 7 in the blanks.Weddings _____ Presents _____ Shoes _____USA/UK cultural differences _____ An American celebration ______Colour of clothing ______Pointing _______Ask the students to read the article again, do the exercises below.1.In Waled’s opinion, the American teacher at his school is quite interested in _____.A.talking about the gifts that they often receive from others.B.talking about the custom of the Thanksgiving Day.C.talking about the cultural differences between America and Britain.D.making lectures about the cultural differences between the US and the UK.2.The Bruneians intend to ________.A.provide alcohol and soft drinks in the wedding ceremony.B.Give guests presents as a souvenirC.See the people’s reaction when giving presents to them.D.Hold an exciting and unique wedding ceremony3.In Italy, guests attending a wedding are expected to _______A.give the newly-weds presentsB.receive presents from the newly-wedsC.sit with the bridegroom and the other menD.sit with the bride and the other women4.According to this text, fill in the blank with the correct word, only one word in each blank.。
2019-2020年高中英语 Unit3 Reading II教案1 牛津译林版选修6▲Why don’t you do…?=Why not do…?这是表“建议”的句型，意为“为什么不做……呢？”其他表建议的句型：Let’s do…, shall we? 我们做……，好吗？How (What) about doing…? 做……怎么样？I suggest you (should) do…我劝你应该做…… I advise you to do…我劝你应该做……You had better do…你最好做……即学即练：---- It’s a long time since I saw my sister. ---- _____ her this weekend.A. Why not visitB. Why not to visitC. Why not visitingD. Why don’t visit▲tell A about B 告诉A有关于B的事3. know about 了解，知道…的情况4. It’s rude not to open a present when someone gives you one.(P34 L11-12)It’s rude (not ) to do sth (不)做某事是不礼貌的、粗鲁的。
e.g. It’s rude to talk with your mouth full.5. Well, they had a live hen and a rooster as a part of the wedding ceremony.(P34 L17) live vi. 活着,居住，生活 vt. 过(生活);度过;经历 adj.现场直播的；活的词语辨析：live, alive, lively, livinglive做形容词时，表示“现场的；活着的”，可以做前置定语；lively 表示“生动的，活泼的”，可以做定语、表语或宾补；living 表示“活着的”，可以作表语或前置定语；alive 表示“活着的”，可以做表语、后置定语或补足语。
Unit3 Understanding each other Task1教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 3 Understanding each other板块：Task 1Thoughts on the design:Task板块的主要目的是写一封关于解释文化误解的道歉信。
本节课的主要目的是听读结合，引导学生在完成任务的进程中利用英语，并以各类任务的形式培育学生听、说和读的技术。
该节课的内容是以解释文化误解为主线，要求学生将听到的和读到的材料转换成填空的形式，让学生在教学活动顶用英语参与和完成各类真实而成心义的任务，从而培育获取信息的能力。
为了达到那个目标咱们能够分以下三步来走，但这节课只要完成一半任务Step1：为了写这封信第一要获取信息(SKILLS BUILDING1)，这部份教会学生如何找到有效信息，能够利用step1里面的材料Teaching aims:After learning this part, the students will be able to:1.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.Teaching procedures:Step 1: Lead in (PPT4)Today we’ll comple te 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 p robably are?What is the fourth point about?After listening:What do you think we should do after we have finished a passage? [Explanation]通过问问题的形式将书上的任务指导展示给学生，然后将重点拿出来放在课件上，如此学生对如何通过听来完成上下文就超级清楚。
Unit 3《understanding each ohter》Module 6Task Writing a web site article to give adviceTeaching aims:[:学§科§网]1.to get some information about cultural misunderstandings.2.to make students learn how to ask questions based on the sentences.3.to write a letter of apology.Teaching methods:1.Listening, reading and writing to get students to understand the te xt.2.Pair discussion and group discussion to get students to participate in the classroomactivities.Teaching aids:The multimedia[:Z§xx§k]Teaching procedures:Lead-inPresent some questions to the students to make them get a certain idea to cultural misun derstandings.What do you know about cultural misunderstandings?Have you met some cultural misundersta ndings?Step 1: showing foreign visitors aroundListening: let the students do the Part A on Page 42.And then give the students the answers.1．T hree 2. strange 3.upset 4. shake hands 5. beef 6. gifts7. business cards 8. OK 9. crowded 10. spacePart B on Page 43.[:学§科§网]Paragraph 2…, if you are from India, you may not eat beef because of your religion.Paragraph 3In India, it is impolite to shake hands or give someone something with your left hand, Japanese people may bow and even g ive out their business cards to greet others and get upset if people do not look at the cards carefully. So remember not to just put them in your poc ket without looking.Part C on Page 431. uncomfortable2. gifts3. the USA4. small changeStep 2: Skills building 2 asking questionsStep 3: writing an articlewrite an article about a letter of apology.Get the students to know the things about the letter:Your addressThe dateAn openingThe purpose of the letter should be given in the first sentenceAn explanationA closing phraseYour name and signatureHomeworkWrite the letter about explaining misunderstandings in Step 3 on Page 45.*************************************。
英语译林牛津版选修6Unit3同步学案（1）（附作业及答案）Module 6 Unit 3 Understand each other【单词】1.Today I would like to talk to you guys and try to accumulate some more information about cultural differences because I have to do a piece of homework on cultural differences. (L1)accumulate vt/vi 积累, 搜集She quickly accumulated a big fortune by investing wisely.她由于投资精明而积累了一大笔财产。
Dust and dirt soon accumulate if a house is not cleaned regularly.房屋若不定期打扫，尘土就会越积越多。
2. Our American teacher is always talking about Thanksgiving and the huge turkey they eat.always 与进行时连用，表示说话人对句子所描述的行为含有不满的情绪；有时也表示肯定意义。
You are always looking for faults. 你老是挑毛病。
Lei Feng is always thinking of others. 雷锋总是想着别人。
3. He gets quite exited whenever it comes to this topic. (L14)一谈到这个话题,他就很兴奋.◆when it comes to (doing ) sth….. 当谈到/涉及….时When it comes to politics, I feel at sea / at a loss. 说到政治, 我一窍不通。
