高26模块3单元TeachingPlan教案.doc

Unit 3 Welcome to the unitTeaching Objectives: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 differences3 Help students form correct attitudes towards foreign cultures.Teaching Important and Difficult Point:Improve students speaking and thinking ability. Teaching Approaches:Task-based approachesForm of Activities:Individual, pair or group work and topic discussions.Teaching Aids:The multimedia and the blackboardTeaching Procedures:Step 1. Lead-in1 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 Talking1. Talk about the six pictures in pairs or groups focusing on the ways of specific greetings.2. Through discussion help students form correct attitudes towards foreign cultures.Step 3. HomeworkWrite a composition about the result of the discussion.Read further information about cultural differences.M6 Unit3 Cultural differencesReadingTeaching aim: 1. Help the students learn how to talk about cultural differences and customs.2. To get the students to understand the use of examples3. To help students to master useful vocabulary and sentences。Important points and difficult points:1. Talk about cultural differences and understand the use of the examples.2. Understand the use of examples.3. Important and useful words and phrases。Teaching methods: Reading discussing and explaining Teaching steps:Step one: Lead-inShow 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 amony different cultures. So we see without knowing the differences we may misunderstand each other.Step two: Skimming Get the students to read the dialogue quickly to answer three questions.1. Which country is Waled from? 2Where does Peter come from?3Does everyone in Brunei wear yellow?Step three: 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. 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? Step four: Fill in the blanks. Reading Strategy: understanding the use of examplesThe 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.1. Try to find out the sentences supporting the argument that there are differences as well as similarities between West weddings. 2. Try to find out the example used as an interesting story about cultural misunderstanding.3. Read the dialogue carefully and try to find out the sentences explaining the concept of cultural differences between English speakers from different countries.Step five: Homework1. Write a short passage about differences between the southerners and the northerners in China. 2. Finish the workbook exercises. Reading (II)1accumulate vt/vi1）He quickly accumulated a large fortune. 2） If you dont clear away the rubbish regularly, it will just accumulate2tradition n1）传统观念、看法等的总称（不可数). What one thinks and feels is mainly due to tradition, habit and education. 2）一种传统习俗做法 (可数)It is a tradition that women get married in long white dresses. 3）代代相传, 传说 (不可数)These songs have been preserved by tradition. 3get excited1）Hearing the news, they got astonished.2）Be careful or you will get yourself hurt.4at one time 1）一度, 过去曾经 At one time I used to play a lot of sport, but I seem to have lost interest now. 2）同时(做某事) They all tried to talk at one time.at a time You can borrow only one book at a time. 每一次5. celebration n 1) 庆祝 (不可数). All night long the celebration of victory went on.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 mothers silver wedding.6. clarify vt 阐明, 澄清 His explanation clarified the mystery. An example will help to clarify what I mean.7.participate vi 参加, 参与(常和in连用)Harris participated in the protests. Did you participate in the discussion? Participation nWe want to encourage students to the sports meet to be held next week . A participate B participate in C participate to D participate to 8. If you had joined the chat room ten minutes ago, you would have known what we were talking about! 在这种情况下, 条件句中谓语动词一般用had done结构, 而主句中谓语动词用would/could/should/might have done 结构9. Well, its what we do in the west. What we do in the west 为名词性从句, 在句中作表语。 This book is just what I am looking for. All these are what you want in your life. See the flags on the top of the building? That was we did this morning. (2006全国卷) A when B which C where D what10. In the UK, the guests are expected to give presents to 句中谓语动词是expect sb. to do sth. 的被动结构Do you expect me to stay after that? You are expected to work late if need be. Haller was expected to be waiting at that time.Unit 3 Understanding each otherWord powerTeaching aims: 1. Enlarge students vocabulary 2. Let students know some English words borrowed from other languages and some idioms.3. Learn about some different cultures. Teaching important points: Remember these words and idioms and try to use them freely.Teaching proceduresStep1. Lead in Introduce some background knowledge about English language.Step 2. Presentation of borrowed language 1. Learn some borrowed English words from other languages,Such as French, German, Italian, Arabic, etc.2. Show more words borrowed from other languages, such as Chinese, Japanese, etc.Step 3. PracticeFinish Part C on page 39.Step 4. Presentation of idioms1. Learn the English idioms via pictures and example sentences.2. learn more idioms.Step 5. Assignment Make sentences with the given idioms.Step 6. HomeworkM6 Unit 3 Grammar and UsageTeaching Objectives:1. Enable the students to use unreal conditionals of the present, past or future time.2. Improve students reading and thinking abilities and the ability of using unreal conditionalsTeaching 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 blackboardTeaching Procedures:Step I 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 II Learning1. We use unreal conditionals to state a present condition or situation that is notreal 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; planCould ability; possibilityMight 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.2. 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.3. 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:Ifwas/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.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.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.5. 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 III. Practice Do the exercises on Page 40 and 41.Step IV. More practiceEx1. Fill in the blanks with the verbs given in the brackets in their proper forms.1.You didnt let me drive. If we _(drive) in turn, you _(not get) so tired.2._it _(not be) for your help, I couldnt 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 _(organized) better.6.Jean doesnt want to work right away because she thinks that if _(get) a job, she probably wouldnt 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, wouldnt 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 doneEx2. Choose the right answer.1. Everything if Albert hadnt 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 succeed3. 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 farther4. I _ you some money, but I hadnt any on me then.A. would lend B. would have lent C. could lend D. may have lent5. _ today, he would get there by Friday.A. Was he leaving B. if he leaves C. Were he to leave D. if he is leaving6. 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. sunk7. I dont think hell attend the party, and _ he attend it, what would he wear?A. were B. had C. did D. should 8. 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 upC. were, would give up D. had been, would give up9. You can ask your brother for help. He isnt at home. If he _, I _.A. were, would B. is, would C. is, will D. were, will10. Are you thinking about going to Dalian for the vacation? No, but if I _ time, I _ very glad to go there.A. have, will be B. had had, would have been C. had, would be D. had had, would be11. Sally finally got here from Chicago. If she_ earlier, we _ her to the party then.A. came, would take B. had come, would have takenC. comes, will take D. had come, would take12. If you _ George, would you please tell him to ring me?A. saw B. were to see C. had seen D. seeKeys: 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 V. 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 VI. Homework Finish Parts C1 and C2 on Page 118 in Workbook.M6 Unit 3 Task Teaching planTeaching aims:1. to improve the students listening and writing skills.2. to help the students to write a letter of apology.3. to help the students understand the cultural differences .Teaching steps:Step1: 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.Step2: 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 questions First, give the students some advice on how to ask questions. Ask them to choose the correctWords: 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.Step4: 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.Steop5: homework Ask the students to finish the letter on the exercise book.M6 Unit 3 Project Teaching goals teaching plan for the projectTarget languagea. key words and phrasesb. 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, a