北师大版高中英语必修4Unit 12教案2 Mind Your Manners教学设计

2MindYourManners

教学指导

Objectives

■Topractiseusingpoliteexpressions.

■Topractiseinferringspeaker’smoodfromtoneofvoiceandintonation.

■Topractiseusingphrasalverbs.

Resourceused

Cassette.

Possibleproblem

Somestudentsmaynotfinditeasytodistinguishdifferentvoicequalitiesthatconveythespeaker’smood.

Background

TheinformationinExercise2(cassette)isbasedonstudiesofinterculturaldifferencesincommunication.

Routesthroughthematerial

.Ifyouareshortoftime,setExercise9forhomeworkandomitExercise10.

.Ifyouhavetwolessonsforthisunit,asuitablenaturalbreakisafterExercise4.LanguagePower:pages80-81.

Listening

Beforeyoustart

Exercise1

■Havestudentslookatthescaleof‘degreesofshowing

emotion’andasawholeclassdiscusswheretheywouldplacepeoplefromItaly,Japan,BritainandtheUSA.Encouragestudentstogivereasonsfortheiropinionsandtocommentonthestereotypesthatthesenationalitieshaveintheircountry.

1

■StudentscanalsoplaceChinesepeopleonthescale.

Listentolearn

Exercise2

■StudentslistentoPart1oftheinterviewandcomparewhattheexpertsayswiththeiranswersfromExercise1.

■TheexpertclassifiesItaliansasaffective,peoplefromJapanandBritainas‘neutral’(withtheJapanesebeingmorereservedthantheBritish)andAmericansasmixed:neutral/affective.

Tapescript

Presenter:Goodmorningandwelcometo‘CultureMatters’.Todaywe’relookingatdifferentstylesofcommunicationindifferentcultures.WehaveDrJanGroot,fromUtrechtUniversityinHollandinthestudio.

Expert:Goodmorning.

Presenter:Canyoutelluswhatthemaindifferencesareinthewaypeoplearoundtheworldcommunicate?

Expert:Well,oneofthemaindifferencesisbetweenculturesthatexpresstheiremotions,whicharecalled‘affective’cultures,andotherswhichgenerallytrynottoshowtheirfeelings,or‘neutral’cultures.Peoplefrom‘affective’culturesgenerallyshowhowtheyfeelquiteopenly:whentheyarehappy,orwhentheyareangry.‘Neutral’culturesavoidshowingemotion,especiallyinmoreformalsituations,suchasatschooloruniversityoratwork.Peoplefromneutralculturesaremorereserved.

Presenter:Whichcultures,then,are‘affective’oropen,andwhichare‘neutral’ormorereserved?

Expert:Mm,peoplefromLatinculturestendtoshowfeelingsmore:forexampletheItalians.Whenaskediftheywouldshowthattheywereangryinmoreformalsituations,71%ofItalianssaidtheywouldshowthisopenly.

Presenter:Andwhatabout‘neutral’cultures?

Expert:Othercultures,orientalandnorthernEuropeancultures,donotshowemotionsasmuch,theyaremorereserved.Forexample,only17%oftheJapanesewouldshowangeropenlyinmoreformalsituations.Andonly29%oftheBritishwouldshowtheywereangry.

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Presenter:Isee.

Expert:Curiouslyenough,theAmericansaremoreliketheItalians--over60%wouldexpressangeropenlyinaworkorformalsituation.Culturally,Americansareinbetween‘neutral’and‘affective’cultures--insomewaystheyaremoreopenandinotherwaystheyaremorereserved.

Exercise3

■Givestudentstimetolookatthetableandtheentriesfor‘showangerinformalsituations’.

■PlayPart2oftheinterviewforstudentstocompletethetable.Ifnecessary,playthecassettetwice.

Answers

TypicalbehaviourItaliansBritishJapaneseAmericans

Showanger

Ｖ

XX

Ｖ

UsegesturesVXXX

LookdirectlyVXXX

InterruptVXXXSay‘please/

thankyou’XVXX

Tapescript

Presenter:Whatdifferencesarethereinthewaypeopleactuallyexpressthemselves--usinggesturesandthatsortofthing?

Expert:Well,peoplefrom‘affective’cultures,liketheItalians,tendtousealotmore

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gestures,youknow,usingnotonlytheirhandsbuttheirarms.Forpeopleinmoreneutralcultures,liketheJapanese,NorthernEuropeansandevenAmericans,thiscouldappear‘excitable’.Theydon’tusegesturesasmuch.

Presenter:Mm,yes.

Expert:Also,peoplefrom‘affective’culturesusuallylookmoredirectlyatthepersontheyarespeakingto.TheBritishorAmericansoftenlookatpeopletostartwithandthentheylookaway.PeoplefromorientalcultureslikeJapan,neverlookdirectlyattheotherperson-tolookatsomeoneverydirectlyisextremelyrude.

Presenter:Andwhataboutspeaking?

Expert:Right,wellpeoplefrom‘affective’culturesaremorelikelytointerruptorspeakatthesametimeastheotherperson.Inneutralcountries,thereisusuallylessinterruption,onepersonstartsspeakingwhentheotherhasstopped.InaplacelikeJapan,peopleneverinterrupteachother.Theyalsowaitforawhilebeforespeaking,sothereismoresilence.

Presenter:Finally,whataboutpoliteness.Whatdifferencesarethere?

Expert:Well,JapaneseandBritishpeoplearemoreformalthanAmericansandpeoplefromLatincultures.Britishpeopletendtouse‘please’,‘thankyou’and‘I’msorry’moreoften.InBritain,itisveryimportanttosay‘please’and‘thankyou’,evenforthesmallestthings.Ifyoudon’t,itsoundsveryrude.Insomeothercultures,likeLatincultures,tosay‘please’and‘thankyou’allthetimesoundsabitfalse.

Presenter:Mm,right.Well,thankyouverymuchDrGroot.Thatwasfascinating.I’mafraidwe’llhavetostopthere.Tomorrow,we’llbe…

Exercise4

■Studentslistentothecassetteandmatchthedialoguestothepictures.

Answers

1D2B3A4C

Exercise5

■Playthecassetteagain,pausingaftereachdialogue,forstudentstocompletetheFunctionFile.

Answers

4

1please2Thankyou3welcome4rather5Excuseme

6could7mind8kind9trouble10reallysorry11promise

Pronunciation:Intonation

Exercise6

■Studentsworkinpairs,makingalistoftheexpressionsforthefunctionsa-f.

■Checkstudents’answersbyhavingthemsaytheexpressionspolitely.

■Studentslistenandrepeattheexpressions.

TapescriptandAnswers

1Excuseme?Couldyoupassthesalt,please?a)

2You’rewelcome.b)

3I’drathernot,thanks.c)

4DoyouthinkIcouldhaveawordwithyou?d)

5Wouldyoumindgivingmealifttoschool?e)

6Thanksalot.That’sverykindofyou.f)

7Oh,I’veforgottenit!I’mreallysorry.g)

Exercise7

■Tellstudentsthatthespeaker,Christina,soundsrudeonthecassette.Readthroughthefourways(a-d)ofbeingimpoliteandrude.

■Playthecassetteofthefirstitemandlookattheanswer(b)withtheclass.

■Continueplayingthecassetteforstudentstomatchtheotherreasonsforsoundingrudewiththedialogues.

Answers

2d3a4c

5

Tapescript

1

Christina:(coughs)Couldyoupassthesalt?

Man:I’msorry?

Christina:Isaid,couldyoupassthesalt?

Man:(offended)Yes,thereyouare.

2

Boy:So,whatdoyouthinkweshoulddothisweekend?Whataboutgoingcanoeingagain?

Girl:Yeah,lasttimewewentitwasgreat!Wecouldmaybe…

Christina:(interrupts)No,Ididn’tenjoyitlasttime.Itwasawful.

Girl:(bitpeeved)Well,allright,maybenot.

3

Christina:Er,Mrs.Davis?

Mrs.Davis:Yes,dear.

Christina:Couldyougivemealifttoschool?I’mreadynow,areyou?

Mrs.Davis:(abitputout)Er,well,inabouttenminutes,OK?

Christina:Yes,good.

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Boy:Hi,Christina.HaveyougotthatCDyouborrowed?

Christina:WhatCD?Oh,thatone.No,Ihaven’t.

Boy:We