牛津譯林版高中英語(yǔ)選修六unit3understandingeachotherwelcome教學(xué)設(shè)計(jì)-資料下載頁(yè)
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【導(dǎo)讀】異）有關(guān)的已有知識(shí)以便導(dǎo)入課文教學(xué)。運(yùn)用圖畫以及與圖畫有關(guān)的提示語(yǔ)，激發(fā)學(xué)生對(duì)話。題的興趣，引導(dǎo)學(xué)生運(yùn)用已有知識(shí)進(jìn)行相關(guān)話題的討論。由于課本上的信息量不大，學(xué)生。分的熱身準(zhǔn)備，從而調(diào)動(dòng)學(xué)習(xí)的積極性。同時(shí)要注重德育教育，引導(dǎo)學(xué)生學(xué)會(huì)尊重文化差異。的文化差異，不至于在以后與外國(guó)人打交道產(chǎn)生誤解，造成尷尬的局面。
【正文】 king people, remember there are many differences greeting manners between various countries. For example, Americans like a strong handshake that shows respect, as well as a simple greeting, ie. ‘ Hello, nice to meet you’ . Or ‘ Hi, my name is John.’ On the contrary, the British prefer a brief but firm handshake associated with a formal greeting such as ‘ Good morning, Mr Blair. How are you?’ Australians also differ with people monly preferring a simple ‘ G’ day (Good day) in casual situations. Whether you are introducing yourself to others or seeing an old friend, it is important to use the proper greeting according to the different cultures and situations. [Explanation] 按照教材上來(lái)上這節(jié)課，課堂容量會(huì)太小，通過(guò)設(shè)計(jì)閱讀這一環(huán)節(jié)，幫助學(xué)生增加與本課有關(guān)的知識(shí)，引導(dǎo)學(xué)生在上一個(gè)新的話題時(shí)，可以通過(guò)閱讀來(lái)增加信息，同時(shí)有機(jī)地將話題討論與閱讀相結(jié)合。 Step 3 Discussion (PPT12) Are these ways of greeting the same as the ways Chinese people greet each other? As a Chinese, if you are not familiar with greetings from other countries, what might happen? (Maybe we would feel embarrassed。 we might be involved in awkward situations like … ) [Explanation] 讓學(xué)生分組討論這兩個(gè)問(wèn)題，確保每個(gè)人都有機(jī)會(huì)表達(dá)自己的觀點(diǎn)和訓(xùn)練到自己的英語(yǔ)口語(yǔ) , 并讓他們親身感受一下如何與外國(guó)人打招呼，如 果自己遇到因文化差異引起的尷尬應(yīng)如何解決，這樣的教學(xué)情景很有交際性，使課堂氣氛達(dá)到高潮。 Step 4 Homework Read the passage in Part A on page123 in Workbook.
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