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上外版 (2020)必修 第一册Unit 2 Language and Culture获奖ppt课件
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这是一份上外版 (2020)必修 第一册Unit 2 Language and Culture获奖ppt课件，共5页。
《高中英语（上外版）》必修第一册 Unit 2 Language and Culture课时：第 1 课时 课题：The confusing way Mexicans tell time课型：Reading 一、教学设计与说明教学目标本课为本单元的第 1 课时，核心目标为引导学生根据记叙文的文体特征分析语篇内容，发现文化差异在语言中的体现。学情分析在学习了Unit 1的Reading A语篇后，学生对记叙文及其结构有了初步的认识，能够有意识地去关注和划分故事的开端、发展、高潮、结局等，但通过上下文分析人物心理变化的推测能力还有待加强。此外，由于本课的主题语境涉及异国文化，我校学生大多缺乏跨文化经历，且对墨西哥文化较为陌生，因此在理解文中所涉及的文化差异方面可能存在一些障碍。本课课文中长难句较多，涉及非谓语、名词性从句等，对基础较为薄弱的我校学生而言，增加了一定的阅读难度。设计思路本课由学生对文化相关问题的自由讨论导入，引发兴趣，激活语境。学生先通过阅读标题和导言，预测文章内容，判断语篇体裁。在第一遍阅读语篇时，梳理语篇结构，获取文章基本信息。第二遍阅读时通过回答问题，完成图表，理解文章情节，掌握具体信息。随后，学生通过故事中作者的动作与小贩的反应，分析作者与冰淇淋小贩的情感，分析不同行为体现的不同文化背景下认知的差异。接着，学生们阅读并比较不同语境下“ahorita”的含义，结合课文，理解作者时间观念的转变，并就此发表自己的看法。最后，学生以小组讨论的形式，交流讨论对语言与文化的关系的理解。课后作业部分，一方面学生围绕课文，通过朗读课文、查询单词，增强对课文内容以及词汇的熟悉；另一方面学生自主探究，例举语言在不同语境下有多重含义的文化现象，为第二课时词汇学习和深入理解课文做准备。 重点难点通过情节和人物动作分析语篇中人物的心理变化，理解作者所表达的情感及其反映的文化差异。Lesson PlanBy the end of the lesson, students will be able to:grasp the plots based on the structure of a narrative: the setting, beginning, development, climax and ending;interpret the author’s feelings and personalities by analyzing her behaviors;develop cross-cultural awareness by discussing the cultural meanings beyond the cultural phenomenon. Procedures:Lead-inTeacher: Ask students to read the quote and initiate questions about language and culture.Students: Read the quote and answer the questions about language and culture.Purpose: To elicit the topic, arouse students’ interest and prepare them for the following activities.Guided questions:Are people around you still greeting others like this? If you were a foreigner, what would you think? What else might surprise you?While-readingPredictionTeacher: Guide students to read the title and the introduction.Students: Read the title and the introduction, raise questions about the text and identify the genre of the text.Purpose: To lead students to predict the content and pay attention to the genre of the text.Guided questions:What do you want to know from the text? Can you try to raise some questions?What’s the genre of this text?ComprehensionTeacher: Guide students to read Paras. 1-3 and complete the diagram on P22.Students: Read Paras. 1-3 and complete the graphic organizer with information in the text.Purpose: To lead students to understand the plots of the story and identify the elements of a narrative.Guided questions:When and where did the story happen?Who were the characters? 3. Analysis of feelings and personalitiesTeacher: Facilitate further understanding of the text by delving into the characters’ feelings and personalities in Paras. 1-3.Students: Interpret feelings and personalities of the characters.Purpose: To lead students to figure out the implications of sentences and interpret cultural values behind the characters’ behavior.Guided questions:How did the author understand “ahorita” at first? How might she feel about her understanding? (confident, sure, believed in her language skills)How did the author feel when the ice-cream was never delivered? (torn, unhappy, uncomfortable about waiting, impatient, worried)What is it like to feel “torn”? What was on her mind? (unsure; uncertain; not knowing what to do; struggled a bit...) If you were the author, what would you do? When the author left, she “made a rush for the nearest bus”. What did she imply with “rush”? (waiting too long, impatient, cannot wait any longer, had to go)What did the author do before she left? Why didn’t she just leave directly? What kind of person is the author? (value time; polite; well-mannered, respectful, thoughtful, considerate, pay attention to details, hate giving others any trouble...)As the author felt torn for waiting so long, how did the ice-cream seller feel? (He went from being confused and embarrassed to being totally confused.)4. Further understandingTeacher: Guide students to read Paras. 4-5 and answer the questions.Students: Read Paras. 4-5, identify the different meanings of “ahorita” in different contexts and summarize the message of the story.Purpose: To lead students to further explore the message the text conveyed.Guided questions:When did the author discover the real meaning of “ahorita”?According to a linguist, what does “ahorita” mean in Mexico?What does “ahorita” mean in each context?What lesson has the author learned from the experience?How has the author’s attitude towards time changed?Why did the author write this passage?Post-readingTeacher: Organize a discussion about language and culture.Students: Discuss and share ideas in groups.Purpose: To guide students to further explore the relationship between language and culture.Guided questions:Many believe “the best way to learn a foreign language is to go to a foreign country.” Do you agree or disagree? Why?AssignmentsRead the passage aloud three times.Finish exercises in Language Focus on P23.Think about questions in Personal Touch on P21. Prepare to share your ideas in the next class.
《高中英语（上外版）》必修第一册 Unit 2 Language and Culture课时：第 1 课时 课题：The confusing way Mexicans tell time课型：Reading 一、教学设计与说明教学目标本课为本单元的第 1 课时，核心目标为引导学生根据记叙文的文体特征分析语篇内容，发现文化差异在语言中的体现。学情分析在学习了Unit 1的Reading A语篇后，学生对记叙文及其结构有了初步的认识，能够有意识地去关注和划分故事的开端、发展、高潮、结局等，但通过上下文分析人物心理变化的推测能力还有待加强。此外，由于本课的主题语境涉及异国文化，我校学生大多缺乏跨文化经历，且对墨西哥文化较为陌生，因此在理解文中所涉及的文化差异方面可能存在一些障碍。本课课文中长难句较多，涉及非谓语、名词性从句等，对基础较为薄弱的我校学生而言，增加了一定的阅读难度。设计思路本课由学生对文化相关问题的自由讨论导入，引发兴趣，激活语境。学生先通过阅读标题和导言，预测文章内容，判断语篇体裁。在第一遍阅读语篇时，梳理语篇结构，获取文章基本信息。第二遍阅读时通过回答问题，完成图表，理解文章情节，掌握具体信息。随后，学生通过故事中作者的动作与小贩的反应，分析作者与冰淇淋小贩的情感，分析不同行为体现的不同文化背景下认知的差异。接着，学生们阅读并比较不同语境下“ahorita”的含义，结合课文，理解作者时间观念的转变，并就此发表自己的看法。最后，学生以小组讨论的形式，交流讨论对语言与文化的关系的理解。课后作业部分，一方面学生围绕课文，通过朗读课文、查询单词，增强对课文内容以及词汇的熟悉；另一方面学生自主探究，例举语言在不同语境下有多重含义的文化现象，为第二课时词汇学习和深入理解课文做准备。 重点难点通过情节和人物动作分析语篇中人物的心理变化，理解作者所表达的情感及其反映的文化差异。Lesson PlanBy the end of the lesson, students will be able to:grasp the plots based on the structure of a narrative: the setting, beginning, development, climax and ending;interpret the author’s feelings and personalities by analyzing her behaviors;develop cross-cultural awareness by discussing the cultural meanings beyond the cultural phenomenon. Procedures:Lead-inTeacher: Ask students to read the quote and initiate questions about language and culture.Students: Read the quote and answer the questions about language and culture.Purpose: To elicit the topic, arouse students’ interest and prepare them for the following activities.Guided questions:Are people around you still greeting others like this? If you were a foreigner, what would you think? What else might surprise you?While-readingPredictionTeacher: Guide students to read the title and the introduction.Students: Read the title and the introduction, raise questions about the text and identify the genre of the text.Purpose: To lead students to predict the content and pay attention to the genre of the text.Guided questions:What do you want to know from the text? Can you try to raise some questions?What’s the genre of this text?ComprehensionTeacher: Guide students to read Paras. 1-3 and complete the diagram on P22.Students: Read Paras. 1-3 and complete the graphic organizer with information in the text.Purpose: To lead students to understand the plots of the story and identify the elements of a narrative.Guided questions:When and where did the story happen?Who were the characters? 3. Analysis of feelings and personalitiesTeacher: Facilitate further understanding of the text by delving into the characters’ feelings and personalities in Paras. 1-3.Students: Interpret feelings and personalities of the characters.Purpose: To lead students to figure out the implications of sentences and interpret cultural values behind the characters’ behavior.Guided questions:How did the author understand “ahorita” at first? How might she feel about her understanding? (confident, sure, believed in her language skills)How did the author feel when the ice-cream was never delivered? (torn, unhappy, uncomfortable about waiting, impatient, worried)What is it like to feel “torn”? What was on her mind? (unsure; uncertain; not knowing what to do; struggled a bit...) If you were the author, what would you do? When the author left, she “made a rush for the nearest bus”. What did she imply with “rush”? (waiting too long, impatient, cannot wait any longer, had to go)What did the author do before she left? Why didn’t she just leave directly? What kind of person is the author? (value time; polite; well-mannered, respectful, thoughtful, considerate, pay attention to details, hate giving others any trouble...)As the author felt torn for waiting so long, how did the ice-cream seller feel? (He went from being confused and embarrassed to being totally confused.)4. Further understandingTeacher: Guide students to read Paras. 4-5 and answer the questions.Students: Read Paras. 4-5, identify the different meanings of “ahorita” in different contexts and summarize the message of the story.Purpose: To lead students to further explore the message the text conveyed.Guided questions:When did the author discover the real meaning of “ahorita”?According to a linguist, what does “ahorita” mean in Mexico?What does “ahorita” mean in each context?What lesson has the author learned from the experience?How has the author’s attitude towards time changed?Why did the author write this passage?Post-readingTeacher: Organize a discussion about language and culture.Students: Discuss and share ideas in groups.Purpose: To guide students to further explore the relationship between language and culture.Guided questions:Many believe “the best way to learn a foreign language is to go to a foreign country.” Do you agree or disagree? Why?AssignmentsRead the passage aloud three times.Finish exercises in Language Focus on P23.Think about questions in Personal Touch on P21. Prepare to share your ideas in the next class.
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