高中英语Unit 2 Language and Culture完美版课件ppt

这是一份高中英语Unit 2 Language and Culture完美版课件ppt，共4页。

《高中英语（上外版）》必修第一册 Unit 2 Language and Culture课时：第 6 课时 课题：My Experience with American English 课型：Reading 一、教学设计与说明教学目标本课为本单元的第 6 课时，核心目标为核心目标为引导学生描述与跨文化经历相关的感受，发现文化差异在语言中的体现。设计思路拓展阅读是对单元话题拓展及延伸，谈论了英国人在美国碰到的各种因为美式英语而引起的误会和困扰。文章结构和内容较于 Reading A 更容易理解，主要介绍了五个场合下英式英语和美式英语在词汇使用上的区别。课文生词较少，但有一定描述第一次见到某物时情感的词组和句型，适合补充额外语言知识以进行深入讨论。由此，本课以一封英文信作为导入，学生根据文本中语言的特点判断信的作者是英国人还是美国人，再让学生说出图片所示物的英文名称，体会英式英语和美式英语的区别。第一遍阅读时，学生通过第一段了解故事发生的地点，预测故事内容和作者情感；接着通过略读，获取文章体裁和结构等。第二遍阅读时，学生需理清文章中的5个场景，并根据上下文推测作者的情感。在了解了英美语言差异的基础上，学生在所给情境下进行小组讨论，尝试使用所给言语支架描述跨文化交流中可能遇到的场景。文化链接部分介绍了不同英语国家因文化不同而存在不同词汇，可以从本文主题出发，谈论母语中存在的外来语或本民族语的影响。重点难点从文本内容和话题出发，恰当理解语言差异性和文化差异。Lesson PlanBy the end of this period, students will be able to:recognize the differences between British English and American English from the text;explore and express the author’s feelings in cross-cultural experiences with proper words and expressions;describe the possible situations caused by English varieties in different regions and cultures.Procedure:Lead-inGuided questions:Which country does the author come from, Britain or America? How do you know that?How do you call these things in English?SkimmingGuided questions:Where do you think the author comes from? Why?How many situations are mentioned in the text? What's the text type of the story? What’s the structure of the text? How many parts can it be divided into?ScanningGuided questions:How did the author feel in each situation? How do you know that?What may be the differences in the same language spoken in different countries?What's the author's attitudes towards this kind of differences now?Group discussionGuided questions:Imagine you are a New Yorker who is now travelling in London, what problems may you meet with? How will you feel? How will you deal with these feelings?Culture link*Teacher: Get students to read the letter and judge whether the author is a British or an American.*Students: Identify the feature of the language of the letter.*Teacher: Get students to name the things in the pictures.*Students: Name the things in the pictures.Purpose: To prepare students for the topic to be discussed in this period.*Teacher: Get students to skim the whole text and answer the questions.*Students: Skim the whole text, grasp the main idea and identify the genre and the structure of the text.Purpose: To help students grasp the main idea and the text feature of the text.*Teacher: Get students to read the text again carefully and find out the variations mentioned by the author, and the author’s feelings.*Students: Find out the variations between BrE and AmE and describe the author’s feelings according to relevant evidence from the text.Purpose: To guide students to further explore the author’s feelings in face of cultural differences.*Teacher: Get students to have a group discussion about the problems a New Yorker may encounter in London.*Students: Describe the possible cross-cultural problems and feelings with the help of the given sentence patterns.Purpose: To guide students to describe the possible cross-cultural experience and feelings based on what they have learned from the text and their prior knowledge.*Teacher: Get students to read Cultural Link and discuss questions based on the text.*Students: Read and exchange ideas with classmates.Purpose: To further understand cultural influences on languages.