高中英语上外版 (2020)必修 第一册Unit 2 Language and Culture优秀教案

这是一份高中英语上外版 (2020)必修 第一册Unit 2 Language and Culture优秀教案，共4页。教案主要包含了教学设计与说明等内容，欢迎下载使用。


一、教学设计与说明
1. 教学目标
本课为本单元的第 4 课时，核心目标为引导学生发现文化差异在语言中的体现，和培养学生掌握视听语篇大意的能力。
2. 设计思路
本课由“双手合十”的微信表情理解导入，介绍双手合十的多重文化含义，使学生意识到文化差异也体现在非语言交际中。接着，学生通过听力语篇的介绍了解该差异在体态语方面的体现。在Viewing部分，学生需要通过视频中人物的语言推测其情感， 了解语言差异无处不在，并通过演绎问答感受语言背后的情感内涵。最后，学生借助语言框架进行产出，交流更多层次的“美英”和“英英”差异，并设身处地地思考应对语言差异的解决方法和正确态度。由于听力板块的 Exercise IV 要求学生举例说明不同国家手势的区别，若在课内展开，对学生的文化知识储备要求较高，讨论难度较大，因此本课将该部分内容布置为课后作业，要求学生自主探究，列举体态语的文化差异。
3. 重点难点
理解文化差异在语言交际和非语言交际中的体现；探讨应对语言差异的解决方法和正确态度。
Lessn Plan
By the end f this perid, students will be able t:
grasp the main ideas and details in the listening and viewing activities;
discuss the cultural differences in bdy language based n the dialgue;
recgnize the cultural differences between American and British English in “I dn’t care” and “I dn’t mind”.
Prcedures:
Warm-up
Guided questins:
Have yu ever used the “flded hands” emji when yu cmmunicate with thers via WeChat r n ther scial media platfrms?
What kind f message are yu trying t cnvey when yu use this emji?
D peple frm all ver the wrld interpret this emji in the same way?
Can yu name sme ther frms f nn-verbal language?
When yu are travelling abrad,
When yu are travelling abrad, what bdy language will yu use t cmmunicate with lcal peple?
Listening: Learning abut Cultural Differences in Bdy Language
Guided questins:
What is the main idea f this radi prgramme?
D yu knw any ther bdy language that has different meanings in China and in ther cuntries?
Viewing: “I Dn’t Care” vs. “I Dn’t Mind”
Guided questins:
Based n yur understanding, can yu cmplete the dialgues with “I dn’t care” r “I dn’t mind”? Can yu read ut the dialgue with apprpriate tne?
(Watch Part I f the vide) What is the mini-lecture mainly abut?
(Watch Part II f the vide) Can yu cmplete the diagram with what yu have heard? What d “I dn’t care” and “I dn’t mind” mean t British and American peple?
What can lead t misunderstandings?
Hw des the husband and the wife feel respectively? Hw d yu knw that?
Reflecting n differences between American and British English
*Teacher: Lead students t find ut differences between American and British English, and gain a deeper understanding f bth cultures.
*Students: Brainstrm ther differences between American and British English and think abut hw t address the differences.
Purpse: T aruse cultural awareness and develp a psitive attitude twards cultural differences.
Guided questins:
What ther differences between American and British English are mentined in the vide?
(BrE: cinema; AmE: mvie; If nt, watch 01:13-01:33 again)
Hw did the wman feel when the man said “I dn’t care”? If yu were the man r the wman in the vide, what wuld yu d t deal with the cultural differences?
Assignments
1. Finish Exercise IV n Page 26: Sme gestures may cnvey different messages in different cultures. Give an example.
D research nline and find a gesture that shws cultural differences.
Prepare t present yur findings in the next lessn.
2. Finish listening exercises n P19- 20 n the wrkbk.
*Teacher: Get students t reflect n their use f emjis.
*Students: Recall their use f the “flded hands” emji and the message that they try t cnvey with it.
Purpse: T draw students’ attentin t cultural differences in nn-verbal cmmunicatin, including bdy language.
*Teacher: Get students t learn abut cultural differences in bdy language.
*Students: Listen t a radi prgramme, nte dwn the key facts.
Purpse: T grasp the main idea and details f the listening material and explre hw peple frm different cultures interpret bdy language differently.
*Teacher: Get students t find ut hw American and British peple use different expressins t express the same meaning.
*Students: Listen t a mini-lecture, take ntes with the help f graphic rganizers, learn t use “I dn’t care” and “I dn’t mind” in different cultures.
Purpse: T practice listening and nte-taking skills and t becme aware f differences between varieties f English.