高一英语cultural corner教案4
高中英语《Module 4 Cultural corner》优质教学课件设计
(F ) ( T)
Another problem is that it is becoming m_o_re__an_d_m_o_r_e_difficult for farmers to
_m_a_k_e_m__on_e_y_ from their farms. So they sell their land and find another job. 另外一个问题是农民依靠农场挣 钱 越 来越难。因此他们把地卖掉另找 一份 工作。
Module Four Cultural Corner
Countryside in Western Europe
温馨提示
1. 用品准备：课本、自主学习案、 练习本、双色笔。
2. 精神准备：坐姿端正，精神抖擞 。
3. 知识准备：预习课本第 39 页的 课 文。
全身心的投入会使你与众 不同，
优秀小组： 优秀个人： 存在问题：
changes
fighting
uglier
Summary
Countryside of the
Western Europe
Para.1 Changes Para.2 Reasons of changes
Para.3
Hopes
Some language points 1. remain 2. afford 3. survive 4. a number of / the number of
Europe.
Phrases
1. 例如 2. 许多 3. 在周末 4. 上升 5. 有能力支付 6. 在乡下 7. 挣钱 8. 为生存而斗争
such as a number of at weekends go up afford sth./ afford to do sth. in the countryside make money fight to survive
高中英语新北师大版版精品教案《北师大版高中英语必修1 Culture Corner》4
高中阅读课教学设计陈宇萍一、教学材料教材：北京师范大学出版社的高中英语教材必修一（2021年6月第一次印刷）授课年级：高一单元名称：Ceebration主题：Cuture corner--Haan, Cathoic Church, A Haow’ Da, A Sou’ Da等，不过文后的生词解释降低了阅读的难度。
句子结构对于所任教的高一班级学生来说有一定的障碍。
因此让学生在话题和内容的学习中体验语言使用能够让他们进一步体会语言使用的场合及功能。
有适量生词，在阅读时可点拨学生从上下文猜测词义的策略。
四、教学目标1 知识与技能让学生抓住阅读出题的顺序性原则，把这个技巧运用在阅读理解中去，减轻学生在阅读中的负担。
2 过程与方法通过合作学习，学生能够学会知识迁移、逻辑推理、归纳整理的方法，并将其运用于解决实际问题当中。
3 情感、态度、价值观培养学生的批判性思维，锻炼学生的语言表达能力，学生从课堂中得知在尊重西方文化的同时，最重要的是传承和弘扬中华优秀文化。
五、教学重点、难点重点：让学生抓住阅读出题的顺序性原则，并将其运用在平时的阅读练习中。
把握文章主旨和理解主干信息,理清论述的逻辑和技巧,加强对学生的品格素养的培养,陶冶情操。
难点：跨文化理解，了解西方节日文化。
在辩论这环节中，用英语流畅地表达自己的观点，练习听和说。
六、教学设计理念1、备课思路:本课为阅读课,主要让学生了解西方节日—万圣节。
该素材按时间顺序，从古到今地说明了万圣节的发展，所以有必要用思维导图和各种选择题形式让学生掌握文章的内容。
基于能力习得及迁移的教学目标,在带领学生把握主干信息的基础上,着重引导学生从“语篇逻辑”和“语篇手段”两个方面解构文本,构建知识,为能力迁移、完成读后口头阐述对“是否庆祝西方节日”辩题的看法的任务搭建脚手架。
Wh本文涉及的话题具有现实意义,学生研读后收获的不仅仅有语言素材,更重要的是可以扩展学生的跨文化知识，在核心素养培养的背景下，教师在引导学生在学习体验中学会正确看待文化差异，增强对外国文化的理解，同时还要拥有本土文化的深厚底蕴，形成正确的价值观和世界观。
Module6culturalcorner教案教学设计（新课标版英语高一）
Module 6 cultural corner 教案教学设计(新课标版英语高一)Teaching Goals:1. To arouse Ss’ interest in learning the differences of the dragon in different countries.2. To make Ss develop the patriotic feeling.3. To let Ss learn how to write a mystery of China.4. To help Ss review what we have learnt in this module;Teaching procedures:Step 1. RevisionCheck the workbook grammar exercises on pages 97~98.Step 2. Cultural CornerPurpose: To arouse Ss’ interest in learning the differences of the dragon in different countries.1. Group workShow two pictures of Chinese dragon and western dragon. Ask Ss to discuss the differences and tell something about them.For your reference:Western dragons were typically bad creatures which had to be killed. But in China they were generous and wise, and associated with the royal family to show power and strength.2. Individual workAsk Ss to read the passage and fill in the blanks by using the key words from the passage.People talk about (1) almost everywhere in the world but have _(2)_ opinions. In _(3)_ culture, dragons are generous and _(4)_.The dragon was closely _(5)_ to the royal family. According to popular belief, _(6)_you were born in the year of the dragon, you are _(7)_, brave and a natural leader.But in the west, most people think _(8)_of the dragon. It issaid that in an old English story a man kills a _(9)_ dragon and the man is called by people a_(10)_.The reason _(11)_ westerners dislike dragons is that the idea of the dragon came from the_(12)_, an animal which people _(13)_and were afraid of. But the idea of the dragon in China came from alligator, an animal which is a good _(14)_for agriculture, so the Chinese people think dragons can bring good _(15)_ to them.Suggested Answers:(1) dragons (2) different (3) Chinese (4) wise (5) connected(6) if (7) intelligent (8) poorly (9) dangerous (10) hero(11) why (12) snake (13) hated (14) sign (15) fortuneStep 3. Module FilePurpose: To enable Ss to make a conclusion of this module and deepen what they have learned in the module.Ask Ss to look at Module File on P60 and try to recall what they have learnt in the module. Then tick the things they are sure that they know and put a question mark next to the points they are not sure of and a cross to what they don’t know.Help Ss to share their ideas and deal with the difficult or confusing points.Step 4. Homework1. Ask Ss to review Module 6.2. Ask Ss to finish the rest of the exercises in the Workbook.~。
北师大版高中高三英语必修5《CultureCorner》教案及教学反思
北师大版高中高三英语必修5《CultureCorner》教案及教学反思一、教案1. 教学目标1.学生能够理解文章中的生词和重点词汇。
2.学生能够了解文章内容，发表个人观点。
3.学生能够通过文章扩展知识，增加自己的文化背景。
4.学生能够提高阅读理解能力，为高考做好准备。
2. 教学重点1.教授生词和重点词汇，提高学生的词汇量。
2.帮助学生理解文章内容，学会使用正确的阅读技巧。
3.培养学生的文化素养，拓展学生的知识面。
4.加强学生的阅读理解能力，为高考做好准备。
3. 教学难点1.帮助学生理解文章中的文化差异。
2.提高学生的思维层次，培养学生的思辨精神。
3.鼓励学生发表个人观点，促进学生的口语表达能力。
4. 教学过程第一节课1.导入：引出主题，为学生打开思路。
–提问：你对美国文化有哪些了解？–激发学生兴趣，引导他们思考，开启学习之旅。
2.阅读：阅读文章，理解文章内容。
–为学生提供文章，让他们自主阅读。
–特别说明文章中的生词和重点词汇，帮助学生理解。
–组织学生讨论，了解他们的理解和看法。
3.典型案例：引导学生学习案例，深入理解文化差异。
–举一个典型的例子，让学生思考文化差异。
–鼓励学生结合自己的经历，发表个人看法。
第二节课1.演讲：学生进行演讲，提高口语表达能力。
–每位学生都应该有机会进行演讲，让他们积极参与。
–对于演讲者，给予鼓励和肯定，促进他们的成长。
2.群策群力：组织小组，促进学生之间的互动和合作。
–学生分为不同的小组，每个小组讨论不同的话题。
–鼓励学生之间的互动和合作，相互学习和交流。
3.思辨：鼓励学生思考，培养他们的思辨精神。
–提问：你认为在不同的文化背景下，人们的思维方式有什么不同？–促进学生思考和交流，提高他们的思维层次。
5. 教学方法1.思维导图法：帮助学生对文章内容进行整理和分析。
2.问答法：鼓励学生之间的互动和交流，加强思考能力。
3.贴标签法：通过给文章中的生词和重点词汇贴标签的方式帮助学生记忆。
外研版高一英语必修4_M3_Cultural_Corner,Task,Module_File精品教案
Module 3 Cultural Corner，Task，Module File精品教案The General Idea of This PeriodFrom the cultural corner we know the reason for and the origin of clapping as well as social occasions in different countries where people clap. What’s more, it is useful for students and people who want to communicate with people from other countries or areas. The task of this module is to prepare some social advice for visitors to China. Through module file the students may revise and check what they have learned in this module.Teaching Important PointsMake the students understand clapping deeply.Teaching Difficult PointsHow to give social advice for visitors to China.Teaching MethodsSkimming and explanationTeaching AidsMultimedia, a blackboard & a tape-recorder.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Broaden their eyes with a passage about clapping.Instruct the students to learn to give advice for visitors to China.Process and StrategiesEncourage the students to consolidate what they have learned often.Feelings and ValueThrough the cultural corner the students may know the importance of understanding the differences in customs as well as culture of different countries and areas.Teaching ProceduresStep 1 Revision(Greet the students as usual.)1. Check up their homework exercises.2. Ask a few students to act out their own dialogue.Step 2 Cultural cornerT: In this module we mainly learned body language and giving advice. I have a question for you: Do you know of the word “clap”?Ss: Maybe a little.T: Now read through this passage quickly to make sense of the word “clap”. Meanwhile, answer the following questions:(Show the following two questions on the screen.)Why do people clap?When do people clap in China? What about in other countries?(Minutes later.)T: Any volunteer?Ss: Let me try. From the passage we can conclude that if we like something very much, we can clap.T: You’ve got it. People expose their emotion of likes by clapping. The second questio n is an open topic, so different people have different ideas. Who’d like to share your opinion?Ss:...(Ask the students to answer the two questions individually.)Suggested answers:1. To show that they like something.2. Open.Step 3 TaskT: Wonderful performances, all of you. By learning Cultural Corner part, we have got more information about body language. In the Listening, Function and Speaking parts, we learned how to give and ask for advice. The task of this module is to prepare some social advice for visitors to China. First, work in groups of four and make a list of social situations you think important to write about. The more, thebetter.Ss: (The students are busy discussing and think about the relative topics.)T: The teacher goes around the class to provide help if necessary. A few minutes later.)Every group sends a representative to write all topics you think out.Ss: (Representatives write what they think out on the blackboard.)T: Let’s see which group thinks out the most.Ss: Group 1(or others).T:Congratulations!Each group chooses two of the topics and writes a short paragraph on either topic beginning with if you or when you and using should(n’t) and must(n’t).Ss: ...T: Have you finished your writing?Ss: Yeah.T: Well. Work in groups again and compare your advice with each other.(This can be left as homework or research work.)(Choose a few good ones to put up on the wall.)Step 4 Module fileThis part can be used for the students to check their understanding of this module by themselves , or the teacher may revise what we have taught and learnt with the help of this file.Step 5 ConsolidationT: In this module we have learned some new words and useful expressions. What’s more we have learned some subordinate conjunctions such as if, wh en, however...Now let’s do some exercises to check up our knowledge.(Show the following on the screen.)1. If you want to get along well with them, you need to __________with them.2. They found him lying __________on the floor.3. It is a very dangerous __________dog.4. Any investment __________an element of risk.5. The president is paying an __________visit in this city, because he wants to meet his old friends.6. Mary __________the map out on the floor.7. It is impolite to __________others without any reason.8. The law states that everyone has the right to practise own__________.9. Let me propose a __________to our teacher’s health.10. Office workers fled __________as the fire broke out.11. Her __________was so great that she was praised by the leaders.12. Epidemic flu is highly__________.13. He had been a talented musician in his__________.14. I have already got an __________to the party.15. He __________his hands on a clean towel.Suggested answers:municate交流2.unconscious失去知觉的3.aggressive攻击性的4.involves 包括5.in formal非正式的6.spread张开7.stare at盯着看8.religion宗教9.toast 祝酒10.in panic恐慌11.performance表演12.infectious 传染的13.youth 年轻14.invitation 邀请15.wiped擦Step 6 Summary and HomeworkT: In this period we have learned something about clapping. And then we learned to write some advice for visitors to China. All of you did very good jobs. Your homework today is to write advice on other topics that you think out. Meanwhile, try to remember the useful words and expression as well as put them into practice and make good use of them freely. This is the end of this module. Class is over.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal Communicationgiving gifts meeting people eating a dinner opening the gift time you arrive time you leaveconversation topics going to somebody’s housegreeting someone...Record after Teaching_____________________________________________________________ _____________________________________________________________ _____________________________________________________________Activities and Research1. Continue your advertisement.2. Find out some information about the twin town of your city.。
高一英语教案：模块六Cultural Corner
高一英语模块六Cultural CornerTeaching Aims: Enlarge the students’ horizon about directors.Improve their ability to catch the main information.Teaching Important Points: some knowledge about Steven SpielbergTeaching Difficult Points: Subjective ClauseTeaching Aids: MultimediaTeaching Procedures:Step 1 Greetings as usualStep 2 Lead-inT: As you know, if a film want to be popular with the audience, the part that a director plays in it is very important. There are a lot of famous directors in China. Such as Zhang Yimou, Chen Kaige, Ang Lee (the best director in the 78th Annual Academy Awards) Feng Xiaogang…. How about the famous director at abroad? Who can tell us some famous directors?S: Clint Eastwood (克林特·伊斯特伍德)T: He was the best director in the 77th Annual Academy Awards and 65th Annual Academy Awards. His famous works are Million Dollar Baby 《百万宝贝》and Unforgiven《不可饶恕》。
外研版高一英语必修2_Module2_Cultural_Corner精品教案
Module2 Cultural Corner精品教案一.确定目标1.了解戒烟的方法2.提高阅读能力3.坚定自己远离香烟、毒品的信念二.基础自学Translatedistraction __________ smoking triggers__________participants__________ jogging__________组织__________ 呼吸__________设定日期__________ 制定计划__________列出单子__________ 培养兴趣__________上体操课__________三.情景解疑1.Participants learn to recognise smoking triggers and they try to set a date in the future when they stop smoking参与者认清了引起吸烟的诱因，他们设法确定一个将来戒烟的日期。
when引导的是定语从句，修饰先行词daterecognise 1) “认出”eg. I recognised headmaster Sun in the photograph.2)“承认，认可，确认recognise sb./sth. as 承认…是，确认…是..人们认为汤姆是一个热心肠的人。
翻译：2. Whatever you’re doing when you want to smoke—do something else!当你想抽烟时，无论你在做什么，停下来去做点别的事。
whatever在本句中是连接代词，相当于no matter what，引导让步状语从句。
eg: Wh atever you will say, I’ll have a try.＝No matter what you will say , I’ll have a try.Do the following exercises.1.设定个日期戒烟吧。
高一英语教案 Cultural Corner
Teachinggoals
1.Targetlanguage
Wordsandexpressions:stayaway;takeone’splace;finishschool;keepsb
quiet;causetroublegototown;afford;asksbfor;primary;leader;locksbup;
Teachingmethods:
Discussingorcooperativelearning.
TeachingAids:
amulti-mediaroom
TeachingProcedures:
StepⅠ.Lead-in
StepⅡ.Warming-up(多媒体展示multi-mediaslidesshow)
斯洛文尼亚Cyprus塞浦路斯Malta马耳他
PartTwo.Page69ReadingExercises
I.Fastreading
Readquicklyandmatchtheheadingswiththeparagraphs
①ancientcapitalparagraphA
②capitalofromanceparagraphB
interesting
()2.Howareyougettingalongwithyourstudies?Notverywell,____.
A.ofcourseB.ImsureC.ImafraidD.ontheotherhand
()3.MrZhangisill,soIll______tillheiswellagain.
2.Abilities:
ImprovetheSsabilitytoreadforgeneralideaofthestory.
高中英语新北师大版版精品教案《北师大版高中英语必修4 Culture Corner》
Teaching ation去获取the meaning of“taboid〞。
说：学生能够用英语就所讨论话题清晰、条理、简单地进行表达观点。
学生能够积极参与课堂讨论。
读：学生能够运用阅读策略Reading for detaied information，答复下列问题。
写：学生能够按要求写new。
情感态度目标
学生能够了解英国的不同报纸的功能和作用，并能够客观对待。
文化意识目标
学生能够了解英国报纸的情况。
Anaing the teaching materia
The tet i about the different t e Engih-e Britih newuti-media, which, I thin, wi heuti-media
1.Teaching -u the video
Do ou read neweaning of “taboid〞
2 Read the tet quic and it the eight Britih Newentioned in the tet
3 Find out which tan co the taboid
3Wh do man e ong the eight Britih new mar and homewor
the grou wor
a hort aage about Britih Newaer in 100 word,uing our own word。
必修一Module4 corner学案
Module 4 A Social Survey-My NeighbourhoodCultural Corner课前预习学案一、预习目标预习V ocabulary and Reading，初步认识西欧乡村的变化。
二、预习内容1.课文，并尝试回答问题。
2.查找有关家乡乡村的材料。
三、提出疑惑Write down the problems you cannot settle after learning the text independently.1）_________________________________________________________________2)___________________________________________________________________3)___________________________________________________________________课内探究学案一、学习目标1.知识目标Learn and grasp the following important useful new words and expressions in the part:A number of, go up, Another problem is that… , survive2.能力目标1)Improve integrating skills and grasp information about villages in western Europe2)Learn more about villages in western Europe and grasp key words and phrases3.情感目标1)Raise cooperation awareness.2)Love our own homeland.学习重难点、重点单词用法及加强对西欧乡村变化的认识。
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Module 6 The Internet and Telecommunications
Cultural Corner
Teaching objectives:
*Help students to do a class survey about the use of mobile phones in the form of group work;
*Guide the students to know about text messages and emoticons and introduce the rules of shortening words by reading comprehension; Besides, make sure the students can use what they’ve learnt to communicate with persons by sending text messages;
*Encourage the students to talk about the advantages and disadvantages of the use of these kinds of words and emoticons by comparing the changes of Chinese character and English words. Difficulty:
*How to guide the students to perform a good debate.
Strategy:
●By doing a survey, students are able to conclude on a certain topic, and in the way of
exploring, students share what they have observed or found through teamwork. Besides, in the form of debate, the advantages and disadvantages of the changes of languages will be discussed.
●Help students to take notes while reading.
Teaching Aid: computer
Teaching procedure:
Word study and warming up
Activate the students to list the names of some new things about telecommunications. Then focus on one item of them – mobile phone.
Direction: The way of activating the students to list the new things about telecommunications is to divide the students into two groups and choose a student from each group write down the words his/her group members mention on the blackboard in the form of competition. The more, the better. And the words must be correct.
Motivate the students to do a survey about the use of mobile phones after some warming-up activities. Then text messages become the topic.
Direction: Encourage the students to choose five classmates to talk to, and they can stand up and talk around as long as they can finish the survey. And then they should draw a conclusion about the main use of mobile phones.
Cultural corner
According to their survey, ask them how to write text messages, and then lead in the passage on page 59.
Reading comprehension with the help of some questions on the students’ page. Questions are listed as follows:
Group work to solve the difficulty from the textbook:
1.Where have you been? I’ve been waiting hours for a call
2.Do you want to go to the cinema tonight?
3.I ‘ve got a text mssge from my friend. She’s having a party on Saturday. Do you want to come? Direction: Guide the students to work in groups to solve the problems together.
More examples to show to the students about the special ways of text messages.
LOL ---- laughing out loud
IOW --- in other words
Then tell the students there is another way of communication --- abbreviation with more examples.
Students’ show time – to show their own text message with the ways of shortening the words with emoticons , shorthand, and abbreviation after reading.
Extension
Encourage the students to find out whether the Chinese mobile phone users use this similar way of text messages or not, and list some examples in the form of discussion.
Encourage the students to discuss in groups about the advantages and disadvantages of using this kind of way to communicate with others.
Direction: Students discuss in a group, but the shy person should be the reporter to report the group’s opinion in public.
Encourage the students to debate, and guide the students to realize that the best way to keep us up to date is to study and read books.
Direction: Explain the rules of debate first, then encourage them to state their own opinions.
Homework:
Write an argumentative composition which should be well organized: Para 1: Put forward the topic of the composition;
Para2: Some think ……
Para3: However, others think / disagree … …
Para4: Your point of view … …。