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1、Unit3UnderstandingeachotherWelcometotheunitTeachinggoalsHelpthestudentslearnhowtotalkaboutculturaldifferencesandcustoms.TeachingimportantanddifficultpointsEnablethestudentstotalkaboutculturaldifferencesandunderstandtheuseofexamples.TeachingmethodsDiscussion,readingandcooperativelearning.Teachingaids
2、AcomputerandaprojectorTeachingprocedureandwaysStep1Greetingsandlead-inT:Goodmorning,class!Ss:GoOdmorning,teacher!First,getthestudentstoshowdifferentwaysofgreetingtheyknow.Andthendiscusssomeotherwaysofgreetingandthewaysofgreeting.Finally,getthestudentstellsomeothercustomsthataredifferentindifferentpa
3、rtsoftheworld.Writethefollowingnamesofcountriesontheblackboard.China,Japan,USA,Thailand,SouthAmerica,theMiddleEast,DutchStep2:PresentationsT:Doyouknowtherecountries?Ss:Ofcourse!T:Howdothepeoplefromthesecountiesgreeteachother?S:T:NowsupposeyouthreeareEnglish.OneisMr.Bean.OnedayyoumeetMrs.Brewer,oneof
4、yourstudents,andherhusbandinthestreet.Pleaseworkingroupstomakeadialogue.Anyvolunteers?S:T:Youdidagoodjob.S:T:Verygood,anothergroup?S:T:Youaresoexcellent!Afewdayslater,youmeetagain.Howwillyougreeteachother?Who,dliketoactoutthesituation?S:T:Excellent!Doyouknowhowpeoplegreeteachotherinthesecountries?Pl
5、easeworkingroupsofthreetoshowthewaysofgreeting,oneexplains,theothertwoshowus.Anyvolunteers?T:Areyourwaysright?Pleaseturntopage33.Lookatthepictures.Besidesthesesways,doyouknowofanyotherwaysofgreetingthatpeoplearoundtheworlduse?S:T:Whydopeopleindifferentcountriesgreeteachotherindifferentways?S:T:Becau
6、setheircustomsaredifferent.Canyouthinkofanyothercustomthatisdifferentindiffidentpartsoftheworld?Step3:SummaryT:Today,wehavediscussedculturaldifferencesandcustoms.Andallofyouhavedoneagoodjob.Ifeelsohappywithyou.Attheendofthisclass,Ihopeeveryoneofyouwillbehaveproperlyifyougetthechancetogoaboardinthefu
7、ture!Stp4:HomeworkPreviewReadingpartReadingObjectives:1.TohelpSsgetageneralideaaboutthetext.2. TomakeSsbecomefamiliarwiththedetailedinformationaboutthetext.3. TohelpSsmasterReadingStrategy.Teachingimportantpoints:1.Howtomakethestudentsunderstandthepassagebetter.2 .Howtohelpthestudentsfinishalltheexe
8、rcises.3 .Howtohelpthestudentsdeveloptheircreative,comprehensiveandconsolidatingabilities.Teachingaids:multimediaandblackboardInteractionPatterns:Teachers-class,individuals,pairsProceduresforteaching:Step1lead-inAskstudentsiftheythinktherearedifferencesbetweenAmericansandBritishpeopleandwhatcharacte
9、risticsmakethemdifferentfromeachother.Youcanbegintheactivityusingthefollowingsentences:Peoplefromdifferentplacesorcountriesmaybeverydifferentinsomeways.AmericansandBritishpeople,eventhoughtheyspeakthesamelanguage,haveverydifferentcultures.WhenwetalkaboutBritishpeople,wemaysaythey: arealittlebitreser
10、ved,especiallytheoldergenerations donttalkverymuchtostrangers respectandareproudfothetraditionsandhistoryofBritain lovesoccer,rugbyandcricketasfortheAmericans,wetendtothinkthey: areenthusiastic,open-mindedandeasytogetalongwith donotliketoobeyothersandhatetobeflattered loveAmericanfootball,baseballan
11、dbasketballapartfromtheirdifferentcharacteristics,whataresomeoftheotherdifferencesbetweenthem?Inyouropinion,whyaretheresomanydifferencesbetweenthem?Step2reading-comprehensionAreadthetextquicklyandanswerthefollowingquestion.1. WhichcountryisWaledfrom?2. WheredoesPetercomefrom?3. DoeseveryoneinBruneiw
12、earyellow?Step3listentothetapeandanswerthefollowingquestions:1. WhatdoesThanksgivingcelebrate?2. WhatiseatenatThanksgiving?3. IntheWest,whenisthepolitetimetoopenapresent?Why?4. WhydoguestsexpectapresentataweddinginItaly?5. WhatcanyounotdrinkataweddinginBrunei?6. Whatshouldyoudoinsteadofpointingwithy
13、ourfirstfingerinBrunei?7. WhatcustomsdoChinesecitiesandBruneihaveincommon?Step4putthesubjectsofthedialogueinthecorrectorder.Write1to7intheblanks.WeddingsShoesPresentsUSA/UKculturaldifferencesAnAmericancelebrationColourofclothingPointing(gestures)Step5languagepoints1. allthetime始终地Itrainedallthetime.
14、Ikeptitallthetimetoremindmeofyou.atatime依次；每次Takethepillstwoatatimeatalltimes随时；恒久Weshouldatalltimesbeawareofourownshortcomings.Wemustatalltimeskeepupwithchangingconditionsatonetime一度，过去曾经AtonetimeIlivedinJapan.AtonetimeIusedtoplayalotofsport,butIseemtohavelostinterestnow.同时(做某事)Theyalltriedtotalkat
15、onetime.过去大多数中学老师是男性，但现在女老师比男老师多多了。atthetime那时候Itoldyouatthetimethat1thoughtyouwerestupid.2. Well,ifyouhadjoinedthechatroomtenminutesago,youwouldhaveknownwhat.本句为虚拟条件句，表示与过去相反的假设。在这种状况下，条件句中谓语动词一haddone结构，而主句中谓语动词用WOUki/could/ShoUId/mighthavedone结构Eg.Ifyouhadpreparedyourlessonscarefully,youcouldhave
16、passedtheexam.Ifthehurricanehadhappenedatnight,therewouldhavebeenmoredeaths.3. Well,it,sWhatWedointhewest.为名词性从句，在句中作表语。ThisbookisjustwhatIamlookingfor.Allthesearewhatyouwantinyourlife.4. IntheUK,theguestsareexpectedt。givepresentsto.expectsb.todosth.的被动结构Doyouexpectmetostayafterthat?Youareexpectedto
17、worklateifneedbe.Hallerwasexpectedtobewaitingatthattime.WordpowerTeachingaim:1. ThissectionteachesEnglishwordsborrowedfromotherlanguages.InpartsAandB,studentsarepresentedwithanoutlinearticleandaspidergramaboutthewordsthathavebeenborrowedfromotherlanguagesandincorporatedintoEnglish.InPartC,studentsar
18、easkedtoapplythewordsthattheyhavelearntinPartsAandBtopracticaluse.StudentsareexpectedtousetheseborrowedwordstocompletesentencesandenlargetheirEnglishvocabulary.InPartD,idiomsthatconnectacharacteristicwithananimalorathingarepresentedtostudents.Teachingprocedures:2. 1.ead-inAskstudentswhattheythinkist
19、hemostdifficultpartofstudyingEnglish.TheymaysaylearningvocabularyisbecausetherearetoomanyEnglishwordsandmostofthemhaverandomspelling.HavestudentsdiscussandtrytoworkoutifthereisaeasywaytolearnandrememberEnglishvocabulary.Providestudentswiththefollowingtips:Rememberthespellingofawordbyitspronunciation
20、.Rememberthespellingofawordbyanalyzingtheformationoftheword.Rememberthemeaningofawordbymakingasentencewithit.Rememberthemeaningofawordbystudyingtheoriginoftheword.Youcanencouragestudentstotelleachotherwhatmethodstheyusuallyuseinlearningnewwords.3. DrawstudentsattentiontotheoriginofEnglishwords.Youma
21、ybegintheactivitylikethis:Englishisoneofthemostwidely-spokenlanguagesinthewordanditisusedastheinternationalworkinglanguageinmanyplacesthroughouttheworld.ButwheredotheEnglishlanguageandallitswordscomefrom?IsitpossiblethatEnglishborrowedwordsfromotherlanguages?Ifso,canyougiveussomeexamples?Youcanaskst
22、udentstogiveexamplesofEnglishwordsthathavebeenborrowedfromotherlanguages.Askthestudentstohaveadiscussionandtellthemthatknowingtheoriginmayhelpthemlearnawordandsometimesitprovestobeeffectiveinrememberingmanynewwords.4. Vocabularylearning1) .HavestudentsfocusonthereadingpassageinPartA,whichisanonlinea
23、rticleaboutEnglishwordsborrowedfromotherlanguages.YoucanfirstaskstudentstoreadthearticleandanalyzehowwordsareborrowedfromotherlanguagesandusedintheEnglishlanguage.Askstudentstofinishthefollowingtableindividuallyfirst.Afterthat,remembertocheckanswerswiththewholeclass.LanguageCategoriesofwordsFrenchFo
24、od,entertainment,jobsGermanTools,mechanicals,equipment,snacks,geologicaltermsItalianMusic,thearts,themilitaryArabicSpices,chemicals,animals,food,mathematics2) .AskstudentstofocusonPartB,whichisaspidergram.ShowingsomeofthewordsthathavebeenborrowedfromotherlanguagesandincorporatedintoEnglish.Askstuden
25、tstoaddmoreexamplestothespidergramifpossible.3) .AskstudentstofocusonPartC,whichservesasastrengtheningexercisetocheckstudentsabilitytounderstandsomenewwordsandusethemcorrectly.Inordertofillintheblankscorrectly,studentshavetounderstandthepassageandtheexactmeaningsofthesewords.Havestudentscompletethee
26、xerciseindividuallyfirstandthenchecktheanswerswiththeclass.4) .Youcanusethefollowingactivitytofurthercheckstudentscomprehensionofthepassage.WhichwordsareborrowedfromItalian?WhatwasItalyfamousforinthe18,hcentury?WhatdoesthewriterthinkoftheGermans?WhichwordsareborrowedfromGerman?WhatweretheArabsgreatf
27、or?5) .Askstudentstofinishthetwoexercisesonpage122inWorkbook.FirsttheyshouldcompletethenotesinPartAafterlisteningtotherecording,andthencompletethee-mailinPartC.Theycandotheseastheirhomework.VocabularyextensionAskstudentstofocusonPartD.InPartD,idiomsthatconnectacharacteristicwithananimalorathingarepr
28、esentedtostudents.Theseidiomsallhaveacharacteristicconnectionwithananimalorathing.Askstudentstoreadtheidiomandguessthemeaningofeachofthemfirst.Thenhavestudentsreadexplanationsandlearntheirmeanings.Havestudentsdotheexercisesindividuallyfirstandthencheckanswerswiththeclass.Grammarandusage虚拟语气一、概述语气是一种
29、动词形式,表示说话人对某一行为或事情的看法和看法.虚拟语气表示说话人所说的并不是事实,而是一种假设,建议或主观愿望.二、本单元重点讲解并描述了非真实条件句中虚拟语气的三种状况：1 .表示与现在事实相反的假设其基本结构是：条件句中谓语动词用过去式（be的过去式用were）,主句用would/should/could/might+动词原形.例如:Ifeveryoneinthecountryknewfirstaid,manyliveswouldbesaved.假如每个国民都懂得急救（的学问）,许多生命就会得以挽救.（含义是：不是人人都懂得急救,所以许多生命得不到挽救.）IfIwereyou,Iwou
30、ldntdoitlikethat.假如我是你的话,我就不会这样做.2 .表示与过去事实相反的假设其基本结构是:条件句谓语动词用“had+p.p.”,而主句谓语动词用“would/should/could/might+have+p.p.,例如：Ifthehurricanehadhappenedduringtheday-time,therewouldhavebeenmoredeaths.假如飓风发生在白天,死亡人数会更多.（事实是：飓风发生在午夜到早晨6点）Ifwehadknownthatshewastoarriveyesterday,wecouldhavemetheratthestation.假
31、如我们知道她昨天到,就可以到车站接她了.（事实是:我们不知道她昨天到,所以我们没能到车站去接她）3 .表示与将来事实相反的状况基本结构有三种：（1）条件句谓语动词用过去式（be的过去式-一般用Were）,主句用should/would/could/might+动词原形,条件从句的谓语用should+动词原形,主句用should/would/could/might+动词原形;条件从句的谓语用wereto动词原形,主句与上同.例如：Ifitrainedtomorrow,outplanwouldbeputoff.假如明天下雨,我们的支配就得推迟.（最近天气很好.）（条件从句中的谓语动词用过去式,表示
32、说话人认为下雨的可能性不大，而假如用一般现在时的话,则表示说话人认为下雨的可能性很大）Ifheshouldseeme,hewouldtellme.假如他望见我,就会告知我.（用ShoUki+动词原形强调一种有偶然实现的可能性,其现实性比用Weret。+动词原形大，比过去式+动词原形小）Ifheweretocome,whatshouldwesaytohim?假如他来了，我们对他说什么呢？（用Wereto+动词原形比较正式,多用于书面语中，表示实现的可能性很小）依据以上状况,可总结如下：虚拟状况从句时态主句时态与现在事实相反一般过去时Would(或should,could,might)+动词原形与
33、将来事实相反动词过去时Should动词原形Wereto+动词原形Would(或should,could,might)+动词原形与过去事实相反过去完成时Would(或should,could,might)+have+过去分词三、依据主从句所说明的时间概念,虚拟条件句又可以分为单一虚拟条件句和混合虚拟条件句.1 .单一虚拟条件句单一虚拟条件句指主句和从句与同一时间的事实相反的虚拟条件句.例如：Ifitshouldraintomorrow,theracewouldbeputoff.（主从句与将来事实相反）假如明天下雨,竞赛将推迟.Ifyouhadbeenmorecareful,youwouldhav
34、epassed.（主从句与过去事实相反）假如你再细致些,你就会通过的.Ifitwerenotfortheleaningtower,thecityofPisawouldntbesofamous.假如没有斜塔的话,比萨城也不会这么出名.（主从句与现在事实相反）2 .混合虚拟条件句许多状况下,从句和主句并不与同一时间的事实相反.例如：Ifyouhadfollowedmyadvice,yourEnglishwouldbemuchbetter.假如当时你听了我的话,现在你的英语就会好多了.（从句与过去事实相反,主句与现在事实相反）Ifhewerentakind-heartedman,hewouldnth
35、avehelpedsuchamanasyouthatday.假如不是他这人很好心的话，那天他决不会帮助一个像你这样的人的.（从句是与现在状况相反的假设,主句表示与过去事实相反的假设.）Ifithadntbeenforyou,Iwouldhavetomakeanothertriptheretomorrow.假如不是你的话，我明天还要再走一趟（从句与过去事实相反,主句与将来事实相反.）留意：在正式文体中,虚拟条件句的从句部分假如含有were,should或had,可将if省略,再把were,should或had移到从句句首,实行倒装.例如：Wereittoraintomorrow,wewouldd
36、elayourtrip.假如明天下雨,我们将推迟旅行.Hadyouattendedtheparty,youwouldhavemetJack.假如你参加了聚会,你会见到Jack的.ShouldIgetarise,Iwouldtreatyoutowhisky.假如我能涨工资,就请你喝威士忌.TaskWritingalettertoexplainculturalmisunderstandingsTeachingobjectives:1. learnabouttabsindifferentculturesandunderstandwhattheycandoorcannotdowhentheyarein
37、contactwithpeoplefromdifferentbackgrounds2. learntocompleteatextbylistening3. reviewthewaystoaskquestions4. writealetterofanapologytoexplainmisunderstandingsTeachingfocusanddifficulties:1. writingdownanswers2writingalettertoexplainmisunderstandings2. Teachingmethods:3. 1.istening,readingandthinkingt
38、ogetstudentstounderstandthetext.4. Pairdiscussionandgroupdiscussiontogetstudentstoparticipateintheclassroomactivities. Teachingaids:Themultimedia Teachingprocedures: Step1Skillsbuilding1:completingatextTipsoncompletingatextbylistening:1. Makesureyoureadthetextfirstsoyouunderstandthesubjectofthetexta
39、ndthetypeofwordsthatyouarelikelytohear.2. Trytoguessthewordsthatmightbeusedtofillintheblanks.3. 1.ookforcluesinthesentencesandinthewordsbeforeoraftertheblanks.4. Decideifitiscontentwordsorgrammarwordsthatyouarelisteningfor.Step2ListeningYourschoolhassomevisitorsfromabroad.Yourheadmasteraskedyouandyo
40、urclassmatetoshowtheguestsaround.Somethingpuzzledyouduringthetrip.Listentotheconversationbetweenyouandyourclassmate,andcompleteyourdiaryentryonpage42.Step3ReadingAfewdaysafteryouandyourclassmatehadtakenthevisitorsaroundBeijingyourclassmatefoundthisarticleinamagazine.Circlethetabsthathelpexplainsomeo
41、fthestrangeincidentsthathappenedwhenyoushowedthevisitorsaround.SuggestedanswersIfyouarefromIndia,youmaynoteatbeefbecauseofyourreligion.IfyouarefromtheWest,youprobablywouldnotliketoeatchickensfeet.InIndia,itisimpolitetoshakehandsorgivesomeonesomethingwithyourlefthand.Remembernottojustputthebusinessca
42、rdsinyourpocketwithoutlookinginJapan.Step4ListeningYouwantmoreinformationaboutculturalhabits,soyougotooneofyourteachers,whohastraveledtotheUSAandJapan,forhelp.Listentoyourteacherandfillintheblanksinyournotesbelow.Step5Skillsbuilding2:askingquestionsWhenWewanttofindoutaboutsomething,weneedtoaskquesti
43、ons.Wecanusequestionsbeginningwiththefollowingwords:What-whenwewanttofindoutaboutsomethingspecific.How-whenwewanttofindoutthewaysomethingshouldbedone.Which-whenwewanttospecifywhichoneofachoiceofpossibilities.When-whenwewanttoinquireabouttime.Why-whenwewanttofindoutareason.Where-whenwewanttofindoutab
44、outtheplaceinwhichsomethinghappened.Step6PracticeYouwanttoaskyourclassmateaboutthefollowingthings.Formyourquestionswiththecorrectquestionwordsfirst,andthenfindapartnertoanswerquestions.Answerscanbefoundinthemagazinearticleonpage43.Taketurnsaskingquestions.Suggestedanswers1. WhatfooddothepeoplefromIn
45、dianoteat?2. WhichhandshouldntbeusedtoshakehandswithorgivethingstopeoplefromIndia?3. WhatdoJapanesepeoplehavetobuywhentheytravelanywhere?4. WhatshouldyoudowhenaJapanesepersongivesyouabusinesscard?5. WhatdoestheOKsignmeanforJapanesepeople?6. WhydopeoplefromtheUSAdonotlikecrowdedplaces?Step7Skillsbuil
46、ding3:writingaletterofapologyWhenwritingaletterofapology,youneedtoincludethefollowing: youraddressthedateanopening thepurposeofthelettershouldbegiveninthefirstsentence.anexplanation aclosingphrase(toapologizeagain)yournameandsignatureStep8PracticeYouwanttowritealetterofapologytotheforeignvisitorstoe
47、xplainmisunderstandings.Findapartneranddiscusswhattoincludeintheletter.Eachpersonshouldwriteadifferentpart.ProjectObjectives:1.1bhelpSsgetageneralideaaboutthetext.2 .TomakeSsbecomefamiliarwiththedetailedinformationaboutthetextTeaChingimportantpoint:1.Howtomakethestudentsunderstandthepassagebetter.3
48、.Howtohelpthestudentsfinishalltheexercises.4 .Howtohelpthestudentsdeveloptheircreative,comprehensiveandconsolidatingabilities.InteractionPatterns:Teachers-class,individuals,pairsProceduresforteaching:Step1lead-inAskthefollowingquestionstostimulatestudentsquestions:Everycountryhassomeormanyethnicgrou
