Unit2 ReadingA Listening and Viewing教案-高一英语上学期同步备课【教案+学案+课件】（上外版2020必修第一册）

《高中英语（上外版）》必修第一册 Unit 2 Language and Culture 课时：第 4 课时 课题：Learning More about Cultural Differences 课型：Listening and Viewing 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。 Lesson Plan By the end of this period, students will be able to: 1. grasp the main ideas and details in the listening and viewing activities; 2. discuss the cultural differences in body language based on the dialogue; 3. recognize the cultural differences between American and British English in “I don’t care” and “I don’t mind”. ( 1 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 Procedures: I. Warm-up *Teacher: Get students to reflect on their use of emojis. *Students: Recall their use of the “folded hands” emoji and the message that they try to convey with it. Purpose: To draw students’ attention to cultural differences in non-verbal communication, including body language. Guided questions: 1. Have you ever used the “folded hands” emoji when you communicate with others via WeChat or on other social media platforms? 2. What kind of message are you trying to convey when you use this emoji? 3. Do people from all over the world interpret this emoji in the same way? 4. Can you name some other forms of non-verbal language? 5. When you are travelling abroad, 6. When you are travelling abroad, what body language will you use to communicate with local people? II. Listening: Learning about Cultural Differences in Body Language *Teacher: Get students to learn about cultural differences in body language. *Students: Listen to a radio programme, note down the key facts. Purpose: To grasp the main idea and details