Cultural differences

授课教师：苏州-屠勤琴

Ⅰ.Background information

Students: Senior high school students, Grade 2 Lesson duration: 45 minutes

Ⅱ.Type of the lesson: Reading (2) Ⅲ.Teaching objectives: Knowledge objectives:

1. Students are able to know something about Cultural Differences. 2. Students are able to get a general idea of two questions: Why do we need to learn more about cultural differences? How can we understand each other’s culture better? Ability objectives:

1. Students are able to use key words and phrases correctly.

2. Students are able to write a short passage about cultural differences. Emotion objectives:

Students are able to appreciate and distinguish differences between countries. Ⅳ.Teaching skills:

Listening, speaking, reading and writing Ⅴ.Teaching focus and difficulties: 1. Teaching focus:

Let students understand the structure, theme, content and structure of the reading passage about Cultural Differences. 2. Teaching difficulties:

To use students’ own words to organize a mini TV talk show with the key words on the blackboard.

Ⅵ.Teaching Procedures: Step1. Warming-up & lead-in

Ask several questions about age, address, salary, marriage, name and hobby, thus leading in the topic: Cultural Differences.

Step2. Review

Go over textbook briefly and then answer questions Q1: Who are the three main characters in this article? Q2: What are they going to do?

Step3. While-reading----Close-reading

Group Discussion: What does the task reading need us to learn about? 1. Contents of cultural differences 2. Vocabulary and Grammar 3. Structure of the whole passage Put key points on the blackboard. Read learning points together

Step5. While-reading-----main ideas Ask and answer

Q: What are the cultural differences mentioned in the passage? How many types? A: 3 types: gifts, wedding and behaviors.

Ask several questions and write down the key words: 1、Prohibit 2、Permit

3、Be supposed to do = should do 4、Think it rude to do/ not to do 5、Find it difficult to do/ not to do 6、Adjust to doing

7、Have trouble in doing

8、Get accustomed/ used to doing

Step6. More exercises:

Replace the underlined parts of the sentences with the above mentioned vocabulary Read the short passage together.

Ask students more about cultural differences in their minds.

Step7. Play a guessing game:

Guess what types of cultural differences are showing on the PPT (Insert a concerning video about folk dance and ballet; some music)

Step8.Role-playing:

Organize a mini TV talk show with three main characters: host, Chinese and foreigner, performing in front of the whole class.

And then answer questions with vocabulary listed on the blackboard.

Step9.Group writing: 1. Vocabulary 2. Tasks: (1) Writing

One Member- What are the cultural differences?

The other two- Why do we need to learn more about cultural differences

-How can we understand each other’s culture better?

(2) Presentation

(3) Time Limit: 5 minutes Standard: Structure: 3 points; Contents: 3 points; Vocabulary: 3 points; Performance: 1 point Reward: a secret gift Step10.Summary

LOVE(Learning, opening, valuing, enjoying)

Ⅶ.Teaching aids: multi-media, chalk, blackboard Ⅷ.Homework

1. Polish your group writing

2. Surf the Internet to find one specific cultural difference you like to share with your classmates Ⅸ.Reflection:

What have we learnt about today?

(To be written immediately after the lesson)

Evaluations:

1. Lesson objectives: Knowledge objectives:

1. Students are able to know something about Cultural Differences. 2. Students are able to get a general idea of two questions: Why do we need to learn more about cultural differences? How can we understand each other’s culture better? Ability objectives:

1. Students are able to use key words and phrases correctly.

2. Students are able to write a short passage about cultural differences. Emotion objectives:

Students are able to appreciate and distinguish differences between countries.

This lesson starts clearly. The teacher asks students several questions about age, address, salary, marriage, name and hobby and introduce a foreign lady, thus leading in the topic: Cultural differences.

The teaching objectives are clear to the learners. Also, most of the aims and orders are showed on the PPT so that students can follow the teacher successfully. The teacher also puts the main structure of task writing on the blackboard, with important words and phrases in order to leave deep impression on students’ mind, thus they can use them conveniently when they write a short passage about cultural differences.

The objectives of the lesson are appropriate for the learner level. This class is a typical task-based class. Every question teacher comes up with is aim to the objectives. Learners are from Grade two in senior high, so the objectives in English are not difficult for them. It is beneficial to students’ language skills. Also, the teacher’s classroom instructions are clear. Every time she makes sure that everyone is clear about what to do.

According to the performance of the students, most of the objectives are achieved. Students can understand the main idea of cultural differences and take good command of the structure of task writing on cultural differences. What’s more, they can read and use important words, phrases and sentences, with which they are able to write a short passage about cultural differences. 2. Teacher attitude

The teacher is relaxed, enthusiastic and enjoys teaching. She is willing to communicate with students and uses many interactive words. She smiles throughout the lesson, like a close friend to the students, which creates the harmonious atmosphere for the lesson. Therefore, the lesson goes

on smoothly. Also, the teacher asks many questions, which encourages students to think and participate. The shining point of the lesson is the gift offered by the teacher. It attracts students’ interest all the time, making students act actively in class. 3. Presentation clarity

Firstly, Miss Tu’s pronunciation is very clear, authentic and beautiful because of which the students can understand what the teacher is talking about and grasp the main idea of the Reading passage better.

Secondly, her voice is loud enough for the back row, which is an essential quality for teachers, both experienced and naive.

Besides, we can see clearly from the video that Miss Tu made full preparations for this class from the well-organized instructions and delicate PPT.

Frequently, Miss Tu will check for comprehension using sentences like ‘Do you think so?’. This will not only focus student’s learning, invite thinking and imaginations, but also check understanding and assess learning. 4. Teaching materials

Use of realia/visuals: To ensure that her voice is heard by all of the students, Miss Tu draws support from microphone.

Use of different media: Miss Tu takes full advantage of multimedia, like PPT, video, and so on. In addition, she also uses the paper and the box in attract students’ interest.

Use of small groups/pairs: 1) Play a guessing game:

Guess what types of cultural differences are showing on the PPT (Insert a concerning video about folk dance and ballet) 2) Role-playing:

Organize a mini TV talk show with three main characters: host, Chinese and foreigner, performing in front of the whole class.

And then answer questions with vocabulary listed on the blackboard. 3) Group writing: Vocabulary Tasks: Writing

One Member- What are the cultural differences?

The other two- Why do we need to learn more about cultural differences and How can we understand each other’s culture better?.

Presentation

These procedures are extremely creative, which will attract students’ attention thus enhancing the efficiency of the class.

Other resources: colorful pieces -----reading material, in order to share some interesting cultural materials with students

5. Learner involvement

Miss Tu is good at engaging learners in authentic learning activities like group discussion and

presentation.

She also does well in modeling and monitoring learner tasks. Providing positive feedback is another good aspect of Miss Tu’s performance. After students finishing answering her questions, she will always give encouragement using ‘Good job!’ ‘Wonderful!’ ‘Well done!’ and so on, which gives students confidence and a feeling of satisfaction. The only defeat is that her blackboard-writing is not so beautiful and it still needs improving.