Teaching Design 9B Unit 2 Culture Shock 龙华区实验学校陈继辉 Title Living in another country Subject English Grade Grade9 Teaching Oxford English Module 1 Module Explorations and Material 9B exchanges Type Reading Time lperiod(40 minutes) This is an English reading class on culture shock.The article titled Living in another country is a narration taken from Oxford English published by Shanghai Education Press for Grade 9 students.This unit is from Module 1 Explorations and exchanges and the reading article is a Analysis of the speech about a Chinese student Brad Li's experience as an exchange student in the US.The teaching article mainly tells us the culture shock Brad Li had experienced from the following three material aspects:the language,the food and the school.The article aims to help students learn about the structure of a speech,understand what culture shock is and furthermore encourage students to think about how to deal with culture shock in a real life situation.At the end of the article,it also guide students to realize the deeper meaning of cultural exchange. Students in Grade 9 are competent readers,patient listeners,independent thinkers and active presenter.They are fond of learning about a new and different culture.They are capable of reading articles with different tasks.They are also able to form their own ideas and opinions when reading their peer's stories.Some of them are even eager to express their critical thinking. Therefore teachers are expected to set different levels of reading tasks when guiding students to Analysis of the read the article,read between the lines and furthermore read beyond the article text.As for the students topic of this unit,students have learnt some general knowledge of educational exchange from 8A Unit 5 Educational Exchange,but most of them haven't got the chance to experience culture shock in a real life situation.Thus it is very important to guide students to know what culture shock is in various ways and guide them to put themselves in others'shoes to imagine what obstacles there might be when experiencing culture shock and think about possible solutions to dealing with it. By the end of the class,the students are expected to: Language ability: 1.understand what culture shock is; 2.get the main idea of the reading passage. Learning strategy:
Teaching Design 9B Unit 2 Culture Shock 龙华区实验学校 陈继辉 Title Living in another country Subject English Grade Grade 9 Teaching Material Oxford English 9B Module Module 1 Explorations and exchanges Type Reading Time 1period( 40 minutes) Analysis of the teaching material This is an English reading class on culture shock.The article titled Living in another country is a narration taken from Oxford English published by Shanghai Education Press for Grade 9 students. This unit is from Module 1 Explorations and exchanges and the reading article is a speech about a Chinese student Brad Li’s experience as an exchange student in the US. The article mainly tells us the culture shock Brad Li had experienced from the following three aspects: the language, the food and the school. The article aims to help students learn about the structure of a speech, understand what culture shock is and furthermore encourage students to think about how to deal with culture shock in a real life situation. At the end of the article, it also guide students to realize the deeper meaning of cultural exchange. Analysis of the students Students in Grade 9 are competent readers, patient listeners, independent thinkers and active presenter. They are fond of learning about a new and different culture. They are capable of reading articles with different tasks. They are also able to form their own ideas and opinions when reading their peer’s stories. Some of them are even eager to express their critical thinking. Therefore teachers are expected to set different levels of reading tasks when guiding students to read the article, read between the lines and furthermore read beyond the article text. As for the topic of this unit, students have learnt some general knowledge of educational exchange from 8A Unit 5 Educational Exchange, but most of them haven’t got the chance to experience culture shock in a real life situation. Thus it is very important to guide students to know what culture shock is in various ways and guide them to put themselves in others’ shoes to imagine what obstacles there might be when experiencing culture shock and think about possible solutions to dealing with it. By the end of the class, the students are expected to : Language ability: 1. understand what culture shock is; 2. get the main idea of the reading passage. Learning strategy:
1. know how to organize a speech clearly and persuasively; Learning aims 2. enrich the relevant information on culture shock by observing in daily life,interviewing others or cooperating with others. Thinking quality: think about what to do in a real life situation when experiencing culture shock and seek to find possible solutions actively. Culture awareness: understand a different culture and realize the deeper meaning of cultural exchange. Key points Students can organize a speech clearly and persuasively in a real life situation. Students can summarize possible solutions to dealing with culture shock and put them into use in Difficult points a real life situation. Learning Procedures Steps Teacher's activity Students'activity Purpose Step 1: 1.Ask the following question:if 1.Brainstorm and answer the Lead in the topic and Leading-in we live in another country,we question freely. arouse Ss'interest. may probably have culture shock. 2.Watch the video and so what is culture shock? summarize what culture shock 2.Play a video about culture 9 shock. Step2: Guide Ss to predict before Look at the introduction,the Train Ss'ability to Pre-learning reading: picture and the title and then express as well as a.Where was Brad last year? predict. improve their speaking b.Why was he there? ability and to get ready c.In which aspects would Brad for more reading. probably have culture shock? Step3: 1.Guide Ss to read and construct 1.Read the first and last Guide Ss to concentrate While-learning the structure of the passage. paragraph of each part to get the on reading the passage 2.Guide Ss to read and complete main idea. and lead them to get a table. 2.Read para2-4 and find out the the main idea and 3.Ask Ss to summarize the key information of topic structure by noting the features of a speech. sentences and supporting key words or sentences. 4.Guide Ss to read and contrast sentences. the differences between the US 3.Summarize the features ofa and China mentioned in the speech. passage. 4.Read para5-6 and spot the differences between the US and China. Step4: Guide Ss to read and relate in a 1.Spot more differences in Help Ss to develop the
Learning aims 1. know how to organize a speech clearly and persuasively; 2. enrich the relevant information on culture shock by observing in daily life, interviewing others or cooperating with others. Thinking quality: think about what to do in a real life situation when experiencing culture shock and seek to find possible solutions actively. Culture awareness: understand a different culture and realize the deeper meaning of cultural exchange. Key points Students can organize a speech clearly and persuasively in a real life situation. Difficult points Students can summarize possible solutions to dealing with culture shock and put them into use in a real life situation. Learning Procedures Steps Teacher’s activity Students’ activity Purpose Step 1: Leading-in 1. Ask the following question: if we live in another country, we may probably have culture shock, so what is culture shock? 2. Play a video about culture shock. 1.Brainstorm and answer the question freely. 2. Watch the video and summarize what culture shock is. Lead in the topic and arouse Ss’ interest. Step 2: Pre-learning Guide Ss to predict before reading: a. Where was Brad last year? b. Why was he there? c. In which aspects would Brad probably have culture shock? Look at the introduction, the picture and the title and then predict. Train Ss’ ability to express as well as improve their speaking ability and to get ready for more reading. Step 3: While-learning 1. Guide Ss to read and construct the structure of the passage. 2. Guide Ss to read and complete a table. 3. Ask Ss to summarize the features of a speech. 4. Guide Ss to read and contrast the differences between the US and China mentioned in the passage. 1.Read the first and last paragraph of each part to get the main idea. 2. Read para2-4 and find out the key information of topic sentences and supporting sentences. 3. Summarize the features of a speech. 4. Read para5-6 and spot the differences between the US and China. Guide Ss to concentrate on reading the passage and lead them to get the main idea and structure by noting the key words or sentences. Step 4: 1. Guide Ss to read and relate in a 1. Spot more differences in Help Ss to develop the
Post-learning real life situation. other aspects such as ability of reading 2.Guide Ss to read between the transportation,festivals,online between the lines and lines and think actively by shopping and etc.among think actively. answering two questions. different countries. 3.Share an MP3 clip from a 2.Answer the two questions: former student on how to deal a.Did Brad finally overcome with culture shock in class and ask culture shock? Ss to finish a mind map. b.If you were Brad,could you share with us your effective ways of dealing with culture shock? 3.Listen to the MP3 clip and retell with the help of the mind map. Step 5: Guide Ss to extend their Read the last but one paragraph Guide Ss to express their Summary understanding of culture shock by and answer:My American ideas and understanding reading beyond the text. friend asked me many questions of culture shock and about life in China,and this lead them to further made me think about my own thinking about the culture as well. cultural exchange. What can we infer from the above sentence? Step6: Ask Ss to finish the exercise on Finish the exercise and organize Encourage Ss to Homework P20-21 and prepare a speech to their speech. consolidate and use introduce Chinese culture to their what they have learnt foreign friends. today in class
Post-learning real life situation. 2. Guide Ss to read between the lines and think actively by answering two questions. 3. Share an MP3 clip from a former student on how to deal with culture shock in class and ask Ss to finish a mind map. other aspects such as transportation, festivals, online shopping and etc. among different countries. 2.Answer the two questions: a. Did Brad finally overcome culture shock? b. If you were Brad, could you share with us your effective ways of dealing with culture shock? 3. Listen to the MP3 clip and retell with the help of the mind map. ability of reading between the lines and think actively. Step 5: Summary Guide Ss to extend their understanding of culture shock by reading beyond the text. Read the last but one paragraph and answer: My American friend asked me many questions about life in China, and this made me think about my own culture as well. What can we infer from the above sentence? Guide Ss to express their ideas and understanding of culture shock and lead them to further thinking about the cultural exchange. Step 6: Homework Ask Ss to finish the exercise on P20-21 and prepare a speech to introduce Chinese culture to their foreign friends. Finish the exercise and organize their speech. Encourage Ss to consolidate and use what they have learnt today in class