教学设计M6U3wordpower

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1、Teaching PlanM6U3 Understanding each otherWord powerEnglish words borrowed from other languagesM6U3 Understanding each otherWord power English words borrowed from other languagesTeaching aims: 1. Guide students to learn about some borrowed words and idioms in English and their meanings, origins, cul

2、tural backgrounds.2. Help students to improve the skills of judging, guessing and using borrowed words and idioms. .3. Motivate students to understand the diversification of culture and raise their awareness of sharing culture.Teaching procedures:Step 1: Lead in 1. Play the English song Jingle Bell

3、and askwhich festival is the song about?2. Let students compare Christmas Day with the Spring Festival (both the new years day), point out the cultural difference. 3. Ask students: Why are we Chinese celebrating Christmas? Culture can be shared, so can language.4. Show students two borrowed words fr

4、om French and Italian, and direct them to know about their cultural background briefly.Explanation从学生最期盼的圣诞节入题，使学生带着情感和快乐讯速进入课堂情境。并通过圣诞与春节的对比，展示中西方文化的差异和融合，由文化的融合导出世界语言的融合和外来词的介绍。Step 2: lets read1. Let students read Part A on P38 and fill in the blanks.2. Check the answers and let the students read

5、 new words aloud.Explanation通过学生自主阅读，让学生进一步感知英语外来词的词源及文化背景，做好知识积累。Step 3: Lets judge 1. Show pictures of borrowed words in groups. Students point out the meaning first, and then give the language they come from.Explanation知识到能力的初步转化，让学生借助Part A的文化背景和所提供的图片，判断该外来词的词义、词源，进一步感受文化背景。Step 4: Lets conclud

6、e1. Show the spidergram on Part B. let students conclude. Englishballetzerodentistrestaurantconfettioperacoffeealcoholrocketclockhamburgercolonel2. Are there some borrowed words from Chinese? Let students talk freely. Then extend several typical Chinese words.Explanation本环节承前启后，在总结中进行知识梳理，同时拓展英语中的汉语

7、外来词，发散学生思维。为Part C做好铺垫。Step 5: Lets consolidate1. Let students finish Part C individually.2. Check the answers in a competition: “The Very Six Plus One”.3. Introduce the idiom “lucky dog” as a hint of the next step.Explanation对Part C进行加工，先填空，再借助学生最熟悉的电视节目，以竞赛的形式为学生创建一个输出和表达的机会和情境。这个环节让学生的眼、手、心、口都能动起

8、来，全面积极地参与到课堂中来。同时，借助竞赛中的一个题型将本环节与俚语有机衔接，顺畅进入下一环节。Step 6: Lets guess1. retake the idiom “lucky dog”, let students guess the meaning.2. show some pictures and sentences close to students life, let students try to fill in the blanks and guess the meaning of each idiom.Explanation语言是与生活的融合和延伸。本环节通过提供贴近生

9、活的图片，将俚语与学生生活实际结合起来，最大限度地激发学生的学习积极性，体现了生活化、生命化的课堂特色。Step 7: Lets practiceShow students a short story about cultural difference and understanding each other. Let them complete the story using the above idioms.Explanation通过短小精湛的生活小故事，将文化差异与融合、俚语的运用结合起来，让学生将故事补充完整。学生将在练习中感受到故事的情感启迪。Step 8: SummaryLangu

10、age is a melting pot (熔炉) . it not only has differences, but also can be shared, making us understand each other better in this diversified(缤纷多彩的) world . Explanation本环节旨在总结与升华，引导学生树立求同存异的文化观，reading部分体现的是文化的差异，word power体现的则是两种文化融合：语言之间的融合、语言与生活的融合。通过点题，达到本课时的情感目标。Step 9: HomeworkAsk students to co

11、mplete the article by using examples: Language is a melting pot. Explanation作业是课堂的延伸。本课时的作业将本单元reading strategy和语言融合的主题结合起来，让学生举例补充短文：Language is a melting pot。Blackboard Design:M6U3 Understanding each otherWord powerUseful Words and expressions: entertainment n. 娱乐military n. 军事spice n. 香料CompetitionGroup A:Group B: