TeachingPlanM6U3UnderstandingeachotherWordpowerEnglishwordsborrowedfromotherlanguages1M6U3UnderstandingeachotherWordpowerEnglishwordsborrowedfromotherlanguagesTeachingaims:1.GuidestudentstolearnaboutsomeborrowedwordsandidiomsinEnglishandtheirmeanings,origins,culturalbackgrounds.2.Helpstudentstoimprovetheskillsofjudging,guessingandusingborrowedwordsandidioms..3.Motivatestudentstounderstandthediversificationofcultureandraisetheirawarenessofsharingculture.Teachingprocedures:Step1:Leadin1.PlaytheEnglishsongJingleBellandask——whichfestivalisthesongabout?2.LetstudentscompareChristmasDaywiththeSpringFestival(boththenewyear’sday),pointouttheculturaldifference.3.Askstudents:WhyareweChinesecelebratingChristmas?——Culturecanbeshared,socanlanguage.4.ShowstudentstwoborrowedwordsfromFrenchandItalian,anddirectthemtoknowabouttheirculturalbackgroundbriefly.[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。Step2:let’sread1.LetstudentsreadPartAonP38andfillintheblanks.2.Checktheanswersandletthestudentsreadnewwordsaloud.[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。Step3:Let’sjudge1.Showpicturesofborrowedwordsingroups.Studentspointoutthemeaningfirst,andthengivethelanguagetheycomefrom.[Explanation]2知识到能力的初步转化，让学生借助PartA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。Step4:Let’sconclude1.ShowthespidergramonPartB.letstudentsconclude.2.——AretheresomeborrowedwordsfromChinese?Letstudentstalkfreely.ThenextendseveraltypicalChinesewords.[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外来词，发散学生思维。为PartC做好铺垫。Step5:Let’sconsolidate1.LetstudentsfinishPartCindividually.2.Checktheanswersinacompetition:“TheVerySixPlusOne”.3.Introducetheidiom“luckydog”asahintofthenextstep.[Explanation]对PartC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。Step6:Let’sguess1.retaketheidiom“luckydog”,letstudentsguessthemeaning.2.showsomepicturesandsentencesclosetostudents’life,letstudentstrytofillintheblanksandguessthemeaningofeachidiom.[Explanation]语言是与生活的融合和延伸。本环节通过提供贴近生活的图片，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。Step7:Let’spracticeEnglishballetzerodentistrestaurantconfettioperacoffeealcoholrocketclockhamburgercolonel3Showstudentsashortstoryaboutculturaldifferenceandunderstandingeachother.Letthemcompletethestoryusingtheaboveidioms.[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。Step8:SummaryLanguageisameltingpot(熔炉).itnotonlyhasdifferences,butalsocanbeshared,makingusunderstandeachotherbetterinthisdiversified(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，wordpower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。Step9:HomeworkAskstudentstocompletethearticlebyusingexamples:Languageisameltingpot.[Explanation]作业是课堂的延伸。本课时的作业将本单元readingstrategy和语言融合的主题结合起来，让学生举例补充短文：Languageisameltingpot。BlackboardDesign:M6U3UnderstandingeachotherWordpowerUsefulWordsandexpressions:entertainmentn.娱乐militaryn.军事spicen.香料CompetitionGroupA:GroupB:4
