Lady in Red 教學設計

6. su would not be angry with people just because of a cultural misunderstanding.
iii. practice using the words given

wedding, see-through, greet, introduce, confusing, misunderstanding
1. at her ______________, she ____________ me to her friend tom and we ____________ each other.
2. i shall speak in simple words so that there may be no __________________.
3. it is not good for a teacher to wear a __________________ dress to class.
4. i found the math problem _______________.
                 
設計說明：這一環節讓學生深入理解閱讀材料。通過閱讀輸入語言，讓學生了解和練習高中閱讀方法和策略，獲取和歸納信息，根據語境理解生詞意思，并設計語境讓學生運用鞏固生詞，學以致用。在獲取和歸納信息的同時，融入朗讀指導(意群)。（在表格中填入understood what had happened后，引導學生思考主人公犯錯的原因，并從su和jan的視角對文化差異問題的理解作進一步提升。）
step iii. read for language
rewrite the underlined parts
1. i was thinking of what to wear to the wedding.
2. the day of the wedding my friends picked me up so that we could go together to jan’s house.
3. i wanted to cry because everyone kept looking at me like i had done something wrong.
設計說明：在學生獲取和歸納信息，根據語境理解生詞意思，鞏固運用生詞之后，引導學生根據語境意思用自己的語言改寫句子：what to wear (what i should wear)， pick me up (give me a lift / ride), like (as if)，了解語言點的處理。
step iv. group work
1. discuss and give the passage a better title. give your reasons.
2. if you were su and jan, what would you do at the wedding? act it out.
3. if you are studying in a school with students from different countries, what should you do not to make cultural mistakes?
設計說明：此環節目的在于讓學生運用所學內容，拓展思維，對課堂內容有較好的輸出，提高學生在實際生活中的為人處事能力和文化意識能力。
step v. homework
1. read the passage again, paying attention to sense groups.
2. write a story of cultural mistakes of your own.