人教新課標(biāo)高一英語必修四閱讀課教學(xué)設(shè)計

1、人教版新課標(biāo)高中英語必修四Unit 4 Body Language 閱讀課漳浦龍湖中學(xué) 授課班級：高二理科（1）班 授課老師：陳亞妹一、 教材分析1. 教學(xué)內(nèi)容分析本節(jié)課是這個單元的第三課時，為精讀課。課文是以作者去機場迎接外國學(xué)生為場景，講述了幾個不同國家的學(xué)生由于文化背景的差異，初次見面時互相問候的方式迥然不同所導(dǎo)致的誤會。形象地表明了身勢語與文化背景的密切關(guān)系，以及身勢語不同的文化內(nèi)涵和在跨文化交際中的重要作用。2. 學(xué)生情況分析經(jīng)過高一一學(xué)年的英語學(xué)習(xí)，一部分學(xué)生已經(jīng)掌握了略讀、跳讀等一定的閱讀技巧及閱讀策略。但還有一部分的學(xué)生基礎(chǔ)不扎實，主動學(xué)習(xí)的積極性不高，因此，激發(fā)學(xué)生學(xué)習(xí)英語的

2、興趣至關(guān)重要。高中英語的教學(xué)重點是使學(xué)生掌握基礎(chǔ)的語言知識和語言技能，因而在教學(xué)過程中，考慮學(xué)生的實際情況，要因材施教，設(shè)置學(xué)生感興趣的教學(xué)活動，將傳統(tǒng)的教學(xué)方法與現(xiàn)代化多媒體技術(shù)相結(jié)合，才能調(diào)動學(xué)生的英語學(xué)習(xí)熱情。二、 教學(xué)目標(biāo)分析1. 知識與能力目標(biāo) 通過對課文的閱讀，能夠掌握本課的單詞和短語并利用他們完成各項閱讀任務(wù)。 通過設(shè)計不同層次的閱讀任務(wù)，幫助學(xué)生鞏固、強化和提高略讀、細(xì)讀、理解大意、理解重點細(xì)節(jié)和猜測詞義等閱讀策略。2. 情感態(tài)度目標(biāo)通過對文章的理解及學(xué)生小組場景表演，讓學(xué)生懂得交流與溝通不僅僅局限于語言，還可以借助肢體語言形象表達(dá)出自己的情感，不同的文化背景的人們對身勢語有不

3、同的理解。3. 學(xué)習(xí)策略目標(biāo)通過對文章的閱讀，利用不同的閱讀任務(wù)，幫助學(xué)生完成快速閱讀、精讀等練習(xí)來提高學(xué)生的閱讀能力。4. 教學(xué)方法及教學(xué)手段 采用任務(wù)型教學(xué)方法，啟發(fā)式教學(xué)，激發(fā)學(xué)生學(xué)習(xí)積極性，完成教學(xué)任務(wù)。 運用現(xiàn)代化多媒體進(jìn)行教學(xué)，豐富課堂內(nèi)容，調(diào)動學(xué)生課堂氣氛。三、 教學(xué)重點、難點1. 教學(xué)重點使學(xué)生了解不同的文化背景的人，他們的身勢語是不同的，尤其是打招呼的方式。另外，在閱讀的基礎(chǔ)上，重視學(xué)生閱讀方法和閱讀技巧的引導(dǎo)，完成閱讀能力的培養(yǎng)。2. 教學(xué)難點 如何利用略讀、細(xì)讀等閱讀技巧完成所給的閱讀任務(wù)，通過這樣的閱讀手段形成閱讀策略。 課堂教學(xué)中，在提高學(xué)生閱讀理解能力的基礎(chǔ)上，全面

4、訓(xùn)練學(xué)生的聽、說、讀、寫能力。四、 教學(xué)過程Step I. Greetings.The teacher greets students as usual.Step II. Lead-in1. T: Do you know what the body language is? The body language is one form of communication without speaking, such as gestures, facial expressions and postures.（通過幻燈片展示的圖片，形象生動地讓學(xué)生了解什么是肢體語言，調(diào)動學(xué)生的學(xué)習(xí)熱情，同時引出我們本

5、節(jié)課的閱讀主題。）2. Revisive the words in the passage. 通過復(fù)習(xí)課文的有關(guān)詞匯，幫助學(xué)生在閱讀過程中能準(zhǔn)確理解整體課文。Step III. While-reading1. Fast-reading: Listen to the recording, read and answer the following questions. How many international students are there in the country?Six. Who are they and where they come from?Tony GarciaColu

6、mbiaJulia SmithBritainAkira NagataJapanGeorge CookCanadaAhmed AzizJordanDarlene CoulonFrance通過聽音閱讀，旨在培養(yǎng)學(xué)生快速、準(zhǔn)確查找目的信息的能力。2. Scanning: Match the main idea for each part.Part 1 People from different countries have different body language.(Para1)Part 2 Summary of body language.(Para2-4)Part 3 I went to

7、the Airport to meet the international students.(Para5)培養(yǎng)整體快速閱讀能力，學(xué)會關(guān)注語篇的內(nèi)容和結(jié)構(gòu)，抓住文章的主體大意。3. Careful-reading:1. Ask students to find out the two mistakes that the author noticed.The first cultural mistake:Tony Garcia: He approached Julia, touched _and _her on the _.Julia Smith: She _ appearing _ and p

8、ut up her hands as if _. The second cultural mistake:George Cook: He _ his hand _ to the Japanese.Akira Nagata: He _ to George but his nose _ Georges _ hand.2. Choose the best answer to each question.The author in the passage is _. A. a female B. a male C. a representative of the Chinese government

9、D. the boss of a big company.Why are the international students visiting China?A. Because they like the friendly people and the delicious food of China.B. Because they have received invitations from the government.C. Because they are interested in developing business in China.D. Because China is bec

10、oming more and more powerful now.What parts of the world are not represented by the visitors?A. Africa, Australia and Central America.B. Europe and Asia.C. The Middle Eastern, Africa and America.D. Only Australia. Which of the following statements is NOT true ?A. Body language is important because i

11、t helps avoid misunderstanding.B. Some of the languages are good while others are bad and rude.C. A man from the Middle Eastern tends to greet men and women in different ways.D. French people will often kiss people they know on both cheeks.通過對文章的細(xì)讀，培養(yǎng)學(xué)生用英語進(jìn)行思維的良好習(xí)慣，也是加強學(xué)生在細(xì)節(jié)理解的基礎(chǔ)上強化學(xué)生進(jìn)行推理判斷的能力培養(yǎng)。Ste

12、p IV. Post-reading 1. Fill in the blanks with suitable words from the text. If you have a chance to observe several foreign visitors from different countries getting together, youll surely experience some _ that will happen among them in body language due to the difference of their _. For example, w

13、hen at the first meeting, Colombians like to _ others,_ their shoulders and kiss them on the cheek, while the British will keep a certain distance from others; Canadians will _ hands, while Japanese will _.From the above examples, we know that all cultures dont _ each other the same way. In short, a

14、s well as _ language, our body language can also express our _ through physical distance, actions or posture. But remember that _ of the actions or posture is good or bad, and they are just the ways of communicating with people. Different cultures result in different body language.2. Role play.Ask s

15、ome students work in groups and try to act out the story in the text. Different students represent different parts of the world, and use body language to greet each other. 通過對前面幾個環(huán)節(jié)的環(huán)環(huán)相扣，這部分可以使學(xué)生在文章的理解之后的語言綜合運用能力得到鍛煉。最后這一任務(wù)，利用學(xué)生的表演側(cè)重出本節(jié)課的閱讀主題，讓學(xué)生進(jìn)一步認(rèn)識到肢體語言在跨國文化交際中的重要性，從而達(dá)到培養(yǎng)學(xué)生的情感目標(biāo)。Step V. Homework1. Learn the words and expressions in the passage by heart.2. Retell