高中英語-Module 3 Reading教學設計學情分析教材分析課后反思

PAGE4PAGEModule3BodyLanguageandNon-verbalCommunication第一課時：ReadingandVocabulary一、教學目標、方法和手段概述知識目標Tolearn:1.Keywords&keyphrases:unconscious,vary,greet,gesture,aggressive,involve,informal,youths,spread,position,weaponcommunicatewith,beonguard,makeadeal,bebusywith,holdup,giveaway2.Keysentences:1).Ifyousayaword“communication”,mostpeoplethinkofwordsandsentences.2).Althoughtheseareveryimportant,wecommunicatewithmorethanjustspokenandwrittenwords.3).Ifourrighthandisbusygreetingsomeone,itcan’tbeholdingaweapon.4).Ifyoushakehandswithsomeone,youshowyoutrustthem.能力目標1.Improvestudents’readingskills,suchas

fast-readingandcarefulreading.2.Helpstudentstohaveabetterunderstandingofthetext.3.Improvestudents’oralEnglishbyretellingthetextandtalkingaboutbodylanguageindifferentcountries.情感態(tài)度價值觀1.Helpstudentstolearnaboutgreetingsaroundtheworld.2.EncouragestudentstointroduceChina'sgreetingstoforeignfriends.3.Encouragestudentsworkcooperativelywithothers.教學重難點1.Helpstudentsunderstandthetextfully.2.Enablestudentstoexpresstheiropinionsaboutgreetingsindifferentcountries.3.Learnhowtotalkaboutgreetingsaroundtheworld.教學方法Task-basedteachingapproach;Groupwork;教學手段Multi-media;Guidingpaper二、教學流程設計Step1.Leadingin&warmingup(Purpose:Arousestudents’interest,helpthemwarmupandleadtothereadingpartnaturally.Enjoyashortpieceofperformance(video)“MyThankfulHeart”,thestudentswatchandimitatethegestures.)T:Classbegins!Ss:Goodmorning,MissLiu.T:Goodmorning,everyone.Sitdown,please!Ss:Thankyou!T:Tobeginwithtoday’sclass,let’shaveabrainstorm,howdopeoplecommunicatewithothers?Then,enjoyashortpieceofvideo“MyThankfulHeart”,actthegesturesaccordingtotheperformance,thenexplaintheirmeanings.S1:IthinkIusethisaction(雙手合成心形)toshow“mythankfulheart”.S2:Inmyopinion,IguessIusethisaction(雙手舉過頭頂)toshow“thankfate”.S3:…T:Verygoodactionandexplanation!Inthisvideo,wecanseetheyusebodylanguagetoshowtheiropinions.Weknowwhenwecommunicatewithotherpeople,weoftenusebodylanguage.Now,let’sactinpairsusingthesentencepattern:WhenI(dosomething……)I(bodymovement……)andsay(something……).Gotit?Ss:Yes.Studentsgivesomeotherkindsofbodylanguagewiththehelpofthesentencepattern.S1:WhenIshowsomeonetheway,Ipointandsay“Thiswayplease”.S2:WhenIseeafriendindistance,Iwavemyhandandsay“Hi!”S:……T:Allofyoudidagoodjob.Wecanusebodylanguagetogreetothers,buthowtousebodylanguageindifferentcountries?Areyouinterestedinthistopic?Ss:Ofcourse.T:Metoo!Sowehavethesameinterest.Todaywe’lllearnBodyLanguageandNon-verbalCommunication.Beforewelearnthenewlesson,let’srevisethevocabularywelearnedlastclass.Pleaselookatthewordsonthescreen.Canyourememberthefollowingwords?(展示幻燈片)Step2.Pre-reading(ReviewofVocabulary)(Purpose:TogetSstoreviseandconsolidatethenewwordsandphrasesrelatedtothereadingpassage.ItcanhelpSstoreadandunderstandthewholepassage.)T:Now,let’shaveadictation.Iasktwostudents(agirlandaboy)togotothefrontanddictatethewordsandphrasesontheblackboard.Therestofyouwritethemonyourguidingpaper.Thencheckthevocabularytogetherandreadaloud.Guidethestudentstopayattentiontothepronunciationofeachoneandtherelationshipbetweenitspronunciationanditsspelling.Reviewofthewordsandphrases:1).無意地adj.unconscious2).變化vi.vary3).攻擊的adj.aggressive4).非正式的adj.informal5).傳統(tǒng)的地adv.traditionally6)包括vt.involve.7).張開vt.spread8).與某人交流communicatewithsb.9).保持警惕beonguard10).達成協(xié)議makeadeal11).舉起holdup12).暴露（自己的情況）giveawayT:I’mverygladthatyouhaveagoodeffortandyourpronunciationisgood!TrytoremembertheChinesemeaning,please!Nowlet’sreadthepassageonPage22quicklyandsilentlyandchoosethebesttitleonyourguidingpaper.Step3.While-reading:Task1:Skimming(Purpose:TheseactivitiescancultivateSs’readingskillsofholdingthepassagewhollyandfindingoutthemainideaofeachparagraph.引導學生在快速閱讀的過程中使用Skimming這種方法來找尋文章的主旨大意,借助于抓每一自然段的中心論點或中心句來判斷一篇文章的大意,形成對語篇的把握，提高閱讀技能。)T:I’mverygladthatyouhaveagoodeffort.Nowlet’sreadthetextasquicklyaspossibletocompleteactivity1andactivity2inyourguidingpaper.5minutesforyou.Donotreadwordbyword,justfindthemaininformation.Areyouclear?SS:Yes.Readthepassagequicklyandtrytochoosethebesttitle.Activity1:Readthepassagequicklyandchoosethebesttitle.1).SayingItWithoutWords2).WheninRome,DoastheRomansDo3).GreetingsAroundtheWorld4).ReadMyMindActivity2:Trytofindoutthemainideaofeachparagraph.Paragraphsparagraph1paragraph2paragraph3paragraph4paragraph5Ss:Discussingroupsfor1minute.T:Whichgroupwouldliketoshareyouranswers?S1:Theanswerofactivity1is3)GreetingsAroundtheWorld.T:Doyouagreewithhim?Ss:yes.S2:Themainideaofparagraph1is:Waysofcommunication;paragraph2is:Greetingsinwesterncountries;paragraph3tellsusgreetingsinAsiancountries;paragraph4tellsusAmericanyouth’sgreetingstoday;Thelastparagraphtellsusfascinatingbodylanguageforustostudy.T:Well,doyouhavedifferentanswers?Ss:No.T:Reasonableunderstanding!You’vegotit!Whatshouldwedowhenwewanttogetthemainideaofapassageoraparagraph?Ss:Wecanreadthefirstsentence.T:Yes.Wecanreadthetitle,thefirstsentenceorthelastsentenceveryquicklytogetthemainidea.Butnotallthemainideasaregiveninthefirstorlastsentence.Itmaybeinthemiddleofthepassageoritneedsustosummarizethemainidea.Nowreadaloudthemainideaofeachparagraph.ParagraphsMainideaparagraph1Waysofcommunicationparagraph2Greetingsinwesterncountriesparagraph3GreetingsinAsiancountriesparagraph4Americanyouth’sgreetingstodayparagraph5Fascinatingbodylanguageforustostudy.T:Youdidaverygoodjob!Well,Somuchforthemainidea.Nowlet’sdoscanningandfinishthefollowingtasks.(showonthescreen)Task2:Scanning(Purpose:Thisisareadingskillusedtolookforimportantdetails.)Readthewholepassageanddecidewhetherthefollowingsentencesaretrue(T)orfalse(F).(1).Unconsciousbodylanguageisusedwhenweareintroducedtostrangers.()(2).Wealwaysfeelrelaxedwhenmeetingstrangers.()(3).Everyculturehasdevelopedaformalwaytogreetstrangerstoshowthemwearenotaggressive.()(4).Europeansshakehandswiththeirlefthands.()(5).Weshakehandswhenwemakeadeal.()Ss:Readthewholepassageanddecidewhetherthesentencesaretrueorfalse.Suggested

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1.F2.F3.T4.F5.TT:Youcanshareyourideaswithyourpartnerifyouneed.T:Haveyoufinished?Ss:Yes.T:Whataboutsentence1?Isittrueorfalse?S1:Itisfalse.T:Canyoutellustheinformationyouscannedfromthetext?S1:Theinformationisfromsentence1inparagraph2.【課文原句】Weuse“l(fā)earned”bodylanguagewhenweareintroducedtostrangers.T:Correct!Thankyou!Whataboutthesecondone?S2:Thesecondoneisfalse!Theinformationisfromthesecondsentenceinparagraphtwo.【課文原句】Likeotheranimals,weareonguarduntilweknowitissafetorelax.Ss:Yes，right.T:Goodjudgment!Yougottheanswer!What’sthemeaningofthissentence?S3:我們感覺到很安全才會放松,否則將一直處于戒備狀態(tài)。T:Verygoodtranslation!Payattentionto“beonguard”.Themeaningis…Ss:有警惕,心存戒備。T:Goodjob!Howaboutsentence3?S4:Ithinksentence3istrue.Paragraph2,sentence3.【課文原句】Soeveryculturehasdevelopedaformalwaytogreetstrangerstoshowthemwearenotaggressive.S5:Inmyopinion,sentence4isfalse.Theinformationisfromsentence4&5inparagraph2:【課文原句】Traditionally,EuropeansandAmericansshakehands.Theydothiswiththerighthandthestrongesthandformostpeople.T:Wonderful!Itseemsthatnothingisdifficultforyou.Comeon,class!Let’slookatthelastone.S6:Thelastoneistrue.Theinformationisfromthelastsentencebutoneinparagraph2.【課文原句】Weshakehandswhenwemakeadeal.Task3：Carefulreading(Purpose:ThistaskistohelpSsgetmoredetailedinformationbyreadingthepassagecarefully.)T:Tillnow,we’velearnedthemainideaandsomeimportantinformation,butthisisnotenoughforustounderstandthepassagebetter.Doyouwanttogetmoredetailedinformation?Ss:Yes.T：Soweshouldcometosomedetails.Readthepassagecarefullyandfinishthefollowingtwoactivities.Inthispart,youcanexchangeyourideaswithyourpartnerifyouneed.Finishtheseactivitiesinyourguidingpaper,please.Activity1:Readparagraph1carefullyandanswerthefollowingquestions.1.Whatdoestheword“communication”meaninthepassage?2.Whatadvantagesdoyouthinkbodylanguagehasoverspokenandwrittenwords?Suggested

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1.Itmeanswordsandsentences,unconsciousbodylanguageand“Learned”bodylanguage.2.It’smoredirect,emotional,excitingandcanberecognizedfromadistance.Itiseasiertoexpressourfeelinginthisway.Andthereisnolanguageproblem.Ss:Readthetextcarefullyandanswerthefollowingquestionswiththeirguidingpaper.(pairwork)T:Well,let’scheckyouranswers.Who'dliketohaveatry?S1:Ifwesaytheword“communication”,mostpeoplethinkofwordsandsentences,unconsciousbodylanguageand“Learned”bodylanguage,whichvariesfromculturetoculture.T:Goodanswer!Whataboutquestiontwo?S2:Peoplecanunderstandeachotherusingbodylanguagewithoutsayinganything.T:Yes,whatyousaidisgood!It’smoredirect,emotional,excitingandcanberecognizedfromadistance.Itiseasiertoexpressourfeelinginthisway.Andthereisnolanguageproblem.(Tips:Showtheanswersonthescreen,andmakesureSsunderstandtheanswerscompletely.)Activity2:Readparagraphs2-5andcompletethistable.(Purpose:Askstudentstoreadparagraphs2-5carefullysoastogetthedetailedinformationaboutgreetingsindifferentcountriesorareasandhaveabetterunderstandingofthetext.）T:Readparagraphs2-5carefullythenworkingroupof4,eachgroupmemberjustfinishoneitemonyourguidingpaper,thenshareyouranswerswithothers.CountriesorareasWayofgreetingBodypartsinvolvedmeaningofthegreetingEuropeans,AmericansChinaMuslimsHindusAmericanyouthsSs:Fillsomekeywordsinthetable.T:Haveyoufinished?Ss:Yes.T:Whichgroupgivesananswerfirst?Isthereanyvolunteers?Group1:EuropeansandAmericansshakehands,usingtherighthandtomeanItrustyou…Group2:Chineseputtherighthandovertheleftandbowslightlytoshowrespect.Group3:Muslimstouchtheirheart,mouthandforehead(salaam)toshowrespect.T:Goodanswers!WhataboutHindus?Group4:HindusJointheirhandsandbowtheirheadsinrespect.Group5:Americanyouthsoftenusea“highfive”tomeancommongreeting.T:Great!Eachgroupdidagoodjob,I’mproudofyou!Lookatthescreen,herearemyanswers.(Tips:Showthecompleteanswerstothestudentsandletthemreadit.)CountriesorareasWayofgreetingBodypartsinvolvedmeaningofthegreetingEuropeans,AmericansshakehandstherighthandItrustyou…ChinaputtherighthandovertheleftandbowslightlythehandsshowrespectMuslimssalaamheart,mouth,foreheadrespectHindusJointheirhandsandbowtheirheadsthehands,headrespectAmericanyouthsA“highfive”ThehandCommongreetingStep4.Post-reading:T:Allofyouhavedonewellenoughinaboveactivities!Sofar,wehavelearnedmuchaboutthedetailedinformationofthetext.NowI’dlikeyoutocompletethisactivityindividuallyusingsomekeywordsbyyourselvesonyourguidingpaper,thencheckwithyourpartner.Nowlet’sfillintheblanksandtrytorecitethepassage.Task1:Summary:(設計意圖：引導學生通過短文信息復述課文，總結運用文章中所學的知識和語言運用規(guī)律進行語言輸出，對本課所學重點知識進一步操練。)Readthewholepassageagainandfillintheblanks.(5ms)Everyculturehasdevelopedaformalwayto1.____strangers.Traditionally,EuropeansandAmericans2.___________.Theydothiswiththe3._____hand.ThatmeansItrustyou.I’mnotcarryinga4.__________weapon.Greetingsin5._____countriesdonot6.______touchingtheotherperson,buttheyalwaysinvolvethehands.TodayAmericanyouthsoftengreeteachotherwiththeexpression,“7.___________!”Bodylanguageisfascinatingforanyonetostudy.People8._______muchmorebytheir9._______thanbytheirwords.Ss:Readaloudthesummarytogether.Thenreaditbythemselvesandtrytoreciteitout.T:Whowouldliketohaveatry?Anyvolunteer?S1:…T:Goodvoice!Domorereadingafterclassandyouwillreciteitfluently.S2:…T:Wonderful!Suggested

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1.greet2.shakehands3.right4.threatening5.Asian6.involve7.Givemefive8.giveaway9.gesturesTask2:Groupdiscussionandcompetition(設計意圖：通過小組合作，引導學生積極討論，共同分享，形成和諧的學習氛圍,之后各組進行表演競賽，培養(yǎng)團隊合作精神的同時也達到對知識的應用拓展，反思提高。）T:Wonderful!Whatcanyoulearnfromthispassage?Asweallknow,greetingsvaryfromculturetoculture.Astheoldsayinggoes,“WheninRome,doastheRomansdo”.Howdoyouunderstand“WheninRome,DoastheRomansdo?”Youcanusetheinformationinthepassagetohelpyou.Pleasediscussingroups,thenusebodylanguagetoactitout.Wewillhaveacompetitionindifferentgroups,areyouclear?Ss:yes.T:Showthekeysentencesonthescreentohelpthem.(Group1):MakeaclearintroductionofgreetinginEuropeandAmerica(makesureeveryonecanunderstandyou)(Group2):TellhowdopeopledoinAsiawhengreeting.(Group3):IntroduceinformalgreetinginUS.(Group4):Giveexamplesofotherbodylanguageswhengreetinginothercounties.Ss:Discussingroupsforabout5minutes.T:Trytobeasactiveaspossibleinyourgroup,andatthesametime,listentotheothers.Discusstheanswerswithyourgroupmembers.T:Whichgroupwouldliketoshareyouropinion?Haveatry,please!Group1:InEuropeandAmerica,peopleoftenshakehands,usingtherighthandtomeanItrustyou…(onespeaksEnglish,theothersact.)T:Goodintroductionandaction.Group2:(S1)InAsia,whenpeoplemeeteachother,inChina,peopleshakehands.(S2)HindusJointheirhandsandbowtheirheadsinrespect.(theothersact.)T:Goodidea!Group3:Americanyouthsoftenusea“highfive”tomeancommongreeting.(onespeaksEnglish,theothersact.)T:I’minfavorofyouridea.Whatelse?Group4:(S1)Muslimstouchtheirheart,mouthandforeheadwhenpeoplemeeteachother.(S2)InJapan,womenbowwhenpeoplemeeteachother.(S3)InRussia,FranceandArabcountries,menkisseachother.(theothersact.)T:Goodjob!Group4offeredusmoreinformationofbodylanguageaboutothercountries.Let’scheerforthem.Whichgroupisawinner?Ss:Group4.T:Ithinkyouarewinners.Allofyoudidwellenough!Weshouldrememberthesebodylanguages.Whenwearevisitingothercountries,weshouldfollowtheircustoms.Step5Homework(設計意圖:鼓勵學生運用所學知識,以寫作的形式鞏固所學知識,將之前輸入的大量語言輸出出來，培養(yǎng)學生綜合運用英語的能力，增強學生的自信心，不斷進取。)Writeaparagraphbasedonyourdiscussiontodescribeyourideasaboutgreetingsvaryfromculturetoculture.三、課時作業(yè)Writeaparagraphbasedonyourdiscussiontodescribeyourideasaboutgreetingsvaryfromculturetoculture.在我校高中階段，英語學習是很多學生的薄弱點，在高中各學科中，英語學習的困難據其他學科之首。被動學習，缺乏積極的學習態(tài)度和毅力。對英語的興趣“一般”或“不大”的人數較多，而且學習信心不足。針對這種情況，在課堂上設計出不同的閱讀任務，由淺及深，循序漸進。讓不同程度的學生參與其中，體會成功的樂趣，提高自信心。1.自我評價：說說學習過程中自己特別感興趣并有幫助的三項活動，說出這些活動在哪些方面對自己有能幫助ActivityWhatkindofhelpLeadinginIcanimitatethegesturesSkimming&scanningIcanfindthemainideaofeachparagraphandtheimportantdetailedinformationquickly.Groupdiscussion

Icanintroducedifferentbodylanguageanddifferentgreetingsindifferentcultures.

PassagerecitingIcanintroducethetextwithoutdifficulty.小組互評

姓名發(fā)言的次數（多于平均3，一般2，少于平均1）和同學的合作意愿（好3，一般2，不太愿意1）對同伴的啟發(fā)和幫助（較大3，一般2，幾乎沒有1）為小組活動準備的資料（較多3，一般2，很少1）

總分馬艷333312張禮民233311王思榮322310陳超22239部分學生基礎較弱，運用英語進行交際活動的能力較差，課堂上不敢表現自己。主動學習的動力不夠，課前預習不到位。今后，應重視學生的課前預習，鼓勵其克服畏怯心理，開發(fā)學生的潛能，挑戰(zhàn)自我。相信會有所提高的本模塊是外研版必修四Module3中的Readingandvocabulary，是有關世界各地打招呼的體態(tài)語，在這一部分中學生除了學習新的詞匯、句型和訓練閱讀技巧外，對打招呼的體態(tài)語也有更深刻的認識。鞏固練習題：（共50分，45分鐘）練習一：Completethefollowingsentenceswiththerightformofthewordsjustlearnt.(10分)gestureaggressiveconscioustraditionalcommunicativeformalliftbendreligionrequest1.Islam（伊斯蘭教）isoneofthethreegreat___________oftheworld.2.TheFrenchpresidentwillmakea___________visittoourcountrynextmonth.3.Tomwasn'tvery___________,andkepthimselftohimself.4.Canyougivemea___________tothestation？5.___________yourknees,butkeepyourbackstraight.6.Usually,womenaregentleandnotas__________asmen.7.Wemakeourselvesunderstoodnotjustbywordsbutalsoby_________.8.Afterhedranksomewine,Tomwas__________drunk.9.Thebossrefusedour___________tohaveaspringouting.10.Thewomanwasbadlyinjuredintheaccidentbutsheisstill__________.Answers:1.religions2.formal3.communicative4.lift5.Bend6.aggressive7.gesture8slightly9.request10.conscious練習二：（10分）1.我在學校學會的最重要的一點就是如何與別人交流。ThemostimportantthingIlearnedinschoolwashowto______theothers.2.什么也不能阻擋我們取得進步。Nothingcan_______ourprogress.翻翻你的舊衣服，看看是否有可以捐贈的。Lookthroughyouroldclothesandseeifyouhaveanythingto_______.他不想卷入其中。Hedidn’twantto_______.你知道人們怎么對待這種行為的嗎？______you_____howpeoplewillregardsuchbehaviour?Answers:1.communicatewith2.holdup3.giveaway4.getinvolvedin5.Are–consciousof練習三：Fillintheblanksandwrit