高一英语教学设计

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1、高一英语教学设计unit4 Reading Communication: no problem?新钢中学 刘龙寿1.整体设计思路、指导依据说明本单元的中心话题是“身势语”。“热身” 部分以游戏的形式引导学生了解身势语的作用。学生结合身势语一些动作表演出来，既有趣味性，又有体验实践性。Reading部分通过分段朗读和听力训练进一步让学生了解了肢体语言的交际功能以及部分东西方手势语的区别。本课采用任务型教学，模拟真实生活的任务，任务的设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任务，并由高级任务涵盖初级任务的循环，坚持学生为主体，教师为主导，任务为基础的教学原则。2.教学背景分析教学

2、内容分析：本节阅读课之前，笔者先进行词汇教学，本单元中心话题“Communication: no problem?”具体涉及“什么是身势语”及各种文化背景下身势语的异同。在阅读课中，笔者根据学生知识连贯性的特点和实际情况，把教材中的Warming up 作为Reading 的导入部分，把Pre-reading, Reading和Comprehending 整合在一起作为一堂“精读课”。学生情况分析：“Body language”方面的话题是从实际出发，从自身体验出发的一个话题，学生应该非常感兴趣，而且就该话题让学生做Act and guess,Talk和Discuss等活动，学生们会有参与的热

3、情，会有发言的冲动。Reading是一篇情节有趣且结构清晰的文章，同学们阅读起来不会有太大难度，各种能力水平的同学都能参与到整个教学过程并有所得。3.教学目标分析1.进行skimming, scanning, careful reading, generalization, guessing meaning等阅读技能训练。2.充分利用多媒体，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。3.使学生了解在各国相同身势语所表示的不同交际含义。增强对中外“身势语”差异的敏感性，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，增强对祖国热爱之情。4.教学重点、难点分析教学重点1.

4、训练学生的略读与扫读技巧是本课的重点。根据英语课程标准关于语言技能的教学建议，略读与扫读是阅读教学的基本技能之一，是学生必须掌握的。2.提高学生把握文章篇章结构、把握文章细节和理解文章主题的能力，培养学生的阅读策略，使其形成快速获取信息的能力。教学难点：怎样使学生理解不同国家的身势语，正确地使用身势语及比较各国身势语的不同是本课的难点。根据英语课程标准，文化意识是内容标准之一，要求学生掌握一些行为规范、风土人情等方面的知识，这有利于培养学生的世界意识，有利于形成跨文化交际能力。5.教学过程设计步骤1：Lead in （8 minutes）1.英文歌曲If you are happy 2.游戏A

5、ct and guess The teacher invites four students to act some gesture by using body language.Students guess what the body language means.Be quiet! (请安静) Im full! (我饱了) Making a call. (打电话) Good luck! (祝你好运) Goodbye! / See you! (再见) Stop! (停)Im thinking! (我在思考) You are great! (太棒了)Come here! (到这里来) Im t

6、ired! (我累了)设计意图：1.通过熟悉欢快的歌曲旋律，使课堂充满轻松愉悦的气氛，且Clap your hands ! Stamp your feet ! 与主题“Body language”密切相关。2.游戏的方式极大地激发了学生参与课堂的热情，让学生了解“Body language”的传达信息的作用。步骤2：Reading（30 minutes）1. Fast reading（8 minutes）Which is the main idea of the text?A. There are different customs in different countries.B. Fore

7、igners should follow the customs of the country where they are visiting.C. People use body language to send messages and different body language has different meanings.D. The importance of knowing customs. How many parts can this passage be divided into?Try to find out the main idea of each part.Par

8、t 1(Para.1) I went to the airport to meet the international student. Part 2 (Para.2-4) People from different countries have different body language.Part 3 (Para.5) Summary of body language. 设计意图：通过让学生找出文章主题和划分段落的练习，使学生获取文章大意，培养快速阅读能力，养成整体阅读的习惯，关注语篇内容和结构。略读是学生应掌握的一项基本的阅读能力，通过略读可以把握文章大意。在完成阅读任务前，老师可给予

9、学生一些阅读技巧方面的指导，如略读(skimming)文章标题、小标题以及每个段落第一行，关注文章中反复出现的关键词等。通过不断掌握阅读技巧，学生快速获取文章信息的能力及阅读速度也会不断提高。英语课程标准“语言技能目标（七级）”要求“能理解文章主旨”。文章大意是阅读理解题型必考的题型，部分学生可能会选第一项A，应让学生明白主旨大意是以全文角度出发，而不是局部内容。2. Careful reading（22 minutes）分段朗读和听力训练Para.1（3 minutes） Fill in the blanks. Time: yesterdayPeople: another student a

10、nd I ,this years international studentsPlace: the Capital International AirportWhat to do: We would take them first to their dormitories and then to the student canteen.Para2（9 minutes）Retell the two cultural mistakes after listening to the tape and watchinga video.复述情景Students retell the two cultur

11、al mistakes，attention to the sentence: “She stepped back, appearing surprised and put up her hands, as if in defence.”（The ing form is used as Adverbial）.Presents some sentences with ing form of verb as attribute or adverbial, e.g. They are visitors coming from several countries. (Paraphrase it by u

12、sing attributive clause) Four people enter looking around in a curious way. (Divide it into two sentences) Students: Rewrite sentences. Para3（3 minutes）1. How do men from Muslim countries greet others?To man: stand close, and shake handsTo women: nodding2. How did Tony and Darlene greet each other?T

13、hey shook hands and kissed each other on each cheek, since that is the French custom when adults meet people they know. Para4（3 minutes）fill in the chart.Para5（2 minutes）Which way of greeting is the best: kissing, smiling, handshaking or bowing?These actions are not good or bad, but are simply ways

14、in which cultures have developed. When in Rome, do as the Romans do. 判断正误（2 minutes） 1. English often stand close to others or touch strangers as soon as they meet. (F)2. All members of a culture behave in the same way. (F)3. Learning English well can certainly help avoid difficulties in todays worl

15、d of cultural crossroads. (T)4. Japanese will bow to others as greeting. (T)5. Body language in some countries is good while some in others is bad. (F)设计意图：(1) 学生分段朗读和听力训练:让学生分小组朗读课文段落，可以使学生都参与到课堂中，朗读之后，再来听课文录音，同学们可以模仿录音的语音语调，纠正他们的发音。 (2) 观看同学在录相中表演的两个cultural mistakes后，再重述情景，能锻炼他们的英语口头表达能力，同时讲解重要知识

16、点，进一步领悟现在分词作状语和定语的用法。(3) 通过细读的方式阅读课文，有利于学生理解文中具体细节。根据课文中每个段落的重要内容，设置难度适中的True or False 问题，让学生通过抢答的方式解决问题，能充分调动全体学生参与课堂教学的热情，要求学生做练习时找出其判断的依据，培养学生良好的阅读习惯。步骤3：Discussion（5 minutes）Do you think body language is important? Can you give some examples in our daily life?Allow students a few moments to disc

17、uss in groups of four. The teacher offers help to those who have difficulty, ask two students to come to the blackboard and write down opinions of other students.设计意图：引导学生讨论身体语言在日常生活中的运用，让两位同学将其他同学说提的观点呈现在黑板上，把课文阅读与听说写有机地整合起来，激发学生的发散性思维能力。步骤4：Summary （2 minutes）Body language and communication custom

18、s are different in different countries and areas with different cultures. When we are abroad, we must respect their custom and laws. And when the foreigners are in our country, they also should respect our people and laws. Therefore, studying international customs can certainly help avoid difficulti

19、es in todays world of cultural crossroads!设计意图：本课结束时，教师有目的地再现课文的主题，重在进一步突出本课的中心话题，并将德育渗透于英语教学之中。步骤5：Homework1. Imitate the sentences from the text “She stepped back, appearing surprised. ”“He bowed to Mr. Cook and his nose touched Georges moving hand.”and make 6 sentences in which the ing form is us

20、ed as the Adverbial or Attribute2. Surf the Internet to collect more information about body language in different countries.设计意图： 1.巩固现在分词作状语和定语的用法。2.通过完成这项开放性作业，学生在巩固课本知识的同时又增加了新的信息量。英语学习不应仅局限于对语言知识的学习，还应有对各国文化方面的了解。 附：Hand writing design on the blackboardCommunication: No Problem?She stepped back,

21、 appearing surprised. (Adverbial)His nose touched Georges moving hand. (Attribute)BodyLanguageto express emotions;to ask for help;for artificial purpose(funny play )6.教学评价设计评价内容：The things I can do 评价方法：GradeI understand the main idea of the reading passage 5 4 3 2 1I understand the details 5 4 3 2 1I can remember the new words and expressions 5 4 3 2 1I can use key words or phrases to summarize the reading 5 4 3 2 1I can use the reading skills 5 4 3 2 1