Learning about Language教案3

Unit4 Communication: No problem教学设计

高碑店一中

朱文萃

教材分析：

本单元的中心话题是“身势语”，阅读部分讲述了一个机场迎接客人的故事。来自几个不同国家的商人由于文化背景的差异，在初次见面时互相问候的方式迥然不同且发生了一些小误会，反映出身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。 教学设计思想： READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。在教学过程中实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中学习语言知识以提高语言应用能力。在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来.把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。让学生在实践中掌握阅读技巧和方法，提高阅读能力。教学中以学生体验为主，在语境中体会词义，培养学生爱思考的好习惯。英语学习不仅是对语言的学习，更是对文化的学习。

Teaching content: Communication: No problem Teaching aims: Try to improve the students’ reading ability and help the students

learn about body language. Teaching tools: Multimedia Teaching steps: Step1 Greeting and revision Translate the following sentences using the -ing form. 1.我们学校有一个游泳池。 2.站在那边的那个男孩是我的同学。 3.完成工作之后，他就回家去了。 4.大家认为他是个活字典。 设计说明：复习先前学过的语法知识。

Step2. Lead in

What is body language? 设计说明：通过这个问题引出话题，让学生们对于body language有一个概念。

Step3. Game I do the action and you speak out the meaning of the action. 设计说明：学生做动作并让同学去猜意思，鼓励学生们用英语表达，活跃了课堂气氛。

Step4. Reading

1)fast reading What’s the main idea of the passage?

The differences in _________between________and the necessity of _________. We divided the passage into parts. What’s the main idea for each part?

Part 1 (para. 1) You are sent to the Airport to meet business people.

Part 2 (para. 2 and 3) Examples of learned or cultural “body language”.

Part 3 (para. 4) Different peoples have different body language. Part 4 (para. 5) Summary of body language. 设计说明：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。

2)careful reading Para1

1.Why we went to the airport?

Para2&3

Read Para2 and 3 and act the scene where they first met. 设计说明：学生既需要对文章内容有深入的理解，又要在实践中运用所学的知识。这项任务可以很好地检测学生对文章理解和熟悉的程度，从而不断提高学生的口语表达能力。

Para4:

1.How do people use “unspoken language”?

A. By the movement of their bodies.

B. By eye contact.

C. By keeping physical distance, actions or posture.

D. By moving their hands. 2. People from ________ seldom touch each other strangers, while other people from

______ are more likely to touch.

A. England; Spain, Italy and south American countries

B. France; Spain, America and England

C. Spain; Italy, England and South American countries

D. Spain; Italy, England and America 设计说明：扫读（查读）也是高中英语阅读训练中的一项基本阅读技巧，通过扫读可以帮助学生寻找特定信息来完成阅读理解的题目。在完成阅读任务时，老师可给予学生一些阅读技巧方面的指导，如运用扫读(scanning)迅速浏览文章, 搜寻关键词等，同时注意文章中是否有表转折等关系的连词

Para5: True or False

1. Body language in some countries is good while some in others is bad. 2. All members of a culture behave in the same way. 3.Studying international customs can certainly help avoid difficulties in today’s world of cultural crossroads.

设计说明：高考阅读理解题目中很多是细节判断题。通过这个练习，可以加强学生对文章细节的判断和理解。

Step5.

Retell the text by filling in the following blanks. Another student and I, _____ our university’s student association, went to the Capital International Airport to _____this year’s ______students . I saw these students from different countries expressing _____ in different ways. These are examples of cultural “______”. Not all cultures _____ each other the _____ way, nor are they comfortable in the same way

with touching or ______ between people. In the same way that people ______ with spoken language, they also _____ their feelings using unspoken “language” through _____ distance, actions or ______. In a word, body language differs in different ______ and is widely used in______.

设计说明：再次阅读课文，对于重点词汇进行强调。

Step6.

Fill in the blanks with the phrases in general

be likely to

in defence

on the contrary

kiss sb. on the cheek

shake hands

reach out to

1)I thought the test must have been difficult. _________________it was easy. 2). He ____________ go abroad.

3). ______________, the economy is doing well now. 4). She put up her hands as if

_______________. 5). The mother hugged her daughter and

_______________________. 设计说明：对于重点短语进行强调。

Step7.

Homework •

1. Read the passage again after class. •

2. Finish the exercises in the newspaper.

设计说明：阅读课文

再次巩固课本知识

，而报纸中配套的习题训练则对于本课的重点词汇和短语的学习进行加强。