Writing Help第二课时教案

英语阅读教案

一、教学目标：

（1）知识目标(Knowledge objectives)：

1 词汇：掌握、理解、运用以下生词community，

common ，opinion ，multicultural ，religion，

tradition，

unique，

nationality，

immigrate ，atmosphere，

appreciate ，ceremony，

custom，cause ，assume ，once ，treat 2.短语：even though , be famous for , on campus , treat …like ,a little bit of

3.句型：It makes me feel good that we can all study together and be friends.

There is an understanding that harmony and balance is very important in life.

I think it is good when we can learn about other customs and attitudes. They treated me like I was just another student. （2）能力目标(Ability objectives)：

1. Help the students have a better understanding of the content and structure of the text 2. Train the students’

ability of reading comprehension. （3）学习策略(Strategy objectives) Communicative learning and cooperative learning

（4）.情感态度(Moral objectives) 1．Develop the students’

confidence and cooperation in study , 2．Get the students to be interested in culture and train the students’

awareness of culture difference.

二．教学重难点

(teaching important and difficult points)：

1. Create conditions for students to get related information by scanning and skimming

2. Improve the students’

ability to solve problems. 3. Train the students’

ability of reading comprehension ;

4. Strengthen the students’

cultural awareness 三

教学过程：

Step1: Pre-reading (warming Up) T: Good morning , everyone.

Suppose a foreigner comes to China, what will you introduce to him or her which can best representative China? S(a): I will show him or her around the Great Wall. S(b): I will play gongfu for him. S(c): I will take him to the hometown of Confucius. S(d): I will play erhu for him to enjoy the traditional Chinese music called

Erquanyingyue.

T: Summary. The students did a very good job. Now, I’d like

to show you a picture . Do you know what it is ?

S: Zhong guojie T: Do you know how to say it in English ? S: It is called “

Good Luck knot” . T: Very good. From the name we can see this knot can bring us---- S: Good luck . T: If you see it ,you will be reminded

of our country. You can give it to your foreign friend as a souvenir. That stands for Chinese traditional culture. Now look at the next picture.

T: What can you see in this picture ? S: It is a Christmas tree with a lot of gifts on it. T: good. Good Luck Knot Stands for Chinese culture, while Christmas tree stands for -- S: Western culture. The culture between East and West is different. I will show you more examples.

T: Now look at the screen .Try to guess how to fill in the blanks with animal names

as strong as a_____(体壮如牛) as stupid as a _____(蠢笨如猪)

like a ____to water（如鱼得水）

as timid as a _____（胆小如鼠）

talk ______（吹牛）

(keys: horse ,goose , duck ,rabbit ,horse)

T: From this activity, we can see the same animal has different implied meaning in different countries . We live in a world of cultural diversity . We cannot recreate English idioms according to Chinese thinking. If so, you can make yourself confused.

T:

We live our lives as part of many cultures . There

are differences among us ,that is true . What is your understanding of culture diversity ? (Ask the students to discuss in pairs first, and then ask several pairs to report their answers .) 1)

what does cultural diversity mean to you ? 2)

Have you experienced cultural diversity in your community ？

3)

How would you feel if you were living in a multicultural community?

T: So much for the discussion. Now let’s play a game ___ word guessing.

(Divide the class into two groups ,boys and girls . Ask each group to choose two representatives to act out this play .

They face each other. One student will use his own words to paraphrase the word and ask the other student to guess which word he or she is talking. Either group will be given one minute .The group which can guess more words

will be the winner. )

1

Planet

1

immigrate 2

Youth

2

race 3

Religion

3

campus 4

Tradition

4

London

5

Custom

5 Paris

6

Hamlet

6 Summer 7

Shakespeare

7 clock 8

Washington

8 harmony 9

Green

9 lecture 10

Air

10 moon Step2:While-reading（presentation）

Task One：

Skimming T: Do you want to know others’

ideas on cultural diversity ? S: Yes. T: Now read it quickly and try to find the key sentence of each short passage.

(Ask the students to read through the text and try to find the key sentence of each short passage. Before giving the students’

the answers, ask them to discuss first.) 1)

passage 1

I grew up with cultural diversity. 2)

Passage 2

China has its own unique of cultural diversity.

3)

Passage 3

I enjoy working in this high school. 4)

Passage 4

I was surprised when I arrived in Canada to study. Task Two

Listening & Scanning : Listen to the tape , and then tell us whether the following statements are true or false. If it is false ,how to correct it ? 1)

Canada is famous for its being a multicultural society. 2)

China has its own unique kind of cultural diversity. 3)

All the nationalities in China do not share many common traditions and attitudes towards life. 4)

MS. Peters is a librarian in a South American high school. 5)

Dong Ma is a Chinese student in America. ( Keys :TTFFF) 通过仔细阅读课文，让学生回答以下问题：

1)

Jenny says that “I have grown up with cultural diversity ”.What supporting details does she give to support her statement ?

2)

According to Liming, what makes the Chinese people the same behind obvious cultural diversity ? 3)

Why do you think Dong Ma’s classmates were not that “friendly and hopeful”

to him at the beginning? Step3.Post-reading (extension)

Task One:

Discussion

How would you feel if one of your teachers wore a turban or some other symbol of his culture?

Would you feel good about it?

Why or why not? Task Two:

Debate

Situation:

Different country has different culture. Some students may think Chinese culture is better than American Culture. However ,others have a belief that American culture is better than ours. What’s your idea?

Step 4 Homework 1)

Write an article about the cultural diversity you ever experienced in your community. 2)

Go to websites to find more information about cultural diversity. 【课后反思】

新一轮英语课改的重点是，从学生的学习兴趣、生活经验和认知水平出发，倡导合作型学习方式和任务型教学，发展学生的综合语言运用能力。本课的这种整体教学设计符合“任务型教学”的原则，能使学生逐步深入的理解课文，同时训练和提高他们的阅读技能。本课的任务设计，源于课文，但又高于课文，教师带领学生层层深入，不断启发学生的思维，发挥了调控者和

帮助者的角色。学生主动参与，自己去发现问题、分析问题和解决问题，体现了学生的主体地位，促进了任务的实现。另外，需要注意教学环节要过渡自然，要有可操作性，让学生在不知不觉中进入状态并开展活动，在设计活动时应充分考虑学生的情感态度，排除学生的心理障碍，帮助学生建立自信心和探索的勇气，营造师生合作，生生合作，平等讨论和自由争辩的气氛，要设法让学生在快乐中学习。