Learning about Language教学内容分析

年级

复备人

高2019级

课时题目

璧山中学校教学案

学科

英语

主备人

高一英语核心备课组

教材版本

新人教版

内容

Book4Unit2Using language Unit4: Showing your feelings

reading and writing

单元课标解读及教学设计

设计思想：

《课标》语言技能八级目标关于“读”的方面要求能通过分析句子结构，理解难句和长句，能理解阅读材料中不同的观点和态度，根据学习任务的需要，从多种媒体中获取信息，并进行加工处理；要求写方面能简单地描述人物或事件，并简单地表达自己的意见；能给朋友、笔友写信，交流信息和情感；能对所写内容进行修改。

根据以上课标要求，本节课将通过Skim, Scan,等阅读策略来训练学生从文本中、获取信息、分析信息、猜测故事情节的能力，将通过先让学生列写作提纲给同学写邮件的形式帮助和指导学生合理分配写作内容，以及培养用英语表达自己的意见；给朋友、笔友写信，交流信息和情感的能力，再用写后课后修改来训练学生对所写内容进行修改的能力。

教情分析: 本节课主要是通过让学生先理解一篇关于表情传达情感的阅读材料，然后通过对这篇阅读材料的主旨大意，写作要点的梳理来培养学生写作前列提纲的意识。然后给学生一个情景“假如你看到你的同学面露不悦地离开了教室，你给他发送一个英文邮件”，让学生在教师指导下列提纲然后完成写作任务。以此来培养学生将学用结合，把阅读和写作任务整合起来的的综合语言运用能力。

学情分析: 在学习本课前，学生已经学习了一篇与本课主题相关的文章，并进了相关的语言知识学习和听说能力训练。大多数学生已经初步具备略读、扫读获取信息以及根据上下文猜测词义的阅读技能，因此，在阅读和理解本课内容时难度不大，但因学生没有用英语进行写作的能力较差。所以后面写作部分相对要困难一些。教师在写作部分可提供简单的范文。

Teaching Goals: After this class, Ss will be able to: 1.

Learn some useful words and expressions of the text, such as unspoken, facial, function, at ease, lose face, turn one’s back to, fist, subjective and so on. 2.

Learn more about body language like: What is the difference of body language between various cultures. 4.

Learn to make an outline before writing and improve their reading and writing ability.

5.

Develop the sense of cooperative learning.

Teaching key points: Get the students to understand the passages and develop students' reading skills and writing ability.

Teaching difficult points: Get students to write an email to express their ideas . Teaching Methods: TBLT

1

Teaching Aids: Multi-media Teaching Procedures

Steps Step1 Warming-up

Step2 Pre-reading

Step3 While-reading

T’s Activities

1.

Show some pictures of some most universal facial expressions.

1.

Give a question: Can you “read” a person’s feeling by seeing his/her facial expressions or gestures?

1.

Fast-reading (1)

Ask the students to read the passage quickly and find out the main idea of the passage.

(2) Let students figure out how many kinds of body language are referred in this passage.

Ss’ Activities

Ss. should try to use English to talk about what these facial expressions show.

Talk about it with their group members and give reasons.

Which is the main idea of the passage? A.

Only gestures without spoken language may cause misunderstanding. B.

Some body language or gestures are the same throughout the world. C.

Different gestures stand for different feelings, wishes or attitudes. D.

It is about how to communicate with others.

How many kinds of body language are referred in this passage？

A. 3

B. 4

C. 5

D. 6

2 时间

2”

2

2

1

设计意图

复备记录

To lead to the topic and some new words, and arouse Ss’ interests.

To connect with this reading material.

To develop students’

skimming ability for

mastering some basic information.

Step4

Pre-writing

2.

Careful reading (1) Ask students to read the text carefully and do the T or F questions.

(2)

Ask students to read the whole passage in detail and summarize the writing points(the outline) of this passage.

1.

Present a situation to students: Your classmate left very quickly after class，so you want to send him / her a short message to ask about what’s happened. And then show an outline to students. Outline: Dear ***: 1st paragraph: describe the body language that you noticed

Mark T or F 1)

Body language is never as important as spoken language. 2)

If you are angry at a person, you might turn your back to him or her. 3)

You should not greet your new boss by giving her or him a hug.

4)

Body language is the same all over the world. 5)

Most people can understand each other if they try

Main idea:

Different gestures stand for different feelings, wishes or attitudes. Points: 1)

Showing happiness 2)

Showing unhappiness or anger 3)

____________________________________________________________________________________________________

Discuss with their partners about how to organize this email, and try to write an outline.

3

5

5

5

To develop students' ability of catching some detailed information.

To develop students' ability of summarizing and help them realize the importance of making an outline before writing.

To help students

write an outline of a passage.

Step5 writing

Assignment

2nd paragraph: ask if

something is wrong, make

some guesses

3rd paragraph: offer to help,

remind him / her that you

are a good friend.

And give some useful Finish writing according to the 15 expressions and sentences to outline.

students and ask them to finish Dear ***:

writing according to the outline.

I noticed this morning

that____________________

____________________. It

looked as if _____________

_________________________

.

Is there anything wrong? I

heard/guess that_________

_______________________.

Is that true?

We are good friends,

remember? I really would like

to_____________________.

Yours:

Show students an example and Read the following model 3 ask them to rewrite the passage essay.

by using the outline and details.

Dear ***:

I noticed this morning that

you seemed very depressed.

You look very depressed.

When I asked you what

happened，

you didn’t answer

me.

Is there anything wrong? I

heard/guess that you didn’t get

a high score in the

monthly-exam. Is that true?

4

To develop their writing abiity.

To help students improve the writing ability by giving an example.

We are good friends,

remember? I really would like

to help you if I can. Can I share

the difficulty with you and

study together these days?

Yours:

***

教学反思

5