Teaching design

LIU+jia

Teaching material：人教版必修4 Unit4，Body language——reading

The analysis of teaching material：本節(jié)課是第四單元的第二課時(shí)，是一篇閱讀文章。根據(jù)《普通高中英語(yǔ)教學(xué)標(biāo)準(zhǔn)（實(shí)驗(yàn)）》的要求，高中階段英語(yǔ)教學(xué)的總體目標(biāo)是全面提高學(xué)生的綜合語(yǔ)言運(yùn)用能力，閱讀教學(xué)在學(xué)生的語(yǔ)言教學(xué)中有著舉足輕重的作用，本課以機(jī)場(chǎng)迎接客人為場(chǎng)景，講述了來(lái)自幾個(gè)不同國(guó)家的學(xué)生由于文化背景的差異，在初次見(jiàn)面時(shí)互相問(wèn)候的方式迥然不同而造成的一些小誤會(huì)，形象地表明了身勢(shì)語(yǔ)與文化背景的密切關(guān)系，以及身勢(shì)語(yǔ)在人們?nèi)粘＝浑H中的重要作用。教師應(yīng)結(jié)合學(xué)生的實(shí)際水平有針對(duì)性地培養(yǎng)學(xué)生的閱讀能力及綜合語(yǔ)言運(yùn)用能力。

The analysis of the students：此時(shí)的高一學(xué)生正處于高中英語(yǔ)興趣培養(yǎng)和良好的學(xué)習(xí)習(xí)慣養(yǎng)成階段，通過(guò)初中三年的學(xué)習(xí)，大多數(shù)同學(xué)已具有一定的聽(tīng)、說(shuō)、讀、寫(xiě)能，有明確的學(xué)習(xí)意識(shí)和自主學(xué)習(xí)能力。但他們的閱讀技巧的應(yīng)用不夠嫻熟，閱讀能力有待提高，依舊存在著這樣和那樣的閱讀障礙。教師應(yīng)以本節(jié)閱讀課為依托全面提高學(xué)生的綜合語(yǔ)言運(yùn)用能力尤其是閱讀能力。

Teaching aims：

Knowledge aims：①make out the words ，phrases and sentence patterns in the reading.②make out the main content of the reading and learn sth about bodylanguage from it.

Ability aims ： ①stimulate the studentss ability of reading and the ability of using language.②cultivate the studentss reading skills，such as skimming ，scanning ，predicting and word guessing .

Emotional aims： ①develop the studentss culture awareness，knowing that when in Rome，do as Romans do.②enjoy bodylanguage，enjoy reading，and to be a happy English learner.

key points：①learn something about bodylanguage .②develop their reading ability and strengthen their

reading skills

Difficult points：①how to develop the studentss ability of listening，speaking，reading and writing efficiently.②.how to develop their own reading strategy and study autonomously.

Teaching aids ：blackboard，multi-media and dictionaries

Teaching procedures：（as the chart）

Step1.leading in

play a game

①guessYaomings emotion

②act out the gesture according to the statement.

Intentions arouse their interest and create a proper atmosphere

Step 2.come to the reading part

①skimming

a. 1. What is the main idea of the text？

A. There are different customs in different countries

B. Foreigners should follow the customs of the country where they are visiting.

C. People use body language to send messages and people from different countries have different customs.

D. The importance of knowing customs.

b. Match the right main idea of each part.（in ppt）

Intentions Develop their reading skills and the ability of

collecting information

②scanning：

a. How do different international students behave when they greet people？ Complete the chart with information from the passage on the screen.（in ppt）

b Decide if the following statements are true （T） or false （F）. （in ppt）endprint

c.choose the best answer（in ppt）

1. What did the writer go to the Capital International Airport for yesterday？

2. Where is Tony Garcia from？

3. From Paragraph 2 we know that Japanese prefer to ____ when they are introduced to others.

4.According to the text， men from the Middle East often ____.

Intentions Stimulate their ability of solving problems and cooperation

③retelling

the text by filling the blanks on the screen.

Intentions Comprehending and consodidate

Step3.

Imagine that The World Expo will be held in our city in 2013. Our government is advocating excellent etiquette（禮儀）. As a native， what do you think you will do to greet friends both at home and abroad？

Intentions Develop their ability of using Language and imagination

Step4.oral practice

Your best friend Li Lei is going to travel abroad， please tell him some tips about the different greeting ways in those foreign countries.

Travel around the world

Britain→France Jordan→china→Japan→Colombia For example： Hi， Li Lei， Im so excited to hear that you are going to travel

abroad. And Id like to tell you something about the greeting ways.

In Japan， people prefer to …People in Colombia like… English people do not usually…The French custom is … Men from Jordan will often…

Intentions Create a proper atmosphere and stimulate their ability of organizing language and expressing .Know that，when in Rome do as Romans

do

Step5.Summary

What can we learn from the passage？

（Different countries have different cultures and body languages ， so when people greet each other， they will have different body languages. If people dont know the cultural differences well， people may have difficulties in communicating with others throughout the world.）

Intentions Strengthen their impression on the class

Step6 .homework

1.Find more information about body language in different counties.

2.Use body language to thank your parents after school

Intentions Expand what they learnt and get good emotional experience

參考文獻(xiàn)

[1] 郭大勇，宣華，付小龍.Modern Teaching Support Platform Design[J].Tsinghua Science and Technology，2010（03）：104-108.

[2] John，F(xiàn)innie.Teaching Hydraulic Design[J].水力工程，2001（1-12）：983-983.

[3] Stephen Silverman，Kevin Mercier.Teaching for physical literacy： Implications to instructional design and PETE[J].Journal of Sport and Health Science，2015（02）：48-53+111.

[4] Ulrike，Heine.Teaching Sustainability in Design without Greenwashing[J].土木工程與建筑：英文版，2014（4）：395-404.

[5] Zhou，Ping.Listening Test Design and Teaching[J].廣西大學(xué)學(xué)報(bào)（哲學(xué)社會(huì)科學(xué)版），2009（z2）.endprint