高中英语_Unit 4 Body language教学设计学情分析教材分析课后反思.doc

PAGE 1 PAGE 教学设计 1. 教学目标 (1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language. (2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。 (3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。 2. 教学重点和难点 (1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。 (2) 让学生合适地使用不同的身势语。 (3)课文中现在分词作定语和状语的长难句。 3. 教学策略 (1) 通过先自主学习，再小组合作讨论，最后辅以精要讲解和反馈练习。 (2)阅读能力方面：采用速读，浏览，细读等阅读方法。 (3)利用教学目标（任务）导引方法。 4. 教学设备：多媒体和其他教具。 5. 教学过程 Step 1. Lead in (1)The teacher shows a question on screen： How can we communicate with others when we can’t speak ? Then ask a student to answer. 设计说明：引出本单元的话题。 (2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。 Step 2. Fast reading 1. Go through the passage quickly and find out the main idea of each paragraph. · Match the main idea of each para. with lines. (Para.1) A. Other examples of different greeting body language. (Para.2) B. Different people have different body language. (Para.3) C. Summary of body language. (Para.4) D. Meet the visitors at the airport. (Para.5) E. Examples of different greeting body language. 2. Try to write down the main idea of the text. The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________. 设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。 Step 3. Careful reading Read Para. 1 and decide if the following statements are true (T) or false (F). (1) Yesterday, another student and I, representing our universitys student association, went to the Capital International Airport to meet this years international students. ( ) (2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.