普通高中课程标准实验教科书英语必修4第四单元阅读教学设计方案.doc

教学设计方案普通高中课程标准实验教科书（高一英语必修4） （江西省南康中学 廖信莲）Book4 Unit4 Reading一、教学内容 Pre-reading (p.25); Reading (p.26); Comprehending (p.27)二、教学目标1. 能力目标l 让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。l 进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。2. 语言目标l 重点词汇与短语greet prediction represent association dormitory canteen flight curious curiously Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroads defend against be likely to in general l 重点句子结构与用法Yesterday, another student and I, representing our universitys student association, went to After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognized Tony Garcias smiling face. 步骤一 读前1提出问题让学生热身：1）How do you communicate with others? 2）How can you express the following phrases without speaking? “Im happy.” “ I m sad.” “Come here.” “Go away.” “Keep silent.” “It smells bad.” “Im strong.” “Youre great!” “Ok.”“Ive got a stomachache.”2. 分组讨论下列问题。(Pre-reading)1).What do you think is the purpose?2).How can you communicate with someone if you cannot speak? Give an example.3).There are many different ways to greet someone using words. How many ways can you think of to greet someone if you CANNOT speak? 3. 让学生阅读文章的标题，并结合图片预测文章的内容。Look at the title and picture of the passage on page 26. Predict what you think the topic will be.Then skim the passage and check to see if your prediction was right.设计意图：通过提出问题引起学生的兴趣，为课前热身，并为引出阅读课的话题作好铺垫；通过小组讨论激发学生的学习欲望，引导学生对事件的发展进行预测，自然引出本课的学习内容。步骤二 阅读和理解1. 跳读：让学生在限定时间内快速阅读文章，要求他们在阅读过程中找出时间、人物、事件等关键线索。研究文章的结构关系，找出每部分的主题句。提醒学生对他们不认识的生词要根据上下文或者构词法等原则进行猜测。要求同学回答下列问题。ReadingSkim the passage and find out:1). Whats the main idea of the text? The passage introduces some examples of cultural body language when greeting people.2). How many parts can we divide the passage into?Part1. (Para.1)Part2. (Para.2-3)Part3. (Para.4-5)3).Whats the main idea for each part?Part1: Another student and I went to the Capital International Airport to meet this years international students.Part2: Examples of cultural body language.Part3: Different people have different ways to greet others. Learning international customs can certainly help avoid difficulties.设计意图：训练学生快速寻找段落中心、理解文章大意的能力；通过回答问题训练学生的归纳能力，为进一步学习和理解文章打好基础。通过提醒他们对不认识的生词进行猜测有意识地培养他们连贯阅读的习惯。Scan the text and find out:1. How many international students does the author meet in the story?2. Who are they? Where do they come from ?Julia Smith - ColumbiaAkira Nagata- BritainGeorge Cook- JapanAhmed Aziz - CanadaTony Garcia- JordanDarlene Coulon - France3. How do different international students behave when they greet people? Complete the chart with information from the passage.Country/areaWays to greet each other BritainNo touchingCanadaShake handsJapanbowSpain, Italy ,South American countriesApproach others closely and are more likely to touch themFranceShake hands and kiss twice on each cheekMiddle Eastern and other Muslim countriesShake hands to men and nod to women设计意图：找读是为了捕捉文章中一些具体的信息，能帮助学生进一步理清文章的主要脉络、了解篇章结构，使学生迅速捕捉关键信息的能力得到提高。通过提醒他们对不认识的生词进行猜测有意识地培养他们连贯阅读的习惯。2. 精读：通过前两次的阅读以及对生词词义的猜测，然后指导完成p.28练习1。采用的教学方法：教师可以把词汇和英语释义分别写在纸条上，一些学生拿有生词，另一些学生拿有英文释义，让一名拿有生词的学生把纸条贴到黑板上并进行朗读，另一名拿有英文释义的学生也把纸条贴到黑板上并朗读，以此类推。接下来让学生仔细阅读课文并完成课本中的阅读理解问题。Reading Comprehending1. What were the two mistakes that the author noticed?He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one mans nose touched the other mans hand.(par.2 Line 11-18)2. Is the author of this passage male or female? How do you know? Male. Because Ahmed Aziz only shakes hands with men.3. Why do you think we need to study body language? By studying body language, we can understand each other better and avoid difficulties in communication.设计意图：通过词汇练习检查学生在跳读和找读过程中猜测生词词义的效果，并帮助学生进一步理解生词，为精读扫除词汇障碍。让学生利用生词和释义配对的方式进行活动会使得整个掌握生词词义的过程不沉闷，学生可以在有趣的环境中学习生词。在精读的过程中回答问题训练学生的分析内容能力、判断能力和归纳能力，同时也增强他们对文章的深入理解。为下面更细致地学习课文打下好的基础。步骤三：讨论（Have a discussion）An Englishman and a man from Jordan meet for the first time, an interesting thing happens. Can you guess why?An English man and a man from Jordan meet for the first time. The man from Jordan approaches the English man and reaches out his hands, but the English man steps back.English people usually do not stand very close to others or touch strangers as soon as they meet. However, People from Jordan often move close to others (man), and shake their hands.Body language is very general, and not