高中英语-reading教学设计学情分析教材分析课后反思

PAGE1PAGE《BodyLanguageandNon-verbalCommunication》教学设计TeachingAims：Helpthestudentstolearnsomevocabularyaboutbodylanguage.Letthestudentsknowthevarietyofbodylanguageandlearnaboutdifferentgreetingsaroundtheworld.Improvethestudents’readingcomprehensionability.TypeofLesson:AreadingcomprehensionlessonTeachingAids：MultimediaTeachingMethods：TaskbasedmethodTeachingprocedures:Step1.Lead-inShowsomepicturesofbodylanguagetothestudentsStep2.FastReadingAskthestudentstoreadthepassagequicklyandchoosethebesttitle.GreetingsAroundtheWorldStep3.DetailedReadingAskthestudentstogothroughthefirstparagraphquicklyandfindoutthreewaysofcommunication.Askthestudentstoreadtherestofthepassageandfillintheform.CountriesorareasWayofgreetingBodypartsinvolvedmeaningofthegreetingEurope,AmericaChinaMuslims穆斯林Hindus印度人

Americanyouths

Step4:usefulwordsandexpressionsWeseeexamplesofunconsciousbodylanguageveryoften,yetthereisalso“learned”bodylanguage,whichvariesfromculturetoculture.Weareonguarduntilweknowitissafetorelax.Weshakehandswhenwemakeadeal.Peoplegiveawaymuchmorebytheirgesturesthanbytheirwords.Lookatyourfriendsandfamilyandseeifyouareamindreader.Step5：SummaryofthepassageThisisasummaryofthepassage.Fillintheblankswiththerightformsofthegivenwords.Workingroupsoffour.onguard,bodylanguage,communicate,greet，shakehand,threaten,write,involve,vary,speak，informal,Asian,makeadeal,giveaway,gestureWeuseboth_________and________languageaswellas_____________toexpressourthoughtsandopinionsandto__________withotherpeople.Justlikespokenandwrittenlanguage,bodylanguage__________fromculturetoculture.Whenwemeetstrangers,weare_________untilweknowitissafetorelax.Everyculturehasdevelopedaformalwayto________strangers.Traditionally,EuropeansandAmericans___________.Theydothiswiththerighthand.ThatmeansItrustyou.I’mnotcarryinga_________weapon.Weshakehandswhenwe______________.Itmeans,“weagreeandwetrusteachother.”Greetingsin_________countriesdonot_________touchingtheotherperson,buttheyalwaysinvolvethehands.TodayAmericanyouthsoftengreeteachotherinan________style“Givemefive!”Bodylanguageisfascinatingforanyonetostudy.People__________muchmorebytheir________thanbytheirwords.Step6:CreativeworkSupposeitis2008now.The2008OlympicGameswillbeheldinBeijingandalsoinQingdao.Asavolunteer,yougotoQingdaoAirporttomeettheforeignplayersandyouintroducesomethingaboutQingdaototheforeignersonthewaytothevenue(比赛场地）.Pleaseactoutthesituationusingthebodylanguagewehavelearnt.Step7:Homework1.Retellthepassageinyourownwords.2.Readanotherpassageaboutbodylanguageandfinishtheexercise.学情分析高一学生经过多半年的学习，已经基本适应高中英语的学习生活，储备了一定的单词量，在学习过本模块的Introduction部分后，认识了部分跟非言语交际有关的词汇并涉猎了一些与交际有关的知识，所以对文章所要讲述的内容并不陌生。此外，在我们的日常生活中，学生们也在有意无意地使用一些身势语和一些非语言交际的技能，所以他们对所要学习的内容充满了兴趣。但是文章中涉及到跨文化交际，大多数学生第一次接触，再加上有一些偏难的词汇和句式，还需学生静下心来仔细品读和学习。效果分析首先，利用图片进入导入环节，展示somesocialexpressions,somegestures,还有sometrafficbodylanguage,让学生直观了解肢体语言的魅力，激发学生学习的兴趣。其次,在阅读环节，使用PPT.在这个环节使用PPT呈现阅读的各个环节，不但清晰、而且环环相扣，非常紧凑。这是本节课的主要部分。学生能通过循序渐进的学习，逐渐掌握和理解如下的阅读技巧：速读能力、概括能力、捕捉关键信息的能力。最后，在语言输出环节，利用学生喜欢的方式那就是表演的形式，将所学知识融会贯通，达到了精彩。教材分析本节课选自外语这教学与研究出版社英语课本的第四册第三单元，这套教材着重培养学生的创新精神和独立的思维、实践能力，努力使学生获得适应学习化社会所需的英语基础知识和基本技能，了解文化差异，发展健全人格，培养合作精神和社会公德意识。教材遵循“题材-功能-结构-任务”的编写原则，以题材为刚，依运用性任务为目标，把不同技能的训练和为一体，以综合的方式体现实际生活中有意义的语言应用。教材强调学习策略的培养，以学生为主体，贯彻跨文化教育的思想，介绍西方文化，更重要的的是在理解和尊重外国文化的同时更加热爱祖国的文化。本节课题材内容为身势语和非言语交际，并引入了与此有关的词汇，要求学生掌握这些词汇，了解中外有关非言语交际的文化习俗，并培养有关的语言技能。《BodyLanguageandNon-verbalCommunication》评测练习阅读理解Everydayweexperienceoneofthewondersoftheworldarounduswithoutevenrealizingit.Itisnottheamazingcomplexityoftelevision,northeimpressivetechnologyoftransport.Theuniversalwonderweshareandexperienceisourabilitytomakenoisewithoutmouths,andsotransmitideasandthoughtstoeachother’sminds.Thisabilitycomessonaturallythatwetendtoforgetwhatamiracle(奇迹)itis.

Obviously,theabilitytotalkissomethingthatmarkshumansofffromanimal.Ofcourse,someanimalshavepowersjustasamazing,Birdscanflythousandsmilesbyobservingpositionsofthestarsintheskyinrelationtothetimeofdayandyear.InNature’stalentshow,humansareaspeciesofanimalthathavedevelopedtheirownspecialact.Ifwereduceittobasicterms,it’sanabilityforcommunicatinginformationtoothers,byvaryingsoundswemakeaswebreatheout.

Notthatwedon’thaveotherpowersofcommunication.Ourfacialexpressionsconveyouremotions,suchasanger,orjoy,ordisappointment.Thewayweholdourheadscanindicatetootherswhetherwearehappyorsad.Thisisso-called“bodylanguage”.Bristling(直立的)furisanunmistakablewarningofattackamongmanyanimals.Similarly,thebowedheadordroopingtailshowsareadinesstotakesecondplaceinanyanimalgathering.

Suchameansofcommunicationisabasicmechanismthatanimals,includinghumanbeings,instinctivelyacquireanddisplay.IstheabilitytospeakjustanothersortofinstinctIfso,howdidhumanbeingsacquirethisamazingskillsBiologistcanreadilyindicatethatparticularareaofourbrainwherespeechmechanismsfunction,butthisdoesn’ttellushowthatpartofourbodiesoriginatedinourbiologicalhistory.Accordingtothepassage,thewonderwetakeforgrantedis.

A.ourabilitytouselanguage

B.themiracleoftechnology

C.theamazingpowerofnature

D.ourabilitytomakenoiseswithmouth

73.Whatfeatureof“bodylanguage”mentionedinthepassageiscommontobothhumanandanimals?

A.Liftingheadswhensad.

B.Keepinglongfaceswhenangry.

C.Bristlinghairwhenreadytoattack.

D.Bowingheadswhenwillingtoobey.

74.WhatcanbeinferredfromParagraph3?

A.Bodylanguageisuniquetohumans.

B.Animalsexpressemotionsjustashumansdo.

C.Humanshaveotherpowersofcommunication.

D.Humansarenodifferentfromanimalstosomedegree.75.Thispassageismainlyabout.

A.thedevelopmentofbodylanguage.

B.thespecialrolehumansplayinnature

C.thepowertoconveyinformationtoothers

D.thedifferencebetweenhumansandanimalsinlanguageuseKeys：ADDC课后反思这是一节有关身势语和非言语交际的阅读课，在备课过程中，我仔细研究了教材和与此话题有关的其它材料，用心设计教学过程，牢记新课程标准中的理念，以学生为中心，以发展学生能力为重点，营造愉悦的学习氛围，充分调动学