人教新课标高一英语必修4第四单元阅读课教案

UNIT 4 BODY LANGUANGE

READING

COMMUNICATION: NO PROBLEM?

江西省赣州市第四中学341000

欧阳芳

教材分析

1. 教学内容分析：

本节课是以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异而造成的一些小误会。形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“我”的身份去观察、倾听在机场发生的一切。

2. 学生情况分析：

高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因此教学应面向全体同学，争取做到人人基本达标。本人所教班级的学生刚从初中升入高中不久，英语水平参差不齐，既有爱好学习英语的学生，也有纯粹为了考试的学生，更有对英语学习感到头痛的学生。首先，激发学生学习英语的兴趣是至关重要的，只有感兴趣才会主动学习；

其次，充分发挥学生的主动性，使学生熟悉如何利用听力，快速阅读，仔细阅读，讨论等教学手段来提高阅读能力；再次，调动学生的积极性，因材施教，将传统的教学方法和现代化多媒体技术相结合，使学生不管是课前，课堂上还是课后都热爱学习英语。最后，钻研教材与教法，与学生多交流沟通，采取有效措施提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。

3. 本课地位

?本课是阅读课, 重点培养学生的阅读能力，是本单元中的重点。

?在理解本课的基础上，可以更好的接受下一课对语言知识点的学习。

4. 本课教学目标

?帮助学生了解不同文化背景的人们,对身体语言有不同的理解.

?通过帮助学生完成快速阅读、精读等练习来进一步理解文章的细节，提高学生的阅读能力。

5. 本课重点难点

?如何让学生提高阅读理解水平

?通过本文的学习，学生应该掌握些什么。

教学方法

?引入---从感官上了解什么是肢体语言

?快速阅读---获得文章的大意

?精读---深层理解文章

?总结---对文章的整体把握

?讨论---帮助学生更好地理解并运用所学知识

教学用具

?录音机

?多媒体

教学程序

Step I. 引入

请同学们观看一些录像和图片了解肢体语言的种类。通过这些活动引起学生对身势语探究的兴趣，增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

1.展示图片和录像，使学生初步理解什么是身势语及其种类。

2.展示一些图片，使学生进一步理解同一种身势语在不同的国家有不同的含义。

3.老师提问让学生回答，引入本节课的主题：Are there any problems when people from

different countries communicate with each other?

Step II. 听力

请同学们听录音，并且找出文中的人物和他们来自哪里。因为文中的人物多且来自不同的国家，通过这个环节可以让学生理清人物关系。

?How many characters are mentioned in the passage? Answer: Seven.

?Who are they and where are they from?

Step Ⅲ. 快速阅读

请同学们快速阅读文章，完成一个关于段落大意的练习。此环节让学生从整体上初步理解文章的脉络，培养学生快速获得信息的能力。

Part 1 People from different countries have different body language. ( 1 )

Part 2 Summary of body language.

( 2-4 )

Part 3 I went to the Airport to meet the international students.

( 5 )

Step Ⅳ. 仔细阅读

请同学们仔细阅读文章，并且针对每个段落做一些相关的练习来进一步理解文章的内容。这个环节使得学生对身势语在不同的国度有不同的表示有更深层次的理解。Paragraph 1:

Time: yesterday

People: another student and I, this year’s international students

Place: the Capital International Airport

What to do: We would take them first to their dormitories and then to the student canteen. Paragraph 2:

The teacher asks students to find out the two mistakes that the author noticed.

The first misunderstandinge:

Tony Garcia: He approached Julia, touched her shoulder and kissed her on the cheek.

Julia Smith: She stepped back appearing surprised and put up her hands as if in defence.

The second misunderstanding:

George Cook: He reached his hand out to the Japanese.

Akira Nagata: He bowed to George but his nose touched George’s moving hand .

Paragraph 3&4:

The teacher asks students to fill in the following form.

Paragraph 5:

The teacher asks students read it and answer the following questions:

1. What’s the author’s attitude towards body language?

He thinks these actions are not good or bad, but are simply ways in which cultures have developed.

2.What’s the benefit of studying international customs?

It can help avoid difficulties in today’s world of cultural crossroads.

Step V. 讨论

请同学们就身势语是否重要来讨论，并且让学生举出生活中的实例出来。这个环节帮助学生进一步熟悉和理解文化差异并且让学生把所学内容通过语言和肢体的形式展示出来，起到巩固和实践的作用。讨论内容如下：

Please give some examples in our daily life and try to act them out with your partners.

Step Ⅵ. 家庭作业

1.熟读课文

2.找出文中重难点词句和表达

教学评价设计

教学反思

《英语课程标准》提出，要“发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程……”以及“侧重提高阅读能力，特别注重开发和利用课程资源，创造机会，使学生积极、主动的用英语去思维，去交流。”本节课就是要求学生在提高阅读能力的同时理解身势语与文化背景的密切关系，培养学生的自主学习能力；运用“讨论式”的英语教学模式和采用“任务型”英语教学途径，培养学生的听说读写能力，突出阅读技能训练、学习策略的培养，从

而使学生领会语言信息的输入与输出，并引导学生独立思考，以讨论、合作学习的方式完成阅读任务。

通过本节课的学习，同学们对中西方文化以及各国文化的差异有所了解，对今后如何学习这门课程有一定的帮助。当然，我也从中得到一些反思：

通过设计图表、故事结构图、问答等手段，有效地帮助学生理解建构知识，发展阅读能力，提高阅读兴趣，形成最佳动态生成。若采用任何单一方式，效果则不会这么好。多媒体教学的使用还要注意适当和适度，并不是所有的教学内容都需要通过多媒体教学来实现。运用多媒体的出发点和落脚点是为了提高教学效果，但运用多媒体教学不是提高教学效果的唯一途径和手段，教学中不能为了使用多媒体而去使用多媒体，有些简单易懂的概念、原理、问题等通过多媒体手段反而会浪费时间、降低效率，所以我们应针对教学内容采取与之相应的教学方式，合理地利用各种教学媒体，包括传统教学手段，取长补短，这样才能发挥各种教学方法的综合功能，取得最佳效果，帮助学生有效生成。

课堂教学确实是一门艺术。帮助学生有效生成的过程中教师要注意各个细节，但教学反思毫无疑问是非常有效和必要的手段之一。教师应经常进行教学反思，让学生插上有效生成的翅膀，高高地飞翔。

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