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Teaching Objectives:
Knowledge Objectives:
By the end of the lesson, the students are expected to:
l get a general idea of the material and fill out information gap about body language
l know the meaning and pronunciation of some new words, such as prefer, gesture.
l Know the method of skimming and scanning.
Ability Objectives:
By the end of the lesson, the students are expected to:
l to practice students’ speaking abilities
Emotional Objectives:
By the end of the lesson, the students are expected to:
to help the students to know more about the culture
Major and difficult points:
To grasp the reading strategy
To conclude the main idea of the passage
Teaching procedures:
Stages | Teaching activities | Learning activities | Teaching purpose |
Pre-reading | Review the story of Debbie and Simon. | Body language includes gesture and expression. | l To help students to review and prepare for the topic. |
Ask students “What is eye contact”? | Look for the answer in the book. | l To activate Ss background knowledge about body languages. l To get into the topic. | |
Ask students to skim the passage and make the match of the main idea of the paras. | Skim the passage and grasp the main idea of each paras. | l To help Ss learn how to get the main idea. | |
While-reading | Ask Ss to read the passage carefully and answer some questions. | Read the passage carefully and understand the passage. | l To help Ss understand the passage. |
Ask Ss to do a form of the difference between Western and Asian culture. | Do a form according to the information in the book. | l To develop Ss’ ability of cooperation. l To understand the passage in a more detailed way. | |
Post-reading | Give students some useful words and expressions to write some sentences. | Some of Ss present the report. Some Ss listen carefully. | l To help Ss use the new-learned expressions in real situation. l To give Ss chance to speak in public. |
Assignment | l Finish the exercises B1and B2 on page 13.
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教学反思
教学文本分析：
相对于reading的较长篇幅，这篇more reading的篇幅较短，但是当中的一些生单词的用法还是比较重要的，比如说consider, lack and contact这些重点高考词；而且结构框架清晰，在教学中需要注意引导学生理清思路，教会学生分析文章框架的方法；另外，在文章中出现了几个代词，比如this，it，them,在教学中也要注意教授学生指示代词的含义，从而帮助理解文章，提高阅读理解的水平；最后，对于文中出现的and和or意义的不同，要教会学生去理解并掌握做题技巧与方法。
教学优缺点：
优点：
1. 在lead-in部分，通过联系reading部分的Body language 的相关知识，引出教学话题与重点，通过新旧知识的联系，一方面达到复习的目的，一方面达到知识迁移的目的。
2. 通过问题的形式引出文章中重难点的句子，并就其进行分析与讨论，通过让学生翻译的方式检查其是否真正理解了句子。
3. 在碰到一些生单词，不是直接告诉学生单词的含义，而是让其注意文中的语境进行推测，教会认识生单词的技巧。
缺点：
1. post-reading部分，活动设计与要求不够明确，且预留时间太少，导致学生无法将句子说出来。
2. 前面lead-in的时间过长，将过多的时间放在活动上，一定程度上忽视了对文章本身的深入理解。
改进措施：
1. 备课要充分，在上课前自己要对文章本身有十足的理解与把握，从而才可带着学生理解文章。
2. 对于活动的设计和指令要明确，从而保证活动的顺利进行。
3. 把握好上课进度与时间，不要头重脚轻。