2. 职业资格
  3. 根据提供的信息和语言素材设计教学方案，用英文作答。 设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课的教学方案。教案没有固定格式，但须包含下列要点： teaching objectives teaching content

根据提供的信息和语言素材设计教学方案，用英文作答。 设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课的教学方案。教案没有固定格式，但须包含下列要点： teaching objectives teaching content

admin2015-04-27  60
问题     根据提供的信息和语言素材设计教学方案，用英文作答。
    设计任务：请阅读下面学生信息和语言素材，设计一节英语阅读课的教学方案。教案没有固定格式，但须包含下列要点：
    teaching objectives
    teaching contents
    key and difficult points
    major steps and time allocation
    activities and justifications
    教学时间：45分钟
    学生概况：某城镇普通中学高中二年级学生，班级人数40人，多数学生已经达到《普通高中英语课程标准(实验)》六级水平，学生课堂参与积极性一般。
    语言素材：
                                              COMMUNICATION:NO PROBLEM?
    Yesterday, another student and I, representing our university’s student association, went to the Capital Internationa) Airport to meet this year’s international students. They were coming to study at Beijing University. We would take them first to their dormitories and then to the student canteen. After half an hour of waiting for their 5 flight to arrive, I saw several young people enter the waiting area looking around curiously. 1 stood for a minute watching them and then went to greet them.
    The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from 10 Britain After I met them and then introduced them to each other, I was very surprised. Tony approached Julia, touched her shoulder and kissed her on the cheek! She stepped hack appearing surprised and put up her hands, as if in defence. I guessed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As they were introduced, George reached his hand out to the Japanese student. Just at that moment, however, Akira bowed so his nose touched George’s moving hand. They both apologized - another cultural mistake!
    Ahmed Aziz, another international student, was from Jordan. When we met yesterday, he moved very close to me as I introduced myself. I moved back a bit, but he came closer to ask a question and then shook my hand. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s smiling face. They shook hands and then kissed each other twice on each cheek, since that is the French custom when adults meet people they know. Ahmed Aziz, on the contrary, simply nodded at the girls. Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women.
    As I get to know more international friends. I learn more about this cultural "body language". Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people communicate with spoken language, they also express their feelings using unspoken "language" through physical distance, actions or posture. English people, for example, do not usually stand very close to others or touch strangers as soon as they meet. However, people from places like Spain. Italy or South American countries approach others closely and are more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to how.
    These actions are not good or bad, but are simply ways in which cultures have developed. I have seen, however, that cultural customs for body language are very genera) - not all members of a culture behave in the same way. In general, though, studying international customs can certainly help avoid difficulties in today’s world of cultural crossroads!
选项
答案 Teaching Contents: Communication: No Problem? (Reading) Teaching Objectives: (1) Knowledge objective Students can master some words or expressions abut body language. (2) Ability objective Students can be trained the abilities of reading. (3) Emotional objectives ① Students can realize the importance of body language and understand different body language in different cultures. ② Students can aquire interest and love for learning body language as well as to learning verbal language. Teaching Key and Difficult Points: Two kinds of reading skills: skimming and careful reading. Teaching Aids: Some pictures of gestures and a computer Teaching Procedures: Step 1 Leading-in (2 minutes) Use some pictures of Tai Lihua to lead in the topic. (Justification: Focus students’ attention on what they will learn.) Step 2 Pre-reading (7 minutes) 1.Play a guess game: ask some students to act out the meanings in the chart that is shown on the screen, and have the rest students guess the meaning from the body language. 2.Play another guess game: show some pictures of gestures and make the students speak out the meaning that each picture stands for. (Justification: Games can attract student’s interest. Such activities could be pooling existing knowledge about the topic.) Step 3 Predicting (5 minutes) Ask the students to predict what the reading passage talks about according to the tide and illustrations of the passage. The teacher can give some clues by talking about the illustrations: ① Where are the people? ② What are they doing? (Justification: Predicting can help students to get their minds closer to the theme of the text to be read. Reading with predictions can make reading more intriguing and purposeful and therefore is likely to result in better comprehension.) Step 4 Skimming (14 minutes) 1.Let the students skim the whole passage to get the main idea, and then evaluate their predictions. During diis activity, the teacher should give some guidance on reading skills. (The main idea is often related to the tide. While skimming the text, pay attention to the first paragraph, the last paragraph and the first sentence of every paragraph.) Main idea of the passage: Some examples of cultural "body language" in greeting people. 2.Let students skim the passage and divide it into different parts to find out the main idea of every part and the topic sentences. Part 1 (paragraph 1) Meet business people from several countries. Part 2 (paragraphs 2~4) Not all cultures greet each other in the same way. Part 3 (paragraph 5) A conclusion of the passage. (Justification: Skimming can help students get the main idea of the text, which can also develop their reading skills.) Step 5 Careful reading (14 minutes) Ask the students to read carefully and finish the following tasks. Exercise 1: 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 man’ s nose touched the other man’ s moving hand. Exercise 2: Read the statements and decide whether it is true or false and give the reasons. ① Englishmen often stand close to others or touch strangers as soon as they meet.(F) ② Most people around the world now greet each other by kissing. (F) ③ Japanese will bow to others as greeting. (T) ④ People from Jordan will move very close to you as you introduce yourself to them.(T) (Justification: Different ways of exploiting texts can help students not merely to cope with one particular text in class but to develop their reading strategies and reading abilities.) Step 6 Summary (2 minutes) 1.In this class, we have learned that in different countries, the body languages have different meanings. Use properly body languages in different situations is necessary. 2.During reading, we often skim the whole passage to get the general idea of the text and reading carefully to understand the passage better. (Justification: Make a conclusion and emphasize the importance of reading strategies students have learned.) Step 7 Homework (1 minute) 1.Do the exercises in the workbook. 2.Preview the text and find the new words and phrases. (Justification: Check out whether the students achieve the teaching objectives and prepare them for the next class.)
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