高中英语教学除了对提高学生口语表达能力、阅读能力和写作能力有一定的帮助外，更能丰富学生语言文化知识和培养学生乐观积极的生活态度。
教学目标
知识与技能目标
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the letter.
3. Let students learn the prohibition, warning and permission.
过程与方法目标
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable student s to understand how to give advice.
情感态度与价值观目标
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
1.state the main idea of each paragraph in own words
2.ways to become addicted to cigarettes
3.the harmful effects of smoking
4. suggestions to quit smoking
教学难点
1. sorting out major idea and minor idea
2. master key words in key sentence
教学过程
→Step 1 Warming up
Show some proverbs on health
1.An apple a day keeps the doctor away.
2.Early to bed and early to rise, makes a man healthy, wealthy and wise.
→Step 2 Skimming
1How many parts does the reading text consist of?
2. Who wrote the letter to whom?
3. How many ways can a man become addicted to smoking?
→Step 3 Scanning
1. The first sentence of the letter shows James granddad______ .
A. lives a healthy life B. is addicted to sitting in the garden
C. has nothing to do at home D. is tired when cycling 20 kilometers
2. From the second paragraph, we can know granddad ______________.
A . never smoked B. likes smoking
C. used to smoke heavily D. still smokes now
→Step 4 Detailed reading
Ask students to discuss the following questions in pairs.(让学生分组讨论，形成书面形式)
1.Different ways people can become addicted to cigarettes.
2. Harmful effects for smokers
吸烟的危害
3.ways to quit smoking
→Step 5 Post reading
Write some advice to persuade smokers to quit smoking
→Step6 Discussion
How to live a healthy life?
→Step 7 Homework
1. write down the suggestions given by granddad
2. try to persuade one to give up smoking
课题: Unit1 Festivals around world
学情分析：
教学目标:
1、语言目标：
1)。To get the students to talk about festivals
2)。 To learn about how festivals begin and howto celebrate festivals so as to enable them to learn more about differentcultures while learning different language 。
2、重点词汇和短语：
熟记课文中重点词组或短语。
festival， celebrate， celebration， lunar， takeplace， on the 15th day of the eighth lunar month， beauty， harvest， relatives，custom， admire， decorate， origin， separate， dress up， parking lot， luck money，family reunion， get together， Christmas，solar calendar， carnival， parade，Christian， Easter， Lantern Festival， Arbor Day， Pure Brightness Day， JesusChrist， the Easter Bunny， hot cross buns， the best bands
Sentence structures: (句子)
1)、Festivals are meant to celebrateimportant times of year。
2)、Discuss when they take place， whatthey celebrate and what people do at that time。
3)、Cara suggests that Li Mei change hershoes to something more fortable， wear some lighter and cooler clothing andalso take a hat。
4)、Easter customs include making andeating hot cross buns， coloring and searching for eggs supposedly hidden by theEaster
本事目标：
Letstudents to know how to get the key words from the conversation about thecarnival parade， and how to talk about sth。 happened。
五、情感目标：
Letstudents to know and pare Chinese festivals and customs with westernfestivals and customs。
六、教学重难点：
1、How to talk about the Chinesefestivals and social customs at festivals。
2、How to get the key words tounderstand the conversation about the carnival parade， to talk about sth。happened。
七、教学过程:
Step 1 Warming up
Step 2 Pre-reading
Lookat the pictures and discuss in pairs what kind of information you think will beintroduced in the passage。
Step 3 Reading and prehending
1。Ask the students to skim the passage and find out what festivals are mentionedin each paragraph。
Paragraph 1:__________________
Paragraph 2:__________________
Paragraph3: __________________
Paragraph4: __________________
Paragraph5: __________________
Suggestedanswers:
Paragraph1: Ancient festivals: celebrate the end of the winter， planting in spring andharvest in autumn; celebrate when hunters catch animals。
Paragraph 2: Day of the Dead;Halloween。
Paragraph3: Dragon Boat Festival; Columbus Day; October 2。
Paragraph 4: Harvest andThanksgiving festivals;
Mid-AutumnDay。
Paragraph5: Spring Festival; Carnival; Easter;
Cherry Blossom Festival。
2。 Read the passage carefully and answerthe true or false questions。
( ) 1)、The ancient people needn't worry about their food。
( ) 2)、Halloween used to be a festival intended to honor the dead。
( ) 3)、Mohandas Gandhi helped gain India's independence from the USA。
( ) 4)、ThanksgivingDay is held to celebrate harvest。
( ) 5)、Eastercelebrates the birth of Jesus。
Suggested answers:
1)F 2)T 3)F 4)T 5)F
3。 Work in pairs。 Imagine that somestudents are celebrating a festival。 Use the information given in the text tohelp them make up a dialogue。
Step 4 Language study
Dealing with some language problems to helpthe students to have a better understanding of the text。
1。 At that time people would starve if foodwas difficult to find， especially during the cold winter months。
2。Some festivals are held to honor the dead or to satisfy the ancestors， whomight return either to help or to do harm。
3。 The country， covered with cherry treeflowers， looks as though it is covered with pink snow。
Step 5 Study the text
1。 Find out a sentence in the text whichhas a similar meaning with the following one。
As long as the neighbors don't give anysweets， the children will make a fool of them。
2。 Translate the followingsentence。
Itis now a children's festival， when they can dress up and go to theirneighbour's homes to ask for sweets。
Step 6 Listening， reading aloud and underlining
Ask the students to read the passage aloudto the tape and let them pay attention to the pronunciation of each word andthe pauses within each sentence。 Tell them to pick out all the usefulexpressions or collocations from the passage while reading and copy them intothe notebook after class as homework。
Step 7 Groupwork
Discussin pairs which festivals you think are the most important and which are themost fun。 Then fill in the chart with your ideas。
Type of festival
Example of festival
Reasons for your choice
Most important
Most fun。
Step 8 Retelling
Let the students try to retell the passageaccording to the key words and expressions given on the blackboard。
Step 9 Homework
1。 Findout useful words and expressions， beautiful sentences and finish the exercisesin Learning about Language accordingly。
2。 Write an introduction of the festivalyour group have created。
八、教学反思：
英语学习是一个全面发展的过程，听、说、读、写每一项技能都是学好英语不可缺少的必备项，每节课适时适量的训练是很有必要的。经过听读让学生在理解课文的基础上学习运用新学词汇;经过学习让学生分析、理解和感悟文章的难句，以到达准确把握句意和文意的目的。经过总结进一步强调本节课的重点，让学生在短暂的时光内有效地回顾和复习。
教学准备
教学目标
知识目标:
复习两个阅读技能---scanning， skimming;
本事目标:
能构成文章的图式，在图式的帮忙下自主地复述本课的主要资料，在此过程中实现生词的重现。
情感目标:
学生在教师的启发下，经过师生互动和生生互动，进一步探究知识。在这一过程中，学生能够不断地实现互相教育和自我教育，并能寻求自我发展;
教学重难点
教学工具
课件
教学过程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class。
To make the students know what they are to learn in this class
Step 2
1)。 Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling…[由Www.QunZou.Com整理] 1。) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling into…”
1)。 To arouse students’ interest
2) To practice a sentence pattern
Step 3
1)。 Show the title of the reading passage
2)。 Ask the students whether this passage is about the whole process of the journey。
3)。 Ask the students how to skim。
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part。
2)。 Students tell how to skim。
1) To make the students pay attention to the subtitle， which can tell the main idea of the passage。
2) To review how to skim
Step 4
1) Ask the students to skim more—to find out the main idea of each paragraph。
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions， teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1， and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have， and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences。
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile。
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher， students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story。
2) Students read the proverbs loudly together。
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen。
1) To help students review what they have learned in this class
Part I. Analysis of the teaching material
1)The position and role of this text
“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.
2) Knowledge goal:
Understand the main idea of the text
3) ability goal: ①talk about body language
②improve the students’ ability of reading
4) Moral goal: Get aware of some gestures and facial expressions in different cultures.
5) Teaching aims
①to improve the students’ reading ability, such as skimming, scanning.
②to Understand the main idea of the text
③Get aware of some gestures and facial expressions in different cultures.
Part II. Analysis of the teaching methods
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
To reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboard
Part III. Analysis of the learning approach
Interest is the best teacher. But with the heavy study burden and
impact of the traditional spoon-feeding teaching, sometimes the
students may lose the interest in learning and are not independent
enough. So how to motivate them, develop their interest and build up
their self-study ability are the first things I am considering about
PartIV. The teaching process
Step 1 Warming up
Show a short film and a MTV show and ask the students the following questions:
T: How do the actors in the show express themselves?
S: By facial expressions and what they do.
T: What do we call that?
S: Body language.
T: What is body language?
S: Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.
[设计说明] 让学生在课前欣赏两段表演，在活跃气氛，激发学生对身势语的兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题------body language.
Step 2 Brainstorming
Show some gestures and ask the students to guess what the gestures mean.
[设计说明] 展现几幅身势语图片以激发学生的学习兴趣和参与的热情，创造轻松的课堂氛围，最后用一幅图片调动学生的求知欲------同一身势语在不同文化背景下可能会有不同的含义。
Step 3 Reading &comprehension
(1) Listen to the text and answer the following questions:
T: Does body language have the same meaning in different countries?
S: No.
T: What is the best example of universally understood body language?
S: The smile
[设计说明] 在学生预习的基础上，用听力的形式唤起学生对课文内容的回忆，并训练学生通过听获取主要信息的能力，从整体上把握好文章的内容。
(2) Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.
Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.
Para 2: Just like spoken language, body language varies from culture to culture.
(The same gesture has different meanings in different countries.)
Para 3: People in different countries show the same idea in different ways.
Para 4: Some gestures seem to be universal.Para 5: Perhaps the best example of universally understood body language is the smile.
-Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
[设计说明] 阅读课要提高学生提炼文章主旨大意的能力，通过归纳总结一方面从整体上把握文章。另一方面也可提高阅读技能。
(3)Read the passage carefully and try to find out the answers to the following questions:
T: What body language varies greatly?
S: Eye contact, gesture OK, thumbs up, shaking heads, “crazy” gesture, nodding heads.
T: Try to complete the table
S:
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan Money
France Zero
Brazil Rude
Germany
thumbs up the US great or good job
Nigeria Rude
Germany The number one
Japan
moving the index finger in a circle in front of the ear some countries Crazy
Brazil You have a phone call.
T: Some gestures seemed to be universal. What are they? How to communicate them?
S: I’m tired, I’m full, and I’m hungry.
T: Why is the smile the best example of universal body language?
S: ......
[设计说明] 引导学生分析课文，抓住关键词，概括文章的细节，通过填写表格培养学生的理解能力和概括能力，培养和提高阅读能力和技巧。
Step 4 Post-reading
Try to make a comparison between the body language in china and that in the US
Comparison
Meaning Gestures in the USA Gestures in China
No, don’t do that.
Moving the index finger from side to side. Moving the head or hand from side to side
I don’t know Shrugging one’s shoulders Shaking the head
Well done Thumbs up. Thumbs up.
Incredible. I can’t believe it.
Rolling one’s eyes.
open one’s eyes and mouth wide
Money Rubbing the thumb and forefinger together Rubbing the thumb and forefinger together
Crazy
Moving the index finger in a circle in front of the ear. No such a gesture
Good luck
Cross the fingers on both hands No such a gesture
Come here
Moving the index finger forwards and backwards. Moving one’s hand up and down with the palm facing down.
[设计说明] 本部分通过表格形式培养学生分析比较研究能力，从而更好的掌握不同文化背景下身势语的异同，达到本节课的教学目的，同时也提高学生的跨文化交流意识。
Step 5 Discussion/Assessment
Imagine you are the boss of the company and you want to employ a man as your assistant. Judging from the body language of the four men, which one will you choose? Why?
[设计说明] 培养学生运用所学知识，围绕中心话题进行思考和讨论的能力，提高学生英语口头表达的技能;准备好四张卡片，让四位学生上台用身势语将卡片上内容表现出来。让其他学生作出选择，并解释选择的原因。通过这种方式一方面可以让学生学会用身势语表达自己。另一方面锻炼了口语。
Step 6 Dumb show
Think of some situations in your daily life in which you use body language and then try to act them out without any words. You can work in pairs or groups.
[设计说明] 学生以小组形式开展活动，讨论真实语境下的身势语的表达，通过这一话题，一方面激活了学生的思维，活跃了课堂气氛，另一方面也让学生学会了观察生活，从而学会生活;同时在表演结束后再让其他学生用英语描述表演者所表现的情景，培养观察身势语的能力，并在想象，猜测的过程中形成内心语言，最终用语言复述自己的思想。
Step 7 德育渗透
Do in Rome as Rome does [as the Romans do].
[谚]入国问禁, 入乡随俗。
Manners make the man.
礼貌造就人。
Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift
礼貌周到是使同我们谈话的那些人感到自在的艺术。
——(英作家)斯威夫特
Step 7 Homework
1. Read the passage and try to recite it.
2. Finish Word study on Page 60.
3. Try to know more about body language.
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