2019-2020年高中英語(yǔ) Lady in Red 教學(xué)設(shè)計(jì) 外研版.doc

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2019-2020年高中英語(yǔ) Lady in Red 教學(xué)設(shè)計(jì) 外研版 一、 教學(xué)課型：閱讀課 二、 教材分析 閱讀文章Lady in Red 選自吉林出版集團(tuán)有限責(zé)任公司、外語(yǔ)教育出版公司出版的《英語(yǔ)知道40個(gè)文化故事》。故事敘述了主人公因中西文化在顏色方面的差異而造成的不愉快經(jīng)歷。文章內(nèi)容適合高一學(xué)生的認(rèn)知水平，貼近學(xué)生的生活，有助于學(xué)生文化意識(shí)和情感態(tài)度價(jià)值觀(guān)的培養(yǎng)；話(huà)題生活化，有助于豐富學(xué)生的語(yǔ)言知識(shí)和培養(yǎng)學(xué)生的語(yǔ)言能力；通過(guò)閱讀，學(xué)生熟悉高中的閱讀方法策略。 三、 學(xué)情分析 高一新生正處在初高中角色轉(zhuǎn)換期，高一的英語(yǔ)教學(xué)也要考慮到這個(gè)問(wèn)題，對(duì)他們的語(yǔ)言知識(shí)和語(yǔ)言能力方面的要求既是初中的延續(xù)，又要略高于初中時(shí)的要求，在閱讀方法策略方面要充分考慮延續(xù)和提高的要求。 四、 教學(xué)總體思路 整個(gè)教學(xué)過(guò)程以“信息獲取、詞匯猜測(cè)、語(yǔ)言運(yùn)用、討論提升等”為主線(xiàn)，以完成任務(wù)（閱讀、思考、反饋、猜詞、朗讀）為教學(xué)形式，引導(dǎo)學(xué)生實(shí)踐高中的閱讀方法和策略，完成學(xué)習(xí)任務(wù)。 五、 教學(xué)過(guò)程 Step I. Lead-in Introducing myself and talking about favorite songs. (以同名歌曲The lady in red 片段為引入，為閱讀作鋪墊: The Lady In Red By Christ De Burgh Ive never seen you looking so lovely as you did tonight Ive never seen you shine so bright Ive never seen so many men ask you if you wanted to dance … Its just you and me Its where I want to be And I hardly know theres beauty by my side Ill never forget the way you look tonight I never will forget the way you look tonight The lady in red） 設(shè)計(jì)說(shuō)明：教師引導(dǎo)學(xué)生從歌詞(look so lovely, shine so bright, so many men hope to dance with her)獲取信息：The lady in red is really beautiful and lovely.然后引導(dǎo)學(xué)生思考問(wèn)題：Is a lady in red always beautiful and lovely in any situation?以順利引入課文閱讀。 Step II. Fast Reading Q 1: Where was the lady in red going? Q 2: Did Jan and her family like her? 設(shè)計(jì)說(shuō)明：通過(guò)淺顯并體現(xiàn)閱讀主題的兩個(gè)問(wèn)題使學(xué)生大致了解文章，為文章的進(jìn)一步理解和通過(guò)語(yǔ)境猜詞義作準(zhǔn)備；淺顯的問(wèn)題讓學(xué)生放松，盡快適應(yīng)新的上課環(huán)境。 Step III. prehending I. Read the passage and fill in the form. Before the wedding At the wedding After the wedding How Su felt Excited Unhappy, sad Lost What Su did Bought a red suit Had nobody to talk to Understood what had happened II. Read the passage again and do true or false exercises. 1. Su thought black and white would be good for a wedding. 2. Su’s blouse had see-through sleeves. 3. At Jan’s house Jan greeted Su happily. 4. Su introduced Jan to her family. 5. Su found all this difficult to understand, but finally understood what had happened. 6. Su would not be angry with people just because of a cultural misunderstanding. III. Practice using the words given wedding, see-through, greet, introduce, confusing, misunderstanding 1. At her ______________, she ____________ me to her friend Tom and we ____________ each other. 2. I shall speak in simple words so that there may be no __________________. 3. It is not good for a teacher to wear a __________________ dress to class. 4. I found the math problem _______________. 設(shè)計(jì)說(shuō)明：這一環(huán)節(jié)讓學(xué)生深入理解閱讀材料。通過(guò)閱讀輸入語(yǔ)言，讓學(xué)生了解和練習(xí)高中閱讀方法和策略，獲取和歸納信息，根據(jù)語(yǔ)境理解生詞意思，并設(shè)計(jì)語(yǔ)境讓學(xué)生運(yùn)用鞏固生詞，學(xué)以致用。在獲取和歸納信息的同時(shí)，融入朗讀指導(dǎo)(意群)。（在表格中填入understood what had happened后，引導(dǎo)學(xué)生思考主人公犯錯(cuò)的原因，并從Su和Jan的視角對(duì)文化差異問(wèn)題的理解作進(jìn)一步提升。） Step III. Read for language Rewrite the underlined parts 1. I was thinking of what to wear to the wedding. 2. The day of the wedding my friends picked me up so that we could go together to Jan’s house. 3. I wanted to cry because everyone kept looking at me like I had done something wrong. 設(shè)計(jì)說(shuō)明：在學(xué)生獲取和歸納信息，根據(jù)語(yǔ)境理解生詞意思，鞏固運(yùn)用生詞之后，引導(dǎo)學(xué)生根據(jù)語(yǔ)境意思用自己的語(yǔ)言改寫(xiě)句子：what to wear (what I should wear)， pick me up (give me a lift / ride), like (as if)，了解語(yǔ)言點(diǎn)的處理。 Step IV. Group work 1. Discuss and give the passage a better title. Give your reasons. 2. If you were Su and Jan, what would you do at the wedding? Act it out. 3. If you are studying in a school with students from different countries, what should you do not to make cultural mistakes? 設(shè)計(jì)說(shuō)明：此環(huán)節(jié)目的在于讓學(xué)生運(yùn)用所學(xué)內(nèi)容，拓展思維，對(duì)課堂內(nèi)容有較好的輸出，提高學(xué)生在實(shí)際生活中的為人處事能力和文化意識(shí)能力。 Step V. Homework 1. Read the passage again, paying attention to sense groups. 2. Write a story of cultural mistakes of your own.