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TheculturaldifferencesbetweenChineseandwestern一、教学课型：阅读课二、教材分析：本节课课型是阅读课，内容是一名学生在网页上找到一篇关于圣经中的英语文章。通过这节课的学习，给学生提供一个了解英语中习语的机会，从而使学生更好的了解不同的信念，宗教以及中西方的文化差异。三、学情分析：该年级段的学生有一定的英语基础，对根据具体语境猜测习语意思有浓厚的兴趣，因此教师要给学生表现的机会，指导他们积极主动地阅读。四、教学目标：1、知识目标（1）、重点词汇：inotherwords,amongotherthings,byandby,haveavagueorlooseconnectionto/with,killthefattedcalf,developahighlevelofcompetenceincommunicationskills……(2)、重点句子：ItcomesfromastoryintheBible,whereasonreturnedtohisfamilyafter…,…amongotherthings,andunlessyourecognizewhenanidiomisbeingused，youcaneasilymisunderstand……2、能力目标：培养学生的阅读能力和知识运用能力。3、情感目标：通过本文的学习，帮助学生更好地提高阅读理解能力，了解这些习语能培养学生更高水平的交流技巧。五、教学重难点：1、培养学生的阅读能力，如略读、精读等能力。2、提升学生综合运用语言的能力，如交际能力等。六、教学过程：Step1:LeadinAskthestudentstoreadthefollowingsentenceandguesswhattheidiommeans:Itookmymother’scarwithoutaskingforpermission.Sheisangryatme.I’minhotwaternow!(introuble)【设计说明】以有据可依的语境导入，活跃了课堂气氛又恰当的引入了本节课的主题“BiblicalidiomsinEnglish”Step2:FastreadingReadthearticlequicklyandanswerthefollowingquestions:1、Whatisanidiom?2、WhichlanguagewastheBiblefirstwrittenin?3、Whichidiomisoftenusedtodescribechildren?【设计说明】简要的问题使学生对文章内容有大概的了解，为下一步的carefulreading奠定基础。Step3:CarefulreadingPart1:Answerquestions1WhydoestheBiblehavealotofidioms?2Whatdid‘byandby’originallymeanintheBible?3Whatdoes‘byandby’meantoday?4HowmanyyearsagowastheBibletranslatedintoEnglish?5Whatdoes“feetofclay”mean?6Whichanimalsarefeaturedintheidiomsinthearticle?7Whichfoodsareincludedintheidiomsinthearticle?8Howisstudyingidiomsusefulinlanguagelearning?【设计说明】这是对文章的细节理解，同时也使学生学习了这部分的知识点。Part2:Choosethebestidiomfromthetexttofillintheblanks1Sarah’sgrandmotheradoresher;Sarahis_________________________________.2Wilsonwasdisappointedwhenhelearntthatthecoachhad____________________.3Sheknewitmighttakealongtimeforherteammatestochangetheirminds,butshebelievedthatthenewplanwouldwork_________________________________.4Thepeopleinmyvillageareveryhonestandhard-working;theyare______________________.5WhenmybrothercamebackhomefromhistriptoEurope,we_________________forhim.6Shewouldnotsaywhotoldheraboutthesurpriseparty.Shejustsaid___________________.【设计说明】换一种语境让学生更好体会文中出现的习语的用法。Step3:CarefulreadingReadashortpassageaboutidiomsfromtheBibleandfullintheblankswiththewordsblow.HiddenunderlineweaknessestranslatedidiomsgroupGreekSoonconceptbirdAnidiomisa_______ofwordsthathasaspecialmeaningwhichisnotusuallyapparent.IfyoualreadyhaveagoodunderstandingofEnglishandwanttopolishupandsharpenyourlanguageskills,studying_______canbeagoodwaytodoso.ManyoftheidiomsusedinEnglisharefromtheBiblewas________fromHebrewinto_______andlaterintoEnglish.Take‘byandby’asanexample.Itoriginallymeant‘immediately’,butnowitmeans‘________’.Idiomscanbeusedto______themoralofastory.Oneidiomabout‘feetofclay’stressesthe________thatthingsorpeoplethatseemperfect,likeapersonweadmireorrespect,canhavehidden_________.Anotheridiom,‘alittle________toldme’,isusedtosaythatyouknowsomethingbutyoudonotwanttotellothershowyouknowit.SomeBibleidiomsusethingsrelatedtofoodsuchassaltorapplestomakeapointmoreclear.Fromnowon,wheneverIreadanidiom,Iwillrememberthattherecouldbea________meaninginit.【设计说明】这个环节可以从另一个侧面检验学生对文章线索的掌握。既是对文章内容的延伸，又是对文章的综合概括，并可以借此提高学生的词汇运用能力。Step4:Appreciation:Enjoysomeidioms1Alittlelearningisadangerousthing.2Lifeismadeupoflittlethings.3Ahighbuilding,alowfoundation.4Manyalittlemakesamiracle.5Manyhandsmakelightwork..6Actionsspeaklouderthanwords.7Bettertoarrivelateinthisworldthanearlyinthenext.8WheninRome,doastheRomansdo.Step5:Homework(1)Shortenthepassageusingyourownwords.(2)Trytocollectsomeidioms.