高中英语说课稿-《Unit21BodyLanguage》优秀说课稿模板.doc

高中英语说课稿-Unit21BodyLanguage优秀说课稿模板教材（一）教材内容分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。“热身”(Warmingup)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常练习。“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。“阅读”(Reading)部分是一篇说明文，它介绍了Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople./Wecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage。全文可分为三大部分，各部分的意思是：Part1(Para1):Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Part2(Para2-3):Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Part3(Para4-5):Somegesturesseemtobeuniversal.“”(Post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。“语言”(Languagestudy)包括以下两部分：词汇部分设计了两块内容：1）要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式；2）设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力；语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：1）学会区分动词-ing形式在句中的所担任的成分功能；2）联词成句，旨在帮助学生理解动词-ing形式在句中充当主语；3）词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译；4）按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。“综合技能”(Integratingskills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。“学习建议”(Tips)提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。“复习要点”(Checkpoint)部分简要了本单元的语法重点。同时通过两个问题引导学生对本单元所学的词汇作一次小结。（二）重点与难点I.动词-ing形式在句子充当主语、宾语、表语或定语II.交际功能句型:如何提议和请求及其答语的句型III.重点、难点词汇词组confused,avoid,goahead,crazy,getthrough,teardown,occurIV.常用句型Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Thereisnothingbetterthansth./doingsth./todosth.二、语篇分析：BodyTalk(P59-P.60)（一）课文图解1.Readthetext“BodyTalk”andthencompletenotesaboutbodylanguage.1)Generally,wecandividethewholetextintothreeparts:Part1(Para1):Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Part2(Para2-3):Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Part3(Para4-5):Somegesturesseemtobeuniversal.2)Fillinthetableaboutgestures,countriesandtheirmeaningsinthesecountries.(Wordsinitalicscanbeblank.)GESTURESCOUNTRIESMEANINGSeyecontactsomecountriesawaytoshowthatoneisinterestedothercountriesrudeordisrespectfulacirclewithonesthumbandindexfingermostcountriesOKJapanmoneyFrancezeroBrazilrudeGermanythumbsuptheUSgreatorgoodjobNigeriarudeGermanythenumberoneJapanmovingtheindexfingerinacircleinfrontoftheearsomecountriescrazyBrazilYouhaveaphonecall.（二）课文复述Retellthetextusingabout100words.Notes:1.Trytousetheingformtoretellthetext.2.Makeuseofthenotesandtableabovewhileretelling.3.Thepossibleversionbelowcanbeusedasmaterialforbothretellinganddictation.Onepossibleversion:Wecancommunicatewithotherpeoplebywatchinghisbodylanguagebesideswords.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.TakethegestureforOKasanexample.ThegesturemeansmoneyinJapanandinFranceitmeanszero,whileinBrazilandGermanydoingsoisrude.Peopleindifferentcountriesshowthesameideaindifferentways.Forexample,inmanycountries,shakingonesheadmeans“no”,andnoddingmeans“yes”.However,inBulgaria,partsofGreece,andIran,thegestureshavetheoppositemeaning.Althoughtherearemanydifferentinterpretationsofourbodylanguage,somegesturesseemtobeuniversal.Perhapsthesmileisthebestexample.Asmilecanhelpuswellcommunicatewithothers.（三）渗透?DoinRomeasRomedoesastheRomansdo.谚入国问禁,入乡随俗。?Mannersmaketheman.礼貌造就人。?Goodmannersaretheartofmakingthosepeopleeasywithwhomweconverse.-JonathanSwift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（四）写作技巧1、写作线索：Raisingthetopic:communicatinginbodylanguage(Paragraph1)?Interpretationsofbodylanguageindifferentcountries(Paragraphs2-3)?Universalbodylanguage(Paragraphs4-5)2、趣味说教课文以教人们认识最基本的肢体语言“BodyTalk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功用。（五）优美句式Thereisnothingbetterthansth./doingsth./todosth.没有比做某事更好的了。原句：Andifwearefeelingdownorlonely,thereisnothingbetterthantoseethesmilingfaceofagoodfriend.e.g.Thereisnothingbetterthanserving/toservethisgreatnationofours.Thereisnothingbetterthantheencouragementofagoodfriend.三、课时安排WarmingupListening(WB)Period1Period2ListeningSpeakingPre-readingLanguagestudyPeriods3-4ReadingPeriod5Post-readingGrammarReadingPeriod6WritingTeachingProcedure:Period1Warmingup&ListeningStep1Warmingup1.Brainstorm:thewordsofemotions/feelingsofhumanbeingsAsweknow,sorrowandhappinessmakealife.We,humanbeings,haveallkindsofemotions.Letsbrainstormemotionswevelearnedsofar.happy,sad,angry,confused,tired,puzzled,hateful,excited,frightened,embarrassed,depressed,uneasy,thrilled,easy,confident,delighted,kind,curious,etc.2.Nowletslookatpictureswithdifferentemotionsandmatcheachpicturewiththecorrectemotionandthecorrectsentence.Meanwhile,askstudentswhatmakeshe/shethinksthatthepersoninthepictureisfeelingacertainway.Possibleanswers:Picture1:Confused;Idontknowwhattodo.Picture2:Angry;Icantbelieveshesaidthat!Thatissounfair!Picture3:Sad;Ivelostmywallet!Picture4:Happy;IgotanAinmyexam!Picture5:Tired;Itsbeenalongday.Icantkeepmyeyesopen.3.Fromonesfacialexpression,wecanknowhowhe/sheisfeeling.Besides,wecanknowhowhe/sheisfeelingfromhis/hergesture,thatistosay,thewayhe/shestandsorsitscanalsotellushowhe/sheisfeeling.Nowlookatyourclassmatesandtellhowtheyarefeelingtodaybythewaytheysitorstand.Step2Listening1.Pre-listeningJustnowweseewecanlearnhowoneisfeelingfrombothhis/herfacialexpressionsandgestures.Lookatme.Canyouguesswhatthesegesturesmean?1)shakethehead2)wavethearms3)standwitharmsfolded4)(Studentsmaynotguessallthemeaningsofthesegestures,andthenteacherscansay“Letslistentotwoshortpassagesandfindoutwhatonesbodymovements/gesturescantellus.”)2.Listening1)ListentoPart1forthefirsttimeandgetthestudentstodothefirstquestionofPart1.2)ListentoPart1againanddotheresttwoquestionsofPart1.3)ListentoPart2anddoquestionsofPart2.Ifstudentscantfollowit,listenagain.3.Post-listeningBasedonwhatyouheardjustnowandyourownexperience,discusswithyourpartner:Howcanyouuseyourbodylanguagetocommunicatethefollowingideas?Homework1.Makealistoffacialexpressionsandgesturesandtheirmeaningswevelearnedtoday.2.Previewthefollowinglesson.Period2Listening(WB)&SpeakingStep1ListeningDothelisteningpracticeintheworkbookstepbystep.Ifthematerialistoodifficult,teacherscangivestudentssomedifficultsentencesfirstorevengivethelisteningmaterialtostudentsaftertheylistentothetapetwice.Step2Pre-speakingMakesomerequestsandask/helpstudentstoanswerandmakeoffers,forexample:T:Couldyougivemeahand?S:Yes,ofcourse.WhatcanIdoforyou?T:Couldyoupleasecleantheblackboardforme?S:Withpleasure.T:Thatsveryniceofyou.(Teacherscanalsoaskstudentstoopen/closethewindow,turnontheprojectorandsoon.)Step3Speaking1.LanguageInputJustnowIaskedsomestudentstohelpmecleantheblackboard(open/closethewindow,turnontheprojectorandsoon.).Infactwerepracticingmakingrequests,offersandresponses.Nowletslookatsomeusefulexpressionsonpage58.UsefulexpressionsofmakingoffersandrequestsCan/ShallIhelpyouwiththat?Wouldyoulikemeto?No,thankyou.Thanksforallyourhelp.Couldyouplease?Wouldyoulikesomehelp?Couldyougivemeahandwiththis?No,thanks.Icanmanageitmyself.IsthereanythingelseIcandoforyou?Couldyouhelpmewith?Thatsveryniceofyou.Doyouneedsomehelpwiththat?Notes:IsthereanythingelseIcandoforyou?=WhatelsecanIdoforyou?Weusethesetwosentencesofferhelpagainwhenwevealreadyofferedhelp.2.PracticeNowusetheseexpressionsandfollowtheexampletomakeupsomedialoguesinthefollowingsituationsinpairs.Thengetsomepairstoactoutthedialoguesinfrontoftheclass.Step4UsefulExpressions-Makingoffers/requestsandresponsesInoureverydaylife,wequiteoftenmeetdifficultiesandhavetoaskourfriendsorrelativesforhelp.Ofcourse,sometimeswelloffertohelpothers.AndinEnglishtherereseveralwaysofmakingoffers/requestsandresponses.Pleaselookatthescreen.WaysofmakingoffersorrequestsWaysofreplyingtoothersoffersorrequestsAcceptanceRefuse1.Can/Could/ShallIhelpyou?2.Wouldyoulikemeto?3.Isthereanything(else)Icandoforyou?4.Doyouwantmeto?5.What(else)canIdoforyou?6.Letmedo/carry/help(foryou)?7.Wouldyoulikesome?8.Doyouneedsomehelpwith?1.Thanks.Thatwouldbenice/fine.2.Thatsverykindofyou.3.Thankyouforyourhelp.4.Yes,please.5.Here,takethis/my1.No,thanks/thankyou.Icanmanageitmyself.2.Thankyouallthesame.3.Thatsverykindofyou,but.1.Couldyouplease?2.Couldyougivemeahandwith?3.Couldyouhelpmewith?1.Withpleasure.2.Yes,ofcourse.1.Imsorry,but2.Idliketo,but.Step5MakingupdialoguesJustnowwehavegotthroughseveralwaysofmakingoffers/requestsandresponses.Letsusethesesentencestructurestomakeupsomedialogues.(Getthestudentstoworkinpairsandoffertodothefollowingthingsforeachother.)helpyouwithhomeworkhelpyouwithcookingamealshowyouhowtousethetypewritergoandbuysomemedicinedotheshoppingshowyoutothediningroomExample:A:Wouldyoulikesomehelp?B:Yes,please.A:ShallIshowyouhowtousethiselectrictypewriter?B:Thanks.Ihaventusedthisonebefore.A:Wouldyoulikemetotypeyourcompositionforyou?B:No,thanks.Icanmanageitmyself.Step6Post-speakingIftimepermits,getstudentstofinishthetaskoftalkingintheworkbook.HomeworkPreparethetaskoftalkingintheworkbook.Previewthefollowinglesson:Bodytalk.Periods3-4ReadingStep1RevisionCheckthehomeworkofmakingupadialogueintheworkbook.Gooverthewaysofmakingoffers/requestsandresponses.Step2Pre-readingInthefirstperiodofthisunit,wevelearnedthatwecanuseourfacialexpressionsandgesturestoexpressourselvesortellwhatsomeoneisthinkingorfeelingbylookingattheirfacialexpressionsandgestures.1.Whocantellussomewaysoftellingwhatoneisthinkingorfeeling?2.Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?3.Howdoyoucommunicatethefollowingwithbodylanguage?Thankyou!No.Yes.Idontknow.Comehere!Step3Reading1.ScanningAskstudentstoreadthetextquicklyandfindoutthemainidea/keysentenceofeachparagraphinpairs.Para1:Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Para2:Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.(Thesamegesturehasdifferentmeaningsindifferentcountries.)Para3:Peopleindifferentcountriesshowthesameideaindifferentways.Para4:Somegesturesseemtobeuniversal.Para5:Perhapsthebestexampleofuniversallyunderstoodbodylanguageisthesmile.*Teacherscanalsoaskstudentshowmanypartswecandividethewholetextintoandwhatthemainideaofeachpartis.Part1(Para1):Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Part2(Para2-3):Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Part3(Para4-5):Somegesturesseemtobeuniversal.2.ReadingThispartisdesignedtohelpstudentstogetmoredetailedinformationofthetext.1)Readthesecondpart(Para2-3)morecarefullyandthenfillinthetable,usingaprojectortoshowthetable.(Wordsinitalicscanbeblank.)GESTURESCOUNTRIESMEANINGSeyecontactsomecountriesawaytoshowthatoneisinterestedothercountriesrudeordisrespectfulacirclewithonesthumbandindexfingermostcountriesOKJapanMoneyFranceZeroBrazilRudeGermanythumbsuptheUSgreatorgoodjobNigeriarudeGermanyThenumberoneJapanmovingtheindexfingerinacircleinfrontoftheearsomecountriescrazyBrazilYouhaveaphonecall.2)Readthelastpart(Para4-5)againandthentrytoanswersomequestions:1.Howcanwecommunicate“Iamtired”withthebodylanguage?Andpleaseactitout?2.Whatdoes“rubbingonesstomach”mean?3.Whydowesay“thesmileisauniversallyunderstoodbodylanguage”?3.ReadingaloudListentothetapeofthetextandmakemarkswheretheydontunderstand.4.SomelanguagepointsDiscusssomethingthatstudentsdontunderstand.Possiblenotes:Step4Post-readingGetthestudentstodiscussthefollowingquestionsinpairsorgroupsoffour.Thengetoneofthemtoreporttheirresultsoftheirdiscussiontothewholeclass.1.Whataresomesituationswhereweneedtobeverycarefulaboutourbodylanguageandgestures?2.Howisbodylanguagedifferentfromspokenlanguage?Whatdotheyhaveincommon?3.Sometimeswesayonethingbutourbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyexamples?4.Worktogetherinpairsorgroups.Completethechartbelow.Step5Discussion/AssessmentIfyougoforajobinterview,youshouldbewellpreparedforwhattosayandhowtoanswertheinterviewerspossiblequestions.Besides,whatyoucandooractduringtheinterviewisalsoveryimportant.Inthefirstthreeperiodsofthisunitwehavelearnedsomethingaboutbodylanguage.Nowsupposeyouaregoingforaninterview,whatshallyoupayspecialattentionto?Homework1.Previewthefollowinglesson.2.Retellthetext.Period5Languagestudy&GrammarStep1RevisionGetsomestudentstoretellthetext.Step2Languagestudy1.DoExercise2onpage61first,matchingthefollowingwordsaboutbodymovementswithcorrectdefinition.2.GothroughtheinstructionofExercise1onpage61andmakesurethatstudentsknowwhattodoandthengetstudentstodiscussthesewordsingroupsoffour.Theninvitesomestudentstotellandactoutthesegestures.Step3GrammarTheingform(2):usedasanoun1.LanguageinputJustnowwevemadeclearhowthesepartsofourbodycanbeusedto“talk”tosomeone.Forexample,shakingyourfistatsomeoneisawayofsayingthatyouareveryangry.(Copythissentenceontheblackboard.)Nowpleaselookatthesentence.Doyouknowwhattheingform“shaking”and“saying”hereareusedas?Theyareusedasnouns.Asweknow,asanoun,usuallyitcanbethesubject,objectorpredicativeinasentence.Whocantellmewhat“shaking”and“saying”playinthesentence?(shaking-subject;saying-object)Thengothroughthethreesentencesinthestudentsbooks.SubjectInmanycountries,shakingonesheadmeans“no”andnoddingmeans“yes”.ObjectWecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage.PredicativeAgoodwayofsaying“Iamfull”isrubbingthestomachafterameal.AttributiveThepriceofbuildingmaterialshasgoneupagain.2.PracticeFindtheingforminthetext“BodyTalk”andanalyzetheirfunctionsinthesentences.3.DrillsDoExx.1-3onpage61-62onebyone.1)TheingforminthisexerciseisusedasSubject.2)TheingforminthisexerciseisusedasAttributive.3)TheingforminthisexerciseisusedasObject/Predicative.4.ConsolidationGetthestudentstomakeoutalistofverbsorverbphraseswhichcanbefollowedbytheingformoronlybytheingform.只能用动名词作宾语的动词和词组：advise,allow,resist,admit,escape,dislike,risk,avoid,forgive,suggest,consider,imagine,understand,delay,mind,appreciate,enjoy,keep,canthelpdoingsth.,excuse,miss,putoff,finish,practise,giveup,deny,prevent,v.+prep.词组,etc.动名词和不定式均可作宾语的动词：continue,begin,prefer,like,hate,learn,remember,forget,regret,try,mean,etc.(Thispartcanal