高一英语：Unit 21《Body language》教案（旧人教版下）

Unit 21 Body language ( Reading ) 高一英语下Part I. Analysis of the teaching material1)The position and role of this text“ Body language ” is the third period of unit 21. Its 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 text3) ability goal: talk about body languageimprove the students ability of reading4) Moral goal: Get aware of some gestures and facial expressions in different cultures. 5) Teaching aimsto improve the students reading ability, such as skimming, scanning.to Understand the main idea of the textGet aware of some gestures and facial expressions in different cultures.Part II. Analysis of the teaching methodsQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTo reach my teaching aims, Ill take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboardPart III. Analysis of the learning approachInterest is the best teacher. But with the heavy study burden andimpact of the traditional spoon-feeding teaching, sometimes thestudents may lose the interest in learning and are not independentenough. So how to motivate them, develop their interest and build uptheir self-study ability are the first things I am considering aboutPartIV. The teaching processStep 1 Warming upShow 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 BrainstormingShow 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 tableS:GESTURESCOUNTRIESMEANINGSeye contactsome countriesa way to show that one is interestedother countriesrude or disrespectfula circle with ones thumb and index fingermost countriesOKJapanMoneyFranceZeroBrazilRudeGermanythumbs upthe USgreat or good jobNigeriaRudeGermanyThe number oneJapanmoving the index finger in a circle in front of the earsome countriesCrazyBrazilYou have a phone call.T: Some gestures seemed to be universal. What are they? How to communicate them?S: Im tired, Im full, and Im 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-readingTry to make a comparison between the body language in china and that in the USComparisonMeaningGestures in the USA Gestures in ChinaNo, dont do that.Moving the index finger from side to side.Moving the head or hand from side to side I dont know Shrugging ones shouldersShaking the headWell done Thumbs up.Thumbs up.Incredible. I cant believe it.Rolling ones eyes.open ones eyes and mouth wideMoney Rubbing the thumb and forefinger togetherRubbing the thumb and forefinger togetherCrazyMoving the index finger in a circle in front of the ear.No such a gestureGood luckCross the fingers on both handsNo such a gestureCome hereMoving the index finger forwards and backwards.Moving ones 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/AssessmentImagine 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 showThink of some situations in your dail