优品课件之Bodylanguage阅读课教学设计

1、优品课件 Body Ian guage阅读课教学设计 Body Ianguage阅读课教学设计 一教学目标：知识与技能：1理 解、内化、运用以下生词及词组一fold、an ger、vary、thumb、crazy、 mod part、hug、bow、palm、shrug、in credible 、pat、get through、tear down、chart 2. 获取关于 body Ianguage 的相关信 息,且进行 skimming, scanning, careful reading, generalization, guessing meaning等阅读技能训练。3.充分利用多媒体

2、，强化学生 自主学习的意识，培养学生组织语言、运用语言的能力。过程与方 法：1培养学生通过自主学习和合作学习，获取信息和处理信息的 能力。2培养学生质疑意识，分析问题、解决问题、综合问题的能 力和创造性思维能力。情感态度价值观：1在有趣的话题激励下， 诱导学生积极参与，充分调动他们学习的兴趣。2使学生了解身势 语在各国人民交往中的重要性。了解在各国相同身势语所表示的不同 交际含义。增强对中外“身势语”差异的敏感性，培养世界意识；通 过文化地域对比，加深对祖国相关知识的理解，增强对祖国的热爱之 情。 二教学重点：训练学生的略读与扫读技巧是本课的重点。根据英语 课程标准关于语言技能的教学建议，略读

3、与扫读是阅读教学的基本技 能之一，是学生必须掌握的。 三教学难点：怎样使学生理解不同国家的身势语，正确的使用身势 语及比较各国身势语的不同是本课的难点。根据英语课程标准，文化 意识是内容标准之一，要求学生掌握一些行为规范、风土人情等方面 的知识，这有利于培养学生的世界意识，有利于形成跨文化交际能力。 四 学习方式设计：1个体探究。 在完成较简单直观的任务时以个 体探究为主，鼓励学生有独立自主的思维意识。2合作学习。当面 对难度较大的学习任务时鼓励学生采取小组合作的方式，这是因为 “合作学习”更方便英语的交流和体验，有利于培养学生与他人合作 的能力，同时信息差异也更能激燃起学生的“创新火花”。

4、五 教学策略及教法设计： 本节课的教学以学生为中心，以问题为出 发点，运用任务型教学途径，英语课堂设计采用“ P- T P自主 学习立体模式(Pre-task- Task-cycle- Post-task)。使课堂 教学过程成为学生自主地进行信息加工、创新能力发展的过程。教师 在教学过程中则适时介入，引导、启发、组织、帮助、促进。 六教学过程设计：Step 1 Pre-task在说完 “Class begins ” ,学 生起立之后，不说” Sit dow n, please.”而是给学生一个“请坐” 的手势。然后，问学生一个问题：“Howdo you know mymeaning?”。 学生

5、自然回答“手势”。借此机会给学生留下第一个任务： Task1 : In our everyday life, by which ways can we com muni cate with each other?然后通过展示图片给出线索，使学生在视觉和听觉上受到刺 激，自然导入本课主题身势语。Step II Task-cycle 1.Pre- reading task2 : Discuss the following three questions: Can you guess what some on eis thin king or feeli ng by look ing at his

6、or her body Ianguage? Do people from different parts of the world use differentbody Ianguage? What about people who live in differe ntparts of Chi na? Howdo you com muni cate the following with body Ianguage? Thank you! No. Yes. I don t know. Come here!经过这三个问题的讨论使学生置身于“身势语”之中， 增添了实效性与可操作性。接着提问： Do y

7、ou want to know more about body Ian guage?弓丨入正文。2.Read ing (1) Skim ming: task3: Find out the main idea of each paragraph. Main idea: Paragraph 1: Weuse both words and body Ianguage to express our thoughts and opinions and to com muni cate with other people. Paragraph 2: Body Ian guage varies from c

8、ulture to culture. Paragraph 3: The same body Ian guage has differe nt meanings in some differe nt coun tries. Paragraph 4: Some gestures are uni versal. Paragraph 5: Smile is the best example of uni versallyun derstood body Ian guage. (2) Scanning: task 4: Read the passage again and finish answerin

9、g the following questi ons: What can we use words and body Ian guage to express? Fi nd out the differe nt meanings of eye con tact, OK, thumps up, ” crazy ” gesture. In Bulgaria ,parts of Greece, and Iran, does the gesture“shaking one s head ” mean no? How to greet each other? Howto express “I amtir

10、ed. ”“I amfull. ” “ I am hungry. ” What can smile help us to do? (3) practice for word study在帮助学生理清文章的线索的过程中，仍须处理以 下问题： Which of the following words is similar to “vary ” ? A. change B. be the same as C. be similar to Key: A What s the Chinese meaning for the word “disrespectful ” ? A 尊敬的 B 尊敬 C 无礼的

11、 Key: C (4) Consolidation a. students are asked to do somebody Ianguages and their neighbours are asked to tell the meanings. b. Which conclusion can you draw from this passage? A. Body Ian guage is very importa nt. You can use body Ian guage to com muni cate with people from foreig n coun tries wit

12、hout any difficulty even if you don t know their Ianguage. B. When you re in a foreign country, it s very important for you to know what they speak. It doesn t matter whether you know the meaning of gestures and movementsof the people in their country. C. When you are in a foreig n coun try, using b

13、ody Ian guage in a correct way is importa nt eve n though you know the Ian guage they speak very well for it can make your stay in the country easy and comfortable. Key: C. 3.Post-reading task5: Role play Roles: two friends Situation:They hadn t seen each other for two years. Now they meet at a part

14、y.要求表演的学生适当 加上体态、表情，做到热情自然，观众学生则根据他们的表现进行评 价：评价包括自评和互评评价内容：Language Eye Contact Smile Body Movement Other Facial Expression 满分 20 各项均 4 分(2) ope n-min ded questi on Sometimes we say one thi ng but body Ian guage says someth ing differe nt. Why does this happe n? Can you think of any examples? Step 3

15、 Post- task task6: Find more information about“body Ianguage ” . ( group work ) (Students are asked to find more informationrelated to “ body Ianguage ” by Internet, English books and newspaper. Then show them to the class the n ext less on in form of dialogue, speech, short play, etc. ） 2. Writing

16、about: task 7: Topic Gesture in the US and gesture in China.（学生可参考教材第60页的表格完成此项任 务） 板书设计： Main idea: Paragraph 1: We use both words and body Ian guage to express our thoughts and opinions and to com muni cate with other people. Paragraph 2: Body Ian guage varies from culture to culture. Paragraph 3:

17、 The same body Ian guage has differe nt meanings in some differe nt coun tries. Paragraph 4: Some gestures are uni versal. Paragraph 5: Smile is the best example of uni versally un derstood body Ian guage. 七 教学反思 本节课英语教学中以问题为线索，以学生自主学习和合 作学习为主，培养学生的自主学习能力。故本人在这节课中通过安排 学生的个人探索、合作学习、讨论等各种形式来激发学生学习兴趣。 让学生在教师的指导下，通过感知、体验、实践，参与和合作等方式， 实现任务的目标，感受成功：在学习过程中进行情感和策略调整，以 形成积极的学习态度，促进语言实际运用能力