高一英语：Bodylanguage阅读课教学设计

1、新修订高中阶段原创精品配套教材Body language阅读课教学设计教材定制/提高课堂效率/内容可修改Body language reading instruction design教师：风老师风顺第二中学编订：FoonShion教育 原创教学设计第 页/总10页原创教学设计 r第 页/总10页Excellent Teaching DesignBody language阅读课教学设计教材说明：本教案资料适用于高中高一英语科目，主要用途为培养学生的学习兴趣，提高逻辑思维、形象思维、口语交际及表达能力，进而促进全面发展和提高。内容已 II根据教材主题进行配套式编写，可直接修改调整或者打印成为纸质

2、版本进行教学使 用。iJbody language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、anger、vary、 thumb、 crazy、 mod、 part、 hug、 bow、 palm、 shrug、 incredible、 pat、 get through tear down、 chart.获取关于body language的相关信息，且进行skimming, scanning, careful reading, generalization, guessing meaning 等 阅读技能训练。.充分利用多媒体，强化学生自主学习的意识，培

3、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：Excellent Teaching Design1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

4、教学建议，略读与扫读是阅读教学的 基本技能之一，是学生必须掌握的。三教学又t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，豉励学生 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豉励学生采取小组合作Excellent Teaching Design的方式，这是因为 着作学习”更方便英语的交流和体验，有 利于培养学生与他人合

5、作的能力，同时信息差异也更能激燃 起学生的创新火花五教学策略及教法设计：本节课的教学以学生为中心，以问题为由发点，运用任务型教学途径，英语课堂设计采用“pt 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“classoegins ”学生起立之后，不说 sitdown,please.而是给学生一个情坐”的手势。然后，问学生一个问 题：“how do you know my meani

6、ng?。”学生自然回答 竽势”。 借此机会给学生留下第一个任务：taskl : in our everyday life, by which ways can we communicate with each other?然后通过展示图片给由线索，使学生在视觉和听觉上受 到刺激，自然导入本课主题一一身势语。step ii task-cyclel.pre-reading task2 : discuss the following three questions:Excellent Teaching Design can you guess what someone is thinking or

7、feeling by looking at his or her body language? do people from different parts of the world use different body language? what about people who live in different parts of china? how do you communicate the following with body language?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，

8、增添了实效性与可操作性。接着提问：do you want to know more about body language? 弓 I入 正文。2.reading(1)skimming:task3: find out the main idea of each paragraph.main idea:paragraph 1: we use both words and body language to express our thoughts and opinions and to communicate with other people.paragraph 2: body language

9、varies from culture to culture.paragraph 3: the same body language has different meanings in some different countries.第 页/总10页 原创教学设计 Excellent Teaching Designparagraph 4: some gestures are universal.paragraph 5: smile is the best example of universallyunderstood body language.(2)scanning:task 4: re

10、ad the passage again and finish answering thefollowing questions:what can we use words and body language to express?find out the different meanings of eye contact, ok, thumpsup, crazy gesture.in bulgaria ,parts of greece, and iran, does the gesturea shaking one s head mean no?how to greet each other

11、?how to express “i am tired. ”“i am full.”“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 tokey: a what s the chinese meaning for the word adisrespectful ” ?a尊敬的

12、b尊敬c无礼的 原创教学设计第 页/总10页Excellent Teaching Designkey: cconsolidationstudents are asked to do some body languages and their neighbours are asked to tell the meanings.which conclusion can you draw from this passage?body language is very important. you can use body language to communicate with people fro

13、m foreign countries without any difficulty even if you don t know their language.when you re in a foreign country, it s very important for you to know what they speak. it doesn m atter whether you know the meaning of gestures and movements of the people in their country.when you are in a foreign cou

14、ntry, using body language in a correct way is important even though you know the language they speak very well for it can make your stay in the country easy and comfortable.key: c.3.post-reading task5: role playroles: two friendssituation: they hadn t seen each other for two years. now they meet at

15、a party.Excellent Teaching Design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：languageeye contactsmilebody movementother facial expression满分20各项均4分(2)open-minded questionsometimes we say one thing but body language says something different. why does this happen? can you think of any examp

16、les?step 3 post-tasktask6: find more information about “bodylanguage” .(group work )(students are asked to find more information related to“ body language by internet, english books and newspaper. then show them to the class the next lesson in form of dialogue, speech, short play, etc.)2. writing ab

17、out: 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)原创教学设计第 页/总10页Excellent Teaching Design板书设计:main idea: paragraph 1: we use both words and body language to express our thoughts and opinions and to communicate with other people.paragraph 2: body language varies from c

18、ulture to culture.paragraph 3: the same body language has different meanings in some different countries.paragraph 4: some gestures are universal.paragraph 5: smile is the best example of universally understood body language.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的提高。采用师生交流方式导入自然 亲切，拉近了师生之间的情感距离，营造由宽松的学习气氛，同时让学