高中英语-unit 4 Body Language教学设计学情分析教材分析课后反思

PAGE7PAGETeachingplanforBodyLanguagePartIBasicsituationsClassLevelSenior1..Age15Size50GeneralstrengthsofclassQuickinthought,smart,curious,eagerGeneralchallengeofclassAlittlepassive,beinglackinginthecouragetoexpresstheirideas.Learningoutcomes(broadandskills)Forlearnersto*developbasicreadingskillsincluding(predicting,skimmingandscanning)*practice,participate,andco-operateintheclassroomactivities.*knowsomethingaboutbodylanguageandhaveabetterunderstandingofculturalcustoms*applytheircreativityandimaginationtorealtasks.Learningobjectives(specificandmeasurable)Forlearnersto*getthemainideabasedonthestructureofthepassage*useactions,picturesandotherexercisestounderstandthetext.*adoptappropriatereadingskillstoexplorethereadingpassage*todescribetheproblemofthegreetingsTeachingAids:aprojector,amulti-mediacomputersystemPersonalaims:TokeepeyecontactwiththestudentsToshowrichgesturesandfacialexpressionsTousefluentandaccurateEnglishTobefullofpassioninteachingPartIITeachingproceduresandactivities课堂教学流程图写出建议并且进行推论回答细节问题PPT细读课文1，2-4段学生掌握大意（problemandPPT快速浏览课文身势语总结并用所学知识进行表演巩固并应用文章所学布置作业教师指导师生互动，生生互动回答细节问题PPTPPT细读课文5PPT写出建议并且进行推论回答细节问题PPT细读课文1，2-4段学生掌握大意（problemandPPT快速浏览课文身势语总结并用所学知识进行表演巩固并应用文章所学布置作业教师指导师生互动，生生互动回答细节问题PPTPPT细读课文5PPT开始开始StageaimTeacheractivityStudentactivityIPre-readingactivitiessetcontext;Tosetupsuspenseanddevelopinterestinthetopic对应目标：forlearnerstoknowsomethingofbodylanguageandhaveabetterunderstandingofbodylanguageAguessinggameTshowssomeactionsandsomepicturesofbodylanguageandletsstudentsguesswhattheymean.Ssenjoythepicturesandthentheysharetheirideasaboutthequestion.IIWhile-readingactivitiesPartoneskimming:SettasksforgeneralcomprehensionAim:Makealead-in,whichmayhelpthemgetthemainidea.TasksSstoreadthepassagequicklyandsilently,thendothefollowingexercises:Task11.Howmanycharactersarementionedinthepassage.2.Whoarethey?2catchthemainideaofthetextA.Therearedifferentcustomsindifferentcountries.B.Foreignersshouldfollowthecustomsofthecountrywheretheyarevisiting.C.Peopleusebodylanguagetosendmessagesanddifferentbodylanguagehavedifferentmeanings.D.Englishpeopledon'tlikestandingclosetoothers. SsshouldreadthematerialsilentlytofindoutthemainideaSsprovideandjustifytheiranswers.Parttwodetailedreading:SettasksforcomprehensionofthedetailAim:toenablestudentstounderstandthegivenmaterialbetterbyusingdifferentreadingskills.对应目标：forlearnerstodevelopbasicreadingskillsincluding(predicting,skimmingandscanning)1.Thelpsstudentsuseproperreadingstrategiestounderstandthetextbetterfromvariousaspects.2.ThelpsthestudentsuseEnglishtocomprehendthispassage,toexpresstheirideasaswellastothink,Idesigntheseitems.Task2Carefulreading@Readpara.11.Whydidthewritergototheairport?2.Whenthewriterandanotherstudentarrivedattheairport,_________?Readsilentlyandfindoutthetwomisunderstandingsthewriterfoundintheairport:（Para.2）(Para3)ReaditandfillinthetableNamecountry Bodylanguage TowhomTonyGarcia JuliaSmith AkiraNagata Focusonparas5correctTorF1.Bodylanguageinsomecountriesisgoodwhilesomeinothersisbad.2.Allmembersofaculturebehaveinthesameway.3.JustlearningEnglishwellcancertainlyhelpavoiddifficultiesintoday’sworldofculturalcrossroads.Summary:______language______________fromcultureto________.Notall________ofallcultures________inthe______way.Weshouldtrytounderstandand________eachother’scultureinordertomakegood_____________.Ingeneral,_______________________________cancertainlyhelp_________difficultiesintoday'sworldofcultural___________!1.Ssgiveresponsestowhatteacherasksthemtodo2.Sscanalsocombinetheirbackgroundknowledgetheygotinpre-readingwithdetailedinformation.3.TogetSstoknowinformationaboutbodylanguageIIIPost-readingactivitiesSetfollowing-uptasksAim:todevelopSs’creativethinkingandgetthemtomakeaplay对应目标：forlearnerstopractice,participate,andco-operateintheclassroomactivities.*applytheircreativityandimaginationtorealtasks.Pleasechooseoneofthethreeplacesandhavearoleplaywithyourgroupmemberscharacters:peoplefromdifferentcountriesplace:anyonethatyouchooseplot:oneyoucanplan(greetings,solvingtheproblems,)1.Sschooseoneortwoproblemsfromtheproblemcamptoworkontheirideas.2.Ssworkinagroup(basedontheassignedroles,theymustbeclearabouttheirrole.Writing:Tipsonhowtocommunicatewithforeignerswellandconclusions1FirstlySecondlyThirdly21Learningaforeignlanguageismorethanlearningtheknowledgeofthelanguageitself.2DoasRomansdowheninRome.3Mannersmakestheman.BroadenSshorizonanddrawaconclusionHomework1SurftheInternettocollecttheinformationaboutbodylanguageofdifferentcountriesasmuchaspossible.2ChooseoneofthethreeconclusionsandwriteacompositionAnticipatedproblemsItisdifficultforstudentstofindcorrectanswersinsuchalongpassage.ItisabigchallengeforstudentstoexpresstheirownideasfluentlyonwhattheyhavelearnedfromthepassagePossiblesolutionsTguidesstudentstouseappropriatereadingskills,suchasscanning,skimmingorfindingthekeywordstohelpfindcorrectanswers.Theteachercangivesomecluesandtimeforstudentstohaveagroupdiscussion.blockboadProblemscommunicationscrossroads本课是高一年级下学期的课程，学生已经具备一定的知识储备和运用能力，对这个新鲜话题亦普遍很感兴趣，积极性也比较高，但知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持久的探究性和方向性，也没有养成良好英语学习习惯,大部分学生对新学的单词还是比较生疏，运用英语进行交际的能力还是比较薄弱的;在阅读上，未能掌握泛读和精读的技巧和方法，课前的预习和课后的复习能力较差，缺乏总结归纳的能力。为了激发学生的好奇心和求知欲，教师可以利用丰富多彩的图片资源，在任务型教学下完成本课题的学习。通过对阅读的整体理解后，由学生扮演课文中出现的不同角色,如：来自不同国家的人，来解决不同的事情用来活跃课堂气氛，引发学生对自身创造力的激发，孩子们都有我们意想不到的创造力，给他们机会，他们会还我们无限的精彩！在教学过程中，布置的任务要兼顾各个层次的学生，使他们通过听、说、读、写都有所获；同时，在阅读课中教师也不断的渗透阅读的方法和答题的技巧，培养学生阅读的综合能力。Letmegoonwithsomesituationsofmyseniormiddleschoolstudents.Thestudentshavealreadyknownsomegreetings.Thestudentsarequickinthought,eagertoshowwhattheyknowandcuriousaboutcommunicationsButtheymaybealittlepassiveandlackingintheculturalbackgroundknowledgeofgreetingsandthecouragetoexpresstheirideas.SoIstronglyrecommendthemtospeakupandtakeeverypossibleopportunitytopracticetheiroralEnglishaswellastheirwriting.Aswebothknow,speakingandwritingareactivework,whilelisteningandreadingarebothpassiveformsofEnglishlearning.效果分析

我们这里所说的效果在我看来应该是一个综合性的教学效果，内容即包括基础知识的掌握情况，又包括基本技能的训练效果，同时也包括学生学习能力的培养和道德情感的教育等。教师对每一个教学环节的设计和方式、方法的选择都要先问自己一声：这样做的效果会怎样？要紧紧围绕有效和高效这一核心要求来组织和开展教学活动。首先，我们来看一下本堂课的设计环节：导入(lead-in)，显示一些图片和老师的肢体语言，让学生熟悉一些身势语，让学生明白:Bodylanguageisatoolofcommunication.引发到本节课的话题—身势语，完成导入，约4分钟。读前（pre-reading），看图片，猜测来自不同国家的见面方式,约1分钟。运用各种阅读技巧（fastreading&skimming），对课文主旨大意有个了解，回答几个问题，约5分钟。精读（detailedreading），逐段详细阅读课文，了解其内容，找出事件发展步骤，一步步完成课文后的阅读理解题约16分钟。同时设计一些与阅读文章有关联的问题，为下一步的教学活动做铺垫。训练学生快速略读的阅读技巧，了解文章的大意和主旨。整堂课的过程就是教学目标实现的一一呈现，故可以视为“有效果的教学”。课堂教学效果是教师进行课堂教学的落脚点，一切教学手段的运用和教学方法的选择最终的目的是课堂教学效果的最大化。读后（postreading），反观本节课，通过学生们自己分角色进行对话表演，然后让学生写出交流好的建议，从中得出结论，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。当然对于学生的学习效果评价还是要借助于诸多评价工具的。如下：课中学生课堂表现评价量规项目A级B级C级个人评价Pre-classSelf-study自主学习卡预习充分，为课堂运用打好了充分的基础。自主学习卡有预习，课堂运用能有所体现。未预习自主学习卡，课堂很难赶得上。While-class听课情况认真听课，没有走神、讲小话等现象听课比较认真，偶有走神、讲小话等现象听课不认真，走神、讲小话较严重

合作学习情况善于与人合作，虚心听取别人的意见并能加以借鉴和运用能与人合作，能接受别人的意见缺乏与人合作的精神，难以听取别人的意见

参与小组讨论情况积极参与小组讨论，能清晰地表达自己的观点并获得多数组员的认同能参与小组讨论，基本能表达出自己的观点，组员基本认同。不参加小组讨论，无观点表达

发言情况积极举手发言，并有自己独立的思考和见解能举手发言，表达中自己的思维较少很少发言

Post-class

Whatyouhavelearned

Self-assessmentAfterlearningthislesson,Iamabletodothefollowingthings.VerywellQuitewellOKAlittleLittleKnowaboutlow-carbonlifeLearnthewayoftakingnotesPutforwardyoursuggestionsproperlyShouldertheresponsibilityofprotectingtheearthPredictthroughthetitleandthepicturesScanfordetailedinformationUsethenewwordsandexpressionsinspeakingandwritingGroup-assessmentChecktoseeAssessmentEverybodyparticipatesingroupactivitiesandmakescontributionstothegroup.Thegroupleaderencourageseachmembertogivehis/heropinion.Everybodylistenstootherscarefully.Thetaskcanbedonesuccessfully.EveryoneishappywiththecooperationUsethenewwordsandexpressionsinspeakingandwriting

汉语：“体态语”为中心话题，具体涉及什么是“体态语”。如何理解“体态语”以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的旨在通过单元教学用听、说、读、写、做(表演)等多种形式,让学生正确认识和掌握“体态语”在交际中的作用和意义,使学生明确“体态语”在人类交际中的重要性了解“体态语”在不同民族、不同文化交际中的多样性使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解提高他们的“语言交际”能力和“非语言交际”能力。1WarmingUp，先让学生猜测老师的肢体语言，然后让学生看生动的图片了解什么是身势语，描述身势语的定义。2Pre-reading，给出两张球星的图片，来自英国和阿根廷，在见面问候的时候出现的差异,思考问题出现的原因。3Reading是一篇说明性的文章。全文可分为三大部分，各部分的意思是：它介绍了机场各国学生见面的问候出现的误会，接着是不同国家的身势语因为文化的不同，表现的也不同，最后说明世界上不是所有的人都用同样的方式表达自己，从而引出学习和了解文化的重要性。English：Thethemetopicoftheunit:bodylanguage.Itinvolvesin“Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.”LetSsknowaboutbodylanguagebystudyingdifferentculturesandcustoms.GiveSsvariousexercisestoimprovetheirabilityofcommunications,includinglistening,speaking,talking,writingandperforming.Part1(Para1):Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Part2(Para2-4):Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Part3(Para5):Howtorealizetheculturalcrossroads.Itisalsoacreativeactivity.Letstudentsmakeaplayandactitoutvividly.Ononehand,letstudentsplaydifferentrolesfromdifferentcountries,whichenablethemtograspthebodylanguageofdifferentcountries.Ontheotherhand,thestudentscanexpressthemselvesusingbodylanguage.Itmakespeopleknowmorecuturalcustoms.Thewholeunitismainlycomposedof6partsasfollows:Pre-reading;Reading;Comprehending;Learningaboutlanguage;Usinglanguage.Icanreorganizethewholeunittobe“warmingupandpre-reading、reading、languagepointsandwriting”.ThisreadingpassageisExpositionThestorygoesthatthewriterwillmeettheseinternationalstudents.Theemphasisofthisperiodwillbeplacedontheimportantwords,expressionsandsentencepatternsinreadingpassage.Bystudyingthisperiod,studentscanknowmoreinformationaboutbodylanguageandhowtogreetwell.Itnotonlycontainsthemostimportantwordsandsentencestructuresofthisunitbutalsolearnaboutbodylanguage.Readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.Sothisperiodplaysanimportantroleinthisunit.Inmyview,thewriterwantstoinformusofbodylanguagetosolvethepresentproblemssothatwestudentscannotonlybroadentheirhorizonsbutalsobecomemoreskilledincommunicatingwithforeignersinourdailylife.Wearealsoencouragedbythewritertobeagoodpersonofgoodmanners.英语自主学习资料卡Date:______Number：______————测评预习效果TitleMainideaUsefulwordsandexpressionsFunctionalsentencesComplexsentencesSomeproblemsyoucomeacrossinyourdailylifeSelf-reflection:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________课中测评表格测评学习过程StepILeading-in（导入）StepIIPrediction（预测）What’sthepassageaboutaccordingtothepictureabouttwofootballplayers’greetingsinthepassage?StepIIICarefulreading@Readpara.1tofindtheanswertothefollowingquestion.Readthispassagequicklyandanswerthesetwoquestions.1Howmanycharactersarementionedinthepassage.2Whoarethey?Carefulreading（para1）1Whydidthewritergototheairport?ATotakeanairplanetostudyinaforeigncountry.BTomeethisparentsfromaforeigncountry.CTomeetsomeinternationalstudents.2Whenthewriterandanotherstudentarrivedattheairport,_________?AThepeopledidn'tarriveBThepeoplehadalreadybeenwaitingthereCThepeoplehadleftFindoutthetwomisunderstandings（Part2）thewriterfoundintheairport:ThefirstmisunderstandingMr.GarciaHeapproachesMsSmithby______________________and_______heronthe________.JuliaSmithShe______________appearing_________andtakeafewsteps_____________Mr.G country Bodylanguage TowhomTonyGarcia JuliaSmith AkiraNagata GeorgeCook AhmedAziz DarleneCoulon Trueorfalse?1.Bodylanguageinsomecountriesisgoodwhilesomeinothersisbad.2.Allmembersofaculturebehaveinthesameway.3.JustlearningEnglishwellcancertainlyhelpavoiddifficultiesintoday’sworldofculturalcrossroads.summary:______language______________fromcultureto________.Notall________ofallcultures________inthe______way.Weshouldtrytounderstandand________eachother’scultureinordertomakegood_____________.Ingeneral,_______________________________cancertainlyhelp_________difficultiesintoday'sworldofcultural___________!RoleplayPleasechooseoneplaceandhavearoleplaywithyourgroupmemberscharacters:peoplefromdifferentcountriesplace:AorBplot:oneyoucanplan(greetings,solvingtheproblems,)Writing:TipsonhowtocommunicatewithforeignerswellFirstlySecondlyThirdly课后小测测评学习效果的Focusonthepoint1approachvt./n.

approachsb.on/aboutsth.

approachtosth./doingsth.

eg.anewapproachtoteachingEnglish1(2015.高考天津）Absorbedinpainting,Johndidn'tnoticeevening_____________(approach)2(2013浙江高考）CorrectthesentenceAtthemeetingtheydiscussedthreedifferentapproachesofthestudyofEnglish.2Notallculturesgreeteachotherthesameway,noraretheycomfortabletouchingstrangersorbeingtoocloseortoofaraway.NotallthestudentsarefromChina.=_____________________________________1不是所有的文化都用同样的方式表达。____________________________________________2不是所有的点头都意味着yes._____________________________________________3PeoplefromplaceslikeSpain,ItalyorSouthAmericancountriesapproachotherscloselyandaremorelikelytotouchthem.(1)sb./sth.belikelytodosth.(2)It’slikelythat从句————————————————=____________________________________________2015.陕西高考卷）Ifoneislateforajobinterview,______________hewillgetthejob.Summary:_____language______________fromcultureto________.Notall________ofallcultures________inthe______way.Weshouldtrytounderstandand__________eachother’scultureinordertomakegood_____________.1Learningaforeignlanguageismorethanlearningtheknowledgeofthelanguageitself.2DoinRomeasRomansdo.3MannersmakesthemanWriting:_______________________________________________________________________________课后反思本节课是阅读教学，主要目的是指导学生有效地阅读说明性文章，并通过对文章的阅读获取必要的信息，主要采用“自上而下的模式”整体理解课文内容，读前有导入，引入“BodyLanguage”话题，再转到课文的身势语这一话题，接着快速阅读，然后精读，按照课文中的主要几个人物，读后再回答几个问题。最后通过讨论的形式加以巩固所学，让学生体会到身势语的重要性，力争达到学以致用的目的。总之，采用以上方法，并不是说教学可以离开教材随意创设发挥，也不是主张搞华而不实的"花架子"。恰恰