高中英語-全英文說課稿-Unit4BodyLanguage

Gｏodmｏrning,Myｊudｇeteachers。Ifeｅlsｏhoｎoredtoｈａｖetｈeopｐortuniｔｙtｏshareｍyteachｉngideaswithallofyｏuａftertwｏ—yearpreｐaｒａt(yī)ion。SoIpartｉｃｕｌaｒlycheｒisｈｔhｉsoppoｒtuniｔｙａnｄｈopeaｌlofｙouwouldｅｎjoymyfｏllｏwｉngtalk。Ok,mytopictodａｙis“BｏｄyLanguaｇe”takｅnfromUnit４,Ｂook４,aｎdｍypresentationｃonsistsｏf5Pａrts：Analysisｏfteaｃhｉngｍateｒｉａlandstuｄeｎｔ,teacｈingmethoｄandleaｒｎiｎgmethod,ｔｅａchｉnｇprocｅdｕrｅ，bｌackboardｄｅsign,teaｃhnｇrｅfｌection。Now,lｅt’ｓｂeginwithAnalysiｓoｆtｅachｉngmateｒｉaｌａndｓｔudeｎｔ。Theanalyｓisoｆteachingmatｅriaｌinｃludeｓｔｈeｆoｌｌｏwｉngｆｏuｒaspects.Ａｓpect1：Sｔatuｓaｎdfuｎctionｏfｔhｉｓpａssａｇｅ：Thepasｓaｇemaiｎlytａlｋｓabｏutｂodｙｌaｎｇuageｓindifｆｅrｅntcouｎtriｅs。Thereaｄingｐａrtisthｅcｅｎtｅrofｔhepassaｇｅ。Througｈｒeadingｔhispaｓｓａｇe，ｔhｅsｔudeｎtsｃaｎleａrnmanｙｎewｗｏｒｄsaｎdｅｘpｒｅｓｓｉons,iｍpｒovetheiｒreａdingskｉｌlsandｋnoｗmｏrｅｉnforｍatｉonaｂoutｄifferentbｏdｙｌanｇuagｅs.Aspecｔ2：Teacｈinｇａimsanddemanｄs。ThｅoｖerallaｉmoftheEｎglishNewCurriｃｕlumiｓｔodevelｏpsｔuｄｅnｔs'ｃｏｍprehenｓivｅlanguaｇeａbilｉｔｉｅs,suchａbilｉtiesaregrｏundedｉntheｄｅvｅlｏpmentoflaｎguageｓｋill，ｌanguageknowledgeaffectｓ，ｃｕｌturａlａｗaｒｅnｅｓsanｄｌearningsｔｒaｔegies。Sｏbasedonthistｈeory,Iｃｈoosｅthethree－diｍensionａｌteａchingtａrｇｅtｓasmｙａims。Ｔheknoｗledｇｅaimｓaretoｇuiｄethestudentstomatertheｉmpｏrｔanｔｗordsandexｐressionsinthetext,oｎtｈiｓbａsｉs，tohaveafurtｈerundeｒｓｔandingoftｈepａｓsage。Theａbiliｔyaimsaretodevelｏpthestudents4ｂaｓｉcskilｌｓ，espeｃｉaｌlyｒeａｄingsｋills．Throughpractｉcｉngsｔudents’ｐｒedicting,sｋimming,scanｎｉngandｃoncludiｎｇｓkillstoimprovetheirreａdingabｉｌity。Ｍeanwhile，ｔｏenｃouragetｈemtoexpresstheirｏwnoｐinionanｄｌearntcｏｏperａt(yī)ｅｗｉtｈoｔhers.Theemotionalaimsarｅｔomakｅtｈemlearntouｓediｆｆｅrｅｎtboｄylanguaｇestocommｕnicatewithｏthｅrsａndｏvｅrｃｏmｅｃomｍｕｎiｃａｔiｖeｏbstａcle。Ａsｐect3:ＴeａcｈinｇimpｏrtａntpointanddｉｆｆiculｔpｏiｎtTheimpｏrtaｎtpoｉｎｔｉsｈｏwｔogｅtthｅstudｅntstomaｔeｒtｈeｗordsａndｅxｐressionａndｕsethemｆleｘibly,andoｎthisbasiｓtｏhaｖeａbeｔtｅrundersｔandiｎgofthｅｐasｓagｅ．Thediｆficｕltpｏｉntiｓｈoｗｔoeｎablethestuｄｅntstomastertheｒeａｄinｇsｋｉllsandｉmprovetheiｒrｅaｄingａbiｌity.Ａspeｃt4:TeａchingａｉdsInthisclass，multimediaclaｓsrooｍ,blａckboaｒｄ,colorchalksｗiｌｌbeｕｓ-1-ed．Somuchfoｒthetｅａchingmａｔeriａl,now,lｅｔ'sgoonwiththeanａlｙsisofstudents。ＴheＮｅｗCurriculumａdｖｏcａt(yī)ｅsthｅsｔuｄｅnｔsａrethemaｉｎｂodyoｆleａrning，ｓｏａnalｙｚingthesｔuｄｅntsiｓveryimpｏｒtaｎt.Ａｆterjuniorstuｄying,mysｅniorｓtuｄeｎｔshavebasｉcabilｉtｉesoｆｌisｔening,sｐeaking，reａｄiｎgaｎdｗｒiｔing，buttheirabiｌitｉesofuｓingＥngｌiｓhtｏprｏcｅssiｎｆorｍationaｎdｓｏlvｅprobｌｅｍsarestｉlltobeｉmｐｒｏved。SointｈiｓｃlaｓsIwillfｏcuｓonstudｅnts’rｅadｉｎｇskillｓａndpｒobｌeｍ-sｏlvingａbilｉｔy.Intheteachinｇproｃess,Ifindmｏstsｔudｅｎtsrelyonteachertoｌearn,sｏpractiｃｉnｇstｕdents’self－learｎingabilityisiｍpｏrｔａnｔ。Sｉnｃetｈecｏnｔentｏfthｅｐassageｉsｃloselyｒeｌａt(yī)ｅdtoSs’ｒeａlcommunｉcativelife,sotheｉroｖｅｒａｌｌlangｕagｅabilitiｅｓcａnbｅimprovedｔｈroughleａｒｎingbｙdoinｇ。Afterthedeｔaｉledanalysisofteａchiｎｇmaterｉａlandstｕｄeｎts,Lｅt'sｃontinuetoPａｒｔ2,teachiｎgmｅthｏｄｓａｎdlｅａrninｇmethodｓ。Asｉsknowntｏallofus,agooｄteａcｈinｇmｅthｏdcａndｅｖeｌoptｈeｓｔudenｔs’gooｄEngliｓhsense。Fｏrachievｉｎgtheａboveteａcｈingaｉｍs,I＇lｌusetｈeｆollｏwinｇmetｈｏｄsaccordingtoｔheｍoderｎsｏｃiａlcommunicａt(yī)ionteachｉnｇｔheorｉes.(現(xiàn)代社會交際授課論)Toimpｒovestudents’reａｄingabiｌｉtyaｎｄinformaｔioｎ-obtaｉniｎgabｉlity，IｕseSkimmingandＳcanninｇＭetｈod。Ｔoｅｎabｌｅmystudentｓtoreaｄaｎdｌｅarnmoreｅffｉcieｎtlyandwthｍorecｕriosity,IｕseTａsｋ-ｂａｓedｔｅaｃhｉngmｅtｈod。Tｏeｎabｌｅmysｔｕｄenｔsｔobemｏreactiｖeandcreativｅｉntheclass,ＩｕseSituaｔiｏnaｌapproacｈ。Tｏeｎcｏuragemysｔudeｎtstoｅｘpressｉｄeasanｄcｏｍmunicａt(yī)eｗｉthothｅrs,IｕｓeＣｏmmunｉcａｔivｅteachinｇｍｅthod。Ａllｔhesemeｔhoｄscａnsｔｉmuｌａt(yī)estudｅnts’ｌｅａrnｉngenｔhusiasm,ｇｕideｔｈemtoａcｔｉｖｅlyｐａrtｉcｉｐaｔeinｔheｃｌａss,ａndthuｓmakesurｅmyｃlasｓｇoｅssmoｏthlｙ。Ａpaｒtfｒｏmteacｈiｎｇmethod，ｔhｅlearniｎgmeｔhodｉsａｌsｏｖeryiｍportant．AcｃoｒdingtotheNeｗＥnglishCｕrriｃulum，thestudentsｎowadａｙsｓｈaｌlｔｒａnsforｍthｅiｒｓtudｙｉnｇｍｅtｈodtodevelopｔheｉｒcooｐerａt(yī)ｉoｎspiriｔａndselｆ-leａrｎｉnｇaｂｉlｉty。Intheｃｌasｓ,ｔhestｕdeｎtsareaｓkedtoｆuｌfｉｌlｔheirtasｋsbypairｏrgroｕpwｏｒkｔoｐracticeｔｈｅircoopeｒaｔivemetｈｏd.Afteｒthｅclasｓ，thestudentｓaｒeaskedtocomｐｌeteｔheirwritｔeｎwｏrkonthｅiroｗｎtoｉmprｏeself—learninｇmethoｄ。Now，let’scometoｔhｅｍostｉmportａntＰart，teachingproceｄuｒes．Tｈeabove－ｍeｎｔｉonedteachingtheorｉｅswillbereｆlecｔedｉnthｅ-2-folｌowingteacｈｉngprocedures．Ｉntｈisｐａrt，Ｉwilｌdｉviｄeｉntｏ５steps，thaｔｉｓ，ｗａrｍｉnｇup,ｐｒｅ—ｒeａdinｇ,wｈｉle—rｅadinｇ,post-reaｄing，ｓumｍaryanｄhomｅwoｒk。Steｐ１:Warmｉng—up.Inthisstep,itｉnclｕdestwｏdiscｕssingｗoｒksandtakｅs6mｉnutｅs?！癐ｎterestiｓthｅｂesｔteaｃher",ｔhereｆoｒe,atthｅveｒyｂeginｎingｏftheclass,Iｓｈoulｄｓparkｔｈｅstｕdeｎｔs’focusontｈecentｒeｔoｐic“Bodylanguage，”Iwｉllｓhoｗｓoｍｅｐｉcturesofｂodｙlanｇuagｅstoattractｔheｉrattenｔionａndthenbring2questiｏｎｓ：Ｑ1：Doyｏｕthemeaｎingoｆthepicｔｕｒeｓ,discuｓsyoｕriｄeaswｉtｈyourpaｒtｎeｒ。Ｑ2:Doyouｔｈｉnktheｓameｂoｄyｌanｇuageshavetheｄiｆferentmeaning,ｉfyes,ｇｉvesｏmeｅｘamｐｌes.TｈｅpuｒposｅoｆｔhestｅpｉstostimuｌaｔetheｉｒｉnteresｔａndnaturaｌｌyleａdｔｏStep2．tｅp２:Pre—reａdingInｔhisｓteｐ,itiｎcludesonｅｐrｅｄictiｏnｗorkandtａkeｓ4mｉnuteｓ。Ｉwｉllgｕｉｄｅthemｔoguｅｓｓtｈeｃontentbylookingｔｈｅtitleａndpicｔuｒe,ｔhｅyｗiｌlbedｉvideｄintogroｕpofｆourtodiｓcｕss。Ｔｈeactivityistoiｎｓpirｅｔｈesｔuｄentｓtoreadａcｔiveｌｙ,notpaｓsｉｖely。Activereaｄｉngcanraisethestudents’interｅｓtandrｅadｉngｅffｉciencｙ,ＯtｈerｐurpｏsｅsａrｅｔodｅvelopｔheirｐｒedictingskiｌlsanｄencouragethｅmtoｔｈinｋaｎdｅxprｅssinEｎgｌish。Step3：Wｈｉlｅ—rｅａdｉnｇ,itisthｅmｏstimporｔoneinｔhepｒoｃedｕreｓ,ｓｏｉttaｋes25miｎｕtｅs．Fｉｒstly,Iwillguiｄethemｔoreadfｏriｎforｍａt(yī)ioｎbyｓkiｍminganｄｓｃanｎｉngthetext。Tｈestudｅntsaｒeaskedtｏｓｋimthewholeｔeｘttoａnswｅrｔhefｏllｏｗinｇｔｗｏｑuｅｓtｉonsbｙｐaiｒwoｒk。Q1:Ｗｈat＇sthegeｎeraliｄeaofthewholepassaｇe？Q2：What’sthemaｉnidｅａｏfeａchｓeｃtion?ThenIwｉlｌasｋｔｈemtoscantｈeｐaｓsaｇeagainａndfinishｔｈeactｉvitiesingrｏuｐoffour.Activiｔy１:Fｉnｄoutｔheｄifｆerentｂoｄylａnguaｇesofdifｆerentpeopｌeｉｎthｅteｘtaｎdlistout。Actiｖity2:Dosoｍｅmuｌtｉ－choiceworktofｉndoｕｔsoｍedeｔａileｄinｆormatioｎ.Toimprovｅthestudents’sｋiｍｍinganｄscaｎningskiｌｌsiｓthｅdifficｕltpoiｎtｏfｔheclaｓs。ＳｏＩwｉllａrrangethｅabovequeｓtiｏｎsaｎdactivitiｅstｏpracticeandiｍｐｒoｖeｔｈeirｒeadiｎgskillstogetgeneralideaｓanddeｔaｉｌediｎfｏrmａt(yī)ｉoｎ.Ｍｅaｎwhｉle,tｈecooｐｅratｉveleaｒningcａnrａiseｔheirstｕdｙiｎginterestanddeveｌopthｅircoopｅratｉonspirｉt。Ｓeｃoｎｄlｙ。Ｉwiｌlａskthｅstudentsｔoｌｉｓtenthetapeaｎdread-3-afteriｔ.Afteｒｌiｓｔenｉnｇandrｅａdingthｅｔexｔ,sｔudentsfindoutｔｈｅdifｆｉcultwordsanｄsｅｎｔencｅs，tｒyｔoanalyzeaｎｄmemorizｅｔｈem。Mａsteringｎeｗwｏｒdsandeｘpreｓｓionｓiｓthｅiｍportａntpｏint,soIwillasｓistmysｔｕdentｓtｏｍａｓｔｅｒtｈem.Ｔhｉrｄly，Theclaｓswｉllcometoｔheperiodｏｆsolviｎｇｐrobleｍs。ThisｔｉmebelongstｏstudentsandIjｕstplａyａnassiｓｔantrole.Thestudenｔscａnａskａnyquestioｎsｔｈｅyｃｏｍeａｃｒoｓsｉntheprｏcessofleａｒｎinｇ,ａｎdtｈewhｏｌｅｃlaｓｓallｓolvethｅm。Thｉｓpｕrpｏseistoimpｒovetheiｒquestioningspiritanddeａlingwiｔｈdifｆicｕlｔｉes。Step4：Poｓt-ｒeadinｇ,ｉtincｌudｅsｔwotaｓksａnｄtakes7ｍiｎutesＳｏfar,thｅｓtudenｔshaveknowntｈebasicknowｌeｄgeofｂodylａnｇuagｅ，ａｃcordingtoｔheprｉncipｌeoftheNｅwＥnglishCurｒiｃuｌum，lａｎguageｉsleaｒnttocommunicateandｓolvepｒoｂlemｓ.SoIｗilｌprovide2ｔaｓksbyｐairwoｒｋtolｅtthｅmcoｎforｍtheirlaｎgｕageｋnowledｇeｉntｏｌanｇuagｅｕsｅ:Tａsk１:Supｐoｓetwofriends,oｎefrｏmＡmeriｃａ,tｈｅｏtherfromＪaｐａnmeetattheｆirst，makeａdialoguｅandacｔｏutthｅpossibｌefｕｎnｙｔhｉng。Tasｋ2:Ｉwｉllliｓtseveralneｗwｏrｄsaｎｄexｐrｅssｉｏnｓ,andtelltｈesｔudeｎｔstothｉnｋanewstｏryandshａreｗithoｔｈｅrstudentｓ。Ｔhｅｂoｔhtａsksprovidestｈestuｄentｓｗithｔheoppoｒtunitiestoｒelatewhaｔtheｙｈａｖｅｒeaｄｔowhattheｙalreadyｋnow。Ｉnａddｉｔioｎ，theｔaｓkscanenablｅｓtudentstopｒoducｅlaｎｇｕagebasedｏnwhattheｙlｅarned。Stｅｐ５:Ｈomework,Tｈｉsstepneedｓ３miｎutｅｓＩ’llgｉveｔｈemtwoｐieｃeofhomｅworｋ。Wriｔtenｗｏrk:Ｉasksｔｕｄｅｎｔsｔowriｔeasｕｍmaryabｏutdifferentｂｏｄylanguagesanｄthｅpｏｓsiblereasｏnsｂｙｃollｅｃtingｄiｆｆerentinｆormaｔｉｏn。Oｐtionａｌｗoｒk：Surfｔheｉntｅrnｅtandfinｄｏutｍoreiｎｆormationaboｕtbｏdylａnｇuage.Thｅtwohomewｏrkｍeａntotrａiｎstｕdeｎtｓ’writinｇａbilityandｓeｌf—ｌearｎinｇability.Bｙsearchingvarｉousinｆｏｒｍａt(yī)ionｒesouｒｃｅｓ，tｈestuｄentｓｃanｗidｅntheiｒviewanｄcoｎtinuetoiｎsｐiｒethｅirlｅarｎｉngeｎthusｉasm.Uptonow,mypresｅnｔatｉｏnisalmoｓttotｈeｅ