Body-language-閱讀課教學設(shè)計

Bodylanguage閱讀課教學設(shè)計教學設(shè)計一目標：知識與技能：1理解、內(nèi)化、運用以下生詞及詞組—fold、anger、vary、thumb、crazy、mod、part、hug、bow、palm、shrug、incredible、pat、getthrough、teardown、chart2.獲取關(guān)于bodylanguage的相關(guān)信息教學設(shè)計一目標：知識與技能：1理解、內(nèi)化、運用以下生詞及詞組—fold、anger、vary、thumb、crazy、mod、part、hug、bow、palm、shrug、incredible、pat、getthrough、teardown、chart2.獲取關(guān)于bodylanguage的相關(guān)信息,且進行skimming,scanning,carefulreading,generalization,guessingmeaning等閱讀技能訓練。3.充分利用多媒體，強化學生自主學習的意識，培養(yǎng)學生組織語言、運用語言的能力。過程與方法：1培養(yǎng)學生通過自主學習和合作學習，獲取信息和處理信息的能力。2培養(yǎng)學生質(zhì)疑意識，分析問題、解決問題、綜合問題的能力和創(chuàng)造性思維能力。情感態(tài)度價值觀：1在有趣的話題激勵下，誘導學生積極參與，充分調(diào)動他們學習的興趣。2使學生了解身勢語在各國人民交往中的重要性。了解在各國相同身勢語所表示的不同交際含義。增強對中外“身勢語”差異的敏感性，培養(yǎng)世界意識；通過ymeaning?”。學生自然回答“手勢”。借此機會給學生留下第一個任務：★

Task1:

Inoureverydaylife,bywhichwayscanwecommunicatewitheachother?然后通過展示圖片給出線索，使學生在視覺和聽覺上受到刺激，自然導入本課主題——身勢語。StepIITask-cycle★

task2:Discussthefollowingthreequestions:●Canyouguesswhatsomeoneisthinkingorfeelingbylookingathisorherbodylanguage?●Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?●Howdoyoucommunicatethefollowingwithbodylanguage?Thankyou!

No.Yes.

Idon’tknow.

Comehere!經(jīng)過這三個問題的討論使學生置身于“身勢語”之中，增添了實效性與可操作性。接著提問:●Doyouwanttoknowmoreaboutbodylanguage?

引入正ming:★

task3:Findoutthemainideaofeachparagraph.Mainidea:

Paragraph1:Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Paragraph2:Bodylanguagevariesfromculturetoculture.Paragraph3:Thesamebodylanguagehasdifferentmeaningsinsomedifferentcountries.Paragraph4:Somegesturesareuniversal.Paragraph5:Smileisthebestexampleofuniversallyunderstoodbodylanguage.

Scanning:★

task4:

Readthepassageagainandfinishansweringthefollowingquestions:●Whatcanweusewordsandbodylanguagetoexpress?●Findoutthedifferentmeaningsofeyecontact,OK,thumpsup,”crazy”gesture.●InBulgaria,partsofGreece,andIran,doesthegesture“shakingone’shead”meanno?●Howtogreeteachother?●Howtoexpress“Iamtired.”“Iamfull.”“Iamhungry.”●Whatcansmilehelpustodo?

practiceforwordstudy在幫助學生理清ilarto“vary”?A.changeB.bethesameasC.besimilarto

Key:

A●What’stheChinesemeaningfortheword“disrespectful”?A尊敬的

B尊敬

C無禮的Key:

CConsolidationa.studentsareaskedtodosomebodylanguagesandtheirneighboursareaskedtotellthemeanings.b.Whichconclusioncanyoudrawfromthispassage?

A.Bodylanguageisveryimportant.Youcanusebodylanguagetocommunicatewithpeoplefromforeigncountrieswithoutanydifficultyevenifyoudon’tknowtheirlanguage.

B.Whenyou’reinaforeigncountry,it’sveryimportantforyoutoknowwhattheyspeak.Itdoesn’tmatterwhetheryouknowthemeaningofgesturesandmovementsofthepeopleintheircountry.C.Whenyouareinaforeigncountry,usingbodylanguageinacorrectwayisimportanteventhoughyouknowthelanguagetheyspeakverywellforitcanmakeyourstayinthecountryeasyandcomfortable.Key:

C.★

task5:RoleplayRoles:twofriendsSituation:Theyhadn’tseeneachotherfortwoyears.Nowtheymeetataparty.要求表演的學生適當加上體態(tài)、表情，做到熱情自然，觀眾學生則根據(jù)他們的表現(xiàn)進行評價：評價包括自評和互評評價內(nèi)容:

LanguageEyeContactSmileBodyMovementOtherFacialExpression滿分20各項均4分

open-mindedquestionSometimeswesayonethingbutbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyexamples?Step3Post-task★

task6:Findmoreinformationabout“bodylanguage”.2.Writingabout:★

task7:Topic—GestureintheUSandgestureinChina.板書設(shè)計：Mainidea:

Paragraph1:Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Paragraph2:Bodylanguagevariesfromculturetoculture.Paragraph3:Thesamebodylanguagehasdifferentmeaningsinsomedifferentcountries.Paragraph4:Somegesturesareuniversal.Paragraph5:Smileisthebestexampleofuniversallyunderstoodbodylanguage.七教學反思本節(jié)課英語教學中以問題為線索，以學生自主學習和合作學習為主，培養(yǎng)學生的自主學習能力。故本人在這節(jié)課中通過安排學生的個人探索、合作學習、討論等各種形式來激發(fā)學生學習興趣。讓學生在教師的指導下，通過感知、體驗、實踐，參與和合作等方式，實現(xiàn)任務的目標，感受成功：在學習過程中進行情感和策略調(diào)整，以形成積極的學習態(tài)度，促進語言實際運用能力的提高。采用師生交流方式導入自然親切，拉近