2012高二英語教案Module 3 Interpersonal Relationships-Friendship（（外研選修6））

高中英語新標準（外研版）必修4Module3BodyLanguageandNon-verbalmunication山東煙臺招遠外語組劉剛Aims:TolearnanotherwayofmunicationbodylanguageTounderstandthedifferentgesturesindifferentcountriesDifficultandmainpointsTheusageofthefollowingphrases:morethanonguardinvolvegiveawayTeachingStepsStep1:ListeningT:Openyourbookandturntopage22.Todaywearegoingtolearnthe“Readingandvocabulary”Let’sseepart1Therearefourtitles,readthemandthenclosebooks.Listentothetapecarefullytoseewhatthepassageisaboutandchoosethecorrectanswer(Playtherecorder3minutes)Whenitisovergivethestudents5secondstochoosethebesttitle.ThenchecktheanswerandasktheSstogivethereasonT:Canyoutellusthereasonwhyyouchoosethefirstone/thesecond/thethird/thelast?S:(a.b.c.d)Thengivetherightanswer.GreetingAroundtheWorldT:Nowlet’sseePart2.Therearesixsentencesaboutthepassage,readthemquicklyandlistentothetapeagainanddecidewhichonesaretrueandwhicharefalseListen,youshouldnotonlygettheanswerstothePart2,butalsochecktheanswertoPart1(Playthetapeagain3minutes)Afteritfinishesgivethestudents15secondstofinishthequestionsChecktheanswersT:Whocangiveustheanswers?S)Idon’ttellyouwhetheryouarerightorwronglet’sgotothesecondstepReadingStep2.Reading[來源:學+科+網(wǎng)Z+X+X+K]T:Youhaveonly2minutestoreadthepassage,whileyouarereadingthepassageyouhavetwodutiesoneistocheckwhetheryouranswersinPart2arerightandfindouttherightones,theotheristofindandunderlinethewordsintheboxinPart3(2minuteslater)T:Nowlet’sseePart2again.Whocangiveustherightanswersandgivethereasonsandcorrectthefalseonesifnecessary..S:(a.b.c.d)T:Pleasehandsupifyouranswersareallright.(Youareverygood,theothersdon’tbediscourage,youcansucceed,tooifyoukeepworkinghard,listeningandreadingmore)（檢查閱讀結果，表揚全對的同學，鼓勵有錯的，提高他們的積極性）T:OK.Nowlet’sseethewordsintheboxinPart3.Firstreadthemafterme(twice)T:Whowouldliketoguessthemeaningsaccordingtothecontext?(Helpthemiftheycan’t)[來源:Zxxk.]T:Nowthatyouhaveknowntheirmeanings,choosethemtofilltheblanks.Payattentiontotheirforms(3minutes)T:Nowpleasediscussyouranswersinpairsandlearnthereasonsatthesametime.ChecktheanswersT:Readthepassagecarefullyagainandunderlinethedifficultpointsyouthink,afteryoufinish,discussinpairsoringroupsoffourtotrytosolvethem.(7minutes)(Writethemainpointsontheblackboard)T:Doyouhaveanyquestions?Ifyouhave,handsup.T:Student1,pleasetellusyourquestions.S1:…T:Nowlet’sseewhocananswerhis/herquestions.(Ifitisdifficultforstudents,helpthem.)T:Lookattheblackboard,please,let’sseethepoints1.Althoughtheseareveryimportant,wemunicatewithmorethanjustspokenandwrittenwordsMorethan:意思：不僅是，遠甚于Hibernationismorethansleep.Itisadeepsleep.Morethan還有其他用法，domorethandosth.=notonlydosth.[來源:學*科*網(wǎng)Z*X*X*K]Teachersdomorethanteachusschoollessons.Theyeducateustobeusefulpersons.morethan=notonlyorveryHearingthenews,hewasmorethanalittleangry.Iammorethansatisfiedwithwhatyousaid.[來源:學,科,網(wǎng)]Don’tforcemetosaymorethanIwantto2.Likeotheranimals,weareonguarduntilweknowitissafetorelax.Onguard:值班，當班，提防著[來源:學*科*網(wǎng)]Thesoliderisonguard.Letusbeonourguardagainstthieves.3.GreetingsinAsiancountriesdonotinvolvetouchingtheotherperson,butthey…involvethehandsInvolve:涉及，包括ThisprojectinvolvesalotofworkDon’tinvolveotherpeopleinyourstrouble.其他用法beinvolvedin包含在……,與……有關,被卷入AllthechildrenwereinvolvedintheschoolplayHewasinvolvedinworkingoutaplan.beinvolvedintrouble4.Peoplegiveawaymuch…bytheirwordsGiveaway:散掉,給掉(錢財?shù)?,泄露,出賣Hegivesawayallhispictures.Don’tgiveawaythesecret.Hewasgivenawaybyoneofhispanies.[來源:][來源:]Step3Speaking(5minutes)T:Nowwehaveknownthatbodylanguagecanhelpusmunicateandtherearedifferentgesturesindifferentcountries.Thesamegesturehasdifferentmeaningsindifferentcultures.Whatgesturesdoyouknowandwhataretheirmeanings,wouldyouliketotellus?T:FirstIgiveyoutwoexamples:Bow:toshowrespectWavingyourhand:sayhellotosomeone[來源:ZXXK]Ss:…Step4MemorizingT:Nowmemorizethecontentofthepassage.板書設計1.MorethanHibernationismorethansleep.Itisadeepsleep.domorethandosth.=notonlydosth.morethan=notonlyorvery[來源:Z。xx。k.]OnguardInvolvebeinvolvedinGiveaway[來源:Zxxk.]課程設計思路：宏觀設計:學英語目的是聽,說,讀,寫全面提高,本節(jié)課的設計主要圍繞這一目的設計的,涉及聽,說,讀三個方面。課程的改革提出要以學生為主體，進行探究式學習，本節(jié)課大部分活動是圍繞學生來開展的。學生通過自學，討論中解決疑問，教師只起一個指導作用。微觀設計：StepOne:該部分主要訓練學生的聽力。第一遍讓學生帶著一個簡單的問題聽，目的是讓學生聽出文章的大體意思。第二遍是聽細節(jié)，針對所給的句子聽課文判斷對錯，同時就所給第一部分的答案仔細聽錄音。待學生做完題后讓學生給出答案，但老師并不糾正，讓學生帶著問題進入下一步。StepTwo:閱讀：第一遍略讀，學生讀的過程中既要找出上一題的正確答案還要劃出第三部分方框里的詞。讀完后核對第二題的答案，