舊版人教版高一-Unit-21-Body-Language教案設(shè)計(jì)

Unit21BodyLanguage-Reading(thesecondperiod)

TeachingAims:

Bytheendoftheclass,studentsshouldbeableto:

1.knowdifferentculturebygettingtoknowdifferentbodylanguageindifferent

countries.

2.learnsthaboutbodylanguage

3.havetoabilitytograspthemainideaofapassageasfastaspossible

TeachingImportantpoints:

1.howtogetthemainidea

2.masterthebodylanguage

TeachingDifficultpoints:

1.trainthestudentstogetthemainideaofeachparagraph

2.howtoletthestudentsunderstandthebodylanguageindifferentcountriesand

usethemcorrectly

TeachingMethods:

1.Communicativeapproach

2.Task-basedapproach

3.Fastreadingandcarefulreading

TeachingAids:

Blackboard,chalk,picturesandpaper

TeachingProcedures:

Step1GreetingandLead-in

Theteachergreetsthestudents,givessomesituations,invitesseveralstudentstoact

themoutwithbodylanguage.Theotherstudentsguesswhathe/shewantsto

express.

T:Goodmorning,boysandgirls.Whatwillyousaywhenyouseemeeveryday

outsidetheclass?

S:Hello,MissSu./Goodmorning,MissSu.

T:Great.Butifyoucannotspeakwithyourmouth,howwillyousayhellotome?

S:(Higesture).

T:Yeah.Thisisthebodylanguageweuseeveryday.Canyouuseyourbody

languagetoexpressotherideas?

T:Well,let'shavealook.Iwouldliketoinvitesomeofyoutocomeheretopickout

somesentencesorwords.Thentellyourclassmateswhatitisbyusingbody

language.Class,pleasewatchcarefullyandguesswhathewantstosay.

(wordsonthepaper:Idon'tknow./Iloveyou./money/Comehere./Me?/Stop/Be

quiet./1amthinking/1can7believeit/1haveastomachacheJ

T:(Afterperformance)Canourbodytalk,class?

S:Yes.

Step2Fastreading

Guidetheclasstoreadthroughthetextquicklyandfindoutthemainideaofeach

paragraph.Theteacherwritesdownthemainideaontheblackboardandthe

studentsmatchthem.

T:Thisclasswearegoingtolearnsthaboutbodytalk.Pleaseopenyourbooksand

turntoP59.Lookatthetitle,whatdoes“BodyTalk^mean?

S:bodylanguage.

T:Quiteright.Thepassagewillintroducebodylanguage.Forpassagetointroduce

sth,whichpara,doesthemainidealiein?

S:para.1.

T:Good.Let'sreadpara.1together.Weuseboth,begin.

T:Whichsentenceisthetopicsentenceinthefirstparagraph?

S:Thefirstone.

T:Wonderful!(afterwritingontheblackboard).Readitagain,please.

T:Whatwillthefollowingparastellus?Doyouhaveanyidea?

T:Well,ifyoudon'tknow.Itdoesn'tmatter.Pleasereadpara2to5quicklyandtry

togetthemainideaofeach.Whileyouarereading,payspecialattentiontothe

firstsentenceofeachpara.Youwillhave3minutes.Herewego.

T:Nowtime'sup(stopgesture)!Finishreading?Whocanmatchthemainideawith

theparas?Whowouldliketohaveatry?

(thestudentsmatchthemainidea.)

Step3Carefulreading

1).Askthestudentstounderlinedifferentmeaningsofgestureswhilelisteningto

para.2to3.Afterthatfillintheblankswithmeaningsofgesturesonthehand-out.

Thenasksstospeakouttheanswers.Aftergettingtheanswers,theteachersays

gesturesinEnglishandstudentsdothemtogether.Askapairtoactoutthedifferent

greetingwaysindifferentcountries.

T:Doyouknowthemeaningsofdifferentgestures?(Theteachermakesthe

OK-gesture,thumbs-up,crazygesture,nodandshakehead)WhatdoImean?

/Whatdoesitmean?

S:...

T:Butdotheyalwaysmeanthesameindifferentcountries?

T:Let'ssee.Pleaselistentopara.2to3,andtakeoutyourpens,andunderlinethe

meaningsofgestures.

T:Next,pleaselookatthepaperIgaveyou.Trytofillintheblankswiththe

meaningsofgestures.

T:Areyouready?

T:Whowouldliketotellusyouranswers?Eyecontact?Together.

S:Insomecountries,itmeansshowinginterest,butinothercountries,itmeans

beingrudeordisrespectful.

T:Whatdoesitmean(makingokgesture)indifferentcountries?Xxx,please.

S:InJapan/France/BrazilandGermanyitmeansmoney/zero/beingrude.

T:Goodjob.Whatdoesitmean(thumbs-up)indifferentcountries?Together.

S:IntheUS/Nigeria/GermanyandJapanitmeansgreatorgoodjob/beingrude/the

No.1.(Whenthestudentscan'tpronounce“Nigeria”correctly,theteacherteaches

thestudentstopronouncetwice)

T:(Theteachermakesthecrazygesture)WhatdowemeaninChina?

S:thinking.

T:Butinsomecountries,peoplecallit...?

S:crazygesture.

T:InBrazil?

S:Youhaveaphonecall.

T:(Theteachernods)WhatdoImean?

S:Yes.

T:Inwhichcountries,doesitmean“No"？

S:Bulgaria,partsofGreeceandIran.

T:(Theteachershakeshead)Inthesecountries,itmeans...?

S:Yes.

T:Terrific.

T:ThenhowdopeoplegreeteachotherinFranceandRussia?

S:kissonthecheek.

T:Inothercountries?

S:Shakehands,ahug,abow,anodofthehead.

T:Wonderful!Nowcanyoumakeallthesegestures?

T:NowmakethegesturesasItellyou.Let'stry.

T:moneyinJapan./ZeroinFrance./GoodjobintheUS./TheNo.linGermanyand

Japan./Crazy./YouhaveaphonecallinBrazil.(thestudentsmakegestures

together)

T:Wonderful,class.Next,Iwouldliketoinvitetwoofyoutocomehereandshow

usdifferentwaysofgreetingindifferentcountries.Whowouldliketohaveatry?

XXXandxxx,youtwo,please.

T:Welcome.Listencarefullyandclass,pleasewatchcarefullyandseewhetherthey

dosthright.

T:YouaretwoChinesefriends.Youhaven'tmeteachotherforalongtime.

S:Longtimenosee.

S:Longtimenosee.(Theyshakehands)

T:YouarefromtheUS.Youmeeteachotherattheairport.

S:Hi,gladtoseeyou.

S:Hi,gladtoseeyou.(Theyhug)

T:YouarefromAmerica.XXX,youarevisitingxx.

S:Nicetomeetyou.

S:Nicetomeetyou.(Theybow.)

T:Goodjob.Thankyou.Sincetherearesomanydifferentmeaningsofgestures,

whatshouldwedo?Asasayinggoes:WheninRome,

S:doasRomansdo.

T:Great.Well,next,let9shavealookatapicture.Seewhethertheydosthwrong.

T:Whatcanyouseeinthepicture?

S:twomen.

T:Wherearetheyfrom?Doyouthink?

S:China/Japan....

T:Whataretheydoing?

S:Havingatalk.

T:Istheresomethingwrongwiththepicture?Lookattheoldman'sfeet.Who

knows?

S:Hisfeetpointatanotherperson.

T:Yeah,insomeAsiancountries,youmustnotsitwithyourfeetpointingatothers.

2).T:IfIwanttosay"Iamtired/full/hungry^^withbodylanguage,whatshouldI

do?Whocanshowus?please.

T:Welldone.Nowlet'sreadpara.4andseetheuniversalgesturesofsaying"Iam

tired/full/hungry”.Whilethereare,readygo.

T:Nowpleasetellme,andIwillmakethegestures.(Theteachermakesthegestures

accordingtowhatthestudentssay.)

3).T:Thereisalsoanotheruniversalgesture.Whatisit?

S:Smile.

T:Doyoulikesmiling,class?

S:...

T:Well,mostofyoulikesmiling.Whatcanasmiledo?Let'sreadthelastparaand

finditout.Perhapsthebestexample,readygo.

T:Soclass,accordingtothetext,whatcanasmiledo?

S:...

T:Besidesthis,whatasmilecando?(showapictureoftheteacher)Forme,asmile

canmakememoreconfidenthereandhelpmedomyjobwell,(showpicturesof

somestudents9smilingfaces)Whataboutyou?Yoursmilesareverybeautiful.

Pleaseworkingroupsanddiscusswithyourpartners.Makeupyourown

sentences.Youbeginlikethis:Asmilecan.Write

yourownsentencesonP2ofthepaperIgaveyou.AfterthatIwillselectsome

beautifulsentencestomakeupalittlepoem.Fourstudentsinagroup.The

studentsinrow1,3,5and7,pleaseturnbacktodiscusswithyourpartners.Let's

start.

T:Whocanwithusyoursentences?

T:Well,let'senjoythebeautifulsentencestogether.Youaresmiling.Iamsmiling.

Heissmiling.Weareallsmiling.Ourworldwillbemorebeautiful.

T:Class,thebeautifulsentencesmakeupabeautifulpoem,doesn'tit?Let'sreadit

again.

T:Class,you'vedoneagoodjobtoday.Thankyouforyourattending.Byebye.

Unit21BodyLanguage—Reading(BodyTalk)的教學(xué)反思

教學(xué)相長。學(xué)然后知不足，教然后知困。知不足然后能自反也，知困然后能自強(qiáng)也。

從本次考核課的備課、試教以及課堂效果，我受益匪淺，同時(shí)也深有感悟，對于課堂教學(xué),

我才剛踏上取經(jīng)之途。對于剛剛邁出取經(jīng)門檻的我，九九八十一關(guān)仍然有待漫漫長路來跋

涉。下面來談?wù)勎以趥湔n、試教和正式上課的一點(diǎn)反思。

一、要激情互動(dòng)，為學(xué)生創(chuàng)造一片英語學(xué)習(xí)的藍(lán)天。在本課剛開始設(shè)計(jì)時(shí)，我遵循傳

統(tǒng)的閱讀教學(xué)法，注重學(xué)生的閱讀能力的培養(yǎng)以及閱讀技巧的傳授。因此，不敢大膽地突

破傳統(tǒng)、改革創(chuàng)新?；?dòng)少，環(huán)節(jié)不夠新穎，因此，第一次試教的時(shí)候?qū)W生熱情沒能跟上

來，反響不是很大。

后來，在聽取本組老師意見，深刻反思之后，我利用本節(jié)課講肢體語言的特點(diǎn)，靈

活處理教材中的每個(gè)環(huán)節(jié)，依據(jù)文本內(nèi)容設(shè)計(jì)有趣生動(dòng)的環(huán)節(jié)，讓學(xué)生們在輕松愉快的氛

圍中感受到肢體語言的內(nèi)涵與魅力，因此，學(xué)生參與的積極性極高，課堂氣氛也跟著活躍

了起來。有激情，一切皆有可能！激情好似一種驅(qū)策力量，是愿望改變行為的動(dòng)力。一個(gè)

人只有愿望而無奮斗的激情，就不可能產(chǎn)生行動(dòng)！作為英語教師，在英語教學(xué)的過程中，

不能只是埋頭教學(xué)，而應(yīng)想盡一切辦法激發(fā)學(xué)生學(xué)習(xí)英語的激情，點(diǎn)燃他們自信的火花和

激情的火焰，形成激情互動(dòng)的教學(xué)局面，給學(xué)生打造一片英語學(xué)習(xí)的藍(lán)天！

二、增加閱讀課堂的趣味性。文本的內(nèi)容是固定的，而且本單元的內(nèi)容是往年考核

課必上的內(nèi)容，很難有突破有創(chuàng)新。在絞盡腦汁之后，我深深明白，對于老師而言，內(nèi)容

是爛熟于心的，可是對于學(xué)生而言，卻是全新的東西，只要老師能根據(jù)自己的風(fēng)格，設(shè)計(jì)

有趣味性的環(huán)節(jié)，讓學(xué)生積極地參與到課堂環(huán)節(jié)中來，真正參與閱讀，從中感悟到文化的

不同魅力以及增長閱讀技巧，那就是一節(jié)有效的課堂。因此，我根據(jù)文本內(nèi)容，以及本班

學(xué)生的特點(diǎn)，進(jìn)行大膽預(yù)設(shè)，在閱讀中穿插文本的表演，小組活動(dòng)與全班活動(dòng)相結(jié)合，形

式多樣化，老師也是肢體語言貫穿整個(gè)課堂，因此，學(xué)生能在輕松愉悅的氛圍里有所長有

所獲。

三、各個(gè)環(huán)節(jié)過渡的語言要精煉，引人入勝。語言簡練易懂，而且?guī)в袘夷睿拍?/p>

讓學(xué)生克服畏難情緒，邊思考邊閱讀，深入淺出。富有成就感。

總之，本次考核課讓我摸清了我以后應(yīng)該進(jìn)步的方向，也看到了自己的不足，這是

一次不可多得的歷練。

Unit21BodyTalk(reading)學(xué)案

Taskone:Listentoparagraph2and3andunderlinethe

meaningsofgesturesandtrytoHllintheblanks.

GesturesCountriesMeanings

Somecountries

Othercountries

Mostcountries

Japan

France

Brazilrude

AGermany

TheUS

Nigeria

Germany

0