高一英语人教版Unit 21《Body language》教案
(2011-05-06 11:33:00)
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高一英语人教版Unit 21《Body language》教案
Unit 21 Body language ( Reading ) 高一英语下
1)The position and role of this text
“ Body language ” is the third period of unit 21. It’s a reading
comprehension text. This lesson is very important for the students
to learn in that it is related to our thinking strategies and it
uses both words and body language to express our thoughts and
opinions and to communicate with other people.
2) Knowledge goal:
Understand the main idea of the text
3) ability goal: ①talk about body language
4) Moral goal: Get aware of some gestures and facial expressions in
different cultures.
①to improve the students’ reading ability, such as skimming,
scanning.
②to Understand the main idea of the text
③Get aware of some gestures and facial expressions in different
cultures.
Part II. Analysis of the teaching methods
Part III. Analysis of the learning approach
Interest is the best teacher. But with the heavy study burden
and
impact of the traditional spoon-feeding teaching, sometimes
the
students may lose the interest in learning and are not
independent
enough. So how to motivate them, develop their interest and build
up
their self-study ability are the first things I am considering
about
PartIV. The teaching process
Step 1 Warming up
Show a short film and a MTV show and ask the students the following
questions:
T: How do the actors in the show express themselves?
S: By facial expressions and what they do.
T: What do we call that?
S: Body language.
T: What is body language?
S: Body language is the movements or positions of our body. We use
them to show other people what we are thinking about and how we are
feeling.
[设计说明]
让学生在课前欣赏两段表演,在活跃气氛,激发学生对身势语的兴趣的同时,通过回答演员们如何表现自己这一问题引出本课话题------body
language.
Step 2 Brainstorming
Show some gestures and ask the students to guess what the gestures
mean.
[设计说明]
展现几幅身势语图片以激发学生的学习兴趣和参与的热情,创造轻松的课堂氛围,最后用一幅图片调动学生的求知欲------同一身势语在不同文化背景下可能会有不同的含义。
Step 3 Reading &comprehension
(1) Listen to the text and answer the following questions:
T: Does body language have the same meaning in different
countries?
S: No.
T: What is the best example of universally understood body
language?
S: The smile
[设计说明]
在学生预习的基础上,用听力的形式唤起学生对课文内容的回忆,并训练学生通过听获取主要信息的能力,从整体上把握好文章的内容。
(2) Ask students to read the text quickly and find out the main
idea/key sentence of each paragraph in pairs.
Para 1: We use both words and body language to express our thoughts
and opinions and to communicate with other
people.
Para 2: Just like spoken language, body language varies from
culture to culture.
Para 3: People in different countries show the same idea in
different ways.
Para 4: Some gestures seem to be universal.
Para 5: Perhaps the best example of universally understood body
language is the smile.
*Teachers can also ask students how many parts we can divide the
whole text into and what the main idea of each part is.
Part 1 (Para 1): We use both words and body language to express our
thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies
from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
[设计说明] 阅读课要提高学生提炼文章主旨大意的能力,通过归纳总结一方面从整体上把握文章。另一方面也可提高阅读技能。
(3)Read the passage carefully and try to find out the answers to
the following questions:
T: What body language varies greatly?
S: Eye contact, gesture OK, thumbs up, shaking heads, “crazy”
gesture, nodding heads.
T: Try to complete the table
S:
GESTURES
eye contact
a circle with one’s thumb and index finger
thumbs up
moving the index finger in a circle in front of the
ear
T: Some gestures seemed to be universal. What are they? How to
communicate them?
S: I’m tired, I’m full, and I’m hungry.
T: Why is the smile the best example of universal body
language?
S: ......
[设计说明]
引导学生分析课文,抓住关键词,概括文章的细节,通过填写表格培养学生的理解能力和概括能力,培养和提高阅读能力和技巧。
Step 4 Post-reading
Try to make a comparison between the body language in china and
that in the US
Comparison
Meaning
No, don’t do that.
I don’t know
Well done
Incredible. I can’t believe it.
Money
Crazy
Good luck
Come here
[设计说明]
本部分通过表格形式培养学生分析比较研究能力,从而更好的掌握不同文化背景下身势语的异同,达到本节课的教学目的,同时也提高学生的跨文化交流意识。
Step 5 Discussion/Assessment
Imagine you are the boss of the company and you want to employ a
man as your assistant. Judging from the body language of the four
men, which one will you choose? Why?
[设计说明]
培养学生运用所学知识,围绕中心话题进行思考和讨论的能力,提高学生英语口头表达的技能;准备好四张卡片,让四位学生上台用身势语将卡片上内容表现出来。让其他学生作出选择,并解释选择的原因。通过这种方式一方面可以让学生学会用身势语表达自己。另一方面锻炼了口语。
Step 6 Dumb show
Think of some situations in your daily life in which you use body
language and then try to act them out without any words. You can
work in pairs or groups.
[设计说明]
学生以小组形式开展活动,讨论真实语境下的身势语的表达,通过这一话题,一方面激活了学生的思维,活跃了课堂气氛,另一方面也让学生学会了观察生活,从而学会生活;同时在表演结束后再让其他学生用英语描述表演者所表现的情景,培养观察身势语的能力,并在想象,猜测的过程中形成内心语言,最终用语言复述自己的思想。
Step 7 德育渗透
[谚]入国问禁, 入乡随俗。
礼貌造就人。
礼貌周到是使同我们谈话的那些人感到自在的艺术。
——(英作家)斯威夫特
Step 7 Homework
1.
2.
3.