高中高二下册英语Body-language教案格式

高中高二下册英语Body-language教案格式高中高二下册英语Body-language教案格式高中高二下册英语Body-language教案格式V:1.0精细整理，仅供参考高中高二下册英语Body-language教案格式日期：20xx年X月高中高二下册英语Bodylanguage教案格式PartI.Analysisoftheteachingmaterial1)Thepositionandroleofthistext“Bodylanguage”isthethirdperiodofunit21.It’sareadingcomprehensiontext.Thislessonisveryimportantforthestudentstolearninthatitisrelatedtoourthinkingstrategiesanditusesbothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.2)Knowledgegoal：Understandthemainideaofthetext3)abilitygoal：①talkaboutbodylanguage②improvethestudents’abilityofreading4)Moralgoal：Getawareofsomegesturesandfacialexpressionsindifferentcultures.5)Teachingaims①toimprovethestudents’readingability,suchasskimming,scanning.②toUnderstandthemainideaofthetext③Getawareofsomegesturesandfacialexpressionsindifferentcultures.PartII.AnalysisoftheteachingmethodsQuestion-and-answeractivityteachingmethodWatch-and-listenactivityFreediscussionmethodPairworkorindividualworkmethodToreachmyteachingaims,I’lltakeadvantageofsometeachingaids,suchasataperecorder,multimedia,theblackboardPartIII.AnalysisofthelearningapproachInterestisthebestteacher.Butwiththeheavystudyburdenandimpactofthetraditionalspoon-feedingteaching,sometimesthestudentsmaylosetheinterestinlearningandarenotindependentenough.Sohowtomotivatethem,developtheirinterestandbuilduptheirself-studyabilityarethefirstthingsIamconsideringaboutPartIV.TheteachingprocessStep1WarmingupShowashortfilmandaMTVshowandaskthestudentsthefollowingquestions：T：Howdotheactorsintheshowexpressthemselves?S：Byfacialexpressionsandwhattheydo.T：Whatdowecallthat?S：Bodylanguage.T：Whatisbodylanguage?S：Bodylanguageisthemovementsorpositionsofourbody.Weusethemtoshowotherpeoplewhatwearethinkingaboutandhowwearefeeling.[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个问题引出本课话题bodylanguage.Step2BrainstormingShowsomegesturesandaskthestudentstoguesswhatthegesturesmean.[设计说明]体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。Step3Reading&comprehension(1)Listentothetextandanswerthefollowingquestions：T：Doesbodylanguagehavethesamemeaningindifferentcountries?S：No.T：Whatisthebestexampleofuniversallyunderstoodbodylanguage?S：Thesmile[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水平，从整体上把握好文章的内容。(2)Askstudentstoreadthetextquicklyandfindoutthemainidea/keysentenceofeachparagraphinpairs.Para1：Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Para2：Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.(Thesamegesturehasdifferentmeaningsindifferentcountries.)Para3：Peopleindifferentcountriesshowthesameideaindifferentways.Para4：Somegesturesseemtobe5：Perhapsthebestexampleofuniversallyunderstoodbodylanguageisthesmile.*Teacherscanalsoaskstudentshowmanypartswecandividethewholetextintoandwhatthemainideaofeachpartis.Part1(Para1)：Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.Part2(Para2-3)：Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Part3(Para4-5)：Somegesturesseemtobeuniversal.[设计说明]阅读课要提升学生提炼文章主旨大意的水平，通过归纳总结一方面从整体上把握文章。另一方面也可提升阅读技能。(3)Readthepassagecarefullyandtrytofindouttheanswerstothefollowingquestions：T：Whatbodylanguagevariesgreatly?S：Eyecontact,gestureOK,thumbsup,shakingheads,“crazy”gesture,noddingheads.T：TrytocompletethetableS：GESTURESCOUNTRIESMEANINGSeyecontactsomecountriesawaytoshowthatoneisinterestedothercountriesrudeordisrespectfulacirclewithone’sthumbandindexfingermostcountriesOKJapanMoneyFranceZeroBrazilRudeGermanythumbsuptheUSgreatorgoodjobNigeriaRudeGermanyThenumberoneJapanmovingtheindexfingerinacircleinfrontoftheearsomecountriesCrazyBrazilYouhaveaphonecall.T：Somegesturesseemedtobeuniversal.WhataretheyHowtocommunicatethemS：I’mtired,I’mfull,andI’mhungry.T：Whyisthesmilethebestexampleofuniversalbodylanguage?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水平和概括水平，培养和提升阅读水平和技巧。Step4Post-readingTrytomakeacomparisonbetweenthebodylanguageinchinaandthatintheUSComparisonMeaningGesturesintheUSAGesturesinChinaNo,don’tdothat.Movingtheindexfingerfromsidetoside.MovingtheheadorhandfromsidetosideIdon’tknowShruggingone’sshouldersShakingtheheadWelldoneThumbsup.Thumbsup.Incredible.Ican’tbelieveit.Rollingone’seyes.openone’seyesandmouthwideMoneyRubbingthethumbandforefingertogetherRubbingthethumbandforefingertogetherCrazyMovingtheindexfingerinacircleinfrontoftheear.NosuchagestureGoodluckCrossthefingersonbothhandsNosuchagestureComehereMovingtheindexfingerforwardsandbackwards.Movingone’shandupanddownwiththepalmfacingdown.[设计说明]本部分通过表格形式培养学生分析比较研究水平，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，同时也提升学生的跨文化交流意识。Step5Discussion/AssessmentImagineyouarethebossofthecompanyandyouwanttoemployamanasyourassistant.Judgingfromthebodylanguageofthefourmen,whichonewillyouchooseWhy[设计说明]培养学生使用所学知识，围绕中心话题实行思考和讨论的水平，提升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能够让学生学会用身势语表达自己。另一方面锻炼了口语。Step6DumbshowThinkofsomesituationsi