高中英语教学设计模板

［教材］高中英语教学设计模板

课时教学设计

课Unit4Bodylanguage题

talkaboutbodylanguage:cultural备课时间知识与differencesand

intercultural能力上课时间communication

Explanation

workand目

标groupwork.

让学生了解有声语言与“体态语”

情感态度的对应关系，了解语言意义与行课型reading价值观为意义（“体

态语”）在交际中具

有同等重要的作用。

教

学Actoutthefollowingmeanings,please.重

点PleaseguesswhatImean.

及Pleaseshowtheactions,usingbodylanguage.分

析

教

学

难Enablethestudentstounderstandwhatacertaingestureofthe

bodylanguage

点

meansinagivensituation.及

突

破

教学过程

教

学老师指导与学生活动设计意图环

节

StepILead-in

Theteachershowssomepicturesonscreen.Thesepicturesare

fromtheEveningPartyCelebratingthecomingLunarNewYearofthe

Roosterof2005.

T:Butdoyouknowwhosheis?Yes,shewastheleadingdancerof

theprogram.HernameisTaiLihua（邰丽华）.Sheis

calledaFairyofPeachblossom（桃花仙子）bypeople.You

knowsheisadeafgirl,butsheisawise,diligent,charmingand

energeticgirl.Shestudiedveryhardandgottwodegreesofbachelors

inuniversity.Shewasfamousasanartistforherwonderfulperformance.

Sheisdeafanddumb.Buthowdidshegetthatgreatachievementand

becameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearn

fromherspirit.Besidesherhardworking,bodylanguageplaysavery

importantpartinherlife.Weareallhealthypeople,sometimeswecan

usebody

languagetoexpressourselves.Soweshouldpaymoreattentionto

learningbodylanguages.

StepIIIntroduction

T:Nowlet'sdosomeTPR(TotalPhysicalResponse)activities

together,Ihopeyouwillenjoythemandhavefunaswell.

T:Ok.It'stimetotakeupthelesson.Pleaselookatthescreen.

Let'stakealookatthefollowinggestures:

GestureActionMeaning

AYouare

handshakewelcome.

AclapofComeon;behandcheerful.

r

AV-shapeMayyou

ofthesucceed!

fore-fingerOr

andmiddlecongratulations

fingeronyour

success!

AIamnotinhalf-closedfavorofyourhandwithideaorIf11

thumbhavetorefuse

ASheisworried.

wrinkling

ofthebrow

inthought

or

displeasure

orascowl

TearsHeisverysad.

comingout

ofhiseyes.

AllsmilesSheisveryonherfacehappy.

WavingTheyaretheirhandswaving

goodbyeto

peoplearound.

AhandHeisstopping

stretchedatank.

outforward

with

strength

PeopleTheyarejumpwithcheeringfortheirboththevictory.

hands

stretched

openinthe

air.

Step?Practice

T:LookatPage25.

Whatarethesepeoplecommunicating?

Step?TimeforFun

StepVRolePlay(SpeakingtaskonP67)

T:Now,there'sstillalittletimeleft.Let'scometoSpeaking

TaskonPage67.

作

业Englishweekly1--6

课

后反

思

课时教学设计

课题Unit4Bodylanguage

Helpthestudentslearnhow备课时间知识与toexpressthemselvesin

能力上课时间bodylanguagewhenneeded.

alndividual

work,pair三教学方法维workand过程与教参看教学过程方法group

work.学

目Actingoutby标学法指导

imitation

为学生提供了来自不同国

情感态度度、不同语言文化背景的课型阅读价值观“体态语”及其在交际

中的

异同和影响的具体例证

a.Teachthestudentshowtounderstandbodylanguageusedin

different

教学

countriesorculturesaswellasindifferentoccasions.重点

及分b.Teachthestudentshowtousebodylanguageinthemost

appropriate

析

occasions.

教学Enablethestudentstorealizetheimportanceofbodylanguage

in难点

及突communicationsothatlittleornomisunderstandingmayoccur.

破

教学过程

教学老师指导与学生活动设计意图环节

Step?Revision

Freetalkaboutthetopic:theImportanceofBody

Language.Whilethestudentondutygivesthepresentation,the

teachercansimultaneouslyapprovehisorherperformancebyusingthe

bodylanguagelearnedorfamiliartothestudentssuchasnoddingthe

head,stretchingoutthehandwiththumbup,shruggingtheshoulders,

etc.

Step?Pre-reading

T:Ourtextisaboutaspecialmeansof

communication一BodyLanguage.Nowpleaselookatthe

screen.Anddiscussthesequestionswithyourpartnerfirst.And

thensomeofyouwillbeaskedtoreportyourwork.

Areyouclear?

Afterafewminutes.

T:Nowwho,dliketoanswerthefirstquestion?Volunteer!SI:Let

metry.Thepurposeoflanguage,ofcourse,istobeusedasatoolof

communication.Thatis,toexchangewithothersideas,feelings,

information,andsoon.

T:Perfect!Bodylanguageisusedanytimeandanywheretoconvey

people'sideas,feelings,information,andsoonandsoforth.Next

question?

Step?While-reading

1.Scanning

Whilereading,pleasetrytodividethewholepassageinto

severalpartsandfindoutthemainidea.

Summaryofbodylanguage.

Readthetextcarefully,thendecideifthefollowingstatements

aretrue(T)orfalse(F).

StepIVPostreading

1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?

2.Whatwerethetwomistakesthattheauthornoticed?

3.Whoseemedtoprefertokeepmorephysicaldistancefrom

others?Whoseemedtoprefercloserphysicaldistance?

4.Didanystudentshavesimilargreetingcustoms?Ifso,which

ones?

作Getreadytoretellthetextinyourownwords.业

课后反思

课时教学设计

课题Unit4Bodylanguage

备课时间知识与Enablethestudentstoknow

能力moreaboutbodylanguage.上课时间

task-based

教学方法method,role-play三

method.维过程与参看教学过程教方法Individualwork,学

学法指导pairworkand目

标groupwork.

使学生进一步明确“体态

情感态度语”对人们在日常交际中了课型Reading价值观解对方情感、思

想、态度等

方面所起的作用

教学Theunderstandingofthepoorly-writtenreadingtext,especially

the

重点

relationshipawkwardlybuiltupbetween“you"andtheotherpeople

inthe及分

析text,whoaremetbytheawkwardarrangementofthecompilersof

the

textbook.

教学

Letthestudentsknowthatthereisbothpositivebodylanguageand

negative难点

及突bodylanguage.

破

教学过程

设

教学计老师指导与学生活动环节意

图

1Pre-reading

1.Whatisthefunctionofbodylanguage?

2.Howdoyoufindbodylanguageinourdailylife?

3.Howcanthesamebodylanguageexpressdifferentfeelingsor

ideas

indifferentcultures?

2Fastreading

TUREOFFALSE

3Furtherreading

T:WehavejustreadapassageentitleduShowingOurFeelings,,,

whichtellsusmoreaboutbodylanguage.Nowlet'sreadanother

passageintheWorkbookonP66.Thetitleofthereadingtextis:

The

OpenHand-AUniversalSign.Youwillbegiven3minutestoread

throughthetextasquicklyasyoucan,tryingtogetasmuch

informationfromthetextaspossible.

T:Beforewecometotheendofthisperiod,let/stakeupthelast

item,

doingthearrangementoftheinformationunderthepassageonPage

67.

S8:Itcanbedangeroustomeetpeopleyoudonotknow.

S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.

S10:Ifweshowanopenhand,itmeansthatwearenotholding

anythingdangerous.

Sil:Therighthandisusuallyusedbecauseitisalmostthe

stronger.

S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbe

trusted.

S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhen

greetingsomeone.

Homework

作1.Readaloudallthereadingtextsinthisunit.业

2.Getreadytoretellthetworeadingpassageslearntinthis

period.课后反思

课时教学设计

课题Unit4Bodylanguage

知识与备课时间动词-ing用法能力上课时间

Individual

work,pair

教学方法过程与参看教学过程workand方法三groupwork.维

教学法指导学学生在听、说、做（即表演目

标“体态语”的动作）中能够增

进对语言交际的感性认识，情感态度课型Grammar价值观为他们在阅读过

程中上升

到对语言交际的理性认识

打下基础。

教学

重点V-ing形式在句中作定语和状语是本单元的学习重点。及分

析

教学

难