2022年新人教版高一英语下学期优质课教案.docx

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1、精选学习资料 - - - - - - - - - 名师精编 精品教案A Teaching Plan For Body Language Zhengshi High school Xu Na 25 th, May, 2005 Teaching aim: 1. Aim of knowledge: a. Read the text and let students have a wide knowledge of body language, including the background, all kinds of forms of body language. b. Let the stude

2、nts know that just like the spoken language, body language varies from culture to culture. 2. Aims of ablities: a. enable the students to understand differences and similarities between body language and words, and the will learn to handle clashes in cultural communication; b.develop students abilit

3、y of basic reading strategies of bottomc. get students to master the way of comparison. 2 Aims of emotion: a. Arouse students devotion to different kinds of body language. b. Learn to face life with optimism and happiness. Key points and difficult points：1. By making forms and comparison to help the

4、 students understand the test well. 2. Try to pick out the key sentences and divide the test into several parts. Teaching methods:1 Communicative Teaching Method 2 Task-based Teaching Method 3 Five-step Teaching Method Teaching aids: multi-media Teaching Procedures: 名师归纳总结 - - - - - - -第 1 页,共 7 页精选

5、学习资料 - - - - - - - - - 名师精编 精品教案Step 1 Pre-reading 1. Teacher s talk: Greeting and lead-in How do you feel today. Questions What about me. facial expressions How do you know. gestures postures Body Language 2. Teacher: What do you know about body language. a. a brief definition One form of communica

6、tion without using any words. b. show some different kinds of body language students task: Look & GuessWhat do the following body language mean. a. facial expressions b. gesturesstep 2 While-reading Task 1 fast-reading Try to find out how many body language are mentioned in the text. eye contact, th

7、umbs-up, making a circle with ones thumb and index finger, Task 2 careful-reading Teacher: Divide the text into three parts and get the main idea for each one. Part 1. para.1 We communicate with people not only by words but also by body language. examples Part 2. para.2-3 Body language varies form c

8、ulture to culture. Part 3 para. 4-5 Some gestures seem to be universal.Task 3 Dealing with the specific gestures by forms. 名师归纳总结 - - - - - - -第 2 页,共 7 页精选学习资料 - - - - - - - - - A. gesture名师精编精品教案meaning countrysome eye contact countries a way to showother ones interestrude or disrespectfulcountrie

9、s B gesture country meaning most countriesOK JapanMoney making a circleFrance Zerowith ones thumb and index fingerBrazilRude Germany名师归纳总结 - - - - - - -第 3 页,共 7 页精选学习资料 - - - - - - - - - 名师精编 精品教案C gesture country meaning some countries crazymoving the index Brazil You have a finger in a circle in

10、phone call.front of the ear D gesture country meaning the USgreat or NigeriarudeGermany thumb-up Japan the number one名师归纳总结 - - - - - - -第 4 页,共 7 页精选学习资料 - - - - - - - - - 名师精编 精品教案shaking heads No Para.3 nodding B/I/G nodding Yes shaking heads B/I/Gstudents game Do it. Answer the following questio

11、ns only with the body language a. Are you a girl. b. Do you wear long hair. c. Can you smoke. d. Do you like our school. Teacher: So we have known that different gestures may have different as well as the same meaning. Well, how about greeting people. kiss, handshake, hug, bow, nod, Task 4. Teacher:

12、 However, some gestures are universal. I am tired. press palms/ rest ones head on it/ eyes closed I am full. move hand in circles I am hungry. pat stomach smileTeacher: Among the universal gestures, which one do you think will be the best example of universally understand body language. 名师归纳总结 - - -

13、 - - - -第 5 页,共 7 页精选学习资料 - - - - - - - - - 名师精编 精品教案Get through Open doors Tear down walls Functions express any emotion Apologies Greet someone Ask for help Dont feel down . So we can say smile is a bridge to the world. Post-reading Teacher: What can you learn from this passage. Proverb When in Ro

14、me, do as the Romans do. Homework: 1. Finish a paper 2. Preview the following lesson.名师归纳总结 - - - - - - -第 6 页,共 7 页精选学习资料 - - - - - - - - - 名师精编 精品教案附：教学设计理念：本次教学活动内容为 Body Language, 依据英语课程新标准,对于整个教学 设计是依据任务型阅读在阅读中的运用这个理念绽开的；（一） 激趣导入；这次课题与生活比较接近,因此从同学日常生活中查找话题,引导他们谈论与此有关的背景学问,激发他们的阅读欲望,并使他们对所要阅读的材料

15、有肯定的心理预备；（二） 阅读懂得全文；设置一个任务,要求同学们找出在全文中涉及到了多少 Body Language,使他们对文章的内容,结构和作者的写作意图 有一个整体的印象；并培育他们抓重点的才能；细读过程中,以图表形式出现,要求同学在阅读过程中结合图表,在通盘懂得文章的基础上逐个突破,加深了对文章主题的懂得；（三） 读后操练；在这个部分,设置几个情形或嬉戏,并供应多种挑选,使同学依据自己的个性需求进行自由挑选,一方面进展他们的爱好,另一方面也不断训练他们的语言,交际才能；教学反思：通过这次有意义的优质课评比活动,的确发觉了自己许多不足之处,急需改正和进一步学习；将近一年左右的教学实践活动

16、,教态仍显生涩,可能源于对教材分析不够透彻,预备不够充分和紧急因素等,因此没有很好把握 整堂课的导入部分,过于制化,不够自然；本次教学争论 Body Language,教材内容相对比较简洁,也富于趣味性,因此同学对于教材的把握和懂得问 题不大,由此在此基础上也适当增加了写背景学问,以次增加同学懂得的深 度和广度；教学过程中采纳了较多的任务型阅读,结合图表,使文字更直观 地出现,便于同学懂得和运用；在整体上,教学思路比较清楚,但在整体把 握上不够紧凑,合理,以至剩下一个话题没有完成；因此以后在紧凑课堂教 学,抓重点难点上要更进一步改正和加强；名师归纳总结 - - - - - - -第 7 页,共 7 页