高中英语-教学设计模板 11页

.课时教学设计课题Unit4Bodylanguage三维教学目标知识与能力talkaboutbodylanguage:culturaldifferencesandinterculturalcommunication备课时间上课时间过程与方法参看教学过程教学方法Explanationandpractice学法指导Individualwork,pairworkandgroupwork.情感态度价值观让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。课　　型reading教学重点及分析Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.教学难点及突破Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.教学过程老师指导与学生活动设计意图..\n.教学环节StepILead-inTheteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua（邰丽华）.SheiscalledaFairyofPeachblossom(桃花仙子)bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.StepIIIntroductionT:Nowlet’sdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell...\n.T:Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:GestureActionMeaningAhandshakeYouarewelcome.AclapofhandComeon;becheerful.AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!Orcongratulationsonyoursuccess!Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried...\n.Tearscomingoutofhiseyes.Heisverysad.AllsmilesonherfaceSheisveryhappy.WavingtheirhandsTheyarewavinggoodbyetopeoplearound.AhandstretchedoutforwardwithstrengthHeisstoppingatank.Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.StepⅢPractice..\n.T:LookatPage25.Whatarethesepeoplecommunicating?StepⅣTimeforFunStepVRolePlay(SpeakingtaskonP67)T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.作业Englishweekly1--6课后反思课时教学设计课题Unit4Bodylanguage三维教学目标知识与能力Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.备课时间上课时间过程与方法参看教学过程教学方法aIndividualwork,pairworkandgroupwork.学法指导Actingoutbyimitation情感态度价值观为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证课　　型阅读..\n.教学重点及分析a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.教学难点及突破Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.教学过程教学环节老师指导与学生活动设计意图StepⅠRevisionFreetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.StepⅡPre-readingT:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?Afterafewminutes.T:Nowwho’dliketoanswerthefirstquestion?Volunteer!S1:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoonandsoforth.Nextquestion?..\n.StepⅢWhile-reading1.ScanningWhilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.Summaryofbodylanguage.Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).StepIVPostreading1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?2.Whatwerethetwomistakesthattheauthornoticed?3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?作业Getreadytoretellthetextinyourownwords.课后反思..\n.课时教学设计课题Unit4Bodylanguage三维教学目标知识与能力Enablethestudentstoknowmoreaboutbodylanguage.备课时间上课时间过程与方法参看教学过程教学方法task-basedmethod,role-playmethod.学法指导Individualwork,pairworkandgroupwork.情感态度价值观使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用课　　型Reading教学重点及分析Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.教学难点及突破Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.教学过程教学环节老师指导与学生活动设计意图1Pre-reading1.Whatisthefunctionofbodylanguage?2.Howdoyoufindbodylanguageinourdailylife?3.Howcanthesamebodylanguageexpressdifferentfeelingsorideas..\n.indifferentcultures?2FastreadingTUREOFFALSE3FurtherreadingT:Wehavejustreadapassageentitled“ShowingOurFeelings”,whichtellsusmoreaboutbodylanguage.Nowlet’sreadanotherpassageintheWorkbookonP66.Thetitleofthereadingtextis:TheOpenHand-AUniversalSign.Youwillbegiven3minutestoreadthroughthetextasquicklyasyoucan,tryingtogetasmuchinformationfromthetextaspossible.T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.S8:Itcanbedangeroustomeetpeopleyoudonotknow.S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.S11:Therighthandisusuallyusedbecauseitisalmostthestronger.S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.作业Homework1.Readaloudallthereadingtextsinthisunit.2.Getreadytoretellthetworeadingpassageslearntinthisperiod...\n.课后反思课时教学设计课题Unit4Bodylanguage三维教学目标知识与能力动词-ing用法备课时间上课时间过程与方法参看教学过程教学方法Individualwork,pairworkandgroupwork.学法指导情感态度价值观学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，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。课　　型Grammar教学重点及分析V-ing形式在句中作定语和状语是本单元的学习重点。教学难点及突破V-ing形式在句中作定语和状语是本单元的学习重点。教学过程教学环节老师指导与学生活动设计意图StructureStudy一:V-ing形式由“do＋ing”构成,其否定形式是“notdoing”,V-ing..\n.可以带宾语或状语构成V-ing短语,没有人称和数的变化,但有时态和语态的变化。V-ing形式在句中作定语和状语是本单元的学习重点。1.作定语V-ing形式可以单独充当名词的前置修饰语,这时有两种情况。1)-ing形式表示“供作......之用”的意思,这类作定语的-ing形式过去叫动名词。Aswimmingpool=apoolforswimming2)-ing形式表示“......的”意思,过去叫现在分词Asleepingchildworkingpeople-ing形式短语作定语时一般放在它所修饰的名词之后,相当于一个定语从句。如:Theyarevisitorscomingfromseveralcountries.Theboystandingthereisaclassmateofmine.2.作状语可以表示时间,原因,结果,条件,行为方式或伴随动作等。AttentionPlease-ing形式作状语时,它的逻辑主语必须与主句的主语是一致的。Timepermitting,Iwillpayavisittothewholecity.　(分词的逻辑主语是time,而句子的主语是I,两者不构成主谓关系,所以只能用独立主格结构,也就是给现在分词补充一个主语。)作业HomeworkDo“UsingStructures”onPage64.课后反思..