人教版高中英语高二下册Bodylanguage教案.docx

《人教版高中英语高二下册Bodylanguage教案.docx》由会员分享，可在线阅读，更多相关《人教版高中英语高二下册Bodylanguage教案.docx（34页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、 人教版高中英语高二下册Bodylanguage教案_人教版语文二下册教案 课型设计与课时安排 1st period warming up(6.3-6.4) 2nd period Reading (I)(6.5) 3rd period Reading(II)(6.9) 4th period Language Study(6.10-6.11) 5th period Listening(6.12) 6th period Writing(6.13) . 分课时教案 The First period warming up Teaching goals 教学目标 1. Target Language目标

2、语言 a. 重点词汇和短语 misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish b. 重点句型或交际用语 Act out the following meanings, please. please guess what I mean. please show the actions, using body language. Now it is your turn to show the action / gesture. please use either sp

3、oken words or body language to express your ideas. please use both spoken words and body language to express your ideas. 2. Ability goals力量目标 a. Enable the students to understand what a certain gesture of the body language means in a given situation. b. Enable the students to act out some meanings,

4、requirements, requests or situations given in the target language. c. Enable the students to express with the target language the meanings given in body language. 3. Learning ability goals 学能目标 a. Help the students learn how to express themselves in body language when needed. b. Help the students un

5、derstand others when body language is being used. Teaching important points教学重点 a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions. b. Teach the students how to use body language in the most appropriate occasions. Teaching

6、difficult points 教学难点 a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. b. Let the students know that there is both positive body language and negative body language. Teaching methods教学方法 a. Inpidual work, pair work an

7、d group work. b. Acting out by imitation, mime or with gestures and body movement. Teaching aids教具预备 A computer, a projector and some pictures. Teaching procedures be cheerful. A V-shape of the fore-finger and middle finger May you succeed! Or congratulations on your success! A half-closed hand with

8、 thumb down I am not in favor of your idea or Ill have to refuse you. A wrinkling of the brow in thought or displeasure or a scowl She is worried. Tears coming out of his eyes. He is very sad. All smiles on her face She is very happy. Waving their hands They are waving goodbye to people around. A ha

9、nd stretched out forward with strength He is stopping a tank. people jump with their both hands stretched open in the air. They are cheering for the victory. T: What are the actions of the above gestures? What do they mean? S4: The first gesture is a handshake, which means “Youre welcome”. S5: The s

10、econd is a handclap, which means “Come on” or “Be cheerful” or something like that. S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed. S7: The fourth is a half-closed hand with the thumb down. It means the one

11、who gives this gesture is against the others idea or simply refuses the request. S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy. S9: The sixth is a man shedding tears. Te

12、ars were running down his cheeks. He is very sad for losing his relatives or sad for his failure. S10: The seventh is a smiling face. It is easy to see that she is very happy. S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off. S12: The nin

13、th is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland. S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their

14、victory. T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, lets come to Unit 4 Body Language. Step practice T: Look at page 25. What are these peopl

15、e communicating? Step Time for Fun T: Now lets play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the

16、 actions so that the game may go on for a few rounds. Clear? Ss: Yes. Thats funny! T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn. Ss: All right. S1: What are you likely to do if it rain

17、s? (Actions) S2: reads a book; S3: puts on a raincoat; S4: cleans the house. S1: Ok. I think S3 seems the most likely, so it is his turn. S3: What are you likely to do if the river floods? (Actions) S1: runs away as fast as he can; S2: helps the younger or elder to escape as soon as possible;S4: cli

18、mbs on to a tree. S3: Ok. I think S2 seems the most likely, so it is her turn. S2: What are you likely to do if the house catches fire? (Actions) S1: fetches some water; S3: tries to put it out with blooms; S4: runs away as quickly as he can. S2: Ok. I think S4 seems the most likely, so it is his tu

19、rn. S4: What are you likely to do if you meet with a fierce dog? (Actions) S1: remains where he is and bends down, looking at the dog; S3: tries to scare it away with small stones; S4: runs away as quickly as possible. S2: Ok. I think S1 seems the most likely, so we all have done a good job. T: Yes.

20、 I couldnt agree with you. Now, one more group. Step V Role play (Speaking task on p67) T: Now, theres still a little time left. Lets come to Speaking Task on page 67. Homework 1. Team work: Discuss the importance of body language. 2. Go over the Reading: 1) Communication: No problem? 2) Showing our

21、 feeling. T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening party Celebrating the Spring Festival of 2023, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program? The second

22、period Reading The Second period Reading (I) Teaching goals 教学目标 1. Target language目标语言 a. 词汇和短语 major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy b. 重点句子 Yesterday, another student and I , representi

23、ng our universitys student association, went to the Capital International Airport to meet this year international students. I saw several young people enter the waiting area looking around curiously. She stepped back appearing surprised and put up her hands, as if in defence. 2. Ability goals力量目标 a.

24、 Enable the students to realize the importance of body language. What is the purpose of language? What is the purpose of body language? How can you tell if someone is sad even if they do not speak? How can you communicate a feeling to someone who does not speak your language? b. Enable the students

25、to understand the text. Where are the visitors from? How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other? What do Mr. Cook and the Japanese visitor do as they are introduced? How can people express themselves besides their spoken language? Do

26、all cultures greet each other the same way? Do English people and other Europeans act the same when they first meet? Is a handshake very common in Japan? Is a kiss often used in France when people meet? Why are there different kinds of body language? c. Enable the students to retell the text in thei

27、r own words. 3. Learning ability goals 学能目标 Help the students learn how to explain the common idea“different cultures, different body languages” with the target language in this unit. Teaching important points 教学重点 How does body language differ among people from different cultures? Teaching difficul

28、t points 教学难点 The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook. Teaching methods 教学方法 Skimming method, task-based method, role-p

29、lay method. Teaching aids 教具预备 A recorder, a projector and a computer. Teaching procedures Im sure there are more than two! Now whod like to give the answer to the third question? S4: Let me try, Sir / Madam. Ill try to use body language to tell the other what I need urgently. Ill do it by miming, b

30、y any proper posture, or gestures, even by drawing pictures. T: You are smart! Now whod like to do the last one. It is more challenging, right? S5: Id like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to Los Angeles on the flight of the United Airlines,

31、 we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try

32、it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-p100. The salesgirl spoke to me in Japanese this time but I couldnt understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wa

33、nted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again. T: Wonderf

34、ul! Thank you for telling us so interesting a true story and giving us so good an example of body language. Step While-reading 1. Scanning While reading, please try to pide the whole passage into several parts and find out the main idea. part 1 para 1 You are sent to Capital International Airport to

35、 meet this years international students. part 2 (para. 2 and 3 ) Examples of learned or cultural “body language”. part 3. (para. 4 ) Different peoples have different body languages. part 4. (para. 5) Summary of body language. Read the text carefully, then decide if the following statements are true

36、(T) or false (F). Englishmen often stand close to others or touch strangers as soon as they meet. Most people around the world now greet each other by kissing . Japanese will bow to others as greeting. people from Jordan will move very close to you as you introduce yourself to them. Some body langua

37、ges in some countries are good while some countries body language are bad. Step IV post reading 1. Is the author of this passage male or female? How do you know ? The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author. 2.What were the two mistakes that th

38、e author noticed? He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one mans nose touched the other mans hand. 3. Who seemed to pref

39、er to keep more physical distance from others? Who seemed to prefer closer physical distance ? The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer

40、physical distance . 4. Did any students have similar greeting customs? If so, which ones? Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with me

41、n. 5. “ When in Rome, do as the Romans do.” What do you think this famous saying means? This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs. 6. Do you agree with the authors statement that body language is not

42、good or bad? Why or why not? Students will give their own answers. Step Homework 1. Get ready to retell the text in your own words. 高中英语Body Language说课稿格式 一、教材分析 (一)教材内容分析 本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所担当的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大局部内容都围绕这一中心话题绽开的。 “热身”(Warming up)

43、局部以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平常留意自己在与他人交往中留意自身的面部表情。 “听力”(Listening)局部是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考察学生对听力材料信息的筛选力量，同时又要求学生把所听到的信息应运于争论之中。 “口语”(Speaking)局部向学生供应三个情景，让学生通过编对话进展“恳求帮忙”和“供应帮忙”的日常英语练习。 “读前”(pre-reading)局部编者设计了三个问题，诱发学生思索如何用肢体语言进展沟通。激发学生进展阅读的欲望。 “阅读”(Reading)局部是一篇说明文

44、，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分为三大局部，各局部的意思是：part 1 (para 1): We use both words and body language to express our thoughts a

45、nd 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. “读后”(post-reading)局部设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓舞学生把所学的与现实生活相结合。其次类是填写表格，比照肢体语言在美国和我国的异

46、同。 “语言学习”(Language study)包括以下两局部：词汇局部设计了两块内容：1)要求学生运用自己的六个身体部位进展交际，鼓舞学生学着使用动词-ing形式;2)设计了6个生词与英语解释的配对练习，旨在培育学生用英语解释生词的习惯及力量;语法工程是有关动词-ing形式作名词使用及其在句子中的功用，详细包括四个步骤：1)学会区分动词-ing形式在句中的所担当的成分功能;2)联词成句，旨在帮忙学生理解动词-ing形式在句中充当主语;3)词组翻译练习，旨在帮忙学生理解动词-ing形式在句中充当定语及翻译;4)按要求用动词-ing形式进展句子改写，旨在帮忙学生理解动词-ing形式在句中充当宾语或表语。