Body Language1教案文档格式.docx
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2、语言知识与技能目标
a、熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。
b、学生之间能交流、合作,共同就giventopics较好地完成一些开放性话题。
c、使学生能根据keywords把相关事实和信息联系起来。
3、情感态度与文化意识目标
a、充分发挥情感教学的优势。
b、加强学生的团体协作意识。
c、了解东、西方文化的区别。
三、教法、学法分析
1、“任务型”教学的设计理念。
2、英语教学和情感教育的有机结合。
3、利用现代教育技术,拓宽学生学习学习和运用英语的渠道。
四、设计构想
英语作为基础教育课程之一,历来备受重视。
面对新形式及新的时代要求,更应该以培养创新精神和实践能力为重点,强调新课程要促进每一位学生个体的身心发展,培养并促进学生良好品德的行成,从而使学生们能更好的适应日新月异的社会和时代。
然而,我们学生的英语能力相对比较薄弱,底子不够雄厚,学英语的态度也不够重视,导致整体的英语水平不高。
因此,我们教师应切实提高学生的基础知识和基本技能,尤其是英语交际能力,并且在此基础上扩充学生学英语的知识面,鼓励学生在课外进行大量的英语阅读,首当其冲的就是要引起学生对学英语的兴趣。
为了这样的最终目的,教师的备课,钻研教材,教师的教学设计就显得举足轻重。
五、教学过程分析
Step1.Lead-in(2minutes)
Step2.Warmingupbylearningwordsandexpressions(3minutes)
Step3.Warmingupbyseeingaflash(6minutes)
Step4.Warmingupbylookingatsomepictures(9minutes)
Step5.Listening(4minutes)
Step6.Preparing(6minutes)
Step7.Performing(8minutes)
Step8.Playingagame(6minutes)
Step9.Summary&
Homework(1minute)
六、学情预测分析
1、“身势语”话题顺利引入。
2、教学任务布置得当。
3、多种活动方式的理想教学效果。
4、作业布置有针对性。
七、教学方法
1.用flash—“Ifyouarehappy”导入,并让学生跟着做flash里面的动作,以此来引起学生对身势语的兴趣。
2.通过独立完成,两人合作及小组合作以此来确保每位同学都参与进来。
3.用手势及动作表达出要求表演的内容。
八、教学过程
Teachingprocedures&
ways
Step1Greetings
T:
Goodmorning,boysandgirls.
Ss:
Goodmorning,daisy.
Sitdown,please.
Step2Lead-in
First,let’slookatsomeusefulwordsandexpressions.(communicate,greet,facial,hug,shake,nod,express,expression,cheek,major,verbal,nonverbal,misunderstand,misunderstanding,belikelyto,ingeneral)
(explainthemonebyone,andthenleadstudentsreadaftertheteacher.)
Thereisaflash,doyouwanttosee?
Yes.
Whileenjoyingit,pleasedotheactionsaccordingly.Ok?
Ok,noproblem.
(Theteacherplaystheflash”Ifyouarehappy”,anddotheactionstogethertwithstudentsaccordingly.)
Isitinteresting?
Yes,veryinteresting.
Someonehastranslatedthissongintoachineseone,doyouknowthenameofit?
Canyouguessit?
如果感到幸福你就拍拍手.
Wonderful,youalwaysmakemeveryhappy,soI......(Theteachersmiles.)
Smile.
Yeah,MaxEastmanoncesaid,”Asmileistheuniversalwelcome”,nowthinkitover,onwhatoccasionswillwesmileorwhatcanweusesmiletodo?
Youcandiscussinpairs,andthenIwillasksomeonetoexpressyouideas.Isthatclear?
(Amomentlater.)
Doesanyoneliketoreportyouideas?
S1:
Whenwewanttotalktoothers
Good.Anyoneelse?
S2:
Whenwewanttogetsomehelpfromothers.
Welldown..Anybodyelse?
S3:
Whenwedosomethingwrong.
Verygood.Now,let’stakealookatthefunctionsofsmile.Wecanusesmiletoexpressalmostanyemotion,wecanuseittoapologize,togreet,toaskforhelp,tostartaconversation,tomakepeoplehappy,andtogetthroughdifficulty.Soyousee,smileisveryimportantinourdailylife,youshouldsmileasmuchaspossible.Doyouagreewithme?
Doessmilebelongtoverballanguageornonverballanguage?
nonverballanguage.
Yes,whatistheothernameofnonverballanguage?
Bodylanguage.
Verygood,today,wearegoingtolearnunit4Bodylanguage.
Step3Warmingup
Now,let’slearnsomethingaboutbodylanguage.Bodylanguagemainlyincludesthreeparts------facialexpressions,gesturesandactions.(anddescribethethreepicturesonebyone)
Heisveryhappy,sohesmilesbrightly.
Whatistheboydoing?
Heismovinghandsincircle.The
meaningofthisgestureisfull.
Whatdoesthisactionmean?
Itmeanswelcome.Maybethebeautifulgirlisawaitress.shewelcomessomeone.
Now,let’slookatsomefacialexpressions.
Facialexpressions
Whatshesaid?
Howisshefeeling?
I’velostmywallet!
sad
Iwanttosleep!
tired
IgotanAinmaths!
happy
Idon’tknowwhattodo?
confused
Ican’tbelieveshesaidthat.
It’sunfair!
angry
Pleaselookatthescreen.Let’stakealookatthefollowinggestures:
gesture
meaning
Good.
Comehere.
Bad!
Goodluck!
me
Idon’tknow.
Stop!
Ok!
Bequiet!
Victory!
handclap/appaluse
Whataretheactionsoftheabovegestures?
Whatdotheymean?
Thefirstgestureisahalf-closedhandwiththethumbup.Itmeanstheonewhogivesthisgestureappreciatessomeone.
Thesecondmeaningis“Comehere”.
Thethirdoneisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S4:
Thefourthis“Goodluck.”
S5:
Thefifthis“me”
S6:
Thesixthis“Idon’tknow”.
S7:
Theseventhis“stop”.
S8:
Theeighthisagestureof“Ok”.
S9:
Theninthis“Keepsilent”.
S10:
ThetenthisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.
S11:
Thelastisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
Youhavealldoneagoodjob.Now,let’stakealookatsomeactions.
Actions
Whataretheydoing?
Theyarenoddingtheirheads.
Theyarekissingandhuging.
Theyareshakingtheirhands.
Theyarebowing.
Theyareshakingtheirheads.
Theyarekissingtheirhandstosomebody.
Step4Listening
Isbodylanguagefunny?
Areyouwillingtoknowmoreaboutit?
Ok,now,pleaseopenyourbooksandlistentothetexton26.Whilelisteningtothetext,pleaseunderlinesomesentencesthatyoucanusetomakeupdialogues.
(Afteramoment)
Whatdoesthetextmainlytellusabout?
S12:
Ittellsustheimportanceof“bodylanguage”.
Iappreciatewhatyousaid.OK,now,therearesomerolesthatyoucanchoose.
You’llbegiven6minutestoprepareforyourperformanceingroupsoffour,andyoushouldtrytoperformaslivelyaspossible.
Character
Country
Action
You
China
Standwatchingandlisteningfirst,thenintroducegueststoeachother;
whenintroducingyourselftoAhmedAziz,youmovebackabitwhentheotherisveryclosetoyou.
Mr.Garcia
Columbia
ApproachesMissSmith,toucheshershoulderandkissedheronthecheek.
AhmedAziz
Jordan
Movesveryclosetoyouwhenintroduced,comesclosertoaskyouquestions,nodsatwomen.
MadameCoulon
France
Shakeshandsandkissestwiceoneachcheek.
JuliaSmith
Britain
SurprisedatMrGarcia’sactionand
takesafewstepsawayfromhim.
Mr.Cook
Canada
ReacheshandouttotheJapanese.
AkriaNagata
Japan
Bows.
Step5RolePlay
Now,doesanygroupwanttoperform?
(3or4groupsacttheirdialoguesout.)
Step6Game
There’sagame,doyouwanttodo?
Ofcourse.
Therearesomesentences,pleaseactthemoutwithoutusingwords,you’llbegiven2minutestopractisedoingthem,andthenIwillasksomestudentstoactthemout.Clear?
(Aftertwominutes,onegroup,oneperson,soastoensurethateveryonehasaturn.)
Step6Timeforfun
Now,there’sstillalittletimeleft.Let’sdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.
Touchyourface.
Shakeyourhead.
Touchyournose.
Crossyourarms.
Openyourmouth.
Closeyoureyes.
Shakeyourhead.
Crossyourfingers.
Nodyourhead.
Smile.
Makeafacetoeachother.
Step7SummaryandHomework
T:
Today,wehavelearntmuchaboutbodylanguage.Asyousee,ifyoucanuseitcorrectly,youcancommunicatewithotherseasily,evenifheorsheisastrangerorforeigner.So
usingbodylanguagecorrectlyisveryimportant,Ihopeyoucanpractisemoreafterclass.Ifyouwanttoknowmoreaboutbodylanguage,youcangototheInternettosurfmoreinfomationaboutit.Yourhomework:
Makealistoffacialexpressionsandgesturesandtheirmeaningswe’velearnedtoday,anddoExercise1onP63.Ok,somuchfortoday,goodbye,boysandgirls.
九、教学反思
这是一节口语课。
通过一系列的小组合作热身活动充分调动了学生对学习身势语的积极性。
在导入时,考虑到要充分调动学生的积极性,因此我让学生跟着flash中的节拍一起做动作。
稍后我就对Smile的功能做了一个介绍。
设置简单的任务和问题,让学生层层落实,步步明确,最后在回归到文章的整体结构上。
总之,在设计本课的过程中,我一直本着两个原则,即在教学过程中所设计的问题适应目前学生的英语水平,尽量让问题简单化,让学生在学习的过程中拥有成就感;
同时在这堂课中,我还采用了小组竞赛小组合作的方法,以此来激发学生的热情,让学生在不知不觉之中培养合作意识和竞争意识。
学生们通过积极参与课堂活动,学到了许多有关肢体语言的知识。
基本上,达到了教学的预期目标,但仍然还有少许不尽如人意的地方,以后要注意改进。