高中英语教学设计模板.docx
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高中英语教学设计模板
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
教学环节
老师指导与学生活动
设计意图
StepILead-in
Theteachershowssomepicturesonscreen.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.
StepIIIntroduction
T:
Nowlet’sdosomeTPR（TotalPhysicalResponse）activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.
T:
Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:
Gesture
Action
Meaning
Ahandshake
Youarewelcome.
Aclapofhand
Comeon;becheerful.
AV-shapeofthefore-fingerandmiddlefinger
Mayyousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdown
IamnotinfavorofyourideaorI’llhavetorefuseyou.
Awrinklingofthebrowinthoughtordispleasureorascowl
Sheisworried.
Tearscomingoutofhiseyes.
Heisverysad.
Allsmilesonherface
Sheisveryhappy.
Wavingtheirhands
Theyarewavinggoodbyetopeoplearound.
Ahandstretchedoutforwardwithstrength
Heisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.
Theyarecheeringforthevictory.
StepⅢPractice
T:
LookatPage25.
Whatarethesepeoplecommunicating?
StepⅣTimeforFun
StepVRolePlay（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
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
StepⅠRevision
Freetalkaboutthetopic:
theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.
StepⅡPre-reading
T:
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?
StepⅢWhile-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatementsaretrue（T）orfalse（F）.
StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?
Howdoyouknow?
2.Whatwerethetwomistakesthattheauthornoticed?
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?
Whoseemedtoprefercloserphysicaldistance?
4.Didanystudentshavesimilargreetingcustoms?
Ifso,whichones?
作
业
Getreadytoretellthetextinyourownwords.
课后反思
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-reading
1.Whatisthefunctionofbodylanguage?
2.Howdoyoufindbodylanguageinourdailylife?
3.Howcanthesamebodylanguageexpressdifferentfeelingsorideasindifferentcultures?
2Fastreading
TUREOFFALSE
3Furtherreading
T:
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
Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.
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
=apoolforswimming
2）-ing形式表示“......的”意思,过去叫现在分词
Asleepingchild
workingpeople
-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
Homework
Do“UsingStructures”onPage64.
课后反思
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