教材高中英语教学设计模板.docx

1、教材高中英语教学设计模板教材高中英语教学设计模板课时教学设计课Unit 4 Body language 题 talk about body language: cultural 备课时间 知识与 differences and intercultural 能力 上课时间 communication Explanation work and 目 标 group work. 让学生了解有声语言与“体态语”情感态度的对应关系，了解语言意义与行课 型 reading 价值观 为意义(“体态语”)在交际中具有同等重要的作用。 教学Act out the following meanings, pleas

2、e. 重点Please guess what I mean. 及Please show the actions, using body language. 分析 教学难Enable the students to understand what a certain gesture of the body language 点means in a given situation. 及突破 教学过程 教学老师指导与学生活动 设计意图 环节 Step I Lead-in The teacher shows some pictures on screen. These pictures are fro

3、m the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005. T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰丽华). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligen

4、t, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn

5、from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages. Step II Introduction T: Now lets do some TPR (Total Physic

6、al Response) activities together, I hope you will enjoy them and have fun as well. T: Ok. Its time to take up the lesson. Please look at the screen. Lets take a look at the following gestures: Gesture Action Meaning A You are handshake welcome. A clap of Come on; be hand cheerful. A V-shape May you

7、of the succeed! fore-finger Or and middle congratulations finger on your success! A I am not in half-closed favor of your hand with idea or Ill thumb have to refuse down you. A She is worried. wrinkling of the brow in thought or displeasure or a scowl Tears He is very sad. coming out of his eyes. Al

8、l smiles She is very on her face happy. Waving They are their hands waving goodbye to people around. A hand He is stopping stretched a tank. out forward with strength People They are jump with cheering for their both the victory. hands stretched open in the air. Step ? Practice T: Look at Page 25. W

9、hat are these people communicating? Step ? Time for Fun Step V Role Play (Speaking task on P67) T: Now, theres still a little time left. Lets come to Speaking Task on Page 67. 作 业 English weekly 1-6 课后 反思 课时教学设计 课题 Unit 4 Body language Help the students learn how 备课时间 知识与 to express themselves in 能力

10、 上课时间 body language when needed. aIndividual work, pair 三 教学方法 维 work and 过程与 教 参看教学过程 方法 group work. 学 目 Acting out by 标 学法指导 imitation 为学生提供了来自不同国情感态度度、不同语言文化背景的课 型 阅读 价值观 “体态语”及其在交际中的异同和影响的具体例证 a. Teach the students how to understand body language used in different 教学countries or cultures as well

11、 as in different occasions. 重点及分b. Teach the students how to use body language in the most appropriate 析 occasions. 教学Enable the students to realize the importance of body language in 难点及突communication so that little or no misunderstanding may occur. 破 教学过程 教学老师指导与学生活动 设计意图 环节 Step? Revision Free ta

12、lk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shruggi

13、ng the shoulders, etc. Step ? Pre-reading T: Our text is about a special means of communicationBody Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear? After a few minutes. T: Now whod li

14、ke to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on. T: Perfect! Body language is used anytime and anywhere to convey peoples ideas, feelings

15、, information, and so on and so forth. Next question? Step ? While-reading 1. Scanning While reading, please try to divide the whole passage into several parts and find out the main idea. Summary of body language. Read the text carefully, then decide if the following statements are true (T) or false

16、 (F). Step IV Post reading 1. Is the author of this passage male or female? How do you know ? 2.What were the two mistakes that the author noticed? 3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ? 4. Did any students have similar gre

17、eting customs? If so, which ones? 作 Get ready to retell the text in your own words. 业 课后 反思 课时教学设计 课题 Unit 4 Body language 备课时间 知识与 Enable the students to know 能力 more about body language. 上课时间 task-based 教学方法 method, role-play 三 method. 维 过程与 参看教学过程 教 方法 Individual work, 学 学法指导 pair work and 目 标 gr

18、oup work. 使学生进一步明确“体态情感态度语”对人们在日常交际中了课 型 Reading 价值观 解对方情感、思想、态度等方面所起的作用 教学The understanding of the poorly-written reading text, especially the 重点relationship awkwardly built up between “you” and the other people in the 及分析 text, who are met by the awkward arrangement of the compilers of the textboo

19、k. 教学Let the students know that there is both positive body language and negative 难点及突body language. 破 教学过程 设教学计老师指导与学生活动 环节 意图 1 Pre-reading 1. What is the function of body language? 2. How do you find body language in our daily life? 3. How can the same body language express different feelings or

20、ideas in different cultures? 2 Fast reading TURE OF FALSE 3 Further reading T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now lets read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sig

21、n. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible. T: Before we come to the end of this period, lets take up the last item, doing the arrangement of the information under the passage on Page 67. S8: It can be da

22、ngerous to meet people you do not know. S9: Many Asian people do not usually physically touch strangers. S10: If we show an open hand, it means that we are not holding anything dangerous. S11: The right hand is usually used because it is almost the stronger. S12: People shake their hands when meetin

23、g to show that they can be trusted. S13: To show respect, people will touch their heart and mouth when greeting someone. Homework 作 1. Read aloud all the reading texts in this unit. 业 2. Get ready to retell the two reading passages learnt in this period. 课后 反思 课时教学设计 课题 Unit 4 Body language 知识与 备课时间

24、 动词-ing用法 能力 上课时间 Individual work, pair 教学方法 过程与 参看教学过程 work and 方法 三 group work. 维 教 学法指导 学 学生在听、说、做(即表演目 标 “体态语”的动作)中能够增进对语言交际的感性认识，情感态度课 型 Grammar 价值观 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。 教学重点V-ing 形式在句中作定语和状语是本单元的学习重点。 及分析 教学难点V-ing 形式在句中作定语和状语是本单元的学习重点。 及突破 教学过程 教学老师指导与学生活动 设计意图 环节 Structure Study 一: V-

25、ing 形式由 “do，ing” 构成, 其否定形式是 “not doing”, 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。 A swimming pool = a pool for swimming 2) -ing形式表示 “.的” 意思, 过去叫现在分词 A sleeping child working peopl

26、e -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: They are visitors coming from several countries. The boy standing there is a classmate of mine. 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。 Attention Please -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。 Time permitting, I will pay a visit to the whole city. (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 Homework 业 Do “Using Structures” on Page 64. 课后 反思