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1、精品教学教案设计| Excellent teaching plan教师学科教案20 -20学年度第学期任教学科：任教年级：任教老师：xx市实验学校育人犹如春风化雨，授业不惜蜡炬成灰r - 二r普通高中课程标准实验教科书 （人教版 ）高中英语必修 4 多媒体课件教学设计Unit 4 Body language库尔勒市三中 王睿教材分析 :本单元以Body Language体态语"为中心话题，具体涉及什么是体态语”，如何理解“体态语 ”，以及 “体态语 ”的跨文化性等。本单元的语言技能和语言知识也都是围绕 “体态 语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做（表演 ）等
2、多种形式，让学生正确认识和掌握 “体态语 ”在交际中的作用和意义， 使学生明确 “体态语”在人类交际中 的重要性， 了解“体态语”在不同民族、 不同文化交际中的多样性； 使学生在今后的日常生活、 学习、工作和交往中尽量减少或避免运用 “体态语”时可能产生的误解，提高他们的 “语言交 际”能力和“非语言交际 ”能力。WARMING UP 以列表对比（填充及增补）的形式，并通过 WARMING UP 的活动，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。同时，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
3、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。PRE-READING 通过提供三个关于不同文化背景下 “体态语 ”的问题，启发学生思考我 们所学习的 “语言 ”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生 努力学习英语的积极性和自觉性； 同时培养学生留心社会、 关注生活的洞察力， 为引导学生 进一步 “阅读 ”作好准备。READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的 “体态 语”的异同，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。学生也可以结合自己在语言交际中所遇到的实际例
4、子来进一步理解“交际，毫无问题可言吗？ ”这一主题。Warming up and readingTeaching 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, comedyb. 重点句子Yesterday, another student and I , representing
5、 our university s s'tudent association, went to the Capital International Airport to meet this year 'international students.T 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
6、能力目标a. 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
7、 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 all
8、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 their own wor
9、ds.3. Learning ability goals 学能目标Help the students learn how to explain the common idea“ differentcultures, different body languages ” with the target languagnethi is unit.Teaching important points 教学重点How does body language differ among people from different cultures?Teaching difficult points 教学难点T
10、he 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-play method.Tea
11、ching aids 教具准备A recorder, a projector and a computer. Multimedia .Teaching procedures & ways 教学过程与方式Step ILearn a happy English song.If you ' re happy,and you know it,Clap your hands.(Clap!Clap!) If you ' re happy,and you know it,Clap your hands.(Clap!Clap!) If you ' re happy,and yo
12、u know it,never be afraid to show it If you ' re happy,and you know it,Clap your hands.(Clap!Clap!)If you ' re happy,and you know it,stamp your feet. stamp! stamp!) 设计说明：通过大家合作，热身唱歌，同时拍巴掌，跺脚，让学生感受肢体语言给大家带 来的快乐。Free talk about the topic: the Importance of Body Language. While the student on d
13、uty 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 handwith thumb up, shrugging the shoulders, etc.Step II: Leading in1. What is the purpose of language?
14、 Language is used to communicate or tell people thoughts, feelings and reactions.2. How do people communicate with each other?Ways of communicating:Spoken language; Written language; Body language3. What is body language?Body language is one form of nonverbal communication ( 非言辞交际 ) without using wo
15、rds. Eye contact or gaze, facial expression, gesture, and posture ( 姿势 ), or the way you stand, are different kinds of body language.4. What kinds of body languages do you know?facial expressions; gestures; postures; eye contact .5. How can you communicate with someone if you can 't speak ?T: Wo
16、nderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.设计说明： 通过合作讨论， 让学生明确， 人类之间的交流除了语言， 还可用其它方式来实现。 让他们知道，肢体语言是一种无声的语言，通过一个人的手势、肢体动作、 面部表情我们可 以了解到他的思想活动、情绪变化等。Step III: Pair workTalking: Be ready to act these commands, warnings or prohibition
17、s out. You can discuss with your partner what people would do with their body language first.设计说明： 通过小组的合作， 发挥学生的想象力和创造力， 来猜测所展示各种肢体语言的图 片的含义 ，从而加深对肢体语言的理解。Step IV While-reading1.Skimming: Skim the text and answer the following questions.How many international students are there in the story?Who are
18、 they and where dp they come from?2. ScanningWhile reading, please try to divide the whole passage into several parts and find out the main idea.Part 1 Para 1 : You are sent to Capital International Airport to meet this year 'insternational students.Part 2 (para. 2 and 3 ): Examples of learned o
19、r 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 (T) or false (F).? Englishmen often stand close to others or touch strangers as soon
20、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 languages in some countries are good while some countries' body languageare bad.设计
21、说明： 通过学生的集体合作， 让学生了解， 从某种意义上说，任何身势语都要放在一定 的情景下去理解； 忽视了整个情景就会发生误解。 而通过中美身势语对比研究表明， 两者有 相似的地方，也有差异的地方， 说明了解另一种语言中身势语的重要性。因此，要用外语进 行有效的交际，在说某种语言时就得了解说话人的手势，动作，举止等所表示的意思。Step V Post reading1. Is the author of this passage male or female? How do you know ?The author is male. Ahmed Aziz will not shake han
22、ds withwomen, but he shakes handswith the author.2. What were the two mistakes that the 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 starte
23、d to shake hands, so one man' s nose touched the other man' s hand.3. Who seemed to prefer 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 distan
24、ce from others. The Colombian man, Tony, andthe Jordanian man, Ahmed,seemed to prefer closer 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
25、 Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men.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, n
26、ot our own customs.6. Do you agree with the author' s stathteamt beondty language is not good or bad?Why orwhy not?设计说明： 通过集体与个人的协作，明确肢体语言和语言一样， 都是文化的一部分。 在不同 文化中，身势语的意义并不完全相同。各民族有不同的非语言交际方式.。Step VI : Discussion in groupsIf you meet a foreigner who comes up close to you to talk, what countries
27、might he be from?How can you show him that you are uncomfortable with that?Do you think body language is important?Can you give some examples in our daily life? 设计说明： 教师创设各种合作学习活动，促使学生互相学习，互相帮助， 体验集体荣誉感和 成就感， 发展合作精神， 建立通畅的师生交流渠道， 努力经营宽松、 民主、 和谐的教学氛围。Step VII: Summarylanguage from culture to. Not all
28、 of all cultures in the way. We should try to un dersta nd andeach other' culture in order to make good.Stude nts con clude : what can they learn this class?When in Rome, do as the Roma ns do. 入乡随俗。Love is the magic key .设计说明：加深对课文的巩固和理解，让学生学会总结文章，练习缩写和仿写，同时达到德育目标的提升。Step V Homework1. Finish the
29、 exercises on page 28.2. Find out the Ian guage points in the text.3. Read the passage aga in and collect the in formati on about body Ian guage in differe nt cultures men ti oned in the text.教学反思：经过前一天的热身，学生对于肢体语言已经不再陌生，因而能够得到比较好的回应。阅读课的设计采用了听读，默读，齐读和小组合作学习等方式，并设有相应的练习，使得学生在看文章时能够有的放矢。从整体来看，过程流畅，过度自然，不失为一堂好的阅读课。但 是在总结部分难度过大，对于高一学生而言，比较吃力。