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课时教学设计
课题 Unit 4 Body language Help the students learn 知识与 能力 how to in express body 上课时间 备课时间 themselves 三 维 教 学 目 标 language when needed. aIndividual work, work pair and 教学方法 过程与 方法 参看教学过程 group work. Acting out 学法指导 by imitation 为学生提供了来自不同国情感态度价值观 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 教学a. Teach the students how to understand body language used in 课 型 阅读 可编辑
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重点及分析 教学难点及突破 different countries or cultures as well as in different occasions. b. Teach the students how to use body language in the most appropriate occasions. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. 教学过程 教学环节 老师指导与学生活动 设计意图 StepⅠ Revision Free talk 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, shrugging the shoulders, etc. Step Ⅱ Pre-reading T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions 可编辑
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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 who’d like 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 people’s ideas, feelings, information, and so on and so forth. Next question? Step Ⅲ 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 (F). Step IV Post reading 1. Is the author of this passage male or female? How do you know ? 可编辑
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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 greeting customs? If so, which ones? 作 业 课后 反思
Get ready to retell the text in your own words. 课时教学设计
课题 Unit 4 Body language 可编辑
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知识与 能力 Enable the students to know more about body language. 上课时间 备课时间 task-based 三 维 教 学 目 标 使学生进一步明确“体态情感态度价值观 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 教学重点及分析 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. Let the students know that there is both positive body language and negative body language. 学法指导 过程与 方法 method, role-play method. 参看教学过程 Individual work, work pair and 教学方法 group work. 课 型 Reading 可编辑
高中英语新课标教学设计-模板合集
