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 ? 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 Get ready to retell the text in your own words. 业 课后 反思
课时教学设计
课题 知识与 能力 Unit 4 Body language Enable the students to know more about body language. 备课时间 上课时间 task-based 三 维 教 学 目 标 教学方法 过程与 方法 参看教学过程 method, role-play method. Individual 学法指导 work, pair work and group work. 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 教学难点及突破 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. 教学过程 教学环节 1 Pre-reading 老师指导与学生活动 设计意图 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 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 let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. 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, let’s take up the last item, doing the arrangement of the information under the passage on Page 67. S8: It can be dangerous 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 meeting to show that they can be trusted. S13: To show respect, people will touch their heart and mouth when greeting someone. Homework 作 业 1. Read aloud all the reading texts in this unit. 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 知识与 能力 Unit 4 Body language 备课时间 动词-ing用法 上课时间 Individual 三 维 教 学 目 标 过程与 方法 参看教学过程 教学方法 work, work pair and group work. 学法指导 学生在听、说、做（即表演“体态语”的动作）中能够情感态度价值观 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 V-ing 形式在句中作定语和状语是本单元的学习重点。 析 教学难点及突破 教学环节 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 老师指导与学生活动 Structure Study 一: V-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 people -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设计意图
高中英语教学设计模板
