高中英语教学设计新部编版模板文档格式.docx
- 文档编号:18574499
- 上传时间:2022-12-28
- 格式:DOCX
- 页数:11
- 大小:320.63KB
高中英语教学设计新部编版模板文档格式.docx
《高中英语教学设计新部编版模板文档格式.docx》由会员分享,可在线阅读,更多相关《高中英语教学设计新部编版模板文档格式.docx(11页珍藏版)》请在冰豆网上搜索。
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
Nowlet’sdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.
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
LookatPage25.
Whatarethesepeoplecommunicating?
StepⅣTimeforFun
StepVRolePlay(SpeakingtaskonP67)
Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.
作
业
Englishweekly1--6
课后反思
Unit4Bodylanguage
Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
aIndividualwork,pairworkandgroupwork.
Actingoutbyimitation
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
阅读
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
StepⅠRevision
Freetalkaboutthetopic:
theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.
StepⅡPre-reading
Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?
Afterafewminutes.
Nowwho’dliketoanswerthefirstquestion?
Volunteer!
S1:
Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.
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?
Getreadytoretellthetextinyourownwords.
Enablethestudentstoknowmoreaboutbodylanguage.
task-basedmethod,role-playmethod.
Individualwork,pairworkandgroupwork.
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
Reading
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
1Pre-reading
1.Whatisthefunctionofbodylanguage?
2.Howdoyoufindbodylanguageinourdailylife?
3.Howcanthesamebodylanguageexpressdifferentfeelingsorideasindifferentcultures?
2Fastreading
TUREOFFALSE
3Furtherreading
Wehavejustreadapassageentitled“ShowingOurFeelings”,whichtellsusmoreaboutbodylanguage.Nowlet’sreadanotherpassageintheWorkbookonP66.Thetitleofthereadingtextis:
TheOpenHand-AUniversalSign.Youwillbegiven3minutestoreadthroughthetextasquicklyasyoucan,tryingtogetasmuchinformationfromthetextaspossible.
Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.
S8:
Itcanbedangeroustomeetpeopleyoudonotknow.
S9:
ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:
Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.
S11:
Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:
Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.
S13:
Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.
Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.
动词-ing用法
Individualwork,pairworkandgroupwork.
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。
Grammar
V-ing形式在句中作定语和状语是本单元的学习重点。
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。
)
Do“UsingStructures”onPage64.
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 高中英语 教学 设计 新部编版 模板
![提示](https://static.bdocx.com/images/bang_tan.gif)