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阅读课教学设计Body;language;body language阅读课教学设计一教学目标学问与技能1理解、内化、运用以下生词及词组一fold、anger、vary、thumb、crazy、mod、part、hug、bow、palm shrugincredible^pat、get throughtear downchart
2.获得关于body language的相关信息,且进展skimming,scanning,careful reading,generalization,guessingmeaning等阅读技能训练
3.充分利用多媒体,强化学生自主学习的意识,造就学生组织语言、运用语言的实力过程与方法1造就学生通过自主学习和合作学习,获得信息和处理信息的实力2造就学生质疑意识,分析问题、解决问题、综合问题的实力和缔造性思维实力情感看法价值观1在好玩的话题激励下,诱导学生踊跃参与,充分调动他们学习的爱好2使学生了解身势语在各国人民交往中的重要性了解在各国一样身势语所表示的不同交际含义增加对中外〃身势语〃差异的敏感性,造就世界意识;通过文化地域比照,加深对祖国相关学问的理解,增加对祖国的酷爱之情二教学重点:训练学生的略读与扫读技巧是本课的重点依据英语课程标准关于语言技能的教学建议,略读与扫读是阅读教学的根本技能之一,是学生必需驾驭的三教学难点怎样使学生理解不同国家的身势语,正确的运用身势语及比拟各国身势语的不同是本课的难点依据英语课程标准,文化意识是内容标准之一,要求学生驾驭一些行为标准、风土人情等方面的学问,这有利于造就学生的世界意识,有利于形成跨文化交际实力四学习方式设计:1个体探究在完成较简洁直观的任务时以个体探究为主,鼓舞学生有独立自主的思维意识2合作学习当面对难度较大的学习任务时鼓舞学生接受小组合作的方式,这是因为〃合作学习〃更便利英语的沟通和体验,有利于造就学生与他人合作的实力,同时信息差异也更能激燃起学生的〃创新火花〃五教学策略及本节课的教学以学生为中心,以问题为启程点,运用任务型教学途径,英语课堂设计接受自主学习立体模式pre-task-task-cycle-post-task使课堂教学过程成为学生自主地进展信息加工、创新实力开展导、启发、组织、帮助、促进六教学过程设计:的过程老师在教学过程中那么适时介入,引step1pre-task在说完“class begins”,学生起立之后,不说sit down,please.〃而是给学生一个〃请坐〃的手势然后,问学生一个问题how do you knowmy meaning学生自然答复,,手势,,借此时机给学生留下第一个任务★taskl:in oureveryday life,by whichways canwecommunicate witheach other然后通过展示图片给出线索,使学生在视觉和听觉上受到刺激,自然导入本课主题一一身势语step iitask-cycle
1.pre-reading★task2:discuss the following threequestions:•can youguess whatsomeone isthinking orfeeling bylookingat hisor herbody language•do peoplefrom differentparts of the worldusedifferent body language whatabout peoplewho liveindifferent parts of china•how doyou communicatethe followingwith bodylanguagethankyou!no.yes.i dontknow,come here!经过这三个问题的探讨使学生置身于〃身势语〃之中,增加了实效性与可操作性接着提问:•doyouwant to know moreabout body language弓|入正文
2.readinglskimming:★task3:find outthe main idea ofeach paragraph,mainidea:paragraph1:we useboth wordsand body languageto expressour thoughtsand opinionsand tocommunicatewith otherpeople.paragraph2:body languagevaries fromculture toculture.paragraph3:the samebody languagehas differentmeaningsin somedifferent countries.paragraph4:some gesturesare universal.paragraph5:smile isthe bestexample ofuniversallyunderstood body language.2scanning:★task4:read thepassage again and finishansweringthe followingquestions:•what canwe usewords andbody language to express•find outthe differentmeanings ofeye contact,ok,thumps upJcrazy gesture.•in bulgaria‘partsofgreece,and iran,does thegesture“shaking one/s headmean no•how togreet each other〃〃•how toexpress“i amtired.“i amfull.”i amhungry.•what cansmile helpus todo3practice forword study在帮助学生理清文章的线索的过程中,仍须处理以下问题:•which ofthefollowingwords issimilar tovarya.change b.be the same asc.be similartokey:a•whats theChinese meaningfor theworddisrespectfula敬重的b敬重c无礼的key:c4consolidationa.students are asked todo somebody languagesandtheir neighboursare askedto tellthe meanings.b.which conclusioncan youdraw fromthis passagea.bodylanguageis veryimportant,you canuse bodylanguageto communicatewith peoplefrom foreigncountrieswithout anydifficulty evenif youdont knowtheirlanguage.b.when yourein a foreign country,its veryimportantfor youtoknowwhat theyspeak,it doesntmatterwhether youknow themeaning ofgestures andmovementsofthepeople in their country.c.when youare inaforeigncountry,using bodylanguageinacorrect wayis importanteven thoughyouknow thelanguage theyspeak verywell forit canmakeyour stayinthecountry easyand comfortable,key:c.
3.post-reading★task5:role playroles:two friendssituation:they hadn/t seeneachotherfor twoyears,now theymeet ata party.要求表演的学生适当加上体态、表情,做到热忱自然,观众学生那么依据他们的表现进展评价评价包括自评和互评评价内容languageeye contactsmile bodymovement otherfacialexpression总分值20各项均4分2open-minded questionsometimeswe sayone thingbut bodylanguage sayssomethingdifferent,why doesthis happencan youthinkof anyexamplesstep3post-task★77task6:find more information about“bodylanguage.group workstudentsareaskedto findmoreinformationrelated to7“bodylanguage/by internet,english booksandnewspaper,then showthem tothe classthe nextlessonin formof dialogue,speech,short play,etc.
2.writing about:★task7:topic—gesture inthe usand gesturein china.(学生可参考教材第60页的表格完成此项任务)板书设计mainidea:paragraph1:we useboth wordsand bodylanguagetoexpressour thoughtsand opinionsand tocommunicatewith otherpeople.paragraph2:bodylanguagevaries fromculture toculture.paragraph3:thesamebodylanguagehas differentmeaningsin somedifferent countries.paragraph4:some gesturesare universal.paragraph5:smile isthe bestexample ofuniversallyunderstood bodylanguage.七教学反思本节课英语教学中以问题为线索,以学生自主学习和合作学习为主,造就学生的自主学习实力故本人在这节课中通过支配学生的个人探究、合作学习、探讨等各种形式来激发学生学习爱好让学生在老师的指导下,通过感知、体验、实践,参与和合作等方式,实现任务的目标,感受成功在学习过程中进展情感和策略调整,以形成踊跃的学习看法,促进语言实际运用实力的提高接受师生沟通方式导入自然亲切,拉近了师生之间的情感距离,营造出宽松的学习气氛,同时让学生了解身势语的有关内容依据老师提出的一系列问题,学生自主搜寻与身势语相关的信息资料,然后以个人探究和合作学习相结合,并以各种的形式展示沟通成果本人这节课支配探究和探讨过程中的观点汇总等形式鼓舞学生借助小组活动的形式来合作,表达,思索,能使学生在活动中相互学习、相互作精神通过师生沟通与总结这一形式引发学生对身势语的深化思索,进一步深化主题相互鼓舞,体验集体荣誉感和成就感,开展合。