新人教版高一英語下學期優質課教案

A Teaching Plan For Body Language

Zhengshi High school Xu Na

25th, May, 2005

Teaching aim:

1). Aim of knowledge:

a). Read the text and let students have a wide knowledge of body language, including the background, all kinds of forms of body language.

b). Let the students know that just like the spoken language, body language varies from culture to culture.

2). Aims of ablities:

a). enable the students to understand differences and similarities between body

language and words, and the will learn to handle clashes in cultural communication;

b)lop students’ ability of basic reading strategies of bottom-up.

c). get students to master the way of comparison.

2) Aims of emotion:

a). Arouse students’ devotion to different kinds of body language.

b). Learn to face life with optimism and happiness.

Key points and difficult points：

1). By making forms and comparison to help the students understand the test well.

2). Try to pick out the key sentences and divide the test into several parts.

Teaching methods:

1) Communicative Teaching Method

2) Task-based Teaching Method

3) Five-step Teaching Method

Teaching aids: multi-media

Teaching Procedures:

Step 1 Pre-reading

1. Teacher’s talk: Greeting and lead-in

How do you feel today?

Questions What about me? facial expressions

How do you know? gestures

postures

→ Body Language

2. Teacher: What do you know about body language?

a. a brief definition ( One form of communication without using any

words.)

b. show some different kinds of body language

students’ task: Look & Guess

What do the following body language mean?

a. facial expressions

b. gestures

step 2 While-reading

Task 1 fast-reading

Try to find out how many body language are mentioned in the text?

( eye contact, thumbs-up, making a circle with one’s thumb and index finger, ……)

Task 2 careful-reading

Teacher: Divide the text into three parts and get the main idea for each one.

Part 1. (para.1) We communicate with people not only by words but also by body language. (examples)

Part 2. (para.2-3) Body language varies form culture to culture.

Part 3 (para. 4-5) Some gestures seem to be universal.

Task 3 Dealing with the specific gestures by forms.

A.

B

C

D

shaking heads

No

Para.3 nodding (B/I/G)

nodding

Yes

shaking heads (B/I/G)

students’ game

Do it!

Answer the following questions only with the body language

a. Are you a girl?

b. Do you wear long hair?

c. Can you smoke?

d. Do you like our school?

Teacher: So we have known that different gestures may have different as well as the same meaning. Well, how about greeting people?

( kiss, handshake, hug, bow, nod, ……)

Task 4.

Teacher: However, some gestures are universal.

I am tired. (press palms/ rest one’s head on it/ eyes closed)

I am full. (move hand in circles)

I am hungry. (pat stomach)

smile

Teacher: Among the universal gestures, which one do you think will be the best example of universally understand body language?

Get through

Open doors

Tear down walls

Functions express any emotion

Apologies

Greet someone

Ask for help

Don’t feel down

……….

So we can say smile is a bridge to the world.

Post-reading

Teacher: What can you learn from this passage? (Proverb)

When in Rome, do as the Romans do!

Homework:

1. Finish a paper

2. Preview the following lesson.

附：

教學設計理念：

本次教學活動內容為Body Language， 根據英語課程新標準，對於整個教學設計是依據任務型閲讀在閲讀中的運用這個理念展開的。

（一） 激趣導入。 這次課題與生活比較接近，因此從學生日常生活中尋找話題，引導他們談論與此有關的背景知識，激發他們的閲讀慾望，並使他們對所要閲讀的材料有一定的心理準備。

（二） 閲讀理解全文。 設置一個任務，要求學生們找出在全文中涉及到了多少Body Language，使他們對文章的內容，結構和作者的寫作意圖有一個整體的印象。並培養他們抓重點的能力。細讀過程中，以圖表形式呈現，要求學生在閲讀過程中結合圖表，在通盤理解文章的基礎上逐個突破，加深了對文章主題的理解。

（三） 讀後操練。 在這個部分，設置幾個情景或遊戲，並提供多種選擇，使學生根據自己的個性需求進行自由選擇，一方面發展他們的興趣，另一方面也不斷訓練他們的語言，交際能力。

教學反思：

通過這次有意義的優質課評比活動，確實發現了自己很多不足之處，急需改正和進一步學習。 將近一年左右的教學實踐活動，教態仍顯生澀，可能源於對教材分析不夠透徹，準備不夠充分和緊張因素等，因此沒有很好把握整堂課的導入部分，過於制化，不夠自然。本次教學討論Body Language，教材內容相對比較簡單，也富於趣味性，因此學生對於教材的把握和理解問題不大，由此在此基礎上也適當增加了寫背景知識，以次增加學生理解的深度和廣度。教學過程中採用了較多的任務型閲讀，結合圖表，使文字更直觀地呈現，便於學生理解和運用。在整體上，教學思路比較清晰，但在整體把握上不夠緊湊，合理，以至剩下一個話題沒有完成。因此以後在緊湊課堂教學，抓重點難點上要更進一步改正和加強。