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教材高中英语教学设计模板
[教材]高中英语教学设计模板
课时教学设计
课Unit4Bodylanguage题
talkaboutbodylanguage:
cultural备课时间知识与differencesandintercultural能力上课时间communication
Explanation
workand目
标groupwork.
让学生了解有声语言与“体态语”
情感态度的对应关系，了解语言意义与行课型reading价值观为意义（“体态语”）在交际中具
有同等重要的作用。
教
学Actoutthefollowingmeanings,please.重
点PleaseguesswhatImean.
及Pleaseshowtheactions,usingbodylanguage.分
析
教
学
难Enablethestudentstounderstandwhatacertaingestureofthebodylanguage
点
meansinagivensituation.及
突
破
教学过程
教
学老师指导与学生活动设计意图环
节
StepILead-in
Theteachershowssomepicturesonscreen.Thesepicturesare
fromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.
T:
Butdoyouknowwhosheis?
Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua（邰丽华）.Sheis
calledaFairyofPeachblossom（桃花仙子）bypeople.You
knowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?
Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebody
languagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.
StepIIIntroduction
T:
Nowlet’sdosomeTPR（TotalPhysicalResponse）activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.
T:
Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:
GestureActionMeaning
AYouare
handshakewelcome.
AclapofComeon;behandcheerful.
AV-shapeMayyou
ofthesucceed!
fore-fingerOr
andmiddlecongratulations
fingeronyour
success!
AIamnotinhalf-closedfavorofyourhandwithideaorI’llthumbhavetorefuse
downyou.
ASheisworried.
wrinkling
ofthebrow
inthought
or
displeasure
orascowl
TearsHeisverysad.
comingout
ofhiseyes.
AllsmilesSheisveryonherfacehappy.
WavingTheyaretheirhandswaving
goodbyeto
peoplearound.
AhandHeisstopping
stretchedatank.
outforward
with
strength
PeopleTheyarejumpwithcheeringfortheirboththevictory.
hands
stretched
openinthe
air.
Step?
Practice
T:
LookatPage25.
Whatarethesepeoplecommunicating?
Step?
TimeforFun
StepVRolePlay（SpeakingtaskonP67）
T:
Now,there’sstillalittletimeleft.Let’scometoSpeaking
TaskonPage67.
作
业Englishweekly1--6
课
后反
思
课时教学设计
课题Unit4Bodylanguage
Helpthestudentslearnhow备课时间知识与toexpressthemselvesin能力上课时间bodylanguagewhenneeded.
aIndividual
work,pair三教学方法维workand过程与教参看教学过程方法groupwork.学
目Actingoutby标学法指导
imitation
为学生提供了来自不同国
情感态度度、不同语言文化背景的课型阅读价值观“体态语”及其在交际中的
异同和影响的具体例证
a.Teachthestudentshowtounderstandbodylanguageusedindifferent
教学
countriesorculturesaswellasindifferentoccasions.重点
及分b.Teachthestudentshowtousebodylanguageinthemostappropriate
析
occasions.
教学Enablethestudentstorealizetheimportanceofbodylanguagein难点
及突communicationsothatlittleornomisunderstandingmayoccur.
破
教学过程
教学老师指导与学生活动设计意图环节
Step?
Revision
Freetalkaboutthetopic:
theImportanceofBody
Language.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.
Step?
Pre-reading
T:
Ourtextisaboutaspecialmeansof
communication—BodyLanguage.Nowpleaselookatthe
screen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.
Areyouclear?
Afterafewminutes.
T:
Nowwho’dliketoanswerthefirstquestion?
Volunteer!
S1:
Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.
T:
Perfect!
Bodylanguageisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoonandsoforth.Nextquestion?
Step?
While-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageinto
severalpartsandfindoutthemainidea.
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatements
aretrue（T）orfalse（F）.
StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?
Howdoyouknow?
2.Whatwerethetwomistakesthattheauthornoticed?
3.Whoseemedtoprefertokeepmorephysicaldistancefrom
others?
Whoseemedtoprefercloserphysicaldistance?
4.Didanystudentshavesimilargreetingcustoms?
Ifso,which
ones?
作Getreadytoretellthetextinyourownwords.业
课后反思
课时教学设计
课题Unit4Bodylanguage
备课时间知识与Enablethestudentstoknow
能力moreaboutbodylanguage.上课时间
task-based
教学方法method,role-play三
method.维过程与参看教学过程教方法Individualwork,学
学法指导pairworkand目
标groupwork.
使学生进一步明确“体态
情感态度语”对人们在日常交际中了课型Reading价值观解对方情感、思想、态度等
方面所起的作用
教学Theunderstandingofthepoorly-writtenreadingtext,especiallythe
重点
relationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthe及分
析text,whoaremetbytheawkwardarrangementofthecompilersofthe
textbook.
教学
Letthestudentsknowthatthereisbothpositivebodylanguageandnegative难点
及突bodylanguage.
破
教学过程
设
教学计老师指导与学生活动环节意
图
1Pre-reading
1.Whatisthefunctionofbodylanguage?
2.Howdoyoufindbodylanguageinourdailylife?
3.Howcanthesamebodylanguageexpressdifferentfeelingsorideas
indifferentcultures?
2Fastreading
TUREOFFALSE
3Furtherreading
T:
Wehavejustreadapassageentitled“ShowingOurFeelings”,
whichtellsusmoreaboutbodylanguage.Nowlet’sreadanother
passageintheWorkbookonP66.Thetitleofthereadingtextis:
The
OpenHand-AUniversalSign.Youwillbegiven3minutestoread
throughthetextasquicklyasyoucan,tryingtogetasmuch
informationfromthetextaspossible.
T:
Beforewecometotheendofthisperiod,let’stakeupthelastitem,
doingthearrangementoftheinformationunderthepassageonPage
67.
S8:
Itcanbedangeroustomeetpeopleyoudonotknow.
S9:
ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:
Ifweshowanopenhand,itmeansthatwearenotholding
anythingdangerous.
S11:
Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:
Peopleshaketheirhandswhenmeetingtoshowthattheycanbe
trusted.
S13:
Toshowrespect,peoplewilltouchtheirheartandmouthwhen
greetingsomeone.
Homework
作1.Readaloudallthereadingtextsinthisunit.业
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.课后反思
课时教学设计
课题Unit4Bodylanguage
知识与备课时间动词-ing用法能力上课时间
Individual
work,pair
教学方法过程与参看教学过程workand方法三groupwork.维
教学法指导学学生在听、说、做（即表演目
标“体态语”的动作）中能够增
进对语言交际的感性认识，情感态度课型Grammar价值观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。
教学
重点V-ing形式在句中作定语和状语是本单元的学习重点。
及分
析
教学
难点V-ing形式在句中作定语和状语是本单元的学习重点。
及突
破
教学过程
教学老师指导与学生活动设计意图环节
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
Asleepingchildworkingpeople
-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。
）
作Homework
业Do“UsingStructures”onPage64.
课后反思
升级会员 