Unit 4 Body Language 教学设计5公开课优质课人教必修4精品.docx
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Unit4BodyLanguage教学设计5公开课优质课人教必修4精品
Unit4BodyLanguage教学设计5
I教学内容分析
本单元的中心话题是“身体语言”。
身体语言的交流在不同的文化中所蕴涵的意义是不一样的。
这样,人们在互相交际时,就会出现这样或那样的问题或障碍。
本单元就是从该话题展开,通过一系列的交际误会的场景,形象地表现出话题的中心:
身体语言本身没有对错或好坏之分,它们是在特定的文化发展规律过程中形成的。
WarmingUp部分由两部分组成。
练习1通过让学生讨论四幅照片交流对日常交际的看法。
然后让学生选择课本提供的15个日常交际用语中的一个,用身势语言表演出来,让同伴猜测其意义。
Pre-reading部分设计了四个问题。
这些问题集中引导学生思考“语言的目的”、“离开语言人们如何交流”、“有多少途径可用非语言手段向人问好”、“预测下面阅读课文的内容”等,这些问题既是对“热身”所引出的话题的总结,又承接了下一步的阅读教学。
Reading部分描写了作者在机场迎接外国客人的场景。
这几位来自不同国家的学生初次见面时,都按照自己国家的风俗习惯向对方问候,结果却遭遇了尴尬。
这一场景增加了文章的真实性和形象性,使读者仿佛身处其中,能引发读者的好奇心,为下面引出中心做好了铺垫。
LearningaboutLanguage包括词汇和语法两部分。
词汇部分含有三个练习:
从1至3分别为猜词义、用词填空。
语法部分分两步走:
练习1要求学生从课文中找出含有v-ing形式的句子;然后在练习2中运用v-ing形式,做到了讲练结合。
UsingLanguage该部分包括四大块:
阅读与交谈、写作、听写说和说写。
在这一部分学生的各项知识和技能得到了充分的提高。
阅读部分进一步阐述了身体语言的重大作用,并用具体的身体语言举例来告知学生们如何使用它们。
写作部分环节合理:
先收集句子,然后表演,最后写下自己所观看到的主要内容。
第三部分先讲述了一场车祸,接着让学生根据图片来表演相关内容,听练结合,学以致用。
最后一部分让学生在生活中应用所学的知识:
看到LinPei的反常行为后,先向另一个朋友描述其举止(以对话的形式);然后建议LinPei讲出心事(以写信的形式展开)。
LearningTip指导学生如何更好地掌握理解身体语言——看英语版的电影或与母语是英语的外国人交谈。
II.教学重点和难点
1.教学重点
(1)本单元教学目的和要求中的生词和短语;
(2)掌握动词的-ing形式的句法功能;
(3)学会与人或动物进行身体语的交流。
教学难点:
(1)培养学生的跨文化交流的心理素质,成为具有跨文化交流能力的现代人;
(2)动词-ing作为定语和状语的辨别;
(3)重点词汇的运用。
III.教学计划
本单元建议分六课时:
第一课时:
Warming-up,Listening(Workbook)&Talking(Workbook)
第二课时:
Pre-reading,Reading&Comprehension
第三课时:
LearningaboutLanguage
第四课时:
UsingLanguage
第五课时:
Listeningtask(Workbook)&Speakingtask(Workbook)
第六课时:
Readingtask(Workbook)&Writingtask(Workbook)
IV.教学步骤:
Period1WarmingUp,Listening(Workbook)&Talking(Workbook)
TeachingGoals:
1.TogetSstoknowsomethingaboutbodylanguage.
2.ToencourageSstolearntoexpressthemselvesbybodylanguage.
TeachingProcedures:
Step1.Leading-in
Purpose:
ByshowingSsafewpicturesofbodylanguage,askSstoguessthefeelingeachpicturecanconvey.
LeadSstothetopicofthisunit.Teachermaysay,“Allofthepicturesshowmanydifference.Canyoutelltheotherswhateachpictureshows?
Aretheseactionskindoflanguage?
Canwecommunicatewithapersonwhocan’tspeakorapersonwhoselanguageisdifferentfromyours?
”AskSstogivetheirexplanationforalltheabovepicturesinordertoarousetheirinterestinthetopic—bodylanguage.
Step2.WarmingUp
Purpose:
TointroducethetopicofthisunittoSsintheformofdiscussion.
1.AsksomeSsthefollowingquestions.
Ifyouarepainful,whatexpressionwillyouhaveonyourface?
Ifyouareveryangry,howwillyoushowthefeeling?
Ifyouwanttoshow“Bequiet!
”,whatwillyoudowithoutspeaking?
…
2.AskSstopresenttheactionstotheirdeskmates.Thepartcanbedonelikethis:
StudentsAcansaymeaningsandStudentBactsthemout.Thentheycandointurn..
Conclusion:
Wecancommunicatewithpeopleevenifwedon’tusewordsorvoice.Bodylanguageispartoflanguagewhichsometimescanconveymoreemotionsthanwords.Butsometimesbodylanguagemaycausetroublebecausedifferentcultureshavedifferentbodylanguageorevenifthesamebodylanguagemaymeancontrariwise.Soitisanecessityforustoknowbodylanguagetoavoidmisunderstanding.
Step3.Pre-listening
Purpose:
tohelpSstoguessthemainideaaboutthelisteningtextbythegivenpictures.
1.DivideSsintogroupsofsixandaskthemtodiscussthepictureswiththeirpartners.
Whoisthewomaninthepicture?
(JaneGoodall.)
Whatistheanimal?
.(Chimp.)
Whataretheydoing?
(Talkingwitheachother/kissingwitheachother/greetingeachother…)
Aretheyfriendlytoeachother?
(Yes.)
2.GetSstolookatthepicturesonP62andlettheirpartnersstatetheiropinionsonthelisteningmaterial.Atthesametimeremindthemofthekeywords:
similar,peaceful,smiling,angry,chimps,humans,angry,safeandprotected,affection,like.
Step4.Listening(Workbook)
Purpose:
TogetSstolistenforcomparisons
TodevelopthelisteningabilityofSs.
Togainsomeknowledgeofbodylanguageandfindhowsimilarsomeanimalbodylanguageis.
1.AskSstolookthroughthequestionsofEx2onP62andlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstofinishEx1onP62.
2.AskSstolistentothetapeagainandanswerthequestionsinEx3onP62.IfSshavesomedifficultyinfindingouttheanswers,stopthetapewherenecessary.
Step5.Talking(Workbook)
1.ExplainforSs“commands”,“warnings”and“prohibitions”.
command:
giveordersto
e.g.Hecommandedsilence.他命令大家肃静。
Icommandyoutogo.我命令你去。
warning:
advicetobeware/acautionary
e.g.Becauseofherwarning,Iwascareful.由于她的提醒,我很小心。
prohibition:
theactofprohibitingortheconditionofbeingprohibited.
e.g.prohibitionofcorporalpunishmentinschools学校的禁止体罚
2.ToaskSstoactthemoutforthewholeclassbyusingthegivensentences.
SuggestedAnswers:
commands
warnings
prohibitions
Goaway/Bequiet
Stop!
Don’tsithere.
Comehere
Watchout!
Acariscoming!
Don’tstophere.
Pickupthebooks
Becareful!
Don’tslip.
Don’tenterhere.
Step6.Homework
1.AskSstothinkofmoreactionstoexpressthemselvesinsteadofbywords.
2.AskSstogooverallthenewwordsandprepareforthereadingtext.
Period2.Pre-reading,Reading&Comprehending
TeachingGoals:
1.Tolearnabouttheimportanceofbodylanguage.
2.TodevelopSs’readingskills.
3.ToarouseSs’interestinbodylanguage.
TeachingProcedures:
Step1.Pre-reading
Purpose:
TomakeSsrealizetheimportanceofbodylanguage.
1.ShowsomepicturesandencourageSstoguessthemeanings.Thenaskthemtoanswerthefollowingquestions.
(1)Ifyouarehappy,whichpicturewillshowthesamemeaning?
(2)Ifyouwanttoshowyouareverycool,whichpicturewillshowthesamemeaning?
(3)Ifyouareverysad,whichpicturewillshowthesamemeaning?
(4)Ifyouareshy,whichpicturewillshowthesamemeaning?
(5)Ifyouwanttoshowyouarefriendly,whichpicturewillshowthesamemeaning?
(6)Ifyouwanttosinghighpraiseforsomethingorsomebody,whichpicturewillshowthesamemeaning?
(7)Ifyouwishsomebodygoodluck,whichpicturewillshowthesamemeaning?
2.GetSstotalkfreelywiththeirdeskmatesaboutbodylanguage.AndaskthemtogivetheanswerstothethreequestionsofPre-readingonP25.
Step2.Leading-in
Purpose:
tostimulateSs’interestinreadingthetext
AskSstoanswerthefollowingquestions.
1.Whatwouldyoudowhenyoumeetsomeoneforthefirsttime?
2.Whenyoumeetyourboss,howdogreethimorher?
3.Whenyoufirstcametothehighschool,howdoyouintroduceeachotherwithyournewdeskmate?
4.Haveyoueverpaidattentiontothedistancebetweenpeoplewhoaregreetingeachother?
Step3.Fastreading
Purpose:
Togetthegistofthepassage.
1.AskSstolookatthepictureonP26andthenreadthetextquicklyandfindoutthemainideaofthepassage.
(TellSsthatmosttopicsentencesmayappearatthebeginningortheendofthepassageorparagraph.)
SuggestedAnswers:
Bodylanguageisverygeneral,butnotallmembersofallculturesbehavethesameway.
2.AskSstoreadthetextagainandanalyzetheorganizationofthepassage.
Thetopic
Surprisingscenes
Someexamples
Conclusion
Author’sopinion
SuggestedAnswers:
details→general→details→general.
.
3.AskSstounderlineallthecountriesandcontinentsinthepassageandtrytogroupthem.
SuggestedAnswers:
Europe←Britain;NorthAmerica←Canada;SouthAmerica←Columbia;Asia←Japan
Step4.Intensivereading
Purpose:
togetSstolearnthedetailsofthetext.
1.AskSstoreadthepassagecarefullyanddecidewhichofthefollowingstatementsistrueandwhichoneisfalse.
(1)Mr.GarciakissedMissJuliaSmithbecausetheyhaveknowneachotherwell.()
(2)GeorgeCookreacheshishandoutinordertoshakehandswiththeJapanese.()
(3)Allculturesdon’tgreeteachthesameway.()
(4)WhenaJapanesebowstoyou,heisapologizingtoyouforwhathehasdone.()
(5)Frenchpeople,liketheEnglish,willkeepacertaindistancefromothers.()
(6)MenfromallMuslincountrieswillnotshakehandswithwomen.()
(7)Fromthepassagewecanseewesternculturesarebetterthaneasterncultures.()
(8)It’snecessarytostudybodylanguagebecauseithelpsustogetbetterunderstandingamongpeoplefromdifferentcultures.()
.SuggestedAnswers:
(1)F
(2)T(3)T(4)F(5)F(6)F(7)F(8)T
2AskSstoreadthetextagainandfinishtheEx1,2onP27.
3AskSstohaveasmalldiscussiontofinishEx2onP27.
4AskSstoreadthetextagainandunderlineimportantornewphrases.
atamajorhotel;inacuriousway;introduce…to…;kisssb.onthecheek;take…awayfrom…;reachone’shandout;inthesameway;communicatewithsomebody;spokenlanguage;expressone’sfeelings;keepphysicaldistance;standcloseto;belikelytodo…;aswell;nodatsomebody;shakehands(with);either…or…;avoiddifficultyincommunication
Step5Homework
1.AskSstousethenewwordstomakesomenewsentences.
2.AskSstoreadthetextfluently.
3.AskSstousebodylanguagetoshowtheirmeaningsandunderstandmorebodylanguage.
Period3LearningaboutLanguage
TeachingGoals:
1.TogetSstoknowhowtousenewwordsandphrases.
2.TohelpSstomastersomenewwordsandexpressions.
3.TogetSstohavetheknowledgeofthisgrammarpoint:
Thev-ingformoftheverbcanbeusedasanadverbialdescribingaverbandasanattributedescribinganoun.
TeachingProcedures:
Step1.Consolidation
Purpose:
Toconsolidatethewordsandphrasesinthetext.
1.AskSstoreadthereadingtextagainandfinishEx1onP28
Suggestedanswers:
Defence,likely,It