高一英语下册 Unit21 Body language第二课时教案 大纲人教版第一册.docx
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高一英语下册 Unit21 Body language第二课时教案 大纲人教版第一册.docx
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高一英语下册Unit21Bodylanguage第二课时教案大纲人教版第一册
2019-2020年高一英语下册Unit21Bodylanguage(第二课时)教案大纲人教版第一册
TeachingAims:
1.Learnandmasterthefollowingwordsandexpressions:
fold anger vary thumb crazy nod part hug bow palm shrug incredible pat getthrough teardown chart
2.Trainthestudents'readingability,especiallytheskillsofsummarizingandscanning.
3.Encouragethestudentstomunicateusingbodylanguage.
TeachingImportantPoints:
1.Trainthestudentstosummarizethemainideaofeachparagraph.
2.Howtogetthestudentstomasterthetwousefulexpressions:
getthrough,teardown.
3.Howtoletthestudentsunderstandthebodylanguageindifferentcountriesandusethemcorrectly.
TeachingDifficultPoints:
1.Masterthebodylanguageinthisperiod.
2.Howtosummarizethemainidea.
TeachingMethods:
1.Discussionbeforereadingtomakethestudentsinterestedinwhattheywilllearn.
2.Fastreadingtogetthegeneralideaofthetext.
3.Discussionafterreadingtomakethestudentsunderstandwhatthey'velearnedbetter.
4.Pairworkorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.themultimedia
2.ataperecorder
3.theblackboard
TeachingProcedures:
StepⅠ.GreetingsandRevision
Greetthewholeclassasusual.
T:
Inthelastperiod,welearnedsomeexpressionstomakerequests,makeoffers,acceptoffersandrefuseoffers.Whocanmakeupadialogueusingthem?
OK,youtwo.Pleaseetothefronttoactitout.
(Twostudentsbegintoact.Afterthat,theteachersaysthefollowing.)
T:
Thankyouforyourwonderfulperformance.Pleasegobacktoyourseats.
StepⅡ.Pre-reading
T:
Asweallknow,wecanmunicatenotjustbywordsbutalsobyourexpressionsandbodymovements.Butthesamegesturesindifferentcountrieshavedifferentmeanings.Forexample,noddingtheheadmeansagreementinourcountry,whileinsomeAsiancountriesitmeansdisagreement.Ifyouwanttolearnmoreaboutbodylanguage,pleasereadthepassage“BodyTalk”onPage47carefully.Beforereading,we'lllearnthenewwordsandphrasesinthisperiod.
(LettheSsreadthewordsandphrasesafterthetape.TheteachercangiveabriefintroductiontotheSsifnecessary.)
T:
Nowlookatthethreequestionsonthescreenanddiscussthemingroupsoffour.
(Theteacherusesthemultimediatoshowthequestionsonthescreen.)
1.Canyouguesswhatsomeoneisthinkingorfeelingbylookingattheirbodylanguage?
2.Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?
WhataboutpeoplewholiveindifferentpartsofChina?
3.Howdoyoumunicatethefollowingwithbodylanguage?
Thankyou!
No.Yes.Idon'tknowehere!
(Theteachergivesthestudentsthreeminutestodiscussandthenaskssomestudentstoanswerthem.)
T:
(Threeminuteslater.)Haveyoufinished?
Ss:
Yes.
T:
OK.Who'dliketoanswerthefirstquestion?
S1:
Letmetry.Icanguesswhatsomeoneisthinkingorfeelingbylookingattheirbodylanguage.Forexample,whenIseesomeoneholdingtheirnose,Icanseetheyaresmellingsomethingterrible.
T:
Verygood.Let'sgoon.Thesecondquestion.Anyvolunteer?
S2:
I'lltry.IthinkpeoplefromdifferentpartsoftheworldandfromdifferentpartsofChinausethesamebodylanguage.Forexample,wavingone'shandistosay“Goodbye”inbothourcountryandforeigncountries.
S3:
Idon'tagreewithS2.Ithinkdifferentcountrieshavedifferentbodylanguage.Forexample,meninRussia,FranceandArabcountrieskisseachotherwhentheymeet,whilemeninChinaorAustraliashakehandsinsteadofkissing.PeopleindifferentpartsofChinaalmosthavethesamebodylanguage.
(Astothethirdquestion,theteachercanasksomestudentstogiveperformancesbeforetheclass.)
StepⅢ.Reading
T:
OK.You'veknownsomethingaboutbodylanguage.Nowwearegoingtoreadapassage“BodyTalk”,fromwhichwewilllearnmoreaboutbodylanguage.OpenyourbooksatPage47.Readthepassagequicklyandsummarizethemainideaofeachparagraph.
(Afterawhile,theteachercheckstheirunderstanding.)
T:
Nowwho'dliketotellmethemainideaofthefirstparagraph?
S4:
Paragraph1.Wemunicatewithpeoplenotonlybywordsbutalsobybodylanguage.
T:
Yeah.Right.Thesecondparagraph?
S5:
Paragraph2.Bodylanguagevariesfromculturetoculture.
S6:
Paragraph3.Thesamebodylanguagehasdifferentmeaningsinsomedifferentcountries.
S7:
Paragraph4.Somegesturesareuniversal.
S8:
Paragraph5.Smileisthebestexampleofuniversallyunderstoodbodylanguage.
(Writethemainideaofeachparagraphontheblackboard.)
T:
Quiteright.Wehaveknownthemainideaofeachparagraph.Nowreadthepassageagainandanswerthequestionsonthescreen.Thistimeyoushouldreadslowlyandcarefully.
(Showthefollowingquestionsonthescreen.)
1.Dopeopleexpresstheirthoughtsandopinionsandmunicatewithothersonlybywords?
Whatotherwayscanbeused?
2.Inwhatcountriesdoes“shakingone'shead”mean“Yes”?
3.Whataresomesituationswhereweneedtobeverycarefulaboutourbodylanguageandgestures?
4.Howisbodylanguagedifferentfromspokenlanguage?
Whatdotheyhaveinmon?
5.Sometimeswesayonethingbutourbodylanguagesayssomethingdifferent.Whydoesthishappen?
Canyouthinkofanyexamples?
(Theteachergivesthestudentsanotherfourminutestoreadthepassageandthenaskssomestudentstoanswerthosequestions.)
Suggestedanswers:
1.No,notjustbywords.Wemunicatewithothersalsobyourexpressionsandbodymovements.
2.InBulgaria,partsofGreece,andIran,“shakingone'shead”means“Yes”.
3.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.Makingeyecontact—lookingdirectlyintosomeone'seyesinsomecountriesisawaytoshowthatoneisinterested;inothercountries,however,eyecontactisrudeordisrespectful.Soweneedtobeverycarefulaboutourbodylanguageandgestures.
4.Weusebothspokenlanguageandbodylanguagetoexpressourthoughtsandopinionsandtomunicatewithotherpeople.Wecandirectlyknowwhattheyarereallysayingbywords.Butwhenwewanttoexpressourplexthoughts,opinionsandviews,bodylanguagecan'texpressthemcorrectly.
5.Becausebodylanguagevariesfromculturetoculture.Forexample,for“OK”,makingacirclewithone'sthumbandindexfinger,hasdifferentmeaningsindifferentcultures.InJapan,someonewhoseesanotherpersonmakingthegesturewillthinkitmeansmoney.InFrance,apersonseeingthesamegesturewillthinkitmeanszero.InBrazilandGermany,however,thegestureisrude.
StepⅣ.LanguageStudy
T:
OK.Youarefamiliarwiththepassage.Butyoushouldalsopayattentiontosomeusefulexpressions.Let'slookattheirusages.
(Showthefollowingonthescreen.)
1.Theweathervariesfromplacetoplace.
2.Hestoodthere,foldinghisarms.
3.Hehasgotthroughthedrivingtest.
4.Theyaretearingdownthatoldbuildingandadangerouswall.
5.Heisfeelingdownafterlosingthegame.
(Bb:
vary,foldone'sarm,getthrough,teardown,feeldown)
(TheteacheraskssomestudentstotranslatethesesentencesintoChinese.Atthesametime,theteacherexplainstheunderlinedphrases.)
StepⅤ.ListeningandConsolidation
T:
Nowlookatyourbooks.I'llplaythetape.Listencarefully.Youcanfollowitinalowvoice.Payattentiontothestressandintonation.
(Afterthat,theteachersaysthefollowing.)
T:
Fromthetext,weknowpeoplecanusebodylanguagetomunicate,butsomebodylanguageisdifferentindifferentcountries,thatistosay,whenwewanttoexpressthesamemeaning,peopleindifferentcountriesusedifferentbodylanguage.LookatthechartinPages47~48.Workinpairsoringroups.Firsthaveadiscussion.Thenpletethechart.Intheend,I'llchecktheanswers.
(Theteacherfirstasksthestudentstodotheexerciseorallyandthenshowstheanswersonthescreen.)
StepⅥ.SummaryandHomework
T:
Inthisclass,we'vereadapassageaboutbodytalk,andlearnedsomebodylanguage.Wehavealsoknownthatnotallthebodylanguagemeansthesamethingindifferentcountries.Differentpeoplehavedifferentwaysofmakingmunicationthroughbodylanguage.Afterclass,readthepassageagainandagaintillyoucanreciteit.What'smore,don'tforgettopreview“WordStudy”and“Grammar”Drawatleast10gesturesandwriteouttheirmeaningsinyourexercisebooks.Andthenexplaineachofthemtoyourpartners.Well,that'sallfortoday.Classisover.
StepⅦ.TheDesignoftheWritingontheBlackboard
Unit21 Bodylanguage
TheSecondPeriod
Ⅰ.Themainideaofeachparagraph:
Para1:
Wemunicatewithpeoplenotonlybywordsbutalsobybodylanguage.
Para2:
Bodylanguagevariesfromculturetoculture.
Para3:
Thesamebodylanguagehasdifferentmeaningsinsomedifferentcountries.
Para4:
Somegesturesareuniversal.
Para5:
Smileisthebestexampleofuniversallyunderstoodbodylanguage.
Ⅱ.Wordandexpressions:
vary foldone'sarm getthrough teardown feeldown
StepⅧ.RecordafterTeaching
__________________________________
__________________________________
__________________________________
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2019-2020年高一英语下册Unit21《BodyLanguage》说课稿1人教版
一、教材分析
(一)教材内容分析本单元的中心话题是“肢体语言”,介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用,其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。
本单元的绝大部分内容都围绕这一中心话题展开的。
“热身”(Warmingup)部分以五幅不同的面部表情导出本单元的话题之一:
面部表情是传递某人内心情感的一种方式,使他们能在平时注意自己在与他人交往中注意自身的面部表情。
“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能,然后以选择的形式考查学生对听力材料信息的筛选能力,同时又要求学生把所听到的信息应运于讨论之中。
“口语”(Speaking)部分向学生提供三个情景,让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。
“读前”(Pre-reading)部分编者设计了三个问题,诱发学生思考如何用肢体语言进行交流。
激发学生进行阅读的欲望。
“阅读”(Reading)部分是一篇说明文,它介绍了Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtomunicatewithotherpeople./Wecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage。
全文可分为三大部分,各部分的意思是:
Part1(Para1):
Weusebothwordsan
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