好-高中英语教学设计.doc

课时教学设计

课题

Unit 4 Body language

三
维
教
学
目
标
知识与
能力
Help the students learn how to express themselves in body language when needed.
备课时间

上课时间

过程与
方法
参看教学过程
教学方法
Individual work, pair work and group work.
学法指导
Acting out by imitation
情感态度价值观
为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证
课　　型
阅读
教学重点及分析
a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
b. Teach the students how to use body language in the most appropriate occasions.
教学难点及突破
Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
教学过程
教学环节
老师指导与学生活动
设计意图

StepⅠ Revision
Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.
Step Ⅱ Pre-reading
T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?
After a few minutes.
T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.
T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?
Step Ⅲ While-reading
1. Scanning
While reading, please try to divide the whole passage into several parts and find out the main idea.
Summary of body language.
Read the text carefully, then decide if the following statements are true (T) or false (F).
Step IV Post reading
1. Is the author of this passage male or female? How do you know ?
2.What were the two mistakes that the author noticed?
3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?
4. Did any students have similar greeting customs? If so, which ones?

作
业
Get ready to retell the text in your own words.
课后反思

课时教学设计

课题

Unit 4 Body language

三
维
教
学
目
标
知识与
能力
Enable the students to know more about body language.
备课时间

上课时间

过程与
方法
参看教学过程
教学方法
task-based method, role-play method.
学法指导
Individual work, pair work and group work.
情感态度价值观
使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用
课　　型
Reading
教学重点及分析
The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.
教学难点及突破
Let the students know that there is both positive body language and negative body language.
教学过程
教学环节
老师指导与学生活动
设计意图

1 Pre-reading
1. What is the function of body language?
2. How do you find body language in our daily life?
3. How can the same body language express different feelings or ideas in different cultures?
2 Fast reading
TURE OF FALSE
3 Further reading
T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible.
T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.
S8: It can be dangerous to meet people you do not know.
S9: Many Asian people do not usually physically touch strangers.
S10: If we show an open hand, it means that we are not holding anything dangerous.
S11: The right hand is usually used because it is almost the stronger.
S12: People shake their hands when meeting to show that they can be trusted.
S13: To show respect, people will touch their heart and mouth when greeting someone.

作
业
Homework
1. Read aloud all the reading texts in this unit.
2. Get ready to retell the two reading passages learnt in this period.

课后反思

课时教学设计

课题

Unit 4 Body language

三
维
教
学
目
标
知识与
能力
动词-ing用法
备课时间

上课时间

过程与
方法
参看教学过程
教学方法
Individual work, pair work and group work.
学法指导

情感态度价值观
学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，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。
课　　型
Grammar
教学重点及分析

V-ing 形式在句中作定语和状语是本单元的学习重点。

教学难点及突破

V-ing 形式在句中作定语和状语是本单元的学习重点。

教学过程
教学环节
老师指导与学生活动
设计意图

Structure Study
一: V-ing 形式由 “do＋ing” 构成, 其否定形式是 “not doing”, 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。
A swimming pool
= a pool for swimming
2) -ing形式表示 “......的” 意思, 过去叫现在分词
A sleeping child
working people
-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:
They are visitors coming from several countries.
The boy standing there is a classmate of mine.
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。
Attention Please
-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。
Time permitting, I will pay a visit to the whole city.
　(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
业
Homework
Do “Using Structures” on Page 64.
课后反思