新人教版高一英語下學期優(yōu)質(zhì)課教(學)案（精編版）

1、. . . 1 / 8 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, includingthe background, all kinds of forms of body language. b). let the students know that just li

2、ke 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). develop students ability of basic readin

3、g 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 studen

4、ts understand the test well. 2). try to pick out the key sentences and divide the test into several parts. teaching methods:. . . 2 / 8 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. te

5、acher 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

6、kinds of body language students task: look & guess what do the following body language mean? a. facial expressions b. gesturesstep 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 ones thumb and i

7、ndex finger, )task 2 careful-reading teacher: divide the text into three parts and get the main idea for each one. . . . 3 / 8 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 (

8、para. 4-5) some gestures seem to be universal.task 3 dealing with the specific gestures by forms. a. b rude or disrespectfulother countries a way to showones interestsome countries eye contact meaning countrygesturezerofrance money japanok most countriesmaking a circlemeaning country gesture . . . 4

9、 / 8 c d meaning country gesture you have a phone call.brazil crazysome countriesmoving the index finger in a circle in front of the ear japan the number onegermany rudenigeriagreat or the usthumb-up meaning country gesture . . . 5 / 8 shaking heads no para.3 nodding (b/i/g) nodding yes shaking head

10、s (b/i/g)student s 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 greetin

11、g people? ( kiss, handshake, hug, bow, nod, ) task 4. teacher: however, some gestures are universal. i am tired. (press palms/ rest ones head on it/ eyes closed) i am full. (move hand in circles) i am hungry. (pat stomach) smile. . . 6 / 8 teacher: among the universal gestures, which one do you thin

12、k 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 dont feel down . so we can say smile is a bridge to the world. post-reading teacher: what can you learn from this passage? (pr

13、overb) when in rome, do as the romans do! homework: 1. finish a paper 2. preview the following lesson. . . 7 / 8 附：教學設計理念：本次教學活動容為body language， 根據(jù)英語課程新標準，對于整個教學設計是依據(jù)任務型閱讀在閱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(fā)他們的閱讀欲望，并使他們對所要閱讀的材料有一定的心理準備。（二） 閱讀理解全文。設置一個任務，要求學生們找出在全文中涉與

14、到了多少 body language，使他們對文章的容，結(jié)構(gòu)和作者的寫作意圖有一個整體的印象。并培養(yǎng)他們抓重點的能力。細讀過程中，以圖表形式呈現(xiàn)，要求學生在閱讀過程中結(jié)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） 讀后操練。在這個部分，設置幾個情景或游戲，并提供多種選擇，使學生根據(jù)自己的個性需求進行自由選擇，一方面發(fā)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(yōu)質(zhì)課評比活動，確實發(fā)現(xiàn)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(tài)仍顯生澀，可能源于對教材分析不夠透徹，準備不夠充分和緊因素等，因此沒有很好把握整堂課的導入部分，過于制