教學(xué)設(shè)計(jì)：Body language 說課一等獎(jiǎng)

Unit4Bodylanguage教學(xué)設(shè)計(jì)（第4課時(shí)）Period4ListeningTheGeneralIdeaofThisPeriodThisperiodaimsatgettingthestudentstotraintheirabilitytogetthekeyinformationwithbodylanguage.TeachingImportantPointsListentothematerialsaboutatrafficaccidentandretellthestoryafterfindingthecorrectorderofthesixpictures.TeachingDifficultPointsWorkingroupsoffourandactouttheactions.TeachingMethodsTask-basedmethodListeningandcooperativelearningTeachingAidsAprojector,someslidesandamultiple-mediacomputerThreeDimensionalTeachingAimsKnowledgeandSkillsGetthestudentstoimprovetheirskillstogetthekeyinformationandkeywords.Helpthemtolearnmoreaboutbodylanguage.ProcessandStrategiesTrainthestudents’listeningskills.FeelingsandValueAfterthestudyofthisperiodthestudentsaresuretounderstandthebodylanguagebetterandknowhowtouseitinourdailylife,thusavoidingsomemisunderstandingwithothersincommunication.TeachingProceduresStep1RevisionCheckthestudents’homeworkandasksomestudentstoretellthereadingtextofSHOWINGOURFEELINGS.Step2Pre-listeningAskthestudentstolookthroughthesixpicturesinonPage31andaskthemtoguesswhathappen.T:Now,openyourbooksandturntoPagethroughthesixpicturesarenotinthecorrecttaskistolistentothetapeandrearrangethepictureaccordingtothelisteningbeforewelistentothetape,Iwouldlikesomeofyoutoguesswhathappeninthepictures.S:Iguessthereisanthecarhitthecyclistwhocarriesaboxofapples.S:Thenthepolicemancomestosettledownthematter.Step3ListeningT:Yourguessmaybewearegoingtolistentothelistening,payattentiontotheseimportantpointsandyouareaskedtotakenotesoftheactionsthatshowthestoryinthepassage.a)WhatLinPusaysanddoes?b)Whatthecyclistsaysanddoes?c)Whatthepolicemansaysanddoes?Now,Iwillplaythetapelistenlisteningtoittwice,youwillbegiventhreeminutestofindoutthecorrectorderofthepictures.Afterlisteningtothetapetwice,askthestudentstogivetheiranswers.T:Sohaveyougottherightorder?S:2,1,3,4,6,5T:Goodjob.Step4ActingT:Haveyoualsotakendownsomenoteswhilelistening?Getpreparedtoactoutthestoryusingbothspokenandbodywillgiveyou5minutestoworkingroupsofthreetoactoutthewillbeLiPu,onewillbethecyclistandonewillbethemayusethefollowingfunctionitemswhenyouactitmayusethefollowingfunctionalstructurestohelpyou.YoumaynotAlwaysstayBecarefulwhenHemustYoumustNeverDonotYoushouldneverWatchoutAfterfiveminutes,asksomegroupstoactouttheirdialogues.Step5FurtherlisteningtaskT:JustnowwehavelistenedtoapassageaboutanwearegoingtoadialoguebetweentwoisaChineseandtheotherisa,lookoverthesixyoulistentothetape,numberthepicturesinthecorrectorderastheyhappeninthestory.Afterlisteningtothetapetwice,askthestudentstonumberthepicturesinthecorrectorder.T:Whohaveworkedoutthecorrectorder?S:1,6,2,4,3,5,T:Welldone!Step6DiscussionT:DiscusswithyourpartnersthedifferencesbetweenChineseandWesterngesturesandbodyarerequiredtopointoutthedifferencesinthedialoguetotheclass.After5minutes.T:Whohavefoundoutthedifferences?S1:Thebodylanguageinthetextconsistsmainlyofhandexample,toshowthenumber38,ShenLeiholdshisfingerslikethis—threefingersforthethree,andapointingfingerforusesfirstthreefingersforthree,thentwohandsholdingupeightfingers.S2:Inpicture5,Juliepatsherhandatherthroattoshowsheisverymeanstosay:“Iamstuffed.”T:Goodjob!Step7ExtensionT:Whatotherexamplesofwesternbodylanguagehaveyouseen,perhapsinfilmsoronTV?CanyoushowthemtotheclassandthenshowthewaythatChinesepeoplewouldexpress?S:Forexample:Inwesternfilms,weoftenseepeoplehuggingandkissingwhentheygreeteachotherindoesnothappenasofteninmightjustshakehands.Step8Homeworkmoreexamplesofwhatyouhaveobservedinthebodylanguageofothers.somejobsinwhichbodylanguageisveryimportant.downfivedifferentkindsofbodylanguageusedinourdailylife.TheDesignoftheWritingontheBlackboardUnit4BodylanguagePeriod4Listening—prediction—questions:WhatLinPusaysanddoes?Whatthecyclistsaysanddoes?Whatthepolicemansaysanddoes?listeningtasksonWorkbookRecordafterTeachingActivitiesandResearchThestudentsareencouragedtotakethenotesdownwhiletheyarethattheyaretoactoutthestorytheyhearusingbothspokenlanguageandbodyteachermayofferthestudentssomefunctionalstructures.ReferenceforteachingLearningTips高考英語聽力測試的技巧與訓(xùn)練一、把握聽力技巧,強(qiáng)化判斷能力。良好的聽力技巧是聽力測試取得理想結(jié)果的催化劑。把握好聽力技巧能增強(qiáng)聽的判斷力,達(dá)到事半功倍的效果。聽力技巧貫穿于聽的自始至終的全過程,在時(shí)間上可分為聽前、聽中、聽后三個(gè)階段的處理技巧。在內(nèi)容上可分為對整體、細(xì)節(jié)、特征三個(gè)方面的判斷技巧。在時(shí)間上,應(yīng)注意下述要點(diǎn):（1）聽前預(yù)估。高考聽力測試規(guī)定在聽每段對話或獨(dú)白前,考生有5秒鐘的時(shí)間閱讀各個(gè)小題。要指導(dǎo)學(xué)生充分利用這5秒鐘的時(shí)間瀏覽試題題干及備選答案,預(yù)估聽力材料的可能內(nèi)容與體裁,根據(jù)題干中的有關(guān)信息做到有所側(cè)重,有的放矢地聽。如高考聽力試題:Whyaremanyroadsclosedinthenorth?ofheavyofstrongoffallenstonesfrommountains.根據(jù)題中所問why與供選的三個(gè)原因,可預(yù)估聽力材料會(huì)涉及到造成許多道路關(guān)閉的原因,而heavyrain,strongwinds和fallenstonesfrommountains三個(gè)原因中肯定有一個(gè)是應(yīng)選的。通過聽前預(yù)估,聽時(shí)就可有的放矢地去捕捉相關(guān)的信息。一般來說,題干中的特殊疑問詞who/whose/which/what/when/where/why/how(many,much,often,soon,long,far)等往往能提示預(yù)估的方向和目標(biāo)。（2）聽中辨認(rèn)。在聽的過程中,往往會(huì)出現(xiàn)應(yīng)選信息與干擾信息交叉并存在聽力材料中這種情況。面對聽力材料中豐富的信息,必須進(jìn)行由淺到深,由此及彼,由表及里的辨認(rèn),從中選出有用的信息。辨析可以是詞語性的,也可以是段落性的;可以是內(nèi)容性的,也可以是邏輯性的。如聽力材料關(guān)于訂購音樂會(huì)門票的事情。其間一男士說:I’dliketoneedticketsleftfortheChineseMusicConcertonthetwenty-eighth,please.售票房中的女士答道:Justamoment,Ithinkyou’vemadea’sonthethirtieth.男士接著說:Really?IreadaboutitonthepaperamsureitistheChineseMusiconthetwenty-eighth.女士接著答道:Oh,foundyousaidtheJapaneseMusicChineseMusicConcertisonthetwenty-eighth...對話中有關(guān)日期28號與30號,日本音樂會(huì)與中國音樂會(huì)等信息交叉同步呈現(xiàn),而題目是OnwhichdaywilltheJapaneseMusicConcertbeheld?15th.對日本音樂會(huì)的舉辦日期的確定,需要在聽的過程中對不同的音樂會(huì)內(nèi)容與不同的日期進(jìn)行仔細(xì)的分辨后,才能對號入座,選出正確的B項(xiàng)。（3）聽后推斷。根據(jù)說話人的語音語調(diào),用詞造句時(shí)所使用的代表不同情感的詞語,可推斷說話人的主觀意圖;從說話人的語調(diào)變化或?qū)υ?、?dú)白的上下文關(guān)系,可推斷出正確的結(jié)論。如從happy,glad,nice,wonderful,sad,surprised,disappointed,angry等詞的使用可推斷出說話人高興、贊揚(yáng)、傷心、驚訝、失望、憤怒等情緒,從sure,believe,agree,disagree,like,dislike,hate,wonder,doubt,oppose等詞的使用可推斷出說話人的肯定、相信、同意、不同意、喜歡、不喜歡、討厭、納悶、懷疑、反對等個(gè)人意向。推斷既可借助有代表性的詞語來作出,也可根據(jù)上下文關(guān)系來決定。在聽力材料夫妻商談如何度周末的對話中,妻子說:IusuallygoshoppingandhavemyhairdoneduringtheweekendsandyouusuallywatchfootballgamesonTV.丈夫接著說:Yes,youoftenhaveteawithyourfriendsandIsometimesplaycardswithmyseldomdoanything’squiteunlikewhenwewerefirstmarried.試題是:Whyisthemanunhappyabouttheirweekends?seldominvitefriendsseldomgooutforaseldomspendtheweekendstogether.針對問題中why和unhappy等詞,要從三個(gè)選項(xiàng)中判斷原因。根據(jù)對話中Weseldomdoanythingtogether.所表述的信息,對照三個(gè)選項(xiàng)可推斷出doanythingtogether與spendtheweekendstogether有著內(nèi)在聯(lián)系,所以應(yīng)選項(xiàng)是C。對聽力材料內(nèi)容的判斷應(yīng)著眼于以下三個(gè)方面:（1）捕捉主題。通過關(guān)注聽力材料的起始、發(fā)展與結(jié)局等主要環(huán)節(jié),可捕捉聽力材料的主要內(nèi)容與中心思想,獲取整體信息。如聽力材料對話:M:Well,I’dbetterbegettinghome:Oh,it’snicetoseeyoutoo.試題:Whatarethetwospeakersdoing?meetingeachgood-byetoeachtoseeeachotheragain.上述對話中的begettinghome和nicetoseeyoutoo等對話內(nèi)容表明該段的主題是告別而不是見面與安排重逢,所以該選B項(xiàng)。（2）弄清細(xì)節(jié)。在聽的過程中,要聽懂每個(gè)詞語,抓住所有的細(xì)節(jié)是難度較大的。但根據(jù)題干的設(shè)計(jì),弄清材料中的有關(guān)細(xì)節(jié)則是必不可少的。例如:時(shí)間、地點(diǎn)、年代、國家、人名以及有關(guān)數(shù)據(jù),都可能是答題時(shí)必不可少的細(xì)節(jié)。聽深聽透材料中的必要細(xì)節(jié),以作出正確判斷,是聽力測試取得成功的重要環(huán)節(jié)之一。例如聽力材料對話是這樣開始的:W:Excuseme,howcanIgettothestation,please?M:Thestation?Thestation,letmesee.試題中與上述內(nèi)容有關(guān)的第9題是:Whereisthewomangoing?station.根據(jù)女士問路時(shí)提到的thestation這一細(xì)節(jié),可判斷答案為C。（3）辨識標(biāo)志。聽力材料中往往有一些明顯的特殊標(biāo)志,如forexample,however,onething,theotherthing等,這些標(biāo)志往往提示上下文的邏輯關(guān)系,如:轉(zhuǎn)折、條件、讓步、因果、比較、并列等。如在聽力的獨(dú)白內(nèi)容中有如下的報(bào)道:Inthenorthmanyroadsareclosedbecauseofthestrongmainroadsnearthegrassroadareblockedbythesouth,too,heavyrainsandstormsareDoverfiftyhouseshavebeenflooded.試題是:Inwhichpartofthecountryhavefiftyhousesbeenflooded?thethetheeast.報(bào)道中說到Inthesouth,too,heavyrainsandstormsareDoverfiftyhouseshavebeenflooded.其中too這一標(biāo)志詞表明南部也有狂風(fēng)暴雨,接著舉例說到多佛附近50幢房屋被淹。由此可推斷,50幢房屋被淹發(fā)生在南部,由此可選出A項(xiàng)。二、確立訓(xùn)練體系,科學(xué)設(shè)計(jì)練習(xí)。系統(tǒng)的聽力體系是培養(yǎng)學(xué)生良好的聽的能力的前提?，F(xiàn)行高英語教材的每個(gè)單元中都設(shè)置安排了聽力訓(xùn)練,但其操練量欠足,內(nèi)容欠廣,題型欠全。所以擴(kuò)大聽力訓(xùn)練材料的輸入渠道,強(qiáng)化高考英語聽力題型訓(xùn)練是必不可少的。聽力訓(xùn)練材料的增選應(yīng)該遵循下列原則:（1）真實(shí)性。選用的聽力材料一定要真實(shí)自然,題材為學(xué)生所熟悉并感興趣,貼近學(xué)生的日常生活,具有交際意義。在可能的情況下,采用原籍人士在自然場合的聲音。注意采用不同年齡、不同性別人士在不同場合的交際材料。（2）可理解性。材料的選擇應(yīng)該做到循序漸進(jìn)、梯度展開。適當(dāng)?shù)碾y度與速度是必要的,但必須以學(xué)生能聽懂理解為前提。材料中的生詞應(yīng)按考綱的詞匯表加以控制。（3）多樣性。為了適應(yīng)日后多樣化的交際需要,聽力訓(xùn)練應(yīng)讓學(xué)生接觸多元化的題材。除廣泛的生活題材外,社會(huì)熱點(diǎn)與自然科學(xué)題材也應(yīng)納入所選材料的范圍之中。聽力材料的體裁應(yīng)具有多樣化。對話、獨(dú)白、新聞廣播、故事、討論、座談歌曲等語言材料均是聽力訓(xùn)練材料的可選體裁。此外,由于英式英語與美式英語在語音、口音、語調(diào)上均有一定的不同,所以多樣性還應(yīng)體現(xiàn)在所選聽力材料中應(yīng)該美國英語與英國英語并存。在聽力訓(xùn)練中,按照教學(xué)大綱對聽的教學(xué)的要求,結(jié)合高考聽力題型的難度與模式,根據(jù)不同層次的學(xué)生的實(shí)際情況,為不同程度的學(xué)生提供不同的符合他們胃口的聽力菜單,可使每個(gè)學(xué)生都聽有所得,學(xué)有所獲。聽力材料的內(nèi)容與難度應(yīng)由淺到深,循序漸進(jìn)。聽力材料的體裁應(yīng)圍繞考綱,豐富多樣。除課本上的listeningpractice的聽力內(nèi)容外,還可增添與教材配套的同步聽力訓(xùn)練材料,“NewConceptEnglish”“FamilyAlbumUSA”和VOA、BBC廣播中有關(guān)節(jié)目板塊都可根據(jù)需要補(bǔ)充列為聽力材料。精聽與泛聽是聽力訓(xùn)練中不可忽視的一個(gè)重要環(huán)節(jié)。精聽的內(nèi)容應(yīng)該是這些年的高考聽力試題或高考聽力樣題。精聽時(shí)讓學(xué)生反復(fù)聽這些精品材料