高中英語說課稿：《Unit21BodyLanguage》說課稿模板

教材分析

(一)教材內容分析 本單元的中心話題是“肢體語言”，介紹了肢體語言在世界范圍內的人們生活中所承擔的不同角色及所起的重要作用，其中重點介紹了肢體語言在不同的文化背景下的不同含義及世界通用的肢體語言。本單元的絕大部分內容都圍繞這一中心話題展開的。

“熱身”(Warming up)部分以五幅不同的面部表情導出本單元的話題之一：面部表情是傳遞某人內心情感的一種方式，使他們能在時注意自己在與他人交往中注意自身的面部表情。

“聽力”(Listening)部分是以聽的形式進一步向學生介紹了肢體語言的交際功能，然后以選擇的形式考查學生對聽力材料信息的篩選能力，同時又要求學生把所聽到的信息應運于討論之中。

“口語”(Speaking)部分向學生提供三個情景，讓學生通過編對話進行“請求幫助”和“提供幫助”的日常英語練。

“讀前”(Pre-reading)部分編者設計了三個問題，誘發學生思考如何用肢體語言進行交流。激發學生進行閱讀的欲望。

“閱讀”(Reading)部分是一篇說明文，它介紹了WeusebothwordsandbodylanguagetoexPss ourthoughtsandopinionsandtocommunicatewithotherpeople./Wecanlearna lotaboutwhatapersonisthinkingbywatchinghisorherbody language。全文可分為三大部分，各部分的意思是：Part1(Para1):Weusebothwordsandbodylanguage toexPssourthoughtsandopinionsandtocommunicatewithotherpeople.Part 2(Para2-3):Justlikespokenlanguage,bodylanguagevariesfromcultureto culture.Part3(Para4-5):Somegesturesseemtobeuniversal.

“讀后”(Post-reading)部分設計了兩種練。第一類是三個問題，其中前兩個測學生閱讀的結果，第三個是一個開放性題目，鼓勵學生把所學的與現實生活相結合。第二類是填寫表格，對比肢體語言在美國和我國的異同。

“語言學習”(Languagestudy)包括以下兩部分：詞匯部分設計了兩塊內容：

1)要求學生運用自己的六個身體部位進行交際，鼓勵學生學著使用動詞-ing形式;

2)設計了6個生詞與英語解釋的配對練，旨在培養學生用英語解釋生詞的慣及能力;語法項目是有關動詞-ing形式作名詞使用及其在句子中的功用，具體包括四個步驟：

1)學會區分動詞-ing形式在句中的所擔任的成分功能;

2)聯詞成句，旨在幫助學生理解動詞-ing形式在句中充當主語;

3)詞組翻譯練，旨在幫助學生理解動詞-ing形式在句中充當定語及翻譯;

4)按要求用動詞-ing形式進行句子改寫，旨在幫助學生理解動詞-ing形式在句中充當賓語或表語。

“綜合技能”(Integrating skills)設計了一個開放性的寫作任務，要求學生運用6幅看起來毫不相干的圖畫進行寫作，該任務有利于提高學生的創新思維能力。

“學習建議”(Tips)提供了一些寫故事的建議，旨在幫助學生完成綜合技能的寫作練。

“復要點”(Checkpoint)部分簡要總結了本單元的語法重點。同時通過兩個問題引

導學生對本單元所學的詞匯作一次小結。

(二)教學重點與難點

I.動詞-ing形式在句子充當主語、賓語、表語或定語

II.交際功能句型:如何提議和請求及其答語的句型

III.重點、難點詞匯詞組

confused,avoid,goahead,crazy,getthrough,teardown,occur

IV.常用句型

Justlikespokenlanguage,bodylanguagevariesfromcultureto culture.

Thereisnothingbetterthansth./doingsth./todosth.

二、語篇分析：

BodyTalk(P59-P.60)

(一)課文圖解

1.Readthetext“BodyTalk”andthencompletenotesaboutbody language.

1)Generally,wecanpidethewholetextintothreeparts:

Part1(Para1):WeusebothwordsandbodylanguagetoexPssour thoughtsandopinionsandtocommunicatewithotherpeople.

Part2(Para2-3):Justlikespokenlanguage,bodylanguagevariesfrom culturetoculture.

Part3(Para4-5):Somegesturesseemtobeuniversal.

2)Fillinthetableaboutgestures,countriesandtheirmeaningsinthese countries.(Wordsinitalicscanbeblank.)

GESTURESCOUNTRIESMEANINGS

eyecontactsomecountriesawaytoshowthatoneisinterested

othercountriesrudeordisrespectful

acirclewithone’sthumbandindexfingermostcountriesOK

Japanmoney

Francezero

Brazilrude

Germany

thumbsuptheUSgreatorgoodjob

Nigeriarude

Germanythenumberone

Japan

movingtheindexfingerinacircleinfrontoftheearsomecountries crazy

BrazilYouhaveaphonecall.

(二)課文復述

Retellthetextusingabout100words.

Notes:

1.Trytousethe?ingformtoretellthetext.

2.Makeuseofthenotesandtableabovewhileretelling.

3.Thepossibleversionbelowcanbeusedasmaterialforbothretelling anddictation.

Onepossibleversion:

Wecancommunicatewithotherpeoplebywatchinghisbodylanguagebesides words.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture. TakethegestureforOKasanexample.ThegesturemeansmoneyinJapanandin Franceitmeanszero,whileinBrazilandGermanydoingsoisrude.Peoplein differentcountriesshowthesameideaindifferentways.Forexample,inmany countries,shakingone’sheadmeans“no”,andnoddingmeans“yes”.However,in Bulgaria,partsofGreece,andIran,thegestureshavetheoppositemeaning. AlthoughtherearemanydifferentinterPtationsofourbodylanguage,some gesturesseemtobeuniversal.Perhapsthesmileisthebestexample.Asmile canhelpuswellcommunicatewithothers.

(三)德育滲透

?DoinRomeasRomedoes[astheRomansdo].

[諺]入國問禁,入鄉隨俗。

?Mannersmaketheman.

禮貌造就人。

?Goodmannersaretheartofmakingthosepeopleeasywithwhomwe converse.---JonathanSwift

禮貌周到是使同我們談話的那些人感到自在的藝術。

??(英作家)斯威夫特

(四)寫作技巧

1、寫作線索：

Raisingthetopic:communicatinginbodylanguage(Paragraph1)? InterPtationsofbodylanguageindifferentcountries(Paragraphs2-3)? Universalbodylanguage(Paragraphs4-5)

2、趣味說教

課文以教人們認識最基本的肢體語言“Body Talk”為目的，以簡潔的文字、直接的表達、豐富的實例，向人們展示了無聲的肢體語言在不同的文化背景下的不同意思，并告誡人們在交往中要注意一些肢體語言的應運，同時，也向讀者介紹了一些世界通用的肢體語言，最后，文章著重介紹了微笑的重要功用。

(五)優美句式

Thereisnothingbetterthansth./doingsth./todosth.沒有比做某事更好的了。

原句：Andifwearefeelingdownorlonely,thereisnothingbetterthanto seethesmilingfaceofagoodfriend.

e.g.Thereisnothingbetterthanserving/toservethisgreatnationof ours.

Thereisnothingbetterthantheencouragementofagoodfriend.

三、課時安排

WarmingupListening(WB)

Period1Period2

ListeningSpeaking

Pre-readingLanguagestudy

Periods3-4ReadingPeriod5

Post-readingGrammar

Reading

Period6

Writing

TeachingProcedure:

Period1Warmingup&Listening

Step1Warmingup

1.Brainstorm:thewordsofemotions/feelingsofhumanbeings

Asweknow,sorrowandhappinessmakealife.We,humanbeings,haveall kindsofemotions.Let’sbrainstormemotionswe’velearnedsofar.

happy,sad,angry,confused,tired,puzzled,hateful,excited,frightened, embarrassed,dePssed,uneasy,thrilled,easy,confident,delighted,kind, curious,etc.

2.Nowlet’slookatpictureswithdifferentemotionsandmatcheach picturewiththecorrectemotionandthecorrectsentence.Meanwhile,ask studentswhatmakeshe/shethinksthatthepersoninthepictureisfeelinga certainway.

Possibleanswers:

Picture1:Confused;Idon’tknowwhattodo.

Picture2:Angry;Ican’tbelieveshesaidthat!Thatissounfair!

Picture3:Sad;I’velostmywallet!

Picture4:Happy;IgotanAinmyexam!

Picture5:Tired;It’sbeenalongday.Ican’tkeepmyeyesopen.

3.Fromone’sfacialexPssion,wecanknowhowhe/sheisfeeling. Besides,wecanknowhowhe/sheisfeelingfromhis/hergesture,thatistosay, thewayhe/shestandsorsitscanalsotellushowhe/sheisfeeling.Nowlook atyourclassmatesandtellhowtheyarefeelingtodaybythewaytheysitor stand.

Step2Listening

1.Pre-listening

Justnowweseewecanlearnhowoneisfeelingfrombothhis/herfacial exPssionsandgestures.Lookatme.Canyouguesswhatthesegestures mean?

1)shakethehead

2)wavethearms

3)standwitharmsfolded

4)……

(Studentsmaynotguessallthemeaningsofthesegestures,andthen teacherscansay“Let’slistentotwoshortpassagesandfindoutwhatone’s bodymovements/gesturescantellus.”)

2.Listening

1)ListentoPart1forthefirsttimeandgetthestudentstodothefirst questionofPart1.

2)ListentoPart1againanddotheresttwoquestionsofPart1.

3)ListentoPart2anddoquestionsofPart2.Ifstudentscan’tfollow it,listenagain.

3.Post-listening

Basedonwhatyouheardjustnowandyourownexperience,discusswithyour partner:Howcanyouuseyourbodylanguagetocommunicatethefollowing ideas?

Homework

1.MakealistoffacialexPssionsandgesturesandtheirmeaningswe’ve learnedtoday.

2.Previewthefollowinglesson.

Period2Listening(WB)&Speaking

Step1Listening

Dothelisteningpracticeintheworkbookstepbystep.Ifthematerialis toodifficult,teacherscangivestudentssomedifficultsentencesfirstoreven givethelisteningmaterialtostudentsaftertheylistentothetapetwice.

Step2Pre-speaking

Makesomerequestsandask/helpstudentstoanswerandmakeoffers,for example:

T:Couldyougivemeahand?

S:Yes,ofcourse.WhatcanIdoforyou?

T:Couldyoupleasecleantheblackboardforme?

S:Withpleasure.

T:That’sveryniceofyou.

(Teacherscanalsoaskstudentstoopen/closethewindow,turnonthe projectorandsoon.)

Step3Speaking

1.LanguageInput

JustnowIaskedsomestudentstohelpmecleantheblackboard(open/close thewindow,turnontheprojectorandsoon.).Infactwe’repracticingmaking requests,offersandresponses.Nowlet’slookatsomeusefulexPssionson page58.

UsefulexPssionsofmakingoffersandrequests

Can/ShallIhelpyouwiththat?

Wouldyoulikemeto…?

No,thankyou.Thanksforallyourhelp.

Couldyouplease…?

Wouldyoulikesomehelp?

Couldyougivemeahandwiththis?No,thanks.Icanmanageitmyself.

IsthereanythingelseIcandoforyou?

Couldyouhelpmewith…?

That’sveryniceofyou.

Doyouneedsomehelpwiththat?

Notes:

IsthereanythingelseIcandoforyou?=WhatelsecanIdoforyou?

Weusethesetwosentencesofferhelpagainwhenwe’vealreadyoffered help.

2.Practice

NowusetheseexPssionsandfollowtheexampletomakeupsomedialogues inthefollowingsituationsinpairs.

Thengetsomepairstoactoutthedialoguesinfrontoftheclass.

Step4UsefulExPssions---Makingoffers/requestsandresponses

Inoureverydaylife,wequiteoftenmeetdifficultiesandhavetoaskour friendsorrelativesforhelp.Ofcourse,sometimeswe’lloffertohelpothers. AndinEnglishthere'reseveralwaysofmakingoffers/requestsandresponses. Pleaselookatthescreen.

WaysofmakingoffersorrequestsWaysofreplyingtoothers'offersor requests