Learning about Language优质课教案推荐

《人教版普通高中课程标准英语》

高一

必修4

Unit4 Body language Reading Communication: no problem? 南宁市第二十一中学

黄琳

联系电话 18587754668 邮箱 85309421@qq.com 一、

Analysis of the Teaching Material教材分析

本内容是出自《人教版普通高中课程标准英语》

高一必修4 Unit4 Body language 本单元以Body Language——“身势语”为中心话题，具体涉及什么是“身势语”，如何理解“身势语”，以及“身势语”的跨文化性等。Reading

是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“身势语”的异同，为学生提供了来自不同国度、不同语言文化背景的“身势语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。

理论依据：

《新课程标准》中的教学建议提出：学习古今中外的文化语言有利于拓展学生的文化视野，发展他们的跨文化交际的意识和能力。

二、Analysis of the students学情分析

高一学生在英语学习上，更希望学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。因此，本课正是结合学生的实际情况，因材施教，激发学生的兴趣，让学生主动学习、学有所获。

理论依据：《新课程标准》中提出学生只有对自己、对英语及其文化的学习有积极的情感，才能保持英语学习的动力并取得成绩。

三、Teaching aims教学目标

1.Knowledge aims知识目标: 1.1.识记词汇major, local, represent, curious, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy 等词汇

1.2.重点句式1.2.1.Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.

1.2.2. I saw several young people enter the waiting area looking around curiously. 1.2.3.She stepped back appearing surprised and put up her hands, as if in defence. 2.Ability aims能力目标

Enable the students to realize the importance of body language. Enable the students to understand the text. 3.Emotional aims情感目标

使学生了解身势语的的重要性以及身势语在不同文化中的差异，培养学生的跨文化意识，使学生了解和尊重其他文化礼仪习俗

四、Teaching important points

教学重点 How does body language differ among people from different cultures? How to help students to have better understanding of the text. 五、Teaching difficult points 教学难点

To help students to improve the reading skill 六、Teaching methods

教学方法

Skimming method, task-based method, role-play method. 七、Teaching aids

教具准备

A recorder, a projector and a computer. 八、Teaching procedures and ways教学过程与方式

Step1.

Lead in Play a game :You perform, I guess Rule: one student come to the front to use body language only to express the word .Another student can not watch the screen and try to guess the in English . Each group has 30 seconds .The group which got the most words right win! 设计理念：用游戏的方式导入新课，不仅能调动起学生学习英语的兴趣，使课堂气氛活跃起来，为后面的课堂气氛奠定了良好的基础。

Step 2

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? Ss: Yes, sir/madam. 1. What is the purpose of language? 2. How can you communicate with someone if you cannot speak? Give an example 3. There are many different ways to greet someone using words. How many ways can you think of to greet someone if you cannot speak? 设计理念：在导入本课话题后，通过分组讨论以上三个问题，让学生思考语言的目的，同时也了解到沟通的方式多种多样。

Step 3

While-reading 1.Listen to the tape and read the passage quickly and match each part with its main idea. Para.1___ A．The cultural mistakes of “body language”

Paras.2&3____B．Different body languages in different

countries Para.4____

C．Summary of body language Para.5____ D．Meeting this year’s international students

答案：DABC 2. How do different international students behave when they greet people? Complete the chart with information from the passage.

Name Tony Garcia

George

Cook

Description

man from Japan

Body Language To whom

everyone No touching

to men to women shake hands and

kiss twice on each cheek

设计理念：培养学生的听力能力，让他们学会有目的性的去听文章的内容，同时掌握文章的基本内容，锻炼学生快速阅读能力。通过完成表格，培养学生捕捉细节的能力。

Step 4. After-reading Work in groups and try to complete the chart with information from the passage. Country/Area Ways to greet each other Britain

Canada

Japan

Spain, Italy, South American countries

France

(men from) Middle East and other

Muslim cultures

Different cultures have different body languages to express the same meaning Meaning

No, don’t do that.

I don’t know

Well done

Incredible.

Gesture in the USA

Gesture in China

I can’t believe it.

Come here

设计理念：通过完成两个表格，让学生进一步了解文章内容，提高学生迅速捕捉关键信息的能力。并发展学生的发散性思维，对知识进一步的拓展。

Step 5.

Summary Fill in the blanks according to the passage or the given words. Yesterday，another student and I，__1__ (represent)our university’s student __2__ (associate)，went to the Capital International Airport to meet this year’s international students to study at Beijing University. After half an hour of waiting for their __3__ (fly)to arrive，I saw several young people enter the waiting area looking around __ 4__ (curious). The first person __5__ (arrive)was Tony Garcia from Colombia. Tony

approached Julia，touched her shoulder and kissed her on __6__ cheek！She stepped back as if in __7__ (defend)．I guessed there was probably __8__ misunderstanding.

When I met Ahmed Aziz from Jordan，he moved very close __9__ me as I introduced myself. Darlene from France came dashing through the door and shook hands __ 10__ Tony. As I get to know more international friends，I learn more about the body language and studying international customs can certainly help avoid difficulties in today’s world of cultural crossroads.

设计理念：通过完成填空题让学生对文章内容进行总结和概括，使学生意识到身势语的重要性。

Step 6. Homework Get ready to retell the text in your own words.

九、Blackboard Design板书设计

Unit4 Body language Reading Communication: no problem? Para.1

A．The cultural mistakes of “body language”

Paras.2&3

B．Different body languages in different

countries Para.4

C．Summary of body language Para.5

D．Meeting this year’s international students

十、Teaching Reflection教学反思

本课是出自《人教版普通高中课程标准英语》

高一

必修4 Unit4 Body language 本单元以Body Language——“身势语”为中心话题。这节课采用多种手段来激发学生的学习兴趣，例如，你来笔画，我来猜的游戏，讨论，小组竞赛等。让学生充分参与到课堂中来，活跃课堂气氛。通过这节课，我意识到，要处理好教学中知识的传授，能力的培养与核心素养的提升的关系，就要在备课过程中设想各种能够引导学生主动参与的活动与情境。让学生在实践中学习，这样才能激发学生的学习积极性，使学生的身心得到全面的发展。