Using LanguageⅡ教学内容概述

附件1：

教学设计模板

教学基本信息

姓名

陈敏萍

学校

藤县第一中学

职称

中二

课题

学科

教材

Book4, Unit4 Body Language （Warming up+Reading）

英语

学段：

高一年级

任教年级

高二年级

书名：

普通高中课程标准实验教课书必修4

出版社：

人民教育出版社

指导思想与理论依据

Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.

According to the New English Curriculum Standard for High School, students should develop their positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process . The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence.Helping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn.

So, in this lesson, not only should teachers lead students to develop different reading abilities and learn different reading skills: skimming, scanning,but also they should understand different body language in different cultures.

教学背景分析

教学内容： This teaching period is the second teaching period in Unit 4 in New Senior English For China Student’s Book 4 .The central topic of this unit is “body language”. And this lesson is mainly about communicating with others by using body language. Students can get the basic information about the body language. According to the reading passage, teachers can design different reading tasks for students .In the learning procedure, students can master reading skills well and learn to communicate, cooperate and discuss with one anther.What’s more, students can cultivate their cultural awareness by learning different countries’ body language. This lesson is in the important position of the teaching material. If the students can learn it well, it will be helpful to make the students learn the rest of this unit.

学生情况： Although our students have some basic knowledge about of listening, speaking, reading and writing, which are good for the following English learning. However, they still have some difficulties in analyzing the structure of the text including the topic sentence of each part and the main idea of the text.So, it is necessary to develop their learning skills in this lesson. A lot of students may have known some different body language in daily life. But it’s not

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enough. They don’t have enough knowledge about the different body language in different cultures. Thus the teacher should give a brief introduction of the body language in different cultures.

教学方式和教学手段：

In this lesson. three kinds of methods are used: A.Individual work, pair work and group work; B.Skimming, scanning; C.Task-based method and role-playing method. Besides, multi-media and other normal teaching tools are used in this lesson.

教学内容

The main content of this lesson includes two parts: warming-up and reading. In warming up, students will know some body language in daily life and the definition of “body language”.In the reading passage, not only will students consolidate their reading skills, but also know different body language in different countries. What’s the most important is that this lesson will also pay attention to cultivating students’

writing skill by making students write a short composition, which is linked to body language. In a short, there are two important teaching points.On the one hand,let students get the detailed basic information of the text, especially the structure;on the other hand,Let the students understand body language used in different countries or cultures as well as in different occasions.

教学目标

At the end of this lesson ,students can: 1. Knowledge aim Know useful new words and expressions: misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish 2. Ability aims a. get some information about the text through reading; b. be able to summarize the main idea of the text; c. analyze the structure of the text; d. understand others when body language is being used; e. improve their writing skills by writing a composition. 3.Emotional aims a. know the different body language in different countries; b. arouse interest and love for learning body language as well as to learn verbal language; c.build up spirit of group cooperation and pair work.

教学流程示意

Pre-reading (3minutes) Step1 Let students get to know their learning goals. Step2 Lead in

Enjoy some pictures and let students fill in the blank to get to know the definition of

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“body”language. While-reading(32minutes) Task1 Predicting Students read the passage quickly and predict the main idea of this reading passage. Task2 Skimming Students read the passage quickly and match the main idea of each paragraph. Task3 Careful Reading Students read the passage carefully and fill in the blank to find out different people’s different body language. Task4 Individual Work Match the pictures with the names according to the form above Task5 Summary

Students read the passage carefully and summarize body language in different countries. Task5 Group work. Students work in group to finish a composition. Mr Yu, our physical teacher, will travel around the world. Please write a letter to Mr Yu to tell him some tips about the different greeting ways in those foreign countries. Post-reading( 5minutes)

Discussion 1. Do you agree with the author’s statement that body language is good or bad? 2.Why or why not? Homework:

Read and retell the reading comprehension after class.

教学过程(文字描述)

教学过程

新课导入

教师活动

1、观看图片；

2、说出每幅图的含义

3.通过图片总结身势语的定义

学生活动

设计意图及资源准备

利用图片展示激发学生兴1.

展示多个图片（手势语、面部表情、体态语）

2、引导学生总结出身势语的定义

趣，直观生动、一目了然

3

阅读与理解

1、引导学生完成练习；

2、进行必要的解析

1、快速地浏览文章和图片，预测文章的主旨大意

What does the text mainly talk about？

A. Two university students meet the international students in the airport. B. Different cultures have different body languages. C. There are different kinds of cultures in the world. 利用整体阅读，训练学生的阅读2.快速阅读文章，找出每段的段落大意

能力及Part 1(Para. 1)

A.People from different countries 阅读技have different body language. 巧。此Part 2 (Para. 2-4 )

B.Summary of body language. 外也注Part 3(Para. 5 )

C. Meet international students 重写作from several countries. 能力的3.仔细阅读文章，找出来自不同国家的人的身势语

培养。Name Country Body language used 最后通Tony Gar1. Approached Ms. Smith, touched her shoulders 过阅读cia _____

and kissed her on the2._____

和写作Julia Smit3.______ 4.appeared________at Mr Garcia's action and took a few使学生h steps away from him 了解不Akira Japan 5._________to George Cook Both apologized when M同文化moving hand touched the里的身Nagata 势语，Akira 's 7.________ George 6.____ Reached his hand out to the 培养他Japanese 们的跨Cook 文化知Ahmed AJordan Shook hands with8.________, but nodded at the 9._____识。

ziz

Darlene Coulion France Shook hands and kissed each other 10.________on each c

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4、根据老师给予的四幅图，将相对应的人名和图片配对

A.

Tony Garcia and Julia Smith

B.Akira Nagata and George Cook C.Darlene Coulion and Tony Garcia

D.Ahmed Aziz and girls

1.___

2._____

3._____

4._____

5.再次阅读文章，总结各个国家的不同身势语

People in the country/area

English people Ways to greet each other Do not stand _____to others or touch en they meet.

People from Spain, Italy and South American countries Japanese

Most people around the world 6.

写作

Mr Yu, our physical teacher, will travel around the world. Please write a letter to Mr Yu to tell him some tips about

the different greeting ways in those foreign countries.

Japan/France/Britain/Colombia/Jordan Dear Yu, I’m so excited to hear that you are going to travel abroad And I'd like to tell you something about the greeting ways. In Japan, people prefer to ___________________.People in Colombia

like___________________.English people do not usually___________________.The French custom is___________________.Men from Jordan will often___________________.

I hope the information above will be useful to you.

Wish you a good journey!

Yours,

Li Hua

_______others closely and are more likely to_______ _______ _______

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讨论与作业布置

1、引导学生讨论身势语的重要性、不同文化间的差异等；

2、作业布置

1、讨论并提出观点、进行总结；

2、完成作业（课后）

深化课文的行情感渗透学习效果评价设计

评价方式：由两部分构成。学生的自我评价和教师评价构成 评价量规： 学生自我评价：

课堂评价量化评分

班级______

姓名：________

得分:___________ 评价项目

等级（权重）分

评

价

标

准

通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。

掌握不同身势语的含义

优秀

5

5

7

8

10

8

4

4

4

良好

4

4

6

7

8

8

3

3

3

一般

3

3

5

5

5

5

2

2

2

较差

2

2

3

3

3

3

1

1

1

自评

小组评

教师评

知

识

理解常用身势语的含义

在规定时间内完成各项阅读任务

技能

掌握推测、略读、找读、归纳内容等阅读技巧。

掌握相同身势语在不同国家的不同含义

情感态度

课堂上积极参与，积极动手、动脑，发言次数多

小组协作交流情况：小组成员间配合默契，彼此协作愉快，互帮互助

对本节课内容兴趣浓厚，提出了有深度的问题

教师评价：

6

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