【二年级阅读课教学设计】Bodylanguage阅读课教学设计

【jiaoan.jxxyjl.com--高一英语教案】

body language 阅读课教学设计
一 教学目标：
知识与技能：
1理解、内化、运用以下生词及词组—fold、 anger、 vary、 thumb、 crazy、 mod、 part、 hug、 bow、 palm、 shrug、 incredible、 pat、 get through、 tear down、 chart
2.获取关于body language的相关信息,且进行skimming, scanning, careful reading, generalization, guessing meaning等阅读技能训练。
3.充分利用多媒体，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：
1培养学生通过自主学习和合作学习，获取信息和处理信息的能力。
2培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感态度价值观：
1在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。
2使学生了解身势语在各国人民交往中的重要性。了解在各国相同身势语所表示的不同交际含义。增强对中外“身势语”差异的敏感性，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，增强对祖国的热爱之情。

二 教学重点：
    训练学生的略读与扫读技巧是本课的重点。根据英语课程标准关于语言技能的教学建议，略读与扫读是阅读教学的基本技能之一，是学生必须掌握的。

三 教学难点: 
    怎样使学生理解不同国家的身势语，正确的使用身势语及比较各国身势语的不同是本课的难点。根据英语课程标准，文化意识是内容标准之一，要求学生掌握一些行为规范、风土人情等方面的知识，这有利于培养学生的世界意识，有利于形成跨文化交际能力。

四 学习方式设计：
1个体探究。
在完成较简单直观的任务时以个体探究为主，鼓励学生有独立自主的思维意识。
2合作学习。
当面对难度较大的学习任务时鼓励学生采取小组合作的方式，这是因为“合作学习”更方便英语的交流和体验，有利于培养学生与他人合作的能力，同时信息差异也更能激燃起学生的“创新火花”。

五 教学策略及教法设计：
本节课的教学以学生为中心，以问题为出发点，运用任务型教学途径，英语课堂设计采用 “p—t—p” 自主学习立体模式（pre-task--- task-cycle--- post-task）。 使课堂教学过程成为学生自主地进行信息加工、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。

六 教学过程设计：
step 1 pre-task
在说完 “class begins”, 学生起立之后，不说”sit down, please.”而是给学生一个“请坐”的手势。然后，问学生一个问题：“how do you know my meaning?”。学生自然回答“手势”。借此机会给学生留下第一个任务：
★ task1 :  in our everyday life, by which ways can we communicate with each other?
然后通过展示图片给出线索，使学生在视觉和听觉上受到刺激，自然导入本课主题——身势语。
step ii task-cycle
1.pre-reading
★  task2 : discuss the following three questions:
● can you guess what someone is thinking or feeling by looking at his or her body language?
● do people from different parts of the world use different body language? what about people who live in different parts of china?123
● how do you communicate the following with body language?
thank you!   no.    yes.      i don’t know.      come here!
经过这三个问题的讨论使学生置身于“身势语”之中，增添了实效性与可操作性。接着提问:
● do you want to know more about body language?  引入正文。
2.reading
(1) skimming:
★  task3: find out the main idea of each paragraph.
main idea: 
paragraph 1: we use both words and body language to express our thoughts and opinions and to communicate with other people.
paragraph 2: body language varies from culture to culture.
paragraph 3: the same body language has different meanings in some different countries.
paragraph 4: some gestures are universal.
paragraph 5: smile is the best example of universally understood body language.
(2) scanning:
★  task 4:  read the passage again and finish answering the following questions:
● what can we use words and body language to express?
● find out the different meanings of eye contact, ok, thumps up, ”crazy” gesture.
● in bulgaria ,parts of greece, and iran, does the gesture “shaking one’s head” mean no?
● how to greet each other?
● how to express “i am tired.” “i am full.” “i am hungry.”
● what can smile help us to do?
(3) practice for word study
在帮助学生理清文章的线索的过程中，仍须处理以下问题：
● which of the following words is similar to “vary”?
a. change         b. be the same as         c. be similar to
   key:  a
● what’s the chinese meaning for the word “disrespectful”?
a 尊敬的       b 尊敬           c 无礼的
    key:  c
(4) consolidation
a. students are asked to do some body languages and their neighbours are asked to tell the meanings.
b. which conclusion can you draw from this passage?
   a. body language is very important. you can use body language to communicate with people from foreign countries without any difficulty even if you don’t know their language.
   b. when you’re in a foreign country, it’s very important for you to know what they speak. it doesn’t matter whether you know the meaning of gestures and movements of the people in their country.
c. when you are in a foreign country, using body language in a correct way is important even though you know the language they speak very well for it can make your stay in the country easy and comfortable.123
key:   c.
3.post-reading
★  task5: role play
roles: two friends
situation: they hadn’t seen each other for two years. now they meet at a party.
要求表演的学生适当加上体态、表情，做到热情自然，观众学生则根据他们的表现进行评价：评价包括自评和互评
评价内容:  language
eye contact
smile
body movement
other facial expression
满分20 各项均4分
(2) open-minded question
sometimes we say one thing but body language says something different. why does this happen? can you think of any examples?
step 3 post-task
★  task6: find more information about “body language”. ( group work )
(students are asked to find more information related to “body language” by internet, english books and newspaper. then show them to the class the next lesson in form of dialogue, speech, short play, etc. )
2. writing about:
★  task 7: topic — gesture in the us and gesture in china.
(学生可参考教材第60页的表格完成此项任务)

板书设计：
main idea:  paragraph 1: we use both words and body language to express our thoughts and opinions and to communicate with other people.
paragraph 2: body language varies from culture to culture.
paragraph 3: the same body language has different meanings in some different countries.
paragraph 4: some gestures are universal.
paragraph 5: smile is the best example of universally understood body language.

七 教学反思
本节课英语教学中以问题为线索，以学生自主学习和合作学习为主，培养学生的自主学习能力。故本人在这节课中通过安排学生的个人探索、合作学习、讨论等各种形式来激发学生学习兴趣。让学生在教师的指导下，通过感知、体验、实践，参与和合作等方式，实现任务的目标，感受成功：在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。采用师生交流方式导入自然亲切，拉近了师生之间的情感距离，营造出宽松的学习气氛，同时让学生了解身势语的有关内容。根据教师提出的一系列问题，学生自主搜索与身势语相关的信息资料，然后以个人探究和合作学习相结合，并以各种的形式展示交流成果。本人这节课安排探究和讨论过程中的观点汇总等形式鼓励学生借助小组活动的形式来合作，表达，思考，能使学生在活动中互相学习、互相帮助，互相鼓励，体验集体荣誉感和成就感，发展合作精神。通过师生交流与总结这一形式引发学生对身势语的深入思考，进一步深化主题。

本文来源：https://jiaoan.jxxyjl.com/gaoyiyingyujiaoan/28474.html