搜索
优化教学方式，提高语言能力Unit4Bodylanguage第一节课的构想和设计教材分析教学过程分析学情预测分析教学目标分析教法、学法分析Unit4Period1一、教材的分析1、课文内容2、教学重点3、教学难点课文内容简介本单元的中心话题是“身势语”。“热身”部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。“对话”部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。“听力”部分是以听的形式进一步向学生介绍了肢体语言的交际功能以及部分东西方手势语的区别。教学重点1、帮助学生了解、掌握日常生活中常用的一些身势语。2、让学生能结合口语及身势语来表达自己的思想。3、训练学生通过听、说练习提高自己的听力水平。教学难点：1、身势语的中外文化的区别及其动作的正确表达。2、学生课外查阅资料的能力培养。二、教学目标分析1、理论依据2、语言知识与技能目标3、情感态度与文化意识目标理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。语言知识与技能目标1、熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。2、学生之间能交流、合作，共同就giventopics较好地完成一些开放性话题。3、使学生能根据keywords把相关事实和信息联系起来。情感态度与文化意识目标1、充分发挥情感教学的优势。2、加强学生的团体协作意识。3、了解东、西方文化的区别。三、教法、学法分析1、“任务型”教学的设计理念。2、英语教学和情感教育的有机结合。3、利用现代教育技术，拓宽学生学习和运用英语的渠道。四、教学过程分析Step1.Lead-in(3minutes)Step2.Warmingupbybrainstorming(7minutes)Step3.Warmingupbyspeaking(7minutes)Step4.Warmingupbyexercises(4minutes)Step5.Talking(8minutes)Step6.ListeningExercise1(6minutes)Step7.ListeningExercise2(4minutes)Step8.Playingagame(5minutes)Step9.Homework(1minute)Ifyou’rehappyandyouknowit,clapyourhands;Ifyou’rehappyandyouknowit,clapyourhands;Ifyou’rehappyandyouknowit,thenyoureallywanttoshowit;Ifyou’rehappyandyouknowit,clapyourhands!Stampyourfeet!ShoutHooray!Doallthree!Let’ssingthesong!speakingringingwritingtypingSpokenlanguageWrittenlanguageBodylanguageWaysofcommunicatinggesturefacialexpressionactiondisappointedshyastonishedlookdownuponsbbrainstormingsad,angry,tiredembarrassed,depressed,uneasythrilled,confident…happy,delightedexcitedpuzzled,confusedafraid,frightenedcuriousfeelingsDifferentfacialexpressionsshowdifferentfeelings:What’sthefeelingoftheman?Whatmighthebesaying?sadconfused“Ihavelostmywallet！”“Ican’tbelievewhatshesaid.That’ssounfair！”“IgotanAinmaths！”“Idon’tknowwhattodo.”happyangrygoodcomeherebadgoodluckmeIdon’tknowOKstopquietvictoryapplauseActionWavingone’shandShakingone’sheadNoddingPuttingupone’shandKissingHoldingupone’sheadHangingone’sheadSmilingandahandshakeTouchingone’sstomachCuppingone’searMeaninginChinaLoveNotafraid/beproudI’msorryIdidsomethingwrong.YouarewelcomeHello!/Hi!/Goodbye!I’mfull./I’veastomachacheDisagreementAgreementMayIaskaquestion?Ican’thearyou.MatchthetwocolumnsStop!Don’tenterhere.Don’tsithere.Becareful!Don’tslip.Watchout!Acariscoming!Goaway.Comehere!Don’tsmokehere.Whatwouldpeopledowiththeirbodylanguage?Actthemoutandexplainthemincompletesentences!Pleasebequiet!Letmehavearest.ListeningTaskLookatthedifferentgesturesandthebodylanguagethatthepeopleuseinthepicturesasyoulistentothetape.1.Asyoulistentothetapethesecondtime,numberthepicturesinthecorrectorderastheyhappeninthestory.143265Unit4BodylanguagePeriod1Warmingup,Talking&ListeningBrainstormingWordsoffeelingsTalkingthefeelingsofthemanWhatmighthebesaying?ListeningkeywordsDon’tslip.goodluck—makemoney?Comeandlookatthefish.pointagunateattoomuchListeningTask2.Withapartner,lookoverthepicturesanddiscussthedifferencesbetweenChineseandWesterngesturesandbodylanguages.Bepreparedtopointoutthedifferencestotheclass.Onestudentactsoutthefollowingwords,andtheotherstudentsturnaroundandguesstheword.Group1:swimmingcryingjumpinglyingGroup2:happyconfusedangrytiredGroup3:keepquiet!Sitdown.Becareful!……Score:1234Step9Homework:1.Makealistoffacialexpressionsandgesturesandtheirmeaningswe’velearnedtoday.2.DoWorkbookP63Exercise1.3.P25-27.Readingtask五、学情预测分析1、“身势语”话题顺利引入。2、教学任务布置得当。3、多种活动方式的理想教学效果。4、作业布置有针对性。