高中英語(yǔ)說(shuō)課稿：《Unit21BodyLanguage》說(shuō)課稿模板

教材分析

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

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

“聽(tīng)力”(Listening)部分是以聽(tīng)的形式進(jìn)一步向?qū)W生介紹了肢體語(yǔ)言的交際功能，然后以選擇的形式考查學(xué)生對(duì)聽(tīng)力材料信息的篩選能力，同時(shí)又要求學(xué)生把所聽(tīng)到的信息應(yīng)運(yùn)于討論之中。

“口語(yǔ)”(Speaking)部分向?qū)W生提供三個(gè)情景，讓學(xué)生通過(guò)編對(duì)話進(jìn)行“請(qǐng)求幫助”和“提供幫助”的日常英語(yǔ)練。

“讀前”(Pre-reading)部分編者設(shè)計(jì)了三個(gè)問(wèn)題，誘發(fā)學(xué)生思考如何用肢體語(yǔ)言進(jìn)行交流。激發(fā)學(xué)生進(jìn)行閱讀的欲望。

“閱讀”(Reading)部分是一篇說(shuō)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(shè)計(jì)了兩種練。第一類是三個(gè)問(wèn)題，其中前兩個(gè)測(cè)學(xué)生閱讀的結(jié)果，第三個(gè)是一個(gè)開(kāi)放性題目，鼓勵(lì)學(xué)生把所學(xué)的與現(xiàn)實(shí)生活相結(jié)合。第二類是填寫(xiě)表格，對(duì)比肢體語(yǔ)言在美國(guó)和我國(guó)的異同。

“語(yǔ)言學(xué)習(xí)”(Languagestudy)包括以下兩部分：詞匯部分設(shè)計(jì)了兩塊內(nèi)容：

1)要求學(xué)生運(yùn)用自己的六個(gè)身體部位進(jìn)行交際，鼓勵(lì)學(xué)生學(xué)著使用動(dòng)詞-ing形式;

2)設(shè)計(jì)了6個(gè)生詞與英語(yǔ)解釋的配對(duì)練，旨在培養(yǎng)學(xué)生用英語(yǔ)解釋生詞的慣及能力;語(yǔ)法項(xiàng)目是有關(guān)動(dòng)詞-ing形式作名詞使用及其在句子中的功用，具體包括四個(gè)步驟：

1)學(xué)會(huì)區(qū)分動(dòng)詞-ing形式在句中的所擔(dān)任的成分功能;

2)聯(lián)詞成句，旨在幫助學(xué)生理解動(dòng)詞-ing形式在句中充當(dāng)主語(yǔ);

3)詞組翻譯練，旨在幫助學(xué)生理解動(dòng)詞-ing形式在句中充當(dāng)定語(yǔ)及翻譯;

4)按要求用動(dòng)詞-ing形式進(jìn)行句子改寫(xiě)，旨在幫助學(xué)生理解動(dòng)詞-ing形式在句中充當(dāng)賓語(yǔ)或表語(yǔ)。

“綜合技能”(Integrating skills)設(shè)計(jì)了一個(gè)開(kāi)放性的寫(xiě)作任務(wù)，要求學(xué)生運(yùn)用6幅看起來(lái)毫不相干的圖畫(huà)進(jìn)行寫(xiě)作，該任務(wù)有利于提高學(xué)生的創(chuàng)新思維能力。

“學(xué)習(xí)建議”(Tips)提供了一些寫(xiě)故事的建議，旨在幫助學(xué)生完成綜合技能的寫(xiě)作練。

“復(fù)要點(diǎn)”(Checkpoint)部分簡(jiǎn)要總結(jié)了本單元的語(yǔ)法重點(diǎn)。同時(shí)通過(guò)兩個(gè)問(wèn)題引

導(dǎo)學(xué)生對(duì)本單元所學(xué)的詞匯作一次小結(jié)。

(二)教學(xué)重點(diǎn)與難點(diǎn)

I.動(dòng)詞-ing形式在句子充當(dāng)主語(yǔ)、賓語(yǔ)、表語(yǔ)或定語(yǔ)

II.交際功能句型:如何提議和請(qǐng)求及其答語(yǔ)的句型

III.重點(diǎn)、難點(diǎn)詞匯詞組

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

IV.常用句型

Justlikespokenlanguage,bodylanguagevariesfromcultureto culture.

Thereisnothingbetterthansth./doingsth./todosth.

二、語(yǔ)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(fù)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(guó)問(wèn)禁,入鄉(xiāng)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(shù)。

??(英作家)斯威夫特

(四)寫(xiě)作技巧

1、寫(xiě)作線索：

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

2、趣味說(shuō)教

課文以教人們認(rèn)識(shí)最基本的肢體語(yǔ)言“Body Talk”為目的，以簡(jiǎn)潔的文字、直接的表達(dá)、豐富的實(shí)例，向人們展示了無(wú)聲的肢體語(yǔ)言在不同的文化背景下的不同意思，并告誡人們?cè)诮煌�中要注意一些肢體語(yǔ)言的應(yīng)運(yùn)，同時(shí)，也向讀者介紹了一些世界通用的肢體語(yǔ)言，最后，文章著重介紹了微笑的重要功用。

(五)優(yōu)美句式

Thereisnothingbetterthansth./doingsth./todosth.沒(méi)有比做某事更好的了。

原句：Andifwearefeelingdownorlonely,thereisnothingbetterthanto seethesmilingfaceofagoodfriend.

e.g.Thereisnothingbetterthanserving/toservethisgreatnationof ours.

Thereisnothingbetterthantheencouragementofagoodfriend.

三、課時(shí)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