优化教学方式.ppt

Listening Task
2 . With a partner, look over the pictures and discuss the differences between Chinese and Western gestures and body languages. Be prepared to point out the differences to the class.
1.As you listen to the tape the second time, number the pictures in the correct order as they happen in the story.
1
3
5
4
6
2
Unit 4 Body language Period 1 Warming up , Talking & Listening Brainstorming Words of feelings
Meaning in China Love Not afraid / be proud I’m sorry I did something wrong. You are welcome Hello!/Hi!/Goodbye! I’m full./I’ve a stomachache Disagreement Agreement May I ask a question? I can’t hear you.
Watch out ! A car is coming !
Be careful! Don’ t slip.
Let me have a rest. Come here!
Listening Task
Look at the different gestures and the body language that the people use in the pictures as you listen to the tape.
puzzled, confused
…
feelings
afraid, frightened
embarrassed, depressed, uneasy
curious
sad, thrilled, angry, confident tired
Different facial expressions show different feelings:
3、使学生能根据key words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。
What’ s the feeling of the man? What might he be saying?
happy angry
sad confused
“I got an A in maths！”
“I can’t believe what she said. That’s so unfair！”
四、教学过程分析
Step1. Lead-in ( 3 minutes) Step2. Warming up by brainstorming ( 7 minutes) Step3. Warming up by speaking ( 7 minutes) Step4. Warming up by exercises ( 4 minutes) Step5. Talking (8 minutes) Step6. Listening Exercise 1 ( 6 minutes) Step7. Listening Exercise 2 (4 minutes) Step8. Playing a game ( 5 minutes) Step9. Homework (1 minute)
One student acts out the following words , and the other students turn around and guess the word.
Score:1 2 3 4 Group1: swimming crying jumping lying
Group2: happy confused angry tired
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
“I have lost my wallet！”
“I don’t know what to do.”
good
come here
bad
good luck
me
I don’t know
quiet
stop OK applause
victory
Match the two columns
Action Waving one’s hand Shaking one’s head Nodding Putting up one’s hand Kissing Holding up one’s head Hanging one’s head Smiling and a handshake Touching one’s stomach Cupping one’s ear
If you’re happy and you know it,
clap your hands;
If you’re happy and you know it,
clap your hands;
If you’re happy and you know it,
then you really want to show it;
Talking
the feelings of the man What might he be saying?
Listening key words
Don’t slip. good luck—make money? Come and look at the fish. point a gun at eat too much
Written writing language typing
facial expression
Body
ቤተ መጻሕፍቲ ባይዱ
gesture
language action
disappointed
brainstorming
look down upon sb
astonished
shy
happy, delighted excited
Stop! Go away.
What would people do with their body language? Act them out and explain them in complete sentences!
Don’t enter here.
Please be quiet !
Don’t sit here. Don’t smoke here.
If you’re happy and you know it,
clap your hands !
Stamp your feet !
Shout Hooray ! Do all three !
Let’s sing the song!
Ways of communicating
Spoken speaking language ringing
优化教学方式，提高语言能力
Unit4 Body language第一节课的构想和设计
教材分析
Unit 4
Period 1
学情预测分析
教学目标分析 教法、学法分析 教学过程分析
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。
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 given topics较好地完成一些开放性话题。
Group3: keep quiet! Sit down. Be careful! ……
Step 9 Homework:
1.Make a list of facial expressions and gestures and their meanings we’ve learned today.
2. Do Workbook P63 Exercise 1. 3.P25-27. Reading task
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。