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    bodylanguage教案设计

    来源:博必发官网 时间:2017-06-30

    篇一:Unit 4 Body language 教学设计 教案

    教学准备

    1.教学目标

    主要教学目标有两个:

    1.成功导入单元中心话题“body language”

    2.阅读课文“Communication :no problem?”找出不同文化信息及两个文化差错。 2.教学重点/难点

    主要教学目标有两个:

    1.成功导入单元中心话题“body language”

    2.阅读课文“Communication :no problem?”找出不同文化信息及两个文化差错。 3.教学用具

    4.标签

    教学过程

    Step 1 Warming-upand lead-in (5 mins)

    教师设计一些小活动和学生进行互动,了解学生对肢体语言一些基本情况的熟悉程度,以此导入到本课的课题。

    活动1 利用四张图片进行师生对话,引入肢体语言表达方式:脸部表情,手势,动作等。

    活动2 师生一起做TPR(TotalPhysical Response) 活动。目的在于复习一些身体部位的表达方法,为接下去的活动做好准备。

    活动3 推荐四组学生上台根据图片提示做动作,让全班同学猜出它们的意思,进行全班互动。活跃课堂气氛的同时,传达肢体语言在生活中的作用。 Activity 1:Theteacher shows some pictures on screen.

    T:What does these pictures mean?

    Ss:crying,laughing,it’shappy/?,they are excited (to celebrate their success.)

    T: Great!

    Activity 2:

    T: Now let’s do some TPR (Total Physical Response)activities together, I hope you will enjoy them and have fun as well.

    (the whole classtogether)Touch your head / face / eyes / nose / mouth / ears / cheeks /forehead / shoulders / stomach / legs / feet / toes ...

    (some students tocome to perform)

    Shake your head /arm / hand ...

    Close your eyes /mouth ...

    Open your eyes /arms /mouth ...

    Nod your head.

    Some students to come to perform.

    1.Shake somebody’shands.

    2.Touch the other’sshoulder.

    3. Cross your arms.

    4.Make a face toeach other.

    5. Dance as youlike .

    Step 2 Reading (20 mins)

    1. Warming-up

    利用教材SBP25 Warming-upEx.1所提供图片,两两对话。猜测每幅图片所提供人物肢体语言所表达的意思

    T:It’s time to take up the lesson. Please look at thescreen. Look at thepictuers below. What are these people communicating? Discuss with your partner.Do you both have the same idea about each picture? (SB P25Warming-Up Ex.1)

    (Picture 1 The woman is trying to quiet the crying child.

    Picture 2 He is thinking deeply.

    Picture 3 She is feeling ill /sick.

    Picture4 The policeman is telling cars to go.

    2.Pre-reading

    提出两个问题,让学生思考“语言”的用途。

    (1).What do you think is the purpose oflanguage?(To communicate with each other.)

    (2).How can youcommunicate with someone if you cannot speak? Give an example.(e.g.You want tobuy a tooth-brush/a watermelon/a pen/a CD?) 总结出“语言” 的表达方式:We can communicate through writing, typing or gesturing.

    Ways ofcommunicating

    speaking

    ringing

    /calling

    writing

    typing

    gesturing

    总结什么是肢体语言What is body language?

    What is bodylanguage?

    Body language is one form of nonverbal ______________(交流) without usingwords. Eye contact or gaze, facial____________, gestures, and __________ (姿势), or the way youstand, are different kinds of body language.

    Reading Communication: No problem?

    Reading- I (5m)Read the text quickly and try to find whothey are and where they are from.

    Reading –II ( 3m )

    When: __________________________

    Who: ______________________________

    Where: _______________________________

    What to do: ____________________________

    Reading – III ( 7m )

    Find out the two mistakes the writer found in the airport:

    The first mistake

    The second mistake

    Reading -IV ( 5m )

    1.Read the text again and then finish the following form:

    2.Matching the people and their different ways of greeting (para2&5) Homework:

    1. Recite the new words in the text.

    2.Finish “Learning about language” on P28-29

    篇二:M4U4Body Language教学设计

    《M4U4 Body Language》模块复习和

    语法填空技巧结合

    执教者:李慧华单位:广州市第三中学时间:2012-11-22(第12周) 一、课题及授课班级

    课题:Module 4 Unit 4 Body Language模块复习和语法填空技巧结合 授课班级:高三(10)班 二、教学对象分析

    高三(10)班为年级普通理科班,共54人,男生34人,女生20人。英

    语成绩位于年级平行班的中游位置。学生思维活跃,积极思考,善于发问,有独到的见解。根据这些特点,本人采用了活动式的教学法,选了4位学生作为“小老师”。在课前把4篇关于body language拓展背景的篇章给“小老师”,让他们根据高考语法填空的考点,自己设计挖空。然后在课堂上呈现2个篇章(以考察动词的考点为主),另外2个篇章是以考察综合语法填空技巧为主。在点评环节,本人设计了以“学生点评”的环节,让学生当“老师”,成为主导者,而老师只是作为辅助者的角色。通过这种做法,目的旨在调动学生的思维和积极性,提供平台让学生产生思维碰撞,在生生互动和师生互动中实现教学目标和教学任务,提高课堂的有效性。 三、教学内容分析

    1. 复习M4U4 Body Language的短语以及复习课文中verb form作为谓语和

    非谓语的使用。 2. 选取了在网络上下载的4篇关于Body Language的篇章,以它们为载体,

    通过高考题型--语法填空的形式进行改编题目,并指导学生复习应用技巧,提高高考成绩。 四、教学目标(Teaching Aim): 1. Help the students to review the useful phrases about Body Language and get

    familiar with the difficult sentences.

    2. Review –ing form ( working as the Attribute,Adverbial and Subject)

    1

    1. Review the strategies for the item of Grammar Filling, especially the usage of the the verb forms in this item. 2. Enable the students to apply the verb forms such as Predicate and Non-predicate

    in the sentences. 3. Enable the students to put the strategies into practice by completing 4 passages,

    especially focusing on the strategies of the analysis of the context and the correct forms of the verbs. 1. Eich the students’ background knowledge about body language like facial

    expression, touch and the eye language. 2. Provide the students with a stage to show their talents in public and cooperate with

    each other. 五、教学方法与手段

    1. Teaching Methods: Task-based Learning, Cooperative Learning, Student-centred Learning 2. Teaching Aids:

    1) Multimedia computer-assisted Language Learning; a projector; a blackboard 2) Grouping; Discussing; Critical thinking 3) The source of the 4 passages:

    六、教学评价手段 ( Assessment)

    1. Check the answers in groups in order to provide a chance for the students to learn

    mutually. 2. Some students will be invited in front of the class to analyze the passages.

    2

    七、教学步骤(Teaching Procedures)

    3

    4

    八、教学反思(听课后补充完成)

    5

    篇三:【教学设计】Body Language

    Unit 4Body Language

    Communication: No problem?--

    Teaching aims:

    a. Enable the students to realize the importance of body language and have a better understanding of different body languages.

    b. Enable the students to understand the text and enable them to play a role in a play based on the text Teaching important point:

    Different body languages among people from different cultures

    Teaching difficult point:

    How to greet people in different cultures

    Teaching procedures:

    Step 1 Revision

    Ask students to have a short dictation

    1. There is a saying that ________(行动)speak louder than words.

    2. My fat

    bodylanguage教案设计

    her asked me to _____________(代表)him at the meeting.

    3. The ________(普遍的)opinion is that the local government should try to do something for the education.

    4.I would like to leave to avoid being_________________(误解).

    5. The naught boy needs___________(惩罚).

    6. Summer vacation is ___________(接近).What are you going to do?

    7. The two sides failed to reach an ___________(一致意见).

    8. The little boy’s parents taught him not to talk to____________(陌生人).

    Step 2 Lead-in

    Ask students to enjoy some pictures about body language.

    Let students realize that body language plays an important part in our life, so we should pay more attention to learning body language.

    Step 3 Reading

    1. Fast reading

    Find out the main idea of each part

    Part 1 (Para 1 )--To meet the international students at the Capital International Airport.

    Part 2 (para.2 and 3)--To introduce the students to each other and explain their different ways of greeting.

    Part 3 (para.4 )--To explain different cultural “body language” in some countries.

    Part 4 (para.5) --To suggest studying international customs.

    2. Detailed reading.

    Task one: read Para 1 and fill in the blanks

    Time: __________________________

    People: ______________________________

    Place: _______________________________

    What to do: _____________ _______________

    Task two: Read Part 2 and Find out the two mistakes happened at the airport.

    Task three: Matching the people and their different ways of greeting.

    Task four: Read the text carefully, and then make a summary.

    Body language_______from culture to________. Not all ________of all cultures ________in the ______ way. We should try to understand and__________ each other’s culture in order to make good _____________. Studying international customs can help avoid _________in today’s world of cultural_________.

    Task five: show the students a social skill--“When in Rome, do as the Romans do.”

    Step 4 Post reading

    Role play: There are six roles in the text, choose one role to play. You can find a partner to help you to show how to greet people correctly in your country.

    Step 5 Homework

    Ask students to learn more about Body Language on the Internet.

    Writing: “The importance of body language”

    网站地图