1、,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,教学过程分析,学情预测分析,教学目标分析,教法、学法分析,Unit 4,Period 1,一、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
2、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 given t
3、opics较好地完成一些开放性话题。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。,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 minute
4、s)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),If youre happy and you know it, clap your hands;If youre happy and you know it, clap your
5、 hands;If youre happy and you know it, then you really want to show it;If youre happy and you know it, clap your hands !,Stamp your feet ! Shout Hooray ! Do all three !,Lets sing the song!,speaking,ringing,writing,typing,Spoken language,Written language,Body language,Ways of communicating,gesture,fa
6、cial expression,action,disappointed,shy,Facial expressions,astonished,look down upon sb,brainstorming,sad, angry,tired,embarrassed, depressed, uneasy,thrilled, confident,happy, delighted excited,puzzled, confused,afraid, frightened,curious,Different facial expressions show different feelings:,What s
7、 the feeling of the man?What might he be saying?,sad,confused,“I have lost my wallet！”,“I cant believe what she said. Thats so unfair！”,“I got an A in maths！”,“I dont know what to do.”,happy,angry,Facial expressions,good,come here,bad,good luck,me,I dont know,What do these gestures mean?,OK,stop,qui
8、et,gestures,victory,applause,Match the two columns,Stop!,Dont enter here.,Dont sit here.,Be careful! Don t slip.,Watch out ! A car is coming !,Go away.,Come here!,Dont smoke here.,What would people do with their body language?Act them out and explain them in complete sentences!,Please be quiet !,Let
9、 me have a rest.,Talking,Listening Task,Look at the different gestures and the body language that the people use in the pictures as you listen to the tape.As you listen to the tape the second time, number the pictures in the correct order as they happen in the story.,1,4,3,2,6,5,Listening Task,2 . W
10、ith 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.,One student acts out the following words , and the other students turn around and guess the word.,Group1: swimming crying
11、jumping lying,Group2: happy confused angry tired,Group3: keep quiet! Sit down. Be careful! ,Score:1 2 3 4,game,Step 9 Homework:,1.Make a list of facial expressions and gestures and their meanings weve 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。,Thank you!,多一份意见 多一份参考 共同打造和谐课堂,
