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高中英語《Body Language》說課稿
一、教材分析
(一)教材內(nèi)容分析 本單元的中心話題是“肢體語言”，介紹了肢體語言在世界范圍內(nèi)的人們生活中所承擔的不同角色及所起的重要作用，其中重點介紹了肢體語言在不同的文化背景下的不同含義及世界通用的肢體語言，
高中英語《Body Language》說課稿
。本單元的絕大部分內(nèi)容都圍繞這一中心話題展開的。“熱身”(Warming up)部分以五幅不同的面部表情導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，使他們能在平時注意自己在與他人交往中注意自身的面部表情。
“聽力”(Listening)部分是以聽的形式進一步向?qū)W生介紹了肢體語言的交際功能，然后以選擇的形式考查學生對聽力材料信息的篩選能力，同時又要求學生把所聽到的信息應(yīng)運于討論之中。
“口語”(Speaking)部分向?qū)W生提供三個情景，讓學生通過編對話進行“請求幫助”和“提供幫助”的日常英語練習。
“讀前”(Pre-reading)部分編者設(shè)計了三個問題，誘發(fā)學生思考如何用肢體語言進行交流。激發(fā)學生進行閱讀的欲望。
“閱讀”(Reading)部分是一篇說明文，它介紹了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分為三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.
“讀后”(Post-reading)部分設(shè)計了兩種練習。第一類是三個問題，其中前兩個測學生閱讀的結(jié)果，第三個是一個開放性題目，鼓勵學生把所學的與現(xiàn)實生活相結(jié)合。第二類是填寫表格，對比肢體語言在美國和我國的異同。
“語言學習”(Language study)包括以下兩部分：詞匯部分設(shè)計了兩塊內(nèi)容：1)要求學生運用自己的六個身體部位進行交際，鼓勵學生學著使用動詞-ing形式;2)設(shè)計了6個生詞與英語解釋的配對練習，旨在培養(yǎng)學生用英語解釋生詞的習慣及能力;語法項目是有關(guān)動詞-ing形式作名詞使用及其在句子中的功用，具體包括四個步驟：1)學會區(qū)分動詞-ing形式在句中的所擔任的成分功能;2)聯(lián)詞成句，旨在幫助學生理解動詞-ing形式在句中充當主語;3)詞組翻譯練習，旨在幫助學生理解動詞-ing形式在句中充當定語及翻譯;4)按要求用動詞-ing形式進行句子改寫，旨在幫助學生理解動詞-ing形式在句中充當賓語或表語。
“綜合技能”(Integrating skills)設(shè)計了一個開放性的寫作任務(wù)，要求學生運用6幅看起來毫不相干的圖畫進行寫作，該任務(wù)有利于提高學生的創(chuàng)新思維能力。
“學習建議”(Tips)提供了一些寫故事的建議，旨在幫助學生完成綜合技能的寫作練習。
“復習要點”(Checkpoint)部分簡要總結(jié)了本單元的語法重點。同時通過兩個問題引
導學生對本單元所學的詞匯作一次小結(jié)。
(二)教學重點與難點
I. 動詞-ing形式在句子充當主語、賓語、表語或定語
II. 交際功能句型: 如何提議和請求及其答語的句型
III. 重點、難點詞匯詞組
confused, avoid, go ahead, crazy, get through, tear down, occur
IV. 常用句型
Just like spoken language, body language varies from culture to culture.
There is nothing better than sth./doing sth./to do sth.
二、語篇分析：
Body Talk (P59-P. 60)
(一)課文圖解
1. Read the text “Body Talk” and then complete notes about body language.
1) Generally, we can divide the whole text into three parts:
Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.
Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.
Part 3 (Para 4-5): Some gestures seem to be universal.
2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan money
France zero
Brazil rude
Germany
thumbs up the US great or good job
Nigeria rude
Germany the number one
Japan
moving the index finger in a circle in front of the ear some countries crazy
Brazil You have a phone call.
(二)課文復述
Retell the text using about 100 words.
Notes:
1. Try to use the –ing form to retell the text.
2. Make use of the notes and table above while retelling.
3. The possible version below can be used as material for both retelling and dictation.
One possible version:
We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others.
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