高中英語(yǔ)-【課堂實(shí)錄】Body language and Non-verbal Communication教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

Module3BookFourBodylanguageandNon-verbalCommunication第I課時(shí)TeachingaimsHelpstudentstohaveageneralideaofgreetingsusingbodylanguageindifferentcultures.Helpstudentstoknowdifferentbodylanguagehasdifferentmeaningindifferentcultures.Helpstudentstodevelopculturalawarenessofbodylanguagewheninothercultures.DifficultpointsHowtoformalogicalandreasonablepassageintroducingwhatthey’velearnedinclassTeachingmethodsTask-basedmethod；CooperativeteachingmethodTeachingaidsPPT,blackboard,ateachingvideoTeachingprocedures,waysandpurposes教學(xué)步驟教學(xué)過程目的Step1.GreetingsandLead-in1Brainstormingisemployedtoinducestudentstothinkaboutdifferenttypesofgreetings.Whatwillcomeintoyourmindimmediatelyyouseetheword”greeting”?2.Askstudentstodividethosegreetingsintotwotypes.(VerbalandNon-verbal)1.Toattractstudents’interestandwarmthemup.2.Leadinthetopicandarousestudents’curiosityanddesiretoreadthepassage.Step2ReadPassageOne---GreetingsAroundtheworldandfinishthefourtasks.Scanthepassageandfinishthefollowingtasks1.Askstudentstoreadthefirstparaandfillintheblanksusingproperinformationtogiveanexactdefinitionofbodylanguage2.Showpicturesofdifferentgreetingsindifferentcountriesandfindoutatleast:1)Onedifferencebetweenthefirstfourpicturesandthelastone?(traditionalandmodern,formalandinformal...)2).Onesimilarityofthosegreetings?(handsinvolved,toshowtrust...)3).Whydoyouthinkhandsareinvolvedinallthesegreetings?”3.Groupwork:chooseonetypeofgreetingsandintroduceittotheothersfollowingthegivenexample.4.Askstudentstosharetheirideaswitheachother.1Letstudentsknowwhat“l(fā)earned”bodylanguageis.Letstudentshaveadeepunderstandingofthetraditionalreasonswhyhandsareinvolvedinmostofthegreetings3.Letstudentshaveageneralideaofwhatdifferentgreetingsindifferentcountriesarelike.Step3.LeadinthetopicofPassageTwoPlayaguessgamewiththestudentstoletthemguessthenameofanothertypeofgreetingusingbodylanguage.(hug)Askstudentstohaveadeeperthinkingwhetherhugisacceptableinallcultures.Leadinthetopicofthesecondpassageandleavestudentsageneralideaofwhatthepassageisabout.Step4.ReadPassageTwo---CulturalAwarenessandfinishthetwotasks1.Askstudentstoreadthepassageandfind3factstosupportthesentence.“Culturecodesvaryfromonecountrytoanotherandtheycanleadtomisunderstanding.”2.Letstudentsgivepropersuggestions:WhatshouldwedoifwewanttoavoidthismisunderstandinginotherculturesHelpstudentstodevelopculturalawareness,whichis“differentbodyhasdifferentmeaningindifferentcultures.”Step5.AvideoshowanddeeperthinkingoftheimportanceofbodylanguageShowavideoperformedonlywithbodylanguageandletstudentsguesswhatthevideowantstoshow.DeeperthinkingDoyouthinksometimesbodylanguageequalsthousandsofwords?Why?Letstudentsknowbodylanguageisimportantincommunicationandcanexpressmorethanwordsandsentences.Step6.SummaryandSuggestionsSummarizewhattheyhavelearnedfromthosetwopassagesbyfinishingapassage.Remindthemtobeawareoftheimportanceofbodylanguageandhaveculturalawarenesswhenindifferentcountries.Helpstudentstoreviewwhattheyhavelearnedandprepareforthelanguageoutput.HelpstudentstohaveproperculturalawarenessofbodylanguageStep7.Homework1.Keepthepassageinmind2.Optionalhomework:Preparea3-minutesspeechaboutbodylanguageincludingthefollowingaspects.DefinitionofbodylanguageTypesofbodylanguageGreetingsusingbodylanguageImportanceofbodylanguageCulturalawarenessofbodylanguageHelpstudentstoconsolidatewhatthey’velearnedinclassandputitintopractice.附一：板書設(shè)計(jì)多媒體屏幕BodylanguageandNon-verbalcommunicationType1:verbalcommunication:wordsandsentencesType2:Non-verbalcommunication:bodylanguagegreetingType1:verbalcommunication:wordsandsentencesType2:Non-verbalcommunication:bodylanguagegreetingLanguagepointsorhints.....學(xué)生對(duì)于本模塊“bodylanguage”的話題還是比較感興趣的，因?yàn)閎odylanguage與學(xué)生的日常交流關(guān)系密切。因此，相信他們對(duì)于本節(jié)課的主題課文和拓展閱讀選取的材料應(yīng)該是熟悉且期待的。班上學(xué)生的英語(yǔ)基礎(chǔ)有一定的差異性。因此，在設(shè)置閱讀任務(wù)時(shí)要有一定的層次性，逐層遞進(jìn)，讓不同基礎(chǔ)的學(xué)生都能有所提高；預(yù)測(cè)學(xué)生在拓展閱讀中可能遇到的困難，可能存在于推測(cè)主題部分、復(fù)述時(shí)語(yǔ)言準(zhǔn)確性和完整性、總結(jié)歸納時(shí)語(yǔ)言的準(zhǔn)確性方面，以及最后情感態(tài)度價(jià)值觀的升華方面。因此，要適時(shí)給他們討論的時(shí)間并給出有針對(duì)性和建設(shè)性的提示。1.本課從開篇的導(dǎo)入到閱讀的淺讀、深讀，教師由淺入深，由表及里帶領(lǐng)學(xué)生逐步深入地了解了bodylanguage在日常交流中的普遍性，特殊性以及重要性。層層深入的教學(xué)活動(dòng)，體現(xiàn)了對(duì)文本學(xué)習(xí)的層次梯度。教學(xué)設(shè)計(jì)中的活動(dòng)和任務(wù)，也為后來(lái)說的輸出墊定了厚實(shí)的基礎(chǔ)，使得說的輸出最后能水到渠成。2.教師能充分利用課堂活動(dòng)來(lái)調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性和熱情，師生互動(dòng)頻繁，產(chǎn)生思維碰撞的火花，使得教學(xué)活動(dòng)順利進(jìn)行，基本完成了預(yù)期的任務(wù)。高一年級(jí)必修四第三模塊的主題是非語(yǔ)言交際，教材中的主題閱讀部分是greetingsallaroundtheworld，本模塊的核心任務(wù)和重難點(diǎn)是幫助學(xué)生理解bodylanguage在日常交流中的重要作用以及不同文化中bodylanguage的不同含義，增強(qiáng)學(xué)生的跨文化意識(shí)和培養(yǎng)學(xué)生的英語(yǔ)學(xué)科素養(yǎng)。我認(rèn)為在拓展閱讀中應(yīng)基于這一主題，選取能啟發(fā)學(xué)生科學(xué)思維、為其完成核心任務(wù)提供指導(dǎo)、為其突破重難點(diǎn)提供幫助的閱讀材料。因此，我選取了該模塊workbook中的Reading--culturalawareness作為本節(jié)課的補(bǔ)充閱讀材料。我認(rèn)為這篇文章與課文內(nèi)容聯(lián)系緊密，主題表達(dá)一致，能更好地為本節(jié)課服務(wù)。本節(jié)課的閱讀任務(wù)有：頭腦風(fēng)暴預(yù)測(cè)課文主題，根據(jù)課文內(nèi)容選擇相應(yīng)的圖片并加以描述，根據(jù)課文回答問題，最后能用篇章的形式將任務(wù)輸出。任務(wù)難度層層遞進(jìn)，旨在不斷加深學(xué)生對(duì)文本的理解與運(yùn)用。評(píng)測(cè)練習(xí)Task1:Fillintheblanksbyusingproperinformationinparaonetodefinebodylanguage.Bodylanguage,whichisalsocallednon-verbalcommunication，isatypeofcommunicationwithout_______or__________.Itmainlyreliesonbody________(suchasgestures,postures,andfacialexpressions)toconveymessage.Bodylanguagemaybeused_______or__________.Unconsciousbodylanguagelikesmiling,noddingandshakingheadisuniversal，butthereisoftenconsciousbodylanguage,which____________________.Andthisconsciousbodylanguageisalsocalled________bodylanguage.Task2:GroupworkwiththehelpofthefollowingexampleThegreetinginthefirstpictureisatraditionalgreetinginEuropeandAmerica.EuropeansandAmericansshakehandswiththerighthandbecausetheythinkiftherighthandisbusygreetingsomeone,itcan'tbeholdingaweaponatthesametime.So,whenevertheygreetsomeone,ortheymakeadealwithsomeone,theywillshakehandstoshowtheiragreementandtheirtrustwitheachother.Task3:Aguessgametoguessthenameofanothergreetingusingbodylanguage.Clueone:atraditionalgreetingCluetwo:usuallyinwesterncountriesCluethree:armsareinvolvedCluefour:putarmsaroundsomeoneClueFive:togreetandshowfriendshipTask4：Readpassagetwo-CulturalAwarenessandfindfactstosupportthefollowingsentence.Culturecodesvaryfromonecountrytoanotherandtheycanleadtomisunderstanding.Task5:GivesuggestionsIfwewanttoavoidthismisunderstandingwheninothercountries,weshould_______________________________.Task6:CommentsonthevideoandsummaryofthetwopassagesSometimes,bodylanguageequalsthousandsofwordsandsentences，whichIthinkisreallytrue.ThevideoshowIwatchedintheEnglishclasscouldbestexplainthesentence.Iwasdeeplyimpressedwiththeshownotonlybecauseofitsgoodtopic,whichwasabout_______,butalsobecausealltheactorsperformedtheshowwithperfect______withoutanywords.Fromtheshow,wecanseebodylanguageisfascinatingforanyonetostudy.Ifweunderstandbodylanguage,it