Unit21 Body talk教学设计 新课程
unit21 body language reading(新课标版高一英语下册教案教学设计)
Li Jun(李军)Teaching Aims:1. Learn to communicate with body language;2. Train the students’ reading ability;3. Read the passage "Body Talk", and let the students know people from different parts of the world use different body language;4.Discussion method to make the students take an active part in the teaching and learning activities;5.Pay more attention to one’s body language in daily life.Teaching Aids:1. a recorder2. a computer (PPT)Teaching Procedures:Step 1: leading-inT: We live in the society. There are many many people around us. So we should communicate with others. Right? At home, we should communicate with parents, brothers and sisters. At school, with classmates and teachers. And now we are communicating with each other. Yes? Now I have a question: if you have sth to tell others, for example, your best friend, how will you tell it? What way will you use to tell it?Ss: speak with him directly.T: if your friend is not at this school, but another one, you cannot tell him directly. What will you do?Ss: give him a ring; send an email to him; write a letter to him.T: very good. We can speak with him directly and give him a ring. Then we use what kind of language?Ss: spoken language.T: yes. And we give him a letter or an email. What kind of language we use?Ss: written language.T: besides spoken language and written language, is there any other language we can use to tell things?Ss: body language.T: yes. We also can use our body language. So today we will go to learn sth about body language.Step 2: warming upShow some pictures on the screen to Ss.T: now please look at the screen. Here are some facial expressions and some emotions. Please match each facial expression with emotion.( Do it together.)T: after looking at some facial expre ssions, let’s do sth. Here are some feelings we want to express. Just choose one and try to act it out using your body language. Ok, please go through the feelings quickly and prepare to act.(1 minute later)T: ok, any volunteer? And others please guess his feeling together.( ask some students to act it out.)T: all the students act very well. Just now, we guess their feelings according to their body language. But do you think we can guess one’s feeling correctly all the time just according to their body language? For example, if I just shake my head, do you know what’s my meaning: disagree or don’t do that or I don’t know? Another example, I think you are all familiar with this gesture (V). what’ s the meaning?Ss: number 2; victory.T: yes, in china, it means number 2; in western countries, it means victory and success; and in Japan, it means peace. So there are some differences about body language. Why there will be such differences?Ss: because of cultural differences.T: yes, sometimes because different people have different body language and use it in different way. And sometimes because different countries have different body language. So because of individual and cultural differences, there are differences between body language. The passage today we will learn gives us more information about body language.Step 3 listening & intensive readingT: at first, let’s listen to the tape. Because the passage is easy and you have previewed it, when you are listening, please divide it into several parts and get the main idea of each part. Now listen to the tape and if you can, please listen without looking at your book.That’s the passage. Now can you divide the passage? How many parts do you divide it into? And how do you divide it?S1: three parts. Part 1 is para.1; part 2 is para.2-3; part 3 is para.4-5.T: right? Yes, very good. And the main idea?S2: part 1-both words and body language can express our thoughts and opinions.S3: part 2- body language varies from culture to culture.S4: part 3- some body language are universal.T: very good. The first part gives us an introduction of body language. And part 2, body language varies from culture to culture. It gives us some examples. Let’s go to the details. (use forms)Gestures Countries Meaningseye contactSome countries A way to show interestOther countries Rude or disrespectfula circle with one’s thumband index fingerMost countries OkJapan MoneyFrance ZeroBrazil/Germany Rudethumbs upThe US Great/ good jobNigeria RudeGermany/Japan Number 1moving the index finger in a circle in front of the earSome countries CrazyBrazil You have a phone call.Meaning Gestures CountriesNo Shake one’s head Many countriesyes Bulgaria, parts of Greece, and IranGreet friends A kiss on the cheek FranceRussiaA firm handshakeOther countriesA loving hugA bow/a nod of the headT: while there are many different interpretations of our body language, some gestures are universal.Universal body languagemeanings gesturesI’m tired. Press palms together, rest head on the back of hand andclose the eyesI’m full. Move the hand in circles over the stomach after a mealI’m hungry. Pat one’s stomach before a mealAlmost any emotion smileStep 4 interview & discussionT: the best example of universally understood body language is smile. So it is said that smile is a bridge to the world. Do you like smile?Ss: yes.T: no matter where you are and no matter when it is, you will smile. So now we will have an interview- when will you smile?(interview Ss one by one, and later let Ss interview each other.)T: you have done a very good job. We will smile when we want to start a conversation, when we …and besides communication, when will you smile and what can smile do? Now please have a discussion.( later, let Ss give reports.)T: you see, smile have so many good effects. So please smile wheneverand wherever possible and necessary. If you smile to the life, life will smile back to you.Step5 summary and homeworkT: today’s homework is: write a passage about smile. Your passage canbe based on your discussion.T: after today’s study, I think you have known sth about body language. Right? Just like spoken language, body language is part of culture. It plays an important part in our life. So it is very important to understand and use body language correctly, avoiding misunderstanding, right? And to us, as foreign language learners, it is as necessary to learn the body language as to learn the spoken language. Do you think so?And at last, I’d like to show you a motto of Emerson:A beautiful form is better than a beautiful face; a beautiful behavior than a beautiful form. ------ EmersonFrom this sentence, we can see that among face, form and behavior, which is the best?S: behavior.T: very good. Behavior is the best and can make you beautiful. Behavior is just your body language. So please pay attention to your body language in your daily life.。
Unit21BodyLanguage-教学设计
Unit21BodyLanguage-教学设计Unit21bodylanguage - Instructional DesignUnit21BodyLanguage-教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
unit 21 body languageteaching aims and demandswords and phrasesfour skills: unfair customeravoid ahead manage fold vary crazy part handshake gently anger useless occ ur focusahead of give sb. a hand get through tear down hold up make a face in orderthreeskills: suitcase firm bow fist tap specific bendspoken english:making offers and requestscan /shall i help you with that? could you help mewith…?wo uld you like me to…? do you need some help with that?could you please … ?no thank you. thanks for all your help.would you like some help?no, thanks. i can manage it myself?could you give me a hand with this?that’s very nice of you.is there anything else i can do for you?grammar:v-ing作主语、宾语和表语（2）1.用英语表达“做某事如何的”——v-ing形式作主语:talking while eating is not polite.2.有些及物动词后面需跟v-ing形式作宾语:you can’t stop him doing what he wants.3.绝大多数介词后面需跟v-ing形式作宾语:she left without saying goodbye.4.用英语表达“什么事是某事” --- v-ing形式作表语:seeing is believing.use of language:help the students to finish the tasks of listening,reading, writing, speaking presented in the book and the exercise book through using what the students have known. learn the text body language. get the students to feelthe culture lying with the body language.important points:feel the culture difference among different body language.difficult points: the use of v-ing.teaching aids: computer, tape-recorderway of teaching: the communicative teaching approach.lesson1step 1 warming uptell the students to look t at the pictures and match each picture with the correct emotion and sentence.the answers are:picuure 1 confused i don’t know what to do.2 angry i c an’t believe she said that! that’s so unfair!3 sad i have lost my wallet!4 happy i got an a in my exam!5 tired it’s been a long way. ican’t keep my eyes open.then ask the students to give more examples offacial expressions. then ask the students:are all the facial expression easy to understand?can the same facial expression mean differently in different situations?ask the students to give more examples.step 2 listeningtell the students that they are going to hear about ways that people use body language in differentsituations. then check the answers. the answers to part 1: d b a. the answers to part2: b b.step 3 consolidationask one student to act the ideas in part 2 out with gestures and facial expressions. then ask the other students to guess what the actions mean in their own words.step 4 speakingfirst ask the students to read the example in the speaking part, then students work in pairs and act their dialogue out.step 5 homeworkfinish the exercise in th e students’ workbook.lesson2step 1 revisionask the students to act their dialogues.step 2 presentationask the students to act out the following body language:thank you! no. yes. in don’tknow. come here!are always mean the same meaning?note: there are both cultural, regional, and individual differences in how we communicate what we think and feel with our bodies.step 3 readingask the students to read the text carefully and then find the main idea of each passage.they are:1.both words and body language can express how we think and fell.2.gestures, a kind of body language, have different meanings in different cultures.3.the way people greet each other varies fromculture to culture.4.some gestures, however, have the same meaning in most cultures.5.smiles may be the most commonly understood facial expression in the world.step 4 language pointss of different fingers: thumb（大拇指）, index finger/forefinger（食指）, middle finger（中指）, ring finger（无名指）, little finger（小拇指）.2.a smile can help us get through difficult situations and find friends in a world of strangers.get through sth. （设法）做完某事i have got through a lot of work to get through.let’s start; there’s a lot of work to get through.3.shaking your fist at someone is a way of saying that you are very angry.at “向;朝;以---为目标”she opened the door and stood there, frowning at me.he threw a stone at the dog.step 5 listeningget the students to listen to the text.step 6 post-readingask the students to work in groups and finish the chart in this part.step 7 homeworkgo over the following text and finish the exerciseon p121.lesson 3step 1.revisioncheck the homework.step 2 word studyfinish the exercise 1 2 on p120 as a test on the vocabulary.and then complete the box on p61 and the exercise 2 , make sure the students know what they are expected the do. step 3 grammar1.first ask the students to find the v-ing form in the text.2.list the sentences on the blackboard and then divide them into three groups according to the part thev-ing plays.subject in many countries, shaking one’s head means “no” and nodding means “yes”.object we can learn a lot about what a person is thinking by watching his or here body language.predicative a way of saying “i am hungry” is patting the stomach before a meal.step 4 practicefinish the following exercises.step 5homeworkfinish the exercises in the workbook.lesson 4step 1 revisioncheck the homework.step 2 presentationshow the students some pictures of shuanghuang to get the students to have a general idea about this kind of art form. make sure they really understand what it means. then ask the students to work in pairs to acttheir plays out.step 3 readingask the students to read the text on p122 in the students’ workbooks. then finish the exercise---to fill in the chart.homeworkprepare a short passage about your opinion about thebody language.-------- Designed By JinTai College ---------。
Unit21Bodylanguage（人教版高一英语下册教案教学设计）
Unit21 Body language(人教版高一英语下册教案教学设计)Ⅰ．单词拼写：根据下列句子所给汉语意思或所缺单词的首字母，写出该单词的正确形式。
1．You can pass on m ________ to others by your expressions and body movements, even if you can't talk.2．In some Asian countries s ________ the head means “agreement”.3．People now c ________ over long distances by means of telephone, telegraph, radio, television and E-mail as well.4．The g ________ people use for “yes” and “no” are different around the world.5．As is known to all, love and hate are opposite e ________.6．The young lady went over to the window and l ________ against it.7．I can still remember every ________（详情）in my old dormitory room at school.8．From this time on the man ________（避开）fruitless discussions with such kind of people.9．It is d ________ to talk of your headmaster as “the old man”.10．It was c ________ of you to go skating on such thin ice.Ⅱ、语法：从下列各题的四个选项中选出一个最佳答案。
人教版英语高一Unit21 Body Talk (Reading)说课稿课件
二 说教法
1、本课教学广泛使用身势语 ，采用“林—树—林”阅读课文教学法、 任务型教学法、情感激励教学法等精讲多练，增加师生间的双边活动。 从复习旧知、引入新知，到呈现新知、运用新知和扩展新知，遵循了 教学规律。 2、从培养学生能力出发，开发学生的智力，采用启发式教法、 情景教学法等多方面训练学生的语言能力，培养其交际能力，使之学 有所得。同时把竞争机制引入课堂，创造成功的机会。 3、充分利用多媒体、问与答、游戏等形式，创造生动、活泼、 愉快的氛围。从调动学生积极性入手，训练语言的四项技能及思维能 力，体现英语学科的特点，以情景引导句型，以句型展开训练，以训 练完成达标。
Step IV. Activity
gestures
1.Dogame
parison
Please stop!
I give up.
Nice to meet you!
Step III. Careful reading
Task 1: How many ways of communication are there? What are they? Task 2: How many gestures are mentioned in para2 &3? What do they mean in different countries? Task 3: What are the universal gestures?
设计思路: 整个教学按照五步教学法进行：歌曲影视导入新课；快速 阅读了解文章大意；精读、理解文章内容；表演、交际、 运用语言知识；小结、扩展、使学生思维系统化、整体化； 布置作业、巩固深化所学知识。 设计亮点: 通过《千手观音》影视导入话题身势语,游戏、哑剧表 演身势语以及作业布置升华身势语等设计,既解决了本课 重难点又做到了首尾呼应,培养学生为聋哑人做点什么的 高尚情操，进行德育渗透教育,从而达到英语教学学以致 用、教书育人的目的。
高一英语Unit 21 Reading Body talk 说课稿课件
（二） 说学情 学生通过warming up和listening的学习，对body language 在日常生活交流中的作用已经有了一定的了解，而且我 所教的高一（7）、（8）班理解能力不错，对于这篇文 章的应该能够很快理解，并能够进一步挖掘文章背后的 文化含义。 （三） 说教学目标 知识技能目标：1. 了解肢体在不同国家有差异也有共性 2. 掌握一些肢体语言在不同国家的不同含 义 3. 体会肢体语言所蕴含的文化背景 过程与方法目标: 通过阅读理解文章大意，通过练习，讨 论，表演体会文章中的文化背景。 情感态度与价值观目标:在讨论和表演中感受文化差异。
Skimming
What’s the main idea of each paragraph? Pay attention to the first and last
sentence.
communicate Body language with people not only Para 1 We by words but also by body language. Para 2 Body language varies from Differences culture to culture. Para 3 The same body language has different meanings in some different countries. Para 4 Some gestures are universal. Universal gestures Para 5 Smile is the best example of universally understood body language.
（六）说教学过程
根据课型以及为了实现既定的教学目标并使得重点突出，难 点得以突破，本节课我打算采用以下几个环节： 一 引入（lead-in）
高中英语 Unit 21《Body Language》说课稿 新人教版必修1
高一下 Unit 21 Body Language一、教材分析（一）教材内容分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。
本单元的绝大部分内容都围绕这一中心话题展开的。
“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。
“听力”(Listening)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，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。
“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。
“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。
激发学生进行阅读的欲望。
“阅读”(Reading)部分是一篇说明文，它介绍了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。
全文可分为三大部分，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.“读后”(Post-reading)部分设计了两种练习。
高一下Unit 21 Body language Reading说课教案
人教修订版高一英语下Unit 21 Body languageReading说课教案一．教学课型：阅读课课文以教人们认识最基本的肢体语言“Body Talk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功能。
二．教材分析1．教材内容分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。
本单元的绝大部分内容都围绕这一中心话题展开的。
“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。
激发学生进行阅读的欲望。
“阅读”(Reading)部分是一篇介绍性的文章，介绍的是各种文化背景下的身势语的异同。
文中列举了不同国家对眼神交流和基本手势的不同理解和表达，还介绍了一些国际通用的身势语，比如微笑等。
“读后”(Post-reading)部分设计了两种练习。
第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。
第二类是填写表格，对比肢体语言在美国和我国的异同。
2．教材处理：阅读部分的重点是介绍各种文化背景下身势语的异同处，以此提高学生的跨文化交际的意识。
阅读材料是一个说明文，标题body talk确定了文章主题的范围，但不明确。
为此，笔者在warming up 教学环节，先让学生欣赏两段表演，在活跃气氛，提高兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题------body language.笔者在课前要求学生尽可能通过各种途径搜寻有关的材料，鼓励学生上因特网查找主题“body language”的内容，材料交流，整理。
新课程人教版unit21 body language reading-新人教版高一全册英语教案
Teaching planUnit 21Body talkReadingAbout the contents:In the entrance exam, reading plays an important part. In fact, reading skills are necessary in our daily life. This unit is about the body language .It is very interesting.It can help students le arn something about the meaning of the gestures and the foreigners’ culture.About the studentsMost of the students in class 14 haven’t the good knowledge of English .Their vocabulary is small, so it is difficulty for them to understand the text. Besides, they are lack of reading skills. Teaching goals1.Help the students understand the text fully and train their reading skills, such as skimmingand scanning.2.Enable the students to understand differences and similarities between body language andwords.3. Help the students understand the different cultures in different countries.Teaching important and difficult points：1.Enable the students to understand differences and similarities between different culture.2.Master the reading skillsTeaching methods:1.task-based learning2.Cooperative learning.Teaching aids:A multiple-media puter and a blackboard.Teaching procedures:Step 1 RevisionLook at pictures and point out what the gesture mean?Step 2 Pre-readingHow do you municate the following with body language?No. Yes. I don’t know. e here!Step 3 Reading1. fast readingAsk students to read the text quickly and find out the answers.2. careful readingWhat’s the main idea of each paragraph? Pay attention to the first and lastsentence.Para 1: We use both words and body language to express our thoughts and opinions and to municate with other people.Para 2: Just like spoken language, body language varies from culture to culture.(The same gesture has different meanings in different countries.)Para 3: People in different countries show the same idea in different ways.Para 4: Some gestures seem to be universal.Para 5: Perhaps the best example of universally understood body language is the smile.*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.Part 1 (Para 1): body languagePart 2 (Para 2-3): differencesPart 3 (Para 4-5): universal guestures.3.details: Listen paragraph 2 and point out the body language mentioned and fill the blanks4.consolidationRead and decide if the following sentences are true (T) or false (F)Step 4 practiceDo exercise on your paper, and pay attention to using the reading skill. Step 5. homework1.Read the text after class try to remember some sentences.2.Preview the integrating skills.。
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Unit21 Body talk教学设计
一、教材分析
本单元的中心话题是“身势语”，具体涉及“什么是身势语”，“如何理解身势语”，“身势语的跨文化性”等。
语
言技能和语言知识都围绕“身势语”这一中心话题设计的。
阅读部分是一篇介绍性的文章，介绍的是各文化背景下的
身势语的异同。
文中列举了不同国家对眼神交流和基本手势的不同理解和表达，还介绍了一些国际通用的身势语，比
如微笑等。
内容结合实际生活，对实际交流应用有极大帮助。
二、学情分析
高一（1）学生基础薄弱，但经过一年的学习，成绩稳步提升，开口用语表达的能力增强。
具备一定自主学习能力。
是也存在一批学生由于本身基础较差，英语学习存在困难，学习积极性不高的学生。
因此采用师生互动，小组学习讨
论方法，学生间相互帮助，完成教学任务。
三、教学目标分析
1．语言知识目标：
掌握与“身势语”相关的词汇：index finger, handshake, bow, bend, tear down, ahead of, make a face等2．语言技能目标：
培养学生良好的阅读与表达技能，使学生能运用所学知识解决所给任务，提高学生听、读与说的综合技能。
3．情感目标：
激发并提高学生学习英语的兴趣，培养学生自主学习的能力和协同合作的精神。
四、教学重点与难点分析
重点：如何提高学生的阅读理解能力，培养学生捕捉关键句和查读寻找信息的能力。
难点：如何通过小组合作，对课文信息进行摄取和取舍，运用所学语言知识，成功运用各种“身势语”表达交流。
五、教法与学法分析
《新英语课程标准》指出：“英语课程的学习，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”，因此“教师应避免单纯传授语言知识的教学方法，尽量用‘任务型’的教学途径”。
因此具体采
用以下策略：
⑴激趣引趣策略。
从有趣的flash做导入，激发学生的兴趣，让学生真正有参与的欲望。
⑵循序渐进和尊重差异策略。
课文处理由简到繁，由易到难，有层次的理解课文。
⑶任务型活动策略。
在做中学，在做中练，在做中巩固，使课堂教学产生事半功倍的效果。
⑷自主学习和合作学习策略。
全班每四人一组，每小组负责一段“身势语”编排，另一对应小组负责猜测含义。
各小组合作讨论，根据课文内容，以及平时掌握的知识，以performance或dialogue的形式向全班同学展示对话，选
择对应组猜测。
学生自主阅读、提取课文信息，合作讨论，共同完成performance在此过程中，教师扮演指导角色，
解决学生学习过程中遇到的语言与知识问题，有利于培养学生自主学习的能力和协同合作的精神。
六、教学媒体
计算机，录音机，黑板
七、教学过程
StepⅠ Lead in
1 Play a flash named If You Are Happy to make students know that body language can send message.
2 Say something and ask students to perform by using body language.
3 Act a gesture that has different meanings in different countries, then lead in the title Body Talk
StepⅡ Listening & skimming
1 Listen to the tape and find out the main idea of each paragraph.
Para.1:Both words and body language can express how we think and feel. Click here
Para.2:Some gestures have different meanings in different cultures. Click here
Para.3:The way people greet each other varies from culture to culture.
Para.4:Some gestures have the same meaning in most cultures.
Para.5:Smiles may be the most commonly understood facial expression in the world.
StepⅢ Careful reading
1 Read paragrph2-3 and find out different kinds of body language expressing different meanings in many countries. ( teacher acts and students explain)
2 Find out universal gesture s
I am tired I am full I am hungry
Smile
StepⅣ Post reading
Task: Learn about what is “shuanghuang” and give students some pictures to perform.
StepⅤ. Conclusion
1 The importance of using body talk. Teach students how to express “I love you, mum/dad.”by using gesture.
StepⅥ。