劉凌

I. Teaching goals教學(xué)目標(biāo)

1. Target language目標(biāo)語言

a. 四會(huì)詞匯

b. 重點(diǎn)詞組

2. Ability goals 能力目標(biāo)

Help the students learn how to express themselves in body language when needed.

3. Emotional goals 情感目標(biāo)

Enable Ss to realize the importance of body language.

Ⅱ. Teaching contents 教學(xué)內(nèi)容

1. Teaching important points教學(xué)重點(diǎn)

Help Ss to understand how body language differs among people from different cultures.

2. Teaching difficult points教學(xué)難點(diǎn)

Cultivate Ss culture awareness in intercultural communication to form better communication strategies.

Ⅲ. Designing thoughts of teaching 教學(xué)設(shè)計(jì)思路

我對(duì)教材進(jìn)行了重組，把Warming-up， Pre-reading， Reading和Comprehending三部分整合為一節(jié)閱讀課，在課前預(yù)習(xí)時(shí)落實(shí)相關(guān)詞匯，為堂上的閱讀教學(xué)奠定基礎(chǔ)。嘗試了“五步閱讀教學(xué)法”和“愉快教學(xué)法”，符合學(xué)生的認(rèn)知規(guī)律。在新課程理念下，教師只是作為輔助者的角色，體現(xiàn)出“以學(xué)生為中心”的原則，通過“以聽促讀”“挖空填詞”“以寫促讀”“以做（表演）促讀”的方式培養(yǎng)學(xué)生的閱讀理解能力； 在點(diǎn)評(píng)環(huán)節(jié)，本人設(shè)計(jì)了學(xué)生自我評(píng)價(jià)量表，充分發(fā)揮學(xué)生的主導(dǎo)性，讓其更充分客觀地了解自我學(xué)習(xí)效果；另外，該話題“body language”易在生活中體會(huì)運(yùn)用，容易激發(fā)學(xué)習(xí)熱情，通過小組討論，小組合作，角色扮演，課堂練習(xí)及探究性活動(dòng)， 提高學(xué)生學(xué)英語的興趣。

Ⅳ. Teaching methods 教學(xué)方法

Task-based learning， Cooperative learning， Student-centered learning

Ⅴ. Teaching aids 教具準(zhǔn)備

a projector， a blackboard， a computer and some pictures

Ⅵ. Teaching procedures教學(xué)步驟

步驟一： Checking answers to the former assignment （約3分鐘）

Task 1. Check answers to consolidate the useful expressions in this unit.

Task 2. Analyze important sentences.

步驟二： Greeting & leading in （約2分鐘）

Task1. Express the commonly used classroom language in nonverbal behavior.

Task 2. Play a guessing game.

1. Divide Ss into two big groups （group A & group B） and send out a list including some target vocabulary to group A.

2. Ask group A to prepare to perform actions or express feelings.

3. Invite two Ss in group A to give performance and let group B guess its word or phrase.

步驟三： Warming-up （約3分鐘）

Task 1. Free talk

1. Present some pictures of body language.

2. Get Ss to describe the actions and tell what they mean.

Task 2. Watch a short video from popular program TED Talks.

1. T： What is body language？ Is it necessary and important in our life？

2. Play a video mainly introducing body language and let Ss think about these questions.

Task 3. Analyze statistics

步驟四： Pre-reading （約3分鐘）

Predict the main content according to the title.

1. Let Ss look at the title and picture of the passage on the next page.

2. Inspire Ss to discuss in pairs and write down their ideas in the form of Mind Map.

步驟五： Reading & Comprehending （約17分鐘）

Task 1. Fast reading

Step 1. Skim the text while listening to the tape.

Step 2. Divide the passage into four parts and then match the main idea of each part.

Step 3. Analyze the organization of the passage.

1. Give some hints to inspire their ideas.

2. Write down the answers on the Bb.

Task 2. Careful reading

Step 1. Fill in the following chart.

Read para.1 to find out some detail information and use it to fill in the chart.

Step 2. Fill in the following blanks.

1. Find out the two cultural mistakes the writer referred to in the airport in para.2.

2.Show two pictures on screen， which includes the two mistakes.

3. Finish it in the game of competition.

Task 3. Intensive reading

Step 1. Decide which of the following statements is true and which one is false.

Give your reasons. Finish it in the game of competition.

1. Mr. Garcia kissed Miss Julia Smith because they have known each other well.

2. George Cook reaches his hand out in order to shake hands with the Japanese.

3. All cultures dont greet each the same way.

Step 2. Choose the correct answers after reading the passage.

Finish it in the game of competition.

1. From Paragraph 2 we know that the Japanese prefer towhen they are introduced to others.

A. bow

B. shake hands

C. kiss each other

D. touch others shoulders

2. If you are a male， what will happen when you talk with a man from Jordan？

A. He will touch your shoulder

B. He will move close to you

C. He will stand far away from you

D. He will hold you by the hand

Step 3. Use the information in the passage to answer the following questions.

1. Why did the author move back from Ahmed Aziz？

2. Is the author male or female？ How do you know？

Step 4. Please read para.5 carefully and finish the following tasks.

1. “Actions”refers to .

2. 1） Hidden information：

2） What awareness should we develop？

Task 4. Extensive reading

1. T： Lets know more about the distance between people who are greeting each other.

2. Present the content on screen.

步驟六： Discussion （約3分鐘）

Step 1. Free talk

1. T： In what cases or situation will we use body language？

2. Let Ss be open-minded and think divergently.

3. Ask Ss to share their discussions in class.

Step 2. Group discussion & report

Let Ss read the two questions and then choose one to discuss together.

1） How do you use body language？

2） Talk about an interesting thing when body language is used in your life.

3. Invite one student to make a report.

步驟七： Role play （約3分鐘）

1. Prepare for role play the characters in the reading text.

2. Perform the greeting actions through body language.

步驟八： Summary （約4分鐘）

1. Make a summary about what weve learned in this period.

2. T： The following questions may help you.

What is the text about？

Is it the same in the world？ Why？

How can we solve the problem？

3. Present the Ss writing on screen by the projector.

步驟九： Assignment （約1分鐘）

Narrate a scene in which you mainly communicate in non-verbal language.

Pay attention to using the “six factors” （5w+how） in narration.

步驟十： Self-assessment （約1分鐘）

Ⅶ. Knowledge structure 知識(shí)結(jié)構(gòu)

Ⅷ. Teaching reflection 教學(xué)反思

我深深感受到時(shí)代發(fā)展對(duì)教學(xué)工作者提出的要求越來越高，課后我對(duì)本節(jié)課進(jìn)行了認(rèn)真的反思。我以“Body language—身勢(shì)語”為中心話題，運(yùn)用了圖示理論，圍繞課文中涉及到的“身勢(shì)語”的定義，如何理解“身勢(shì)語”，以及“身勢(shì)語”的跨文化性等來設(shè)計(jì)活動(dòng)，從文章大意到細(xì)節(jié)，從詞匯到句型再到文章結(jié)構(gòu)，幫助學(xué)生由淺入深地全面了解課文，并讓學(xué)生明確了身勢(shì)語在人類交際中的重要性。巧妙地把握了預(yù)習(xí)、預(yù)設(shè)環(huán)節(jié)，促進(jìn)了教學(xué)效果的生成，并讓學(xué)生對(duì)自己的閱讀行為進(jìn)行量化反思，體現(xiàn)了反思性閱讀；創(chuàng)設(shè)各種情景，鼓勵(lì)學(xué)生用英語思維，發(fā)展聽、說、讀、寫的綜合能力；師生間能夠建立起融洽、民主的交流渠道，做到教學(xué)相長(zhǎng)，體現(xiàn)了“素質(zhì)教育”的精神。