高中高二下冊英語教案范文：Body language

1、Word - 13 -高中高二下冊英語教案范文：Body language 課型設(shè)計(jì)與課時支配 1st period warming up(6.3-6.4) 2nd period Reading (I)(6.5) 3rd period Reading(II)(6.9) 4th period Language Study(6.10-6.11) 5th period Listening(6.12) 6th period Writing(6.13) . 分課時教案 The First Period warming up Teaching goals 教學(xué)目標(biāo) 1. Target Language目標(biāo)

2、語言 a. 重點(diǎn)詞匯和短語 misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish b. 重點(diǎn)句型或交際用語 Act out the following meanings, please. Please guess what I mean. Please show the actions, using body language. Now it is your turn to show the action / gesture. Please use either sp

3、oken words or body language to express your ideas. Please use both spoken words and body language to express your ideas. 2. Ability goals力氣目標(biāo) a. Enable the students to understand what a certain gesture of the body language means in a given situation. b. Enable the students to act out some meanings,

4、requirements, requests or situations given in the target language. c. Enable the students to express with the target language the meanings given in body language. 3. Learning ability goals 學(xué)能目標(biāo) a. Help the students learn how to express themselves in body language when needed. b. Help the students un

5、derstand others when body language is being used. Teaching important points教學(xué)重點(diǎn) a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions. b. Teach the students how to use body language in the most appropriate occasions. Teaching

6、difficult points 教學(xué)難點(diǎn) a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. b. Let the students know that there is both positive body language and negative body language. Teaching methods教學(xué)方法 a. Individual work, pair work

7、and group work. b. Acting out by imitation, mime or with gestures and body movement. Teaching aids教具預(yù)備 A computer, a projector and some pictures. Teaching procedures be cheerful. A V-shape of the fore-finger and middle finger May you succeed! Or congratulations on your success! A half-closed hand wi

8、th thumb down I am not in favor of your idea or Ill have to refuse you. A wrinkling of the brow in thought or displeasure or a scowl She is worried. Tears coming out of his eyes. He is very sad. All smiles on her face She is very happy. Waving their hands They are waving goodbye to people around. A

9、hand stretched out forward with strength He is stopping a tank. People jump with their both hands stretched open in the air. They are cheering for the victory. T: What are the actions of the above gestures? What do they mean? S4: The first gesture is a handshake, which means “Youre welcome”. S5: The

10、 second is a handclap, which means “Come on” or “Be cheerful” or something like that. S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed. S7: The fourth is a half-closed hand with the thumb down. It means the on

11、e who gives this gesture is against the others idea or simply refuses the request. S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy. S9: The sixth is a man shedding tears.

12、Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure. S10: The seventh is a smiling face. It is easy to see that she is very happy. S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off. S12: The n

13、inth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland. S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for thei

14、r victory. T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, lets come to Unit 4 Body Language. Step Practice T: Look at Page 25. What are these peo

15、ple communicating? Step Time for Fun T: Now lets play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show t

16、he actions so that the game may go on for a few rounds. Clear? Ss: Yes. Thats funny! T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn. Ss: All right. S1: What are you likely to do if it ra

17、ins? (Actions) S2: reads a book; S3: puts on a raincoat; S4: cleans the house. S1: Ok. I think S3 seems the most likely, so it is his turn. S3: What are you likely to do if the river floods? (Actions) S1: runs away as fast as he can; S2: helps the younger or elder to escape as soon as possible;S4: c

18、limbs on to a tree. S3: Ok. I think S2 seems the most likely, so it is her turn. S2: What are you likely to do if the house catches fire? (Actions) S1: fetches some water; S3: tries to put it out with blooms; S4: runs away as quickly as he can. S2: Ok. I think S4 seems the most likely, so it is his

19、turn. S4: What are you likely to do if you meet with a fierce dog? (Actions) S1: remains where he is and bends down, looking at the dog; S3: tries to scare it away with small stones; S4: runs away as quickly as possible. S2: Ok. I think S1 seems the most likely, so we all have done a good job. T: Ye

20、s. I couldnt agree with you. Now, one more group. Step V Role Play (Speaking task on P67) T: Now, theres still a little time left. Lets come to Speaking Task on Page 67. Homework 1. Team work: Discuss the importance of body language. 2. Go over the Reading: 1) Communication: No Problem? 2) Showing o

21、ur feeling. T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2022, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program? The secon

22、d period Reading The Second Period Reading (I) Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 詞匯和短語 major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy b. 重點(diǎn)句子 Yesterday, another student and I , represen

23、ting our universitys student association, went to the Capital International Airport to meet this year international students. I saw several young people enter the waiting area looking around curiously. She stepped back appearing surprised and put up her hands, as if in defence. 2. Ability goals力氣目標(biāo)

24、a. Enable the students to realize the importance of body language. What is the purpose of language? What is the purpose of body language? How can you tell if someone is sad even if they do not speak? How can you communicate a feeling to someone who does not speak your language? b. Enable the student

25、s to understand the text. Where are the visitors from? How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other? What do Mr. Cook and the Japanese visitor do as they are introduced? How can people express themselves besides their spoken language? D

26、o all cultures greet each other the same way? Do English people and other Europeans act the same when they first meet? Is a handshake very common in Japan? Is a kiss often used in France when people meet? Why are there different kinds of body language? c. Enable the students to retell the text in th

27、eir own words. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to explain the common idea“different cultures, different body languages” with the target language in this unit. Teaching important points 教學(xué)重點(diǎn) How does body language differ among people from different cultures? Teaching diffic

28、ult points 教學(xué)難點(diǎn) The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook. Teaching methods 教學(xué)方法 Skimming method, task-based method, role

29、-play method. Teaching aids 教具預(yù)備 A recorder, a projector and a computer. Teaching procedures Im sure there are more than two! Now whod like to give the answer to the third question? S4: Let me try, Sir / Madam. Ill try to use body language to tell the other what I need urgently. Ill do it by miming,

30、 by any proper posture, or gestures, even by drawing pictures. T: You are smart! Now whod like to do the last one. It is more challenging, right? S5: Id like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to Los Angeles on the flight of the United Airline

31、s, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to tr

32、y it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldnt understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I

33、wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again. T: Wonde

34、rful! Thank you for telling us so interesting a true story and giving us so good an example of body language. Step While-reading 1. Scanning While reading, please try to divide the whole passage into several parts and find out the main idea. Part 1 Para 1 You are sent to Capital International Airpor

35、t to meet this years international students. Part 2 (para. 2 and 3 ) Examples of learned or cultural “body language”. Part 3. (para. 4 ) Different peoples have different body languages. Part 4. (para. 5) Summary of body language. Read the text carefully, then decide if the following statements are t

36、rue (T) or false (F). Englishmen often stand close to others or touch strangers as soon as they meet. Most people around the world now greet each other by kissing . Japanese will bow to others as greeting. People from Jordan will move very close to you as you introduce yourself to them. Some body la

37、nguages in some countries are good while some countries body language are bad. Step IV Post reading 1. Is the author of this passage male or female? How do you know ? The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author. 2.What were the two mistakes that the author noticed? He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stra