高中英語(yǔ)-SHOWING OUR FEELING教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

學(xué)情分析此次錄像對(duì)象為高一年級(jí)平行班的學(xué)生。該班學(xué)生人數(shù)較少，平時(shí)自學(xué)能力和課堂思考能力較強(qiáng)，課堂氛圍比較活躍。在本堂課學(xué)習(xí)前，學(xué)生們已經(jīng)對(duì)本課中出現(xiàn)的單詞和課文做了很好的預(yù)習(xí)。在本單元的詞匯學(xué)習(xí)課和主體課文學(xué)習(xí)過(guò)的基礎(chǔ)上，學(xué)生們本堂課表現(xiàn)得很自如。效果分析以多種教學(xué)手段開(kāi)展教學(xué)活動(dòng)，以培養(yǎng)學(xué)生閱讀技巧為中心。以學(xué)生為主體，教師為指導(dǎo)，由淺入深，通過(guò)“快速瀏覽，提煉大意，細(xì)節(jié)捕捉，合作探究和交流應(yīng)用”，全面培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)四方面的能力，尤其是閱讀能力，教學(xué)效果令人滿(mǎn)意。

在講解語(yǔ)言知識(shí)點(diǎn)的過(guò)程中，應(yīng)該讓學(xué)生在課本中找到語(yǔ)言點(diǎn)的相應(yīng)位置，從而能夠進(jìn)一步熟悉課文內(nèi)容，復(fù)習(xí)時(shí)更容易。另外，由于文本內(nèi)容的限制，本課沒(méi)有涉及過(guò)多的句型。尤其最后一個(gè)環(huán)節(jié)Project,如果能在學(xué)生們討論和寫(xiě)出報(bào)告之前，提供可參考的句型就更好了。由于學(xué)生個(gè)體的差異，學(xué)習(xí)基礎(chǔ)的不同，還需要老師的耐心啟發(fā)和輔導(dǎo)。教學(xué)設(shè)計(jì)SHOWINGOURFEELINGSTargetlanguage：misread,putsb.atease,turnone’sbackto,makeafist,frown,yawn,atahigherrank,subjectiveTeachingAims:1)Guidestudentstocombthroughthestructureofthepassage2)Letstudentsknowwecanusevariouswaystoexpressourfeelingsandcommunicatewithothers.Andmakethemclearaboutthedefinitionofbodylanguage.EmotionalCultivation:Improvestudents’understandingoftheimportanceofbodylanguageandguidethemtousebodylanguageinproperways.Teaching

difficult

point:

Get

studentsto

know

the

same

body

language

has

different

meanings

in

some

different

countries.5.TeachingProcedures:Step1Lead-in:Showstudentssomebodylanguagestoactivatetheirknowledgeaboutthat.Great/WelldoneBadComehereMe?Idon’tknowGoodluckBodylanguageisoneofthemostpowerfulmeansofcommunication.(板書(shū))Showstudentssomepicturesaboutdifferentcategoriesofbodylanguagesandencouragethemtosumupthedefinitionofbodylanguage.Bodylanguageisatermforcommunicationbyusingsomegestures,facialexpressionsandbodymovementstoshowdifferentfeelingsandideas.Step2Prediction:Askstudentstobearthisquestions“Areallthebodylanguagesthesameintheworld?”intheirmindandreadthewholepassage.Readingstrategies:It’sveryimportantforustorefertothefirstorlastsentenceofeachparagraphforthemainidea.Weneedtojudgewhetherthefirstorlastsentenceisgeneralordetailed.(ifitisgeneral,itcanshowusthemainidea;ifitisdetailed,Itisprobablysupportingpoint.)Herearetwoexamples:1.ChoosethemostgeneralwordA.chemistB.physicistC.scientistD.biologist2.ChoosethemostgeneralsentenceA.Thehotelofferscomplimentarycoffeefrom7amto10pmdaily.B.TherearemanyreasonswhyguestsfeelathomeattheGloriettaBayhotelC.ThelaundryroomhasanironingboundD.ThereareanumberofextraservicesattheGloriettaBayhotelincludingbaby-sittingStep3Scanning:Askstudentstofindoutthetopicsentenceofeachparagraph.Para1:Bodylanguagecanbemisread(misunderstand),butmanygesturesandactionsareuniversal.Para2:…smile-itsfunctionistoshowhappinessandputpeopleatease.(feelingrelaxed)Hermindwasateaseknowingthatthechildrenweresafe.Heisateaseaboutthematter.ShefeltcompletelyateasewithherfriendAlice.Para3:…,weshowunhappinessorangerbyfrowningPara4:Therearemanywaystoshowagreement,butnoddingisusedforagreementworldwide.Para.5:HowaboutshowingthatIambored?…yawningwill…makemeappearuninterested.Para6:Beingrespectfultopeopleissubjective(withinmind),…butitisnotagoodideatogiveahugtoabossorteacher.Para7:Withsomanyculturaldifferences,itisgreattohavesomesimilaritiesinbodylanguage.Accordingthetopicsentencesofeachparagraph,guidestudentstocombthroughtheoutlineofthepassage.Mainidea:BodylanguagehasuniversalgesturesPoints:1.Showinghappiness2.Showingunhappinessoranger3.Showingagreementordisagreement4.Showingboredom5.ShowingrespectStep4Detailed-reading:Askstudentstoreadthetextcarefullyandclassifyallthebodylanguagesreferredinthetextthenfinishthetable.Amongallthebodylanguages,smilesaremostpowerful.Broadcastatapaboutsmile.Andaskstudentstowritedownwhattheyhaveheardtotraintheirlisteningskill.SmileSmilessenduslightinthedarkness;Smilesbringussunlightonacoldwinterday;Smilescanbreaktheheartice;Smilesareliketherainbow,Therainydaysendandtheshyisbeautifulagain.Smilesshowloveandfriendship.Teachers’smilesencourageus;Mothers’smileswarmus;Friends’smilesmakeuscloser.Wewelcomesmilesfromothersandweshouldgiveothersoursmilestoo.Nooneisricherthanamanwhooftensmilesatothers.Ifamandoesn’tsmileatyou,justsmileathim.Smileshelpyouforgetyoursadness.Lifeisalongroad,whynotcoveritwithsmiles.Game1:Holdacompetitionbetweenboysandgirls.Game2:Judgethesentencetrueorfalseasquicklyasyoucan.Ifthesentenceisfalse,trytocorrectit.Step5Project:Letstudentswriteareporttitled“BodyLanguage”.Yourreportshouldincludethefollowingaspects:TheimportanceofbodylanguageThedefinitionofbodylanguageDifferentkindsofbodylanguageandtheirfunctions.(giveexamples)Howtousebodylanguageproperly教材分析本單元的中心話(huà)題是“身勢(shì)語(yǔ)”，單元各項(xiàng)活動(dòng)的設(shè)計(jì)都圍繞著這個(gè)主題進(jìn)行。身勢(shì)語(yǔ)是得語(yǔ)言交際手段中一個(gè)重要的方面。與有聲語(yǔ)言一樣，它也是文化的載體，在跨文化交際中起著至關(guān)重要的作用。本單元的設(shè)計(jì)將學(xué)生們對(duì)語(yǔ)言文化的學(xué)習(xí)的認(rèn)知提高到一個(gè)新的高度。本課SHOWINGOURFEELINGS是一篇介紹身勢(shì)語(yǔ)的文章，是本單元的中心話(huà)題“BodyLanguage”的延續(xù)。本文圍繞著情感(feeling)及其表達(dá)(expressing)，將情感的表達(dá)集中在對(duì)非語(yǔ)言形式的介紹上，更加貼近本單元的話(huà)題。文章的結(jié)構(gòu)框架非常清晰，總共7個(gè)自然段，首段和末段分別是總起段和總結(jié)段，中間5個(gè)自然段分別就表達(dá)不同情感的體勢(shì)語(yǔ)做了介紹。其中第6自然段涉及到體勢(shì)語(yǔ)的重要意義和使用的場(chǎng)合，為學(xué)生們的深入學(xué)習(xí)和開(kāi)展討論做了鋪墊。以此同時(shí)，也為培養(yǎng)學(xué)生的通說(shuō)讀寫(xiě)技能提供了各種場(chǎng)景，為學(xué)生綜合運(yùn)用語(yǔ)言提供了各種機(jī)會(huì)。課本上練習(xí)1部分的設(shè)計(jì)，綜合考察學(xué)生對(duì)文章大意的概括和結(jié)構(gòu)框架的梳理能力。本文中涉及的生詞量不大，大部分都可以通過(guò)上下文語(yǔ)境理解判斷出來(lái)。句型和語(yǔ)法涉及得較少，課文語(yǔ)句簡(jiǎn)潔明了，不會(huì)對(duì)學(xué)生的信息理解造成障礙。觀(guān)課記錄本設(shè)計(jì)的亮點(diǎn)：以多種教學(xué)手段開(kāi)展教學(xué)活動(dòng)，以培養(yǎng)學(xué)生閱讀技巧為中心。以學(xué)生為主體，教師為指導(dǎo)，由淺入深，通過(guò)“快速瀏覽，提煉大意，細(xì)節(jié)捕捉，合作探究和交流應(yīng)用”，全面培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)四方面的能力，尤其是閱讀能力，教學(xué)效果令人滿(mǎn)意。本設(shè)計(jì)的不足：在講解語(yǔ)言知識(shí)點(diǎn)的過(guò)程中，應(yīng)該讓學(xué)生在課本中找到語(yǔ)言點(diǎn)的相應(yīng)位置，從而能夠進(jìn)一步熟悉課文內(nèi)容，復(fù)習(xí)時(shí)更容易。另外，由于文本內(nèi)容的限制，本課沒(méi)有涉及過(guò)多的句型。尤其最后一個(gè)環(huán)節(jié)Project,如果能在學(xué)生們討論和寫(xiě)出報(bào)告之前，提供可參考的句型就更好了。由于學(xué)生個(gè)體的差異，學(xué)習(xí)基礎(chǔ)的不同，還需要老師的耐心啟發(fā)和輔導(dǎo)。評(píng)測(cè)練習(xí)Part1Completethefollowingpassageaccordingtosomehints.Showing

Our

Feelings

Body

language

is

one

of

the

most

powerful

(1.方法)

ofcommunication,

often

even

more

powerful

than

spoken

language.

People

around

the

world

show

all

kinds

of

feelings,

wishes

and

(2.態(tài)度)

that

they

might

never

speak

(3.大聲地).

It

is

possible

to

"read"

others

around

us,

even

if

they

do

not

(4.打算)

us

to

catch

their

unspoken

communication.

Of

course,

body

language

can

be

(5.誤解,誤讀),

but

many

gestures

and

actions

are

(6.普遍,通用).

The

most

universal

(7.面部表情)

is,

of

course,

the

smile

–

its

(8.功能,作用)

is

to

show

happiness

and

put

people

(9.舒適).

It

does

not

always

mean

that

we

are

(10.真正地)

happy,

however.

Smiles

around

the

world

can

be

(11.錯(cuò)誤的,假的),

hiding

other

feelings

like

(12.生氣)

fear

or

worry.

There

are

unhappy

smiles,

such

as

when

someone

"(13.丟臉)"

and

smiles

to

hide

it.

However,

the

general

purpose

of

smiling

is

to

show

good

feelings.

From

the

time

we

are

babies,

we

show

unhappiness

or

anger

by

(14.皺眉).

In

most

places

around

the

world,

(14.皺眉)

and

(15.背對(duì))

someone

shows

anger.

Making

a

(16.拳頭)

and

shaking

it

almost

always

means

that

someone

is

angry

and

(17.威脅)

another

person.

There

are

many

ways

around

the

world

to

show

agreement,

but

(18.點(diǎn)頭)

the

head

(19.上上下下)

is

used

for

agreement,

almost

(20.全世界).

Most

people

also

understand

that

(21.搖頭)

from

side

to

side

means

disagreement

or(22.拒絕).

How

about

showing

that

I

am

bored?

Looking

away

from

people

or

(23.打哈欠)

will,

(24.大多數(shù)情況),

make

me

appear

to

be

uninterested.

However,

if

I

turn

toward

and

look

at

someone

or

something,

people

from

almost

every

culture

will

think

that

I

am

interested.

If

I

roll

my

eyes

and(25.轉(zhuǎn)過(guò)頭),

I

most

likely

do

not

believe

what

I

am

hearing

or

do

not

like

it.

Being

(26.尊敬)

to

people

is

(27.主觀(guān)的),

based

on

each

culture,

but

in

general

it

is

probably

not

a

good

idea

to

(28.給某人擁抱)

a

boss

or

teacher.

In

almost

every

culture,

it

is

not

usually

good

to

stand

too

close

to

someone

(29.職位更高).

Standing

at

a

little

distance

with

open

hands

will

show

that

I

(30.想要)

listen.

With

so

many

cultural

differences

between

people,

it

is

great

to

(31.在...有相似之處)

body

language.

We

can

often

(32.誤解)

each

other,

so

it

is

an

amazing

thing

that

we

understand

each

other

as

well

as

we

do!

課后反思本設(shè)計(jì)的亮點(diǎn)：以多種教學(xué)手段開(kāi)展教學(xué)活動(dòng)，以培養(yǎng)學(xué)生閱讀技巧為中心。以學(xué)生為主體，教師為指導(dǎo)，由淺入深，通過(guò)“快速瀏覽，提煉大意，細(xì)節(jié)捕捉，合作探究和交流應(yīng)用”，全面培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)四方面的能力，尤其是閱讀能力，教學(xué)效果令人滿(mǎn)意。

本設(shè)計(jì)的不足：在講解語(yǔ)言知識(shí)點(diǎn)的過(guò)程中，應(yīng)該讓學(xué)生在課本中找到語(yǔ)言點(diǎn)的相應(yīng)位置，從而能夠進(jìn)一步熟悉課文內(nèi)容，復(fù)習(xí)時(shí)更容易。另外，由于文本內(nèi)容的限制