人教版高一英语新课标必修4 教学案例

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此时无声胜有声－Body Language

一、学情分析。

教学对象为高一的学生。经过初中三年的英语学习，他们已经储备了一定的词汇和英语基础知识，他们的认知和分析水平比初中阶段有了进一步的提高，能就给出的话题展开讨论，发表自己的看法，渐渐形成了用英语获取信息、处理信息、分析问题和解决问题的能力。本人担任班级的英语水平参差不齐，所以本堂课采用了小组合作形式结合简单的任务型阅读，使学生能够积极主动的参与到课堂中来，成为课堂的主体，使他们的自主性得到加强，让他们体验到学英语其实是一件非常快乐的事情。对于肢体语言这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。

二、教材分析。

本课是人教版高一新课标英语必修4第四单元Body Language的开始，本单元的话题是肢体语言。考虑到整个单元的结构，我重组了教材，将文中的warming up与reading 部分作为本单元的第一课时来对待。这是一个新单元的开始，出现在这两部分的生词不算太多，也不难拼读，但是由于这课出现了太多陌生的人名和国家的名称，所以我在课前事先教读过。在备这一课时，发现文中的warming up 部分太突兀，不易入手，于是我没有采用，而使用了我自己另外准备的一个flash,简单，幽默，学生易于接受也能尽快适应后来的一系列小组合作活动，然后自然而然的引出reading 部分。

三、教学设计。

本课为阅读课，主要介绍了各个国家的不同的肢体语言以及肢体语言产生差异的文化根源。通过阅读使学生了解除了使用口语，我们还可用肢体语言来表达自己，也能跟来自不同国家的人群进行交流与沟通。为此，我们的教学目标，教学重难点就可以这样设置：

1、语言技能目标：

掌握并熟练运用课文中的黑体字词汇：major, local, represent, curious, Columbia, approach, touch, cheek, strangers, express, gesture, actions以及句型be likely to, introduce--- to---, nod at 等

2、能力目标：

能根据给出的描述肢体语言的短语，思考，讨论，再上台表演，再到后来的快速回答问题这么一个过程，既锻炼了学生的思维能力，英语口头表达能力又可帮助学生提高查找相关信息的能力。

3、情感目标：

让学生意识到交流与沟通不仅仅局限于语言，还可以借助更丰富更形象的肢体语言来表达自己。

4、文化目标：

培养学生的跨文化意识，倡导跨文化交际。

5、教学重点和难点。

教学重点：其一，让学生明确不同国家的人之间的打招呼方式的不同之处；其二，在了解课文内容的基础上，重视阅读方法和技巧的点播，培养学生的阅读习惯。

教学难点：包括打招呼用语在内的各国的不同的肢体语言产生的根源---文化差异。

6、教学方法：

采用了常见的任务型教学法，启发式教学法，师生互动，生生互动的形式步步深入学习。

7、教学手段

运用多媒体进行教学，丰富课堂内容，浓郁课堂气氛。

8、教学内容设计：

导入（Lead-in）播放Mr. Bean 在飞机上的无声的肢体语言的表演

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Warming up, 通过看不同的gestures，猜短语；再看给出的英文短语，做gestures.

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引出body language的定义，进入reading 部分

(将全班分为4个group进行。凡猜对的，给小组加十分。教师展示图片，学生猜英文短语；

教师给出英文短语，学生做手势)。设计Guessing& Competition的目的：让学生充分发挥想象力，寻找生活中熟悉的肢体语言，并让学生上台表演出来，让学生意识到他们每天都在跟肢体语言打交道，最后一起来总结body language 的定义。)

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First reading, 以表格的形式呈现课文中来自不同国家的人

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Second Reading, listen to the tape

连线匹配不同国的人初次见面时的不同的打招呼用语

↓

Group discussion:产生这种现象的原因

↓

Third Reading, some detail information, a True or False exercise

总结,引用课文的话：Body language varies from culture to culture. People from different cultures have different body languages. Just like a saying goes that: When in Rome, do as the Romans do. （以上阅读步骤的设计目的：从各国的人谈起，到他们初次见面时使用的不同打招呼用语，再分析之所以产生差异的原因。各个环节紧密相扣，由易到难，由浅入深。）

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Summary, the structure of the whole text

↓

Homework

Summary and Homework:

根据前面阅读的具体信息，由各国的人－见面时的招呼用语－产生差异的原因，可将总共

有6个段落的文章分成三个部分。呈现如下：

Part1 (para1): The writer will meet the business people at Pudong Airport.

Part2 (para2-5): Different people with different greetings.

Part3 (para6): The reasons why body languages are different.

Homework:

1.Do the comprehending on page26-27.

2. Review the new words in this part.

设计目的：布置这两个作业，

一, 是想帮助学生复习课本所学内容，温故知新；

二, 主要考虑到让学生能够当堂掌握所学的新生词，短语等

五、课后反思。

这是一堂阅读课。在正式进入阅读前，通过一系列的小组合作热身活动充分调动了学生的积极性。在阅读时，考虑到阅读的信息量很大，因此我采用了循序渐进的阅读方式，设置简单的任务和问题，让学生层层落实，步步明确，最后在回归到文章的整体结构上。总之，在设计本课的过程中，我一直本着两个原则，即在教学过程中所设计的问题适应目前学生的英语水平，尽量让问题简单化，让学生在学习的过程中拥有成就感；同时在这堂课中，我还采用了小组竞赛小组合作的方法，以此来激发学生的热情，在无意之中培养了学生的合作意识和竞争意识。在上完这堂课后，学生将学到了一定的阅读技能，同时，他们通过积极参与各种课堂活动，也将学到了许多有关肢体语言的知识。

六、板书设计。

Unit4 Body language

1.New words: Divide class into 4 groups:

body language gesture

major, local, represent, curious, Groups Marks

Columbia, approach, cheek, GA ------

express, gesture, actions GB ------

2.句型GC ------

be likely to, GD ------

introduce--- to---,

nod at

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