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高中英語(yǔ)《Body Language》說(shuō)課稿
一、教材分析
(一)教材內(nèi)容分析 本單元的中心話(huà)題是“肢體語(yǔ)言”，介紹了肢體語(yǔ)言在世界范圍內(nèi)的人們生活中所承擔(dān)的不同角色及所起的重要作用，其中重點(diǎn)介紹了肢體語(yǔ)言在不同的文化背景下的不同含義及世界通用的肢體語(yǔ)言，
高中英語(yǔ)《Body Language》說(shuō)課稿
。本單元的絕大部分內(nèi)容都圍繞這一中心話(huà)題展開(kāi)的。“熱身”(Warming up)部分以五幅不同的面部表情導(dǎo)出本單元的話(huà)題之一：面部表情是傳遞某人內(nèi)心情感的一種方式，使他們能在平時(shí)注意自己在與他人交往中注意自身的面部表情。
“聽(tīng)力”(Listening)部分是以聽(tīng)的形式進(jìn)一步向?qū)W生介紹了肢體語(yǔ)言的交際功能，然后以選擇的形式考查學(xué)生對(duì)聽(tīng)力材料信息的篩選能力，同時(shí)又要求學(xué)生把所聽(tīng)到的信息應(yīng)運(yùn)于討論之中。
“口語(yǔ)”(Speaking)部分向?qū)W生提供三個(gè)情景，讓學(xué)生通過(guò)編對(duì)話(huà)進(jìn)行“請(qǐng)求幫助”和“提供幫助”的日常英語(yǔ)練習(xí)。
“讀前”(Pre-reading)部分編者設(shè)計(jì)了三個(gè)問(wèn)題，誘發(fā)學(xué)生思考如何用肢體語(yǔ)言進(jìn)行交流。激發(fā)學(xué)生進(jìn)行閱讀的欲望。
“閱讀”(Reading)部分是一篇說(shuō)明文，它介紹了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。全文可分為三大部分，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.
“讀后”(Post-reading)部分設(shè)計(jì)了兩種練習(xí)。第一類(lèi)是三個(gè)問(wèn)題，其中前兩個(gè)測(cè)學(xué)生閱讀的結(jié)果，第三個(gè)是一個(gè)開(kāi)放性題目，鼓勵(lì)學(xué)生把所學(xué)的與現(xiàn)實(shí)生活相結(jié)合。第二類(lèi)是填寫(xiě)表格，對(duì)比肢體語(yǔ)言在美國(guó)和我國(guó)的異同。
“語(yǔ)言學(xué)習(xí)”(Language study)包括以下兩部分：詞匯部分設(shè)計(jì)了兩塊內(nèi)容：1)要求學(xué)生運(yùn)用自己的六個(gè)身體部位進(jìn)行交際，鼓勵(lì)學(xué)生學(xué)著使用動(dòng)詞-ing形式;2)設(shè)計(jì)了6個(gè)生詞與英語(yǔ)解釋的配對(duì)練習(xí)，旨在培養(yǎng)學(xué)生用英語(yǔ)解釋生詞的習(xí)慣及能力;語(yǔ)法項(xiàng)目是有關(guān)動(dòng)詞-ing形式作名詞使用及其在句子中的功用，具體包括四個(gè)步驟：1)學(xué)會(huì)區(qū)分動(dòng)詞-ing形式在句中的所擔(dān)任的成分功能;2)聯(lián)詞成句，旨在幫助學(xué)生理解動(dòng)詞-ing形式在句中充當(dāng)主語(yǔ);3)詞組翻譯練習(xí)，旨在幫助學(xué)生理解動(dòng)詞-ing形式在句中充當(dāng)定語(yǔ)及翻譯;4)按要求用動(dòng)詞-ing形式進(jìn)行句子改寫(xiě)，旨在幫助學(xué)生理解動(dòng)詞-ing形式在句中充當(dāng)賓語(yǔ)或表語(yǔ)。
“綜合技能”(Integrating skills)設(shè)計(jì)了一個(gè)開(kāi)放性的寫(xiě)作任務(wù)，要求學(xué)生運(yùn)用6幅看起來(lái)毫不相干的圖畫(huà)進(jìn)行寫(xiě)作，該任務(wù)有利于提高學(xué)生的創(chuàng)新思維能力。
“學(xué)習(xí)建議”(Tips)提供了一些寫(xiě)故事的建議，旨在幫助學(xué)生完成綜合技能的寫(xiě)作練習(xí)。
“復(fù)習(xí)要點(diǎn)”(Checkpoint)部分簡(jiǎn)要總結(jié)了本單元的語(yǔ)法重點(diǎn)。同時(shí)通過(guò)兩個(gè)問(wèn)題引
導(dǎo)學(xué)生對(duì)本單元所學(xué)的詞匯作一次小結(jié)。
(二)教學(xué)重點(diǎn)與難點(diǎn)
I. 動(dòng)詞-ing形式在句子充當(dāng)主語(yǔ)、賓語(yǔ)、表語(yǔ)或定語(yǔ)
II. 交際功能句型: 如何提議和請(qǐng)求及其答語(yǔ)的句型
III. 重點(diǎn)、難點(diǎn)詞匯詞組
confused, avoid, go ahead, crazy, get through, tear down, occur
IV. 常用句型
Just like spoken language, body language varies from culture to culture.
There is nothing better than sth./doing sth./to do sth.
二、語(yǔ)篇分析：
Body Talk (P59-P. 60)
(一)課文圖解
1. Read the text “Body Talk” and then complete notes about body language.
1) Generally, we can divide the whole text into three parts:
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.
2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)
GESTURES COUNTRIES MEANINGS
eye contact some countries a way to show that one is interested
other countries rude or disrespectful
a circle with one’s thumb and index finger most countries OK
Japan money
France zero
Brazil rude
Germany
thumbs up the US great or good job
Nigeria rude
Germany the number one
Japan
moving the index finger in a circle in front of the ear some countries crazy
Brazil You have a phone call.
(二)課文復(fù)述
Retell the text using about 100 words.
Notes:
1. Try to use the –ing form to retell the text.
2. Make use of the notes and table above while retelling.
3. The possible version below can be used as material for both retelling and dictation.
One possible version:
We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others.
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