教学反思学校贵州省实验中学案例名称Unit4BodyLanguageWarmingup,ListeningandSpeaking教师姓名杨慧案例类型听说课学段高二教学/活动目标Teachingobjective:1.Knowledgeobjectives:Bytheendofthisperiod,thestudentwillbeabletousesomestructuresandphrases.2.Abilityobjectives:Bytheendofthisperiod,thestudentwill●beabletouseeffectiveskillstotakenotesandgettheinformationinthelisteningandthusimprovethestudents’listeningability.●beabletounderstandthelisteningonpage65fully.3.EmotionalandAttitudeobjectives:Bytheendofthisperiod,thestudentwill●beabletounderstandbodylanguageplaysanimportantroleineverydaycommunication.●beabletofamiliarwithculturaldifferencesandinterculturalcommunication.●beabletobeabletolearntorespectforeignculture.学习者分析本节课的教学对象是贵州省实验中学高二（11）班。该班是我校的省招实验班，学生的英语基础相对薄弱，但是他们学生比较认真，好胜心强，很在乎别人对他们的评价，求知欲旺盛，思维比较活跃，因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。教学/活动过程Step1LeadinginbyashortplayPlaytheshortclipsofMr.Beanfollowedbythesequestions:(1)HowdoesMr.Beanmakepeoplelaugh?(2)Define:Bodylanguageisoneformof_________________(ie.withoutusinganywords)communication,whichincludesbodymovements,________________,gestures,____________andothernon-verbalsignals.设计意图：通过播放憨豆先生的表演，引出本节课的主题——“肢体语言”，并介绍其构成。Step2MatchingworkWatchthepictures,andthenguesswhatfeelingsandsituationstheyshow.设计意图：通过图片，猜测其表达的含义和情绪，再次强调“肢体语言”的功能。Step3Before-listeningTask1Discussion:Doyouthinkbodylanguageisallthesameindifferentcountries?Task2Prediction:Lookatthepicturesonpage65andtrytoguesswhattheyarecommunicatingfromthebodylanguageyoucansee.设计意图：学生可以预测听力内容，降低听力难度。Step4While-listeningTask1Listentotheirdialoguesandfillintheblanks:1.ShenLeicomesfrom______________andJulieisfrom_________________.2.Whatisthemainideaofthisdialogue?设计意图：抓住听力关键词，为进一步理解其内容做好准备。Task2Listentotheirdialoguesagainandconcludehowtheyexpressthefollowingsituations.SituationShenLeiJulie1theflowersto_____congratulationstotheownersandfor_________.a_________day2toshowthenumber383toshowbefullpathis_____________Patherhandather_____设计意图：填表格内容，帮助学生进一步掌握听力中的关键词，并感受到不同文化肢体语言上的差异。Step5Post-listeningTask1Discussion(1)Whatshouldwepayattentiontowhencommunicatingwithforeigner?(2)Canyouthinkofsomeotherexamplesofdifferences?设计意图：结合以上的听力内容，总结出与来自不同文化的人交流时，要关注文化间的差异。Task2Role-play(1)HowdoColombian,JapaneseandBritishstudentsbehavewhengreetingeachother?ColombianJapaneseFranceGreeting(2)HowdoArabandEnglishstudentsbehavewhentalkingwitheachother?SpanishEnglishTalking(3)HowdoJordanianandChinesestudentsbehavewhenhavingmeals?JordanianChineseTalking设计意图：表演出相同场景，不同国家的人的不同的肢体语言，让学生们关注到在实际交际中了解文化差异的重要性。Task3SummaryBodylanguageisasimportantasspokenlanguage.Justlikeverballanguage,bodylanguageispartofculture.Whenweareinacertainplace,weshouldfollowthecustomsofthelocalpeople,notourowncustoms.Becausebodylanguagevariesfromculturetoculture.Notallmembersofallculturesbehavethesameway.Weshouldtrytomasterandrespecteachother’scultureinordertomakegoodcommunication.Task4ExtendingPerformthegesturesofthesong--《感恩的心》...
