Body language 閱讀課教學設計
key: c.
3.post-reading
★ task5: role play
roles: two friends
situation: they hadn’t seen each other for two years. now they meet at a party.
要求表演的學生適當加上體態、表情，做到熱情自然，觀眾學生則根據他們的表現進行評價：評價包括自評和互評
評價內容: language
eye contact
smile
body movement
other facial expression
滿分20 各項均4分
(2) open-minded question
sometimes we say one thing but body language says something different. why does this happen? can you think of any examples?
step 3 post-task
★ task6: find more information about “body language”. ( group work )
(students are asked to find more information related to “body language” by internet, english books and newspaper. then show them to the class the next lesson in form of dialogue, speech, short play, etc. )
2. writing about:
★ task 7: topic — gesture in the us and gesture in china.
(學生可參考教材第60頁的表格完成此項任務)
板書設計：
main idea: paragraph 1: we use both words and body language to express our thoughts and opinions and to communicate with other people.
paragraph 2: body language varies from culture to culture.
paragraph 3: the same body language has different meanings in some different countries.
paragraph 4: some gestures are universal.
paragraph 5: smile is the best example of universally understood body language.
七 教學反思
本節課英語教學中以問題為線索，以學生自主學習和合作學習為主，培養學生的自主學習能力。故本人在這節課中通過安排學生的個人探索、合作學習、討論等各種形式來激發學生學習興趣。讓學生在教師的指導下，通過感知、體驗、實踐，參與和合作等方式，實現任務的目標，感受成功：在學習過程中進行情感和策略調整，以形成積極的學習態度，促進語言實際運用能力的提高。采用師生交流方式導入自然親切，拉近了師生之間的情感距離，營造出寬松的學習氣氛，同時讓學生了解身勢語的有關內容。根據教師提出的一系列問題，學生自主搜索與身勢語相關的信息資料，然后以個人探究和合作學習相結合，并以各種的形式展示交流成果。本人這節課安排探究和討論過程中的觀點匯總等形式鼓勵學生借助小組活動的形式來合作，表達，思考，能使學生在活動中互相學習、互相幫助，互相鼓勵，體驗集體榮譽感和成就感，發展合作精神。通過師生交流與總結這一形式引發學生對身勢語的深入思考，進一步深化主題。