英語說課稿

英語說課稿

　　"說課"有利於提高教師理論素養和駕馭教材的能力。下面是公文站小編給大家整理收集的關於英語說課稿，希望對大家有幫助。

　　高中英語說課稿：《Unit 21 Body Language》說課稿模板

　　教材分析

　　(一)教材內容分析 本單元的中心話題是“肢體語言”，介紹了肢體語言在世界範圍內的人們生活中所承擔的不同角色及所起的重要作用，其中重點介紹了肢體語言在不同的文化背景下的不同含義及世界通用的肢體語言。本單元的絕大部分內容都圍繞這一中心話題展開的。

　　“熱身”(Warming up)部分以五幅不同的面部表情匯出本單元的話題之一：面部表情是傳遞某人內心情感的一種方式，使他們能在平時注意自己在與他人交往中注意自身的面部表情。

　　“聽力”(Listening)部分是以聽的形式進一步向學生介紹了肢體語言的交際功能，然後以選擇的形式考查學生對聽力材料資訊的篩選能力，同時又要求學生把所聽到的資訊應運於討論之中。

　　“口語”(Speaking)部分向學生提供三個情景，讓學生透過編對話進行“請求幫助”和“提供幫助”的日常英語練習。

　　“讀前”(Pre-reading)部分編者設計了三個問題，誘發學生思考如何用肢體語言進行交流。激發學生進行閱讀的慾望。

　　“閱讀”(Reading)部分是一篇說明文，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.

　　“讀後”(Post-reading)部分設計了兩種練習。第一類是三個問題，其中前兩個測學生閱讀的結果，第三個是一個開放性題目，鼓勵學生把所學的與現實生活相結合。第二類是填寫表格，對比肢體語言在美國和我國的異同。

　　“語言學習”(Language study)包括以下兩部分：詞彙部分設計了兩塊內容：

　　1)要求學生運用自己的六個身體部位進行交際，鼓勵學生學著使用動詞-ing形式;

　　2)設計了6個生詞與英語解釋的配對練習，旨在培養學生用英語解釋生詞的習慣及能力;語法專案是有關動詞-ing形式作名詞使用及其在句子中的`功用，具體包括四個步驟：

　　1)學會區分動詞-ing形式在句中的所擔任的成分功能;

　　2)聯詞成句，旨在幫助學生理解動詞-ing形式在句中充當主語;

　　3)片語翻譯練習，旨在幫助學生理解動詞-ing形式在句中充當定語及翻譯;

　　4)按要求用動詞-ing形式進行句子改寫，旨在幫助學生理解動詞-ing形式在句中充當賓語或表語。

　　“綜合技能”(Integrating skills)設計了一個開放性的寫作任務，要求學生運用6幅看起來毫不相干的圖畫進行寫作，該任務有利於提高學生的創新思維能力。

　　“學習建議”(Tips)提供了一些寫故事的建議，旨在幫助學生完成綜合技能的寫作練習。

　　“複習要點”(Checkpoint)部分簡要總結了本單元的語法重點。同時透過兩個問題引

　　導學生對本單元所學的詞彙作一次小結。

　　(二)教學重點與難點

　　I. 動詞-ing形式在句子充當主語、賓語、表語或定語

　　II. 交際功能句型: 如何提議和請求及其答語的句型

　　III. 重點、難點詞彙片語

　　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)課文複述

　　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.

　　(三)德育滲透

　　? Do in Rome as Rome does [as the Romans do].

　　[諺]入國問禁, 入鄉隨俗。

　　? Manners make the man.

　　禮貌造就人。

　　? Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift

　　禮貌周到是使同我們談話的那些人感到自在的藝術。

　　——(英作家)斯威夫特

　　(四)寫作技巧

　　1、寫作線索：

　　Raising the topic: communicating in body language (Paragraph 1) ? Interpretations of body language in different countries (Paragraphs 2-3) ? Universal body language (Paragraphs 4-5)

　　2、趣味說教

　　課文以教人們認識最基本的肢體語言“Body Talk”為目的，以簡潔的文字、直接的表達、豐富的例項，向人們展示了無聲的肢體語言在不同的文化背景下的不同意思，並告誡人們在交往中要注意一些肢體語言的應運，同時，也向讀者介紹了一些世界通用的肢體語言，最後，文章著重介紹了微笑的重要功用。

　　(五)優美句式

　　There is nothing better than sth./doing sth./to do sth. 沒有比做某事更好的了。

　　原句：And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.

　　e.g. There is nothing better than serving/to serve this great nation of ours.

　　There is nothing better than the encouragement of a good friend.

　　三、課時安排

　　Warming up Listening (WB)

　　Period 1 Period 2

　　Listening Speaking

　　Pre-reading Language study

　　Periods 3-4 Reading Period 5

　　Post-reading Grammar

　　Reading

　　Period 6

　　Writing

　　Teaching Procedure:

　　Period 1 Warming up & Listening

　　Step 1 Warming up

　　1. Brainstorm: the words of emotions/feelings of human beings

　　As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.

　　happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.

　　2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.

　　Possible answers:

　　Picture 1: Confused; I don’t know what to do.

　　Picture 2: Angry; I can’t believe she said that! That is so unfair!

　　Picture 3: Sad; I’ve lost my wallet!

　　Picture 4: Happy; I got an A in my exam!

　　Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.

　　3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.

　　Step 2 Listening

　　1. Pre-listening

　　Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?

　　1) shake the head

　　2) wave the arms

　　3) stand with arms folded

　　4) … …

　　(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)

　　2. Listening

　　1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.

　　2) Listen to Part 1 again and do the rest two questions of Part 1.

　　3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.

　　3. Post-listening

　　Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?

　　Homework

　　1. Make a list of facial expressions and gestures and their meanings we’ve learned today.

　　2. Preview the following lesson.

　　Period 2 Listening (WB) & Speaking

　　Step 1 Listening

　　Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.

　　Step 2 Pre-speaking

　　Make some requests and ask/help students to answer and make offers, for example:

　　T: Could you give me a hand?

　　S: Yes, of course. What can I do for you?

　　T: Could you please clean the blackboard for me?

　　S: With pleasure.

　　T: That’s very nice of you.

　　(Teachers can also ask students to open/close the window, turn on the projector and so on.)

　　Step 3 Speaking

　　1. Language Input

　　Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.

　　Useful expressions of making offers and requests

　　Can/Shall I help you with that?

　　Would you like me to …?

　　No, thank you. Thanks for all your help.

　　Could you please …?

　　Would you like some help?

　　Could you give me a hand with this? No, thanks. I can manage it myself.

　　Is there anything else I can do for you?

　　Could you help me with …?

　　That’s very nice of you.

　　Do you need some help with that?

　　Notes:

　　Is there anything else I can do for you? = What else can I do for you?

　　We use these two sentences offer help again when we’ve already offered help.

　　2. Practice

　　Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.

　　Then get some pairs to act out the dialogues in front of the class.

　　Step 4 Useful Expressions --- Making offers/requests and responses

　　In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.

　　Ways of making offers or requests Ways of replying to others' offers or requests