Unit4BodyLanguageReadingandthinking教學(xué)設(shè)計(jì)-2024-2025學(xué)年高中英語人教版選擇性

教學(xué)設(shè)計(jì)方案1.學(xué)習(xí)階段：PEPBook4SeniorSchoolEnglish(2019)The1thlessonofUnit4BodyLanguage:ReadingandThinking2.授課時(shí)長：45minutes3.語篇主題語境：HumanandSociety4.文本分析：What:Thisarticleisanexpositoryarticle.Startingfromthebasicfunctionofbodylanguage,thispaperintroducestheimportantfactorofregionalculture,andshowsthattheproperunderstandinganduseofbodylanguageinregionalculturemustbeconsidered.Thisexpositoryessaymainlyconveysthreelayersofinformationtoreaders.First,theimportanceofbodylanguage,whichhasasocialmunicationfunction.Second,bodylanguageisregional,andithascertainregionalculturalattributes,butitisnotabsolute.Third,bodylanguageshouldbeappropriate.Why:Learningbodylanguageisofgreatsignificancetoimprovestudents'abilitytomunicateacrosscultures,andinthecontextofglobalization,thereisanincreasingneedtomunicatewithpeoplefromdifferentculturalbackgrounds.Masteringacertainamountofbodylanguageknowledgecanhelpstudentsbetterunderstandtheintentionsandemotionsofothersandavoidculturalconflicts.Inaddition,learningbodylanguagecanalsohelpstudentspayattentiontoobservationindailylife,andlearntocareforandhelpothers.How:Thearticleadoptsthe"totalscore"structureandtheillustrativemethodofgivingexamplesandparisons,startingfromtheconcepttoenrichingspecificexamples,whichisrelatedtorealityandeasytounderstand.Thetitleofthearticle,ListeningtoHowBodiesTalk,isverycharacteristicandusesrhetoricaldevicestoarousethereader'sinterest.Thelanguageofthearticleisconcise,thestructureisclear,andtheexplanationmethodusesobvioussignposts(e.g.forexample,bycontrast,byparison,however...),whichisworthservingasamodelforstudentstolearnfromexpositoryessays.5.學(xué)情分析：(1).WhatIknowStudentsinthesecondyearofhighschoolalreadyhaveacertainbasicknowledgeofEnglish,andcaninitiallyunderstandandusebasicbodylanguage,suchasnoddinginagreementandshakinginno.Intermsoftextanalysis,studentshavealreadylearnedaboutmonsignpoststhatrepresentlogicalrelationships,soitisnotdifficulttograspthestructureoftextsandunderstandthemethodsofexplanation.However,studentsmaylackawarenessofplexorsubtlebodylanguage,andhavenotyetsystematicallylearnedthesimilaritiesanddifferencesofbodylanguageindifferentcultures.Therefore,throughthestudyofcasestudiesinthetext,crossculturalparativeresearchiscarriedout,andthroughpostreadingvideoviewingandgroupdiscussions,studentscanintuitivelyanddeeplyfeelthesimilaritiesanddifferencesofbodylanguageindifferentculturalbackgroundsandhowtojudgethetrueandfalsesmiles.(2).WhatIwanttoknowStudentsareinterestedinthespecificapplicationandimpactofbodylanguageincrossculturalmunication,andhopetolearnmoreaboutthedifferencesandusageskillsofbodylanguageindifferentculturalcontexts,aswellastheguidingsignificanceofbodylanguageinreallife.Therefore,throughthecreationofreallifesimulationandrelatedtransferinnovationandpracticalapplication,studentsareguidedtodeeplyunderstandandappreciatethedeepmeaningandculturaldifferencesbehindbodylanguage.(3).WhatIlearnedStudentshaveabetterunderstandingofthestructureofessays,paragraphs,andwritingtechniquesintheexpositorystyle.Studentsengageincriticalthinkingthroughbodylanguageinrelationtoourowncultureandpersonalexperiences;Studentsbuildculturalconfidenceandrespectforotherculturesbyparingculturalsimilaritiesanddifferences.6.教學(xué)目標(biāo)：(1).Readandprehenddiscoursesthatdescribemonbodylanguage,andsortoutinformationaboutthefunctionofbodylanguageanditscrossculturalimplications;(2).Identifywritingtechniquesandstructuralelementsofexpositoryessaysbyanalyzingexpressionssuchassignpostwords.(3).Enhancestudents'interculturalawareness,developstudents'culturalsensitivityandrespectforotherpeople'scultures.7.教學(xué)重難點(diǎn)：(1).Concludedifferencesofbodylanguageindifferentregions.(2).Applymunicativestrategiesinlife.(3).Enhancethecrossculturalawareness.8.教學(xué)過程：教學(xué)過程活動(dòng)形式及步驟活動(dòng)意圖時(shí)間Step1Warmingup&LeadinginPerceivethetopic:BodyLanguage.1.TgreetstheSsandinvitesthemtoLookatthefollowingfacialexpressions,andtellwhattheymightbefeeling.Theexpressionsinclude“happy,angry,sad,confused,depressed,cheerful,surprised”andsoon.2.TshowsSssomepicturesandaskthemtoguesswhattheyareexpressing.3.Summarizehowmanytypesofbodylanguageyoufind?Createasituationtoactivatethestudents’initialperceptionofthetheme“BodyLanguage”andtohelpstudentsexperienceoneofitsfunctions:toexpressemotion.Arousestudentsinterestinthistopic.5minsStep2PreReadingPredictthecontentTguidesSstolookatthetitleandpictureofthetextandthinkaboutwhatthetextwilltalkaboutandwhatdoyouthinktheyounggirlwantstoconveywithherbodylanguage.Topredictthecontentbyreadingthetitleandpictureinthetext.3minsStep3WhilereadingReadforthemainideaandstructure.Readfordetailedinformationandlanguagefeatures.TguidesSstodothefollowingtasks:1.Underlinethetopicsentenceofeachparagraph,findoutthekeywordsofeachtopicsentenceandsummarizethemainidea.2.Thinkabouthowmanypartsthetextcanbedividedintoandwhy.3.Readthetextagainandanswerthequestions.Whatdoparagraphs24mainlytellus?Whichcanbestrevealthewriter’sopinionaboutusingbodylanguage?Whatdoessomeonemeanbymovinghishandincirclesoverhisstomachafterameal?Howmanydifferentusesofsmilingarementionedinparagraph6?Whatcanweknowfromthetext?4.Fillintheblankstoconstructthemindmapofthepassage.5.Analyzehowthepassageisposedandthelanguagefeaturesofexpositoryessay.Toclarifythecontextofthearticle,graspthegistoftheparagraphandclarifythegenreandstructureofthearticle.Topracticehowtograspthedetailsofthearticle,graspthekeyinformation,andsummarizethebodylanguageofdifferentregionsandcultures.Tothinkdeeplyaboutthereasonsbehindthedifferencesinbodylanguage.Tosummarizehowtheexpositoryessayisposedanddevelopedbyanalyzingtheexplanationmethodandthesignpostsused.Tolearnfromitasamodelforexpositorywriting.12minsStep4PostreadingRetellthestory.Readforthinking.1.Guidestudentstodescribethepassageaccordingtowhatwehavelearned.2.CreateanewcontextwhichisaboutyourfriendTimwantingtogoonhisfirsttriptoChinaandaskstudentstogivehimsomeadviceonbodylanguageinChina.Todescribethepassageintheirownwordsaccordingtowhatwe’vediscussed.Toconnectreallifeexperiences,sharethem,andunderstandthemeaningofexploringthetheme.Todeepenthesignificanceofthetheme,strengthenthemoraleducation,andtransferwhatwelearnintopractice.8minsStep5ConclusionandevaluationGuidestudentstolookbackonthelearningobjectivesofthislessonandaskstudentstothinkaboutwhethertheyhaveachievedthegoalornot.Consolidatewhatwehavelearnedinthislessonandalsofurtherexplorethequestionsunsolved.Torebatelearningobjectivesandconductselfevaluationandmutualevaluationaccordingtotheachievementoftheobjectivesofthislesson.Tocheckandfillinthegaps,consolidateandimprovewhatwelearned.2minsHomeworkOptionA繪制思維導(dǎo)圖，梳理不同國家肢體語言及意義的表達(dá)。OptionB獨(dú)立創(chuàng)編一個(gè)段落，描述35個(gè)中國與外國肢體語言不同的情況。Torealizetheapplicationandtransferinnovationoftheknowledgelearned,andteacherscanalsochoosetoassignhomeworkinlayersaccordingtothesituationofstudents.9.板書設(shè)計(jì)B4U4BodyLanguageReadingandthinking10.教學(xué)反思Advantages:Basedontheanalysisofthetextandthelearningsituation,theteachingobjectivesofthislessonaredetermined.Thesituationofthisreadingandreflectionlessonisintrod