Unit4BodyLanguageReadingandthinking說課課件高中英語人教版選擇性

B4U4Bodylanguage教學(xué)展示PEPBook4SeniorSchoolEnglish(2019)The1thlessonofUnit4BodyLanguage:ReadingandThinking2CATALOGUETeachingandlearningmethods2Analysisoftheteachingmaterial3Analysis

of

thestudents4Teaching

andlearningobjectives5Teachingprinciples1678Teaching

proceduresBlackboarddesignTeaching

reflection01Teachingprinciples31.TeachingprinciplesCorecompetenciesSixcomponentsofthecurriculumActivity-basedapproachtoEnglishlearningAneffectiveclasslearningandunderstandingapplyingandpracticingtransferringandcreatingLanguageabilityCulturalawarenessThinkingabilityLearningabilityThemeText02Teaching

andlearning

methods52.Teaching

andlearningmethodsBloom’s

taxonomy

of

objectivesConstructivist

view

of

learning◆constructionofnewknowledgecannotbeachievedwithoutmakingameaningfulconnectionwiththeexistingone◆learners:principalpartoflearning◆teachers:facilitatorsTeachingmethodsLearningmethodsActivity-basedapproachtoEnglishlearningLearningthroughactivitiesCooperativelearningmethodInquiry-basedlearningmethodTeachingandlearningphilosophy03Analysisoftheteachingmaterial71.Analysisof

teaching

materialWhat02Why01How03Theme：

HumanandSocietyMaincontent:Thisarticleisanexpositoryarticle.Startingfromthebasicfunctionofbodylanguage,thispaperintroducestheimportantfactorofregionalculture,andshowsthattheproperunderstandinganduseofbodylanguageinregionalculturemustbeconsidered.Thisexpositoryessaymainlyconveysthreelayersofinformationtoreaders.First,theimportanceofbodylanguage,whichhasasocialcommunicationfunction.Second,bodylanguageisregional,andithascertainregionalculturalattributes,butitisnotabsolute.Third,bodylanguageshouldbeappropriate.1.Analysisof

teaching

materialWhat01Why02How03Learningbodylanguageisofgreatsignificancetoimprovestudents'abilitytocommunicateacrosscultures,andinthecontextofglobalization,thereisanincreasingneedtocommunicatewithpeoplefromdifferentculturalbackgrounds.Masteringacertainamountofbodylanguageknowledgecanhelpstudentsbetterunderstandtheintentionsandemotionsofothersandavoidculturalconflicts.Inaddition,learningbodylanguagecanalsohelpstudentspayattentiontoobservationindailylife,andlearntocareforandhelpothers.1.Analysisof

teaching

materialWhat01Why03How02Thearticleadoptsthe"total-score"structureandtheillustrativemethodofgivingexamplesandcomparisons,startingfromtheconcepttoenrichingspecificexamples,whichisrelatedtorealityandeasytounderstand.Thetitleofthearticle,ListeningtoHowBodiesTalk,isverycharacteristicandusesrhetoricaldevicestoarousethereader'sinterest.Thelanguageofthearticleisconcise,thestructureisclear,andtheexplanationmethodusesobvioussignposts(e.g.forexample,bycontrast,bycomparison,however...),whichisworthservingasamodelforstudentstolearnfromexpositoryessays.04Analysisof

students11 StudentsinthesecondyearofhighschoolalreadyhaveacertainbasicknowledgeofEnglish,andcaninitiallyunderstandandusebasicbodylanguage,suchasnoddinginagreementandshakinginno.Intermsoftextanalysis,studentshavealreadylearnedaboutcommonsignpoststhatrepresentlogicalrelationships,soitisnotdifficulttograspthestructureoftextsandunderstandthemethodsofexplanation. However,studentsmaylackawarenessofcomplexorsubtlebodylanguage,andhavenotyetsystematicallylearnedthesimilaritiesanddifferencesofbodylanguageindifferentcultures.Therefore,throughthestudyofcasestudiesinthetext,cross-culturalcomparativeresearchiscarriedout,andthroughpost-readingvideoviewingandgroupdiscussions,studentscandeeplyfeelthesimilaritiesanddifferencesofbodylanguageindifferentculturalbackgroundsandactproperly.2.Analysisof

students05Teachingandlearning

objectives13143.TeachingobjectivesTexthereFocalpointsTexthereDifficultpoints(1).Concludedifferencesofbodylanguageindifferentregions.(2).Applycommunicativestrategiesinlife.(3).Enhancethecross-culturalawareness.(1).Readandcomprehenddiscoursesthatdescribecommonbodylanguage,andsortoutinformationaboutthefunctionofbodylanguageanditscross-culturalimplications;(2).Identifywritingtechniquesandstructuralelementsofexpositoryessaysbyanalyzingexpressionssuchassignpostwords.(3).Enhancestudents'interculturalawareness,developstudents'culturalsensitivityandrespectforotherpeople'scultures.06Teaching

procedures15StepILeading-inStepIIPre-readingStepIIIWhile-readingStepIVPost-readingStepVConclusion

StepVIHomeworkPerceivethetopic:BodyLanguage.Predictthecontent.Readforthemainideaandstructure.Readfordetailedinformationandlanguagefeatures.Retellthestory.Readforthinking.Drawaconclusion

ontoday’stopic.Self-evaluate.LearningandunderstandingApplyingandpracticingTransferringandcreatingAssigngroupprojects.6.TeachingproceduresWarming-up&Leading-in設(shè)計(jì)意圖：Createasituationtoactivatethestudents’initialperceptionofthetheme“BodyLanguage”andtohelpstudentsexperienceoneofitsfunctions:toexpressemotion.Arousestudentsinterestinthistopic.6.Teaching

proceduresPre-reading:predictthecontent.設(shè)計(jì)意圖：Topredictthecontentbyreadingthetitleandpictureinthetext.6.Teaching

proceduresWhile-reading:readforthemainideaandstructure.設(shè)計(jì)意圖：Toclarifythecontextofthearticle,graspthegistoftheparagraphandclarifythegenreandstructureofthearticle.6.Teaching

proceduresWhile-reading:readfordetailedinformation設(shè)計(jì)意圖：Topracticehowtograspthedetailsofthearticle,graspthekeyinformation,andsummarizethebodylanguageofdifferentregionsandcultures.Tothinkdeeplyaboutthereasonsbehindthedifferencesinbodylanguage.6.Teaching

proceduresWhile-reading:readforstructureandlanguagefeatures.&Retelling.設(shè)計(jì)意圖：Tosummarizehowtheexpositoryessayiscomposedanddevelopedbyanalyzingtheexplanationmethodandthesignpostsused.Tolearnfromitasamodelforexpositorywriting.Todescribethepassageintheirownwordsaccordingtowhatwe’vediscussed.6.Teaching

proceduresPostreading設(shè)計(jì)意圖：Toconnectreallifeexperiences,sharethem,andunderstandthemeaningofexploringthetheme.Todeepenthesignificanceofthetheme,strengthenthemoraleducation,andtransferwhatwelearnintopractice.6.Teaching

proceduresEvaluation&Consolidation&Homework設(shè)計(jì)意圖：1.Torebatelearningobjectivesandconductself-evaluationandmutualevaluationaccordingtotheachievementoftheobjectivesofthislesson.2.Tocheckandfillinthegaps,consolidateandimprovewhatwelearned.3.Torealizetheapplicationandtransferinnovationoftheknowledgelearned,andteacherscanassignhomeworkinlayersaccordingtothesituationofstudents.6.Teaching

procedures(1).Readandcomprehenddiscoursesthatdescribecommonbodylanguage,andsortoutinformationaboutthefunctionofbodylanguageanditscross-culturalimplications;(2).Identifywritingtechniquesandstructuralelementsofexpositoryessaysbyanalyzingexpressionssuchassignpostwords.(3).Enhancestudents'interculturalawareness,developstudents'culturalsensitivityandrespectforotherpeople'scultures.07Blackboarddesign247.BlackboarddesignB4U4BodyLanguageReadingandthinking08Teaching

reflection268.TeachingreflectionAdvantages:Basedontheanalysisofthetextandthelearningsituation,theteachingobjectivesofthislessonaredetermined.Thesituationofthisreadingandreflectionlessonisintroducednaturally,whicheffectivelystimulatesstudents'interest.Multimediares