Unit 4 Body Language Using Language 說課稿課件-2023-2024學(xué)年高中英語人教版（2019）選擇性必修第一冊

人教版2019選擇性必修一

Unit4BodyLanguageUsingLanguageNO.9ContentsContentsTeachingBackgroundTeachingObjectivesKeyandDifficultPointsTeachingandLearningMethodsTeachingProceduresBlackboardDesignTeachingReflectionPart1Teachingbackground

TheoreticalbasisAnalysisofteachingmaterialAnalysisofstudents1.TheoreticalbasisNewgeneralseniorhighschoolcurriculumstandardsCulturalawarenessLanguageabilityThinkingqualityLearningability1.TheoreticalbasisTheactivity-basedapproachtoEnglishlearning

英語學(xué)習(xí)活動(dòng)觀integrated,relevantandpracticaltheme-basedactivities

學(xué)習(xí)理解類Learningandunderstanding

感知與注意獲取與梳理概括與整合

應(yīng)用實(shí)踐類Applyingandpracticing描述與闡述分析與判斷內(nèi)化與應(yīng)用遷移創(chuàng)新類Transferringandcreating推理與論證批判與評價(jià)想象與創(chuàng)造基于語篇構(gòu)建知識深入語篇轉(zhuǎn)化能力超越語篇生成素養(yǎng)2.AnalysisofteachingmaterialUnit4BodyLanguageSelectiveCompulsoryCourseBook1(pep)2.Analysisofteachingmaterial1.ReadingandThinking2.Learningaboutlanguage4.UsingLanguage6.VideoTime5.AssessingYourProgress3.DiscoveringUsefulStructures文本形式語篇內(nèi)容和課時(shí)目標(biāo)課時(shí)輸出形式1Reading1&Thinking課時(shí)1理解肢體語言的地域和文化特征學(xué)會得體使用肢體語進(jìn)行跨文化交際1.(GW)在機(jī)場接待初次來華的國際生情境表演（中、日，英、法，巴西、中東）2.制作一份地域肢體語言信息單2Discoversturectures課時(shí)2日常交際中常見的肢體語言及其特定內(nèi)涵運(yùn)用動(dòng)詞的-ing形式描述肢體語言或做日常交際對話掌握動(dòng)詞的-ing形式用作賓語和表語的句法功能和表意功能1.(PW):運(yùn)用動(dòng)詞的-ing形式描述圖片表現(xiàn)的肢體語言2.作業(yè):翻譯P462.帶-ing的句子3listening&talking課時(shí)3探索肢體語言表現(xiàn)力和應(yīng)用場景培養(yǎng)推斷意義的能力運(yùn)用交際策略請求澄清和進(jìn)行澄清的表達(dá)法口語：運(yùn)用動(dòng)詞的-ing形式，描述開篇頁圖片表現(xiàn)的肢體語言并推斷肢體語傳達(dá)的情感4Reading2&Writing課時(shí)4閱讀：了解課堂中常見的肢體語言及傳遞的含義，學(xué)習(xí)簡單描述肢體動(dòng)作的表達(dá)并用于描寫某人的肢體語言寫作：掌握肢體語言的表達(dá)法、合理地傳遞人物情感態(tài)度1.（PW）口語：運(yùn)用動(dòng)詞的-ing形式，口頭描述課堂肢體語言和推測表達(dá)的含義2.(GW)寫作：某熟悉人的肢體語特征及其含義（提供寫作支架：writingtip表格）5Listeing&Speaking課時(shí)5WB84理解猩猩如何使用肢體語言表達(dá)情感(GW)口語：小組匯報(bào)動(dòng)物肢體語（提供presentaton的示范支架）6Reading&Writing課時(shí)6WB85-86理解動(dòng)物常見肢體語言及情感表達(dá)的含義寫作：運(yùn)用-ing形式和肢體動(dòng)作的表達(dá)，續(xù)寫一段關(guān)于人與寵物的故事。7課時(shí)7viewing理解卓別林表演的肢體語言運(yùn)用-ing形式對ChalieChoplin做總結(jié)概述

8課時(shí)8project

制作一份肢體語言分類清單制作一份整個(gè)單元的肢體語言分類清單大單元整體教學(xué)2.Analysisofteachingmaterial基于新課標(biāo)Thematiccontext(主題語境)Humanandsociety-interpersonalcommunicationTextType(語篇類型)Expositorywriting新課標(biāo)新教材新高考2.Analysisofteachingmaterial基于語篇WhatThispassageisateacher’ssharingaboutknowinghisstudentsbytheirclassroombodylanguage.WhyTeacherscanadjustclassactivities,reminddistractedstudents,ortalktostudentsintroubleindividuallytohelpthemtolearn.HowTextstructure:

Languagefeatures:Theauthorwritesthepassageinahumoroustone,presentsalovingattitudeinemotion,andattachgreatimportancetotrustandunderstandingbetweenteachersandstudents.part1:LeadinthetopicofBodyLanguagebyQ&Apart2:Examplesofbodylanguage&whattheyimplypart3:TheimportanceofbodylanguageGrade：Senior2students3.AnalysisoftargetstudentsHighlymotivatedandhard-working;Havelearnedsomebasicexpressionsofthetopic;Basicabilityofskimmingandscanning;Abletoextractthemaininformationfromthetext;Notfamiliarwithbodylanguageinclassroom;Weakinwritingapassagetodescribeaperson’sbodylanguage.existingcognitiveknowledgeandexperienceIndividualdifferences

PhysicalandpsychologicalcharacteristicsStudents’learningmethodsTeachingObjectivesPART02Bytheendoftheclass,studentsshouldbeableto:TeachingobjectivesLanguageabilityMastersomeexpressionsofbodylanguage.Writeashortcompositiontointroducebodylanguagevividly.Extractsomekeyinformation.Implythemeaningsofbodylanguage.Analyzethe

structureofthetext.

ThinkingqualityLearningabilityCulturalawarenessHaveadeeperunderstandingofbodylanguage.Cultivatethetrustandunderstandingforteachersandstudents.

Inferthethemeandtheintentionofwriter’swritingsuchapassage,improvingtheircriticalthinking.KeyandDifficultpointsPART03KeyandDifficultpointsStudentslearnexpressionstodescribebodylanguageinclassroomandinferitsmeanings.KeyPointsWriteapassagetodescribeaperson’sbodylanguageandgivetheirimpressionoftheperson’sfeelingorpersonality.DifficultPointsPART04TeachingandLearningMethodsTeachingMethodologiesActivity-basedTeachingMethodScaffoldingInstruction(支架式教學(xué))SituationalTeachingMethodLearningStrategiesActivity-basedapproachAutonomousLearningCooperativeLearningMethodTeachingandlearningmethodsPART05TeachingProceduresTeachingProcedures1.Lead-in感知與注意2.Readforstructure獲取與梳理；概括與整合學(xué)習(xí)理解Learningandunderstanding

3.Readfordetails獲取與梳理遷移創(chuàng)新Transferringandinnovating應(yīng)用實(shí)踐Applyingandpracticing

6.PeerEvaluation批判與評價(jià)5.Writing內(nèi)化與應(yīng)用4.Groupwork批判與評價(jià)1Lead-in(2min)2345TeachingProceduresReadforStructure(5min)Readfordetails(5min)WatchingandWriting(10min)PeerEvaluation(6min)6Groupwork(12min)Step1:Lead-in(學(xué)習(xí)理解類活動(dòng))

TeachingProcedurePurposeSetarealsituation.

Arousestudents’interestandguidethemtopayattentiontothetopic.Activateschema(激活圖式).Evaluation:Ssshowstronginterestinthistopicandwanttoknowmoreaboutbodylanguage.Activity1：Picturetalking:Whatinformationdoyouknowaboutthesepictures?

Howdoyouknow?Step1:Lead-in(學(xué)習(xí)理解類活動(dòng))

TeachingProcedureBodylanguageBodymovements＝ThinkingStep2:Readforstructure（學(xué)習(xí)理解類活動(dòng)）Activity2:Findthetopicsentenceofeachparagraphand

trytoanalyzethestructureofthepassage.PurposeEvaluationTounderstandthemaininformationofthetext.Analyzethestructureofthetext.Somestudentscannotfindthekeywordsandsentences.Theabilityofanalyzingandsummarizingneedstobestrengthened.TeachingProceduresgeneralgeneralspecificActivity3：ReadPart2carefullyandfillintheblankswithverbs.Step3:Readfordetails（學(xué)習(xí)理解類活動(dòng)）TeachingProceduresPurposeEvaluationLetstudentspayattentiontothedetailedcontentofthepassage.

Pavethewayforthesubsequentwriting.Somestudentscannotfindthedetailsofitems.動(dòng)作傳情Activity4：Discussion深入文本Step4:Groupwork（應(yīng)用實(shí)踐類活動(dòng)）TeachingProceduresIsbody

language

important

in

classroom?Whatshouldtheteacherdowhenstudentsarebored,distracted,ortroubled?PurposeEvaluationGuidestudentsto

develop

the

spirit

of

teamwork.

Promotethedeepthinkingability,deepthinkingability,andglobalthinkingabilityofstudents.Somestudentscannotfindthedetailsofitems.Activity4：Discussion深入文本Step4:Groupwork（應(yīng)用實(shí)踐類活動(dòng)）TeachingProcedures----DeepthinkingPerceiveothers’,reflectonyours.What’sthewritingpurposeofthispassage?Silentsignals,emotionalexpressions.Bettercommunication,betterunderstanding.Activity5：Furtherthinking超越文本Step4:Groupwork（應(yīng)用實(shí)踐類活動(dòng)）TeachingProceduresCriticalthinkingCommunicateourmessageeffectively.Bodylanguagecanalsodistract.Bodylanguagecanreplacemassage.Enhancecommunicationwithpeople.Isbody

language

alwayshelpfultous?Step4:Groupwork（應(yīng)用實(shí)踐類活動(dòng)）TeachingProceduresGlobalthinkingBodylanguagemayshapewhoyouare.Bodylanguageisyoursuperpower.TeachingProceduresStep5:WatchingandWriting（遷移創(chuàng)新類活動(dòng)）DescribethebodylanguageofChaplinanditsmeanings.PurposeEvaluationConsolidatewhattheyhavelearnedthisclass.Improvethewritingability.Somestudentsareweakinwriting.TeachingProceduresStep6:PeerEvaluation（遷移創(chuàng)新類活動(dòng)）Activity7:Exchangedraftswithapartner.Usethechecklisttogivefeedbackonyourpartner’sdraft.PurposeEvaluationThroughmutualevaluation,Sscanlearnfromeachother.Integrationofteaching,learningandevaluation.(教學(xué)評一體化)Moststudentstakeanactivepartintheactivity.Moststudentscanobjectivelyevaluatethecompositionoftheirpeersandreflectontheirownshortcomings.評價(jià)量表character

identified(2

points)cleardescription(5points)impression

+

explanation(3points)correctgrammar,spelling(5points)ItemsScoresIsthepersonproperlyidentified?Isthedescriptionclear?Doesthewritergivehis/herimpressionsofthefeelingsandpersonalityofthepersoninthedrawing,andalsoexplainwhyhe/shehastheseimpressions?Doesthewriterusecorrectgrammar,punctuation,andspelling?AcommunicationtoolW