Unit 4 Body Language Using Language Reading for Writing 教學設計思路課件-2023-2024學年高中英語人教版（2019）選擇性必修第一冊

人教版高中英語新教材選擇性必修一Unit4BodyLanguageUsinglanguage:Describeclassroombodylanguage教學設計思路

課件任務一課堂教學設計框架（一）大觀念：從教學內(nèi)容中凝練育人價值文本分析：

該閱讀文本以一位老師自述的口吻描寫了她在課堂中觀察到的學生的肢體語言。通過這些肢體語言，有經(jīng)驗的老師可以較為準確地判斷學生的精神狀態(tài)，以此更好地組織教學活動。主題意義是觀察學生的肢體語言是了解學生的關(guān)鍵。（一）大觀念：從教學內(nèi)容中凝練育人價值情感價值：

從語篇表達的情感態(tài)度來看，文章體現(xiàn)了一位有經(jīng)驗的老師對學生的關(guān)愛。老師不僅把學生的行為表現(xiàn)看在眼里，更重要的是，她還善于發(fā)掘這些行為表現(xiàn)所透露出的學生的情緒和狀態(tài)，及時發(fā)現(xiàn)學生的問題和困難，并提供幫助。通過這篇文章，學生應該從更加積極的角度看待老師的工作和付出，師生共同努力，營造相互信任、充滿正能量的教學氛圍。（一）大觀念：從教學內(nèi)容中凝練育人價值學情分析：

本課教學對象是高二年級學生，有一定的語言基礎，而且Classroombodylanguage這一話題于學生們而言更是極具代入感，因此，只要做好充足的“信息輸入”，是能夠在本堂課上實現(xiàn)良好的“信息輸出”的。（二）課堂教學目標通過這篇課文的學習，學生能夠：1. Getabetterunderstandingofbodylanguagebytalkingabouthowstudentsbehaveinclass.2. Developtheabilitytoexpressemotionsbybodylanguageincontinuationwritingexercises.3. Learnhowtoknowothersbytheirbodylanguage.任務二課時教學設計ReadingforwritingUsinglanguage:DescribeclassroombodylanguageLead-infacialexpressions通過一段抖音視頻引出語篇主題，激發(fā)學生興趣，促使學生積極參與課堂活動。bodylanguagePre-reading通過一組學生的照片來展現(xiàn)他們在課堂上的不同表現(xiàn);描述其中一張照片，為閱讀做準備。MystudentsinclassClassroombodylanguagecanhelpateachertoknowhis/herstudentsbetter.While-readingActivity1:Readforexpressions.Activity2:Drawaconclusion:Bodylanguage=____________+____________

在閱讀中，學生能清晰地認識到可以利用肢體語言來表達人物情感；同時，進一步認識到可以用肢體語言的細節(jié)描寫來對作文進行語言升級。這也是對后面的寫作訓練做必要的語言輸入。While-reading:readforexpressions

Question:Whenstudentsareinterestedorbored,whenstudentsaredistracted,andwhenstudentsaretroubled,howdotheybehaveinclass?Gothroughthetextquicklyandfinishthetask.(5`)

①Q(mào):Inwhichparagraphscanyoufindouttheanswer?

Payattentiontothekeywords

ofthequestion.②Underline

thekeywordsfortheansweronyourpaper.Para.3Para.4Para.5leanforwardandlookatme;haveone’sheadloweredtolookatone’swatch;leanheadstogether;withone’schinsonone’shands,stareoutofthewindoworupattheceiling;haveone’sarmscrossedandlegsclosed;hideone’sfaceinone’shands;brushone’shairlookupandmakeeyecontact;tosmile;lookconfused;lookup,butnoeyecontact,noexpression;wearafrown;redeyesfromweeping;Bodylanguageactionsfacialexpressions+Post-readingActivity3:PicturedescriptiontaskShowstudentstwopicturesandaskthemtodescribethepictureswithfacialexpressionsandactions.

在寫作任務開始前，為學生提供更多必要的語言輸入，為寫作做準備。Whatemotionsdotheyexpress?facialexpressions+actionsBodylanguageHeishappy.Sheissad.ReadingforwritingActivity4:Showtime·Completethepassagewithbodylanguage.鼓勵學生盡可能使用本篇課文中出現(xiàn)的生詞和本節(jié)課新學的短語來表達不同的情感。Aftertheinterview,allthecandidates(候選人)werewaitingoutsidetheroomnervously.TheresultwassoonannouncedandIwastoldbythejudgesthatIwasnotselectedagain.①___________________________________________________________.ItwaswhenIwasabouttogiveupthatmyteachershowedup.②_____________________________________________________________________________________.TheencouragementfromtheteachermadeagreatdifferenceinmylifeandIdecidedtotryagain.ItwasayearofhardtrainingbeforeIsighedupforthesametryout(選拔)again.Thiswasmylastchance!③_____________________________________________________________________.Obviously,thejudgescouldfeelmynervousness.Soheaskedmeseveralquestionsgently.TheinterviewwasoverandsoonitturnedoutthatIwaschosenthistime.④______________________________________________________________.Completethepassagewithbodylanguage.sadencouragednervoushappyHomeworkAcontinuationwritingexercise:Theteacherasksstudentstopolishastudent’scompositionwithwhattheylearnttoday.于課下進一步強化本堂課所學的寫作技巧。Oneday,Allen,theheadmasteroftheschool,wantedtoknowhowthenewteacherSarahwasdoinginclass.HecametotheclassroomwhereSarahwasaskingaquestion.···

提示語：

Hewasangrywhenhesawwhathappened._________________________

____________________________________________________________________

Thestudent’sversion:Healmostrushedintotheclassroombecausemoststudentsdidn’tlistencarefully.It’sobviousthatsomestudentsdidn’twanttoanswerthequestion.Shewassadtoseeonlyafewstudentswereallearsinclass.Topolishit:____________________________________