Unit 4 Body Language Using Language 说课稿课件-2023-2024学年高中英语人教版（2019）选择性必修第一册

人教版2019选择性必修一

Unit4BodyLanguageUsingLanguageNO.9ContentsContentsTeachingBackgroundTeachingObjectivesKeyandDifficultPointsTeachingandLearningMethodsTeachingProceduresBlackboardDesignTeachingReflectionPart1Teachingbackground

TheoreticalbasisAnalysisofteachingmaterialAnalysisofstudents1.TheoreticalbasisNewgeneralseniorhighschoolcurriculumstandardsCulturalawarenessLanguageabilityThinkingqualityLearningability1.TheoreticalbasisTheactivity-basedapproachtoEnglishlearning

英语学习活动观integrated,relevantandpracticaltheme-basedactivities

学习理解类Learningandunderstanding

感知与注意获取与梳理概括与整合

应用实践类Applyingandpracticing描述与阐述分析与判断内化与应用迁移创新类Transferringandcreating推理与论证批判与评价想象与创造基于语篇构建知识深入语篇转化能力超越语篇生成素养2.AnalysisofteachingmaterialUnit4BodyLanguageSelectiveCompulsoryCourseBook1(pep)2.Analysisofteachingmaterial1.ReadingandThinking2.Learningaboutlanguage4.UsingLanguage6.VideoTime5.AssessingYourProgress3.DiscoveringUsefulStructures文本形式语篇内容和课时目标课时输出形式1Reading1&Thinking课时1理解肢体语言的地域和文化特征学会得体使用肢体语进行跨文化交际1.(GW)在机场接待初次来华的国际生情境表演（中、日，英、法，巴西、中东）2.制作一份地域肢体语言信息单2Discoversturectures课时2日常交际中常见的肢体语言及其特定内涵运用动词的-ing形式描述肢体语言或做日常交际对话掌握动词的-ing形式用作宾语和表语的句法功能和表意功能1.(PW):运用动词的-ing形式描述图片表现的肢体语言2.作业:翻译P462.带-ing的句子3listening&talking课时3探索肢体语言表现力和应用场景培养推断意义的能力运用交际策略请求澄清和进行澄清的表达法口语：运用动词的-ing形式，描述开篇页图片表现的肢体语言并推断肢体语传达的情感4Reading2&Writing课时4阅读：了解课堂中常见的肢体语言及传递的含义，学习简单描述肢体动作的表达并用于描写某人的肢体语言写作：掌握肢体语言的表达法、合理地传递人物情感态度1.（PW）口语：运用动词的-ing形式，口头描述课堂肢体语言和推测表达的含义2.(GW)写作：某熟悉人的肢体语特征及其含义（提供写作支架：writingtip表格）5Listeing&Speaking课时5WB84理解猩猩如何使用肢体语言表达情感(GW)口语：小组汇报动物肢体语（提供presentaton的示范支架）6Reading&Writing课时6WB85-86理解动物常见肢体语言及情感表达的含义写作：运用-ing形式和肢体动作的表达，续写一段关于人与宠物的故事。7课时7viewing理解卓别林表演的肢体语言运用-ing形式对ChalieChoplin做总结概述

8课时8project

制作一份肢体语言分类清单制作一份整个单元的肢体语言分类清单大单元整体教学2.Analysisofteachingmaterial基于新课标Thematiccontext(主题语境)Humanandsociety-interpersonalcommunicationTextType(语篇类型)Expositorywriting新课标新教材新高考2.Analysisofteachingmaterial基于语篇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(支架式教学)SituationalTeachingMethodLearningStrategiesActivity-basedapproachAutonomousLearningCooperativeLearningMethodTeachingandlearningmethodsPART05TeachingProceduresTeachingProcedures1.Lead-in感知与注意2.Readforstructure获取与梳理；概括与整合学习理解Learningandunderstanding

3.Readfordetails获取与梳理迁移创新Transferringandinnovating应用实践Applyingandpracticing

6.PeerEvaluation批判与评价5.Writing内化与应用4.Groupwork批判与评价1Lead-in(2min)2345TeachingProceduresReadforStructure(5min)Readfordetails(5min)WatchingandWriting(10min)PeerEvaluation(6min)6Groupwork(12min)Step1:Lead-in(学习理解类活动)

TeachingProcedurePurposeSetarealsituation.

Arousestudents’interestandguidethemtopayattentiontothetopic.Activateschema(激活图式).Evaluation:Ssshowstronginterestinthistopicandwanttoknowmoreaboutbodylanguage.Activity1：Picturetalking:Whatinformationdoyouknowaboutthesepictures?

Howdoyouknow?Step1:Lead-in(学习理解类活动)

TeachingProcedureBodylanguageBodymovements＝ThinkingStep2:Readforstructure（学习理解类活动）Activity2:Findthetopicsentenceofeachparagraphand

trytoanalyzethestructureofthepassage.PurposeEvaluationTounderstandthemaininformationofthetext.Analyzethestructureofthetext.Somestudentscannotfindthekeywordsandsentences.Theabilityofanalyzingandsummarizingneedstobestrengthened.TeachingProceduresgeneralgeneralspecificActivity3：ReadPart2carefullyandfillintheblankswithverbs.Step3:Readfordetails（学习理解类活动）TeachingProceduresPurposeEvaluationLetstudentspayattentiontothedetailedcontentofthepassage.

Pavethewayforthesubsequentwriting.Somestudentscannotfindthedetailsofitems.动作传情Activity4：Discussion深入文本Step4:Groupwork（应用实践类活动）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（应用实践类活动）TeachingProcedures----DeepthinkingPerceiveothers’,reflectonyours.What’sthewritingpurposeofthispassage?Silentsignals,emotionalexpressions.Bettercommunication,betterunderstanding.Activity5：Furtherthinking超越文本Step4:Groupwork（应用实践类活动）TeachingProceduresCriticalthinkingCommunicateourmessageeffectively.Bodylanguagecanalsodistract.Bodylanguagecanreplacemassage.Enhancecommunicationwithpeople.Isbody

language

alwayshelpfultous?Step4:Groupwork（应用实践类活动）TeachingProceduresGlobalthinkingBodylanguagemayshapewhoyouare.Bodylanguageisyoursuperpower.TeachingProceduresStep5:WatchingandWriting（迁移创新类活动）DescribethebodylanguageofChaplinanditsmeanings.PurposeEvaluationConsolidatewhattheyhavelearnedthisclass.Improvethewritingability.Somestudentsareweakinwriting.TeachingProceduresStep6:PeerEvaluation（迁移创新类活动）Activity7:Exchangedraftswithapartner.Usethechecklisttogivefeedbackonyourpartner’sdraft.PurposeEvaluationThroughmutualevaluation,Sscanlearnfromeachother.Integrationofteaching,learningandevaluation.(教学评一体化)Moststudentstakeanactivepartintheactivity.Moststudentscanobjectivelyevaluatethecompositionoftheirpeersandreflectontheirownshortcomings.评价量表character

identified(2

points)cleardescription(5points)impression

+

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