Unit4BodyLanguageReadingandThinking说课稿课件高中英语人教版选择性

OptionalCompulsoryBook1Unit4

Bodylanguage1234Outline:BackgroundAnalysisTeachingObjectivesKeyanddifficultpointsofteachingTeachingandLearningMethodsTeachingProceduresBlackboardDesign565theoretical

basisanalysisofthestudentsanalysisoftheteachingmaterialBackgroundanalysisbackgroundanalysisTheoretical

basisII.Activity-basedapproachtoEnglishlearning

英语学习活动观

I.Perceivingand

understanding

II.Applyingand

practicing

III.

Transformingandcreatingintegrated,relevantandpracticaltheme-basedactivitiesLearnigprocesses5Teachingmaterial主题语境人与社会话题课堂里的肢体语言语篇类型说明文语言知识通过对本篇文章的学习，积累相关词汇和词块，并能用于理解和表达有关“肢体语言

”主题的观点文化知识对“肢体语言”的使用有更深层次的理解，营造师生互信的教学氛围；提高学生跨文化交际意识语言技能通过听说读写等活动，能理解作者意图并提取主要信息，明白

“肢体语言”代表的情绪的意义Learners’background•

showgreatinterestinthistopic

•capableofexpressing

their

ideas

simply•having

masteredsome

reading

techniques

•

lackinginabilityofinformation-gathering•

shortofvocabulariesrelatedtothetopic

•

havenoideaofthesystematicdefinitionofbodylanguageTeachingobjectiveslanguageabilitylearningabilitythinkingqualityculturalawarenessreadingskillssuchasinformation-gatheringandsummarizingwillbeimproved;getthetexttypetheabilityofindependentthinking,creativethinkingandcooperationcanbeimproved

Keyanddifficultpoints

•

togetthetexttypeofthepassage

•todevelopstudents’abilityofinformation-gatheringandsummarizing

•tocreateaharmoniousteachingatmosphere

•

•5TeachingandlearningmethodsTeaching

methodsLearningmethodsindependentlearning;discussion;cooperation...5Pre-readingWhile-readingPost-readingFreetalkVideo-definitionGeneral—themainstructureofthepassageSpecific—getdetailsGroupgameIndependentthinkingTeachingprocedures5lead-infreetalkShowstudentsseveralpicturesandletthemguesswhatkindoffeelingsdothesepicturesconvey?PurposeofdesignPre-readingleadtothetopic--bodylanguage,arousestudents’curiosity5Purposeofdesignlead-in

Enjoyashortvideoaboutbodylanguageandletthestudentsgiveadefinitionaboutit.Pre-readinggetstudents’mindsclosertothecontentandactivatetheiracquiredknowledge

5PurposeofdesignPre-readingarousestudents’curiosityandletthemhaveasystematicunderstandingofbodylanguageDefinitionQ:Asateacher,howdoIknowwhetheryouareinterestedinmyclass?P445PurposeofdesignWhile-readinggetthebasicinformationofthepassage.Skimthepassageandfindoutthetexttypeandmainideaofthepassage.ReadingTask1Texttype:

anexpositionMainidea:Icanknowmystudentsbytheirbodylanguage.PurposeofdesignReadingTask2Skimthepassageandfindoutthepassagestructure.

While-readinggetthebasicinformationofthepassageConclusionIntroduction

P3：RecognizewhenstudentsareinterestedorboredP4：RecognizewhenstudentsaredistractedP5：Distinguishwhenstudentsaretroubled5getthedetailsofthepassagePurposeofdesignWhile-readingReadingTask3

ReadthetextcarefullyandanswerthequestionsQ1:Whatdoesthesentence“whatmakeseachstudenttick”meaninPara1?Thethingsthatmotivateoneormakeonebehaveinacertainway.Q2:Whatdoesthephrase“whoknowswhat”mean?

Itisimpossibletotellwhattheyareinterestedin.Q3:Whydoestheteacherthinkbodylanguageisimportant?Becausestudents’bodylanguagecanconveyalotofinformation,forexample,whentoadjustclassactivities,whentointervene,andwhentotalktostudentsindividually.5While-readinggetthedetailsofthepassagePurposeofdesignReadingTask4

Matchthebodylanguagewiththemeanings.(P45,Ex.2)Purposeofdesign

Summaryofthepassagemakeasummaryofthepassage;emotionaleducationSummaryTeacherscaneasilygettheinformationthatdelieveredthroughstudents’bodylanguage.Trytobeattentiveinclass.5Post-readingActivity1Game“Iperform,youguess”Purposeofdesigncooperation;group-work；toputwhattheyhavelearntintopracticeClass-displayClass-displayPost-readingActivity2IndependentthinkingPurposeofdesignPost-reading

OK

Insomecountries,likeAmericaandChina,thisgestureisusedtodeliverthemessagethat“everythingisfine.”ButinLatinAmerica，itisaveryrudegesture.AndinGreeceandTurkey,it’salsoseenasquitevulgar(低俗的）.Inmanycounties,thegesturethumbupisusedtoexpressthatsomeonehasdoneagoodjob.ButinBangladesh(孟加拉国),itmeans“getout”.thumbupprovidebackgroundinformationfor