Unit 4 Body Language Using Language Reading for Writing 教学设计思路课件-2023-2024学年高中英语人教版（2019）选择性必修第一册

人教版高中英语新教材选择性必修一Unit4BodyLanguageUsinglanguage:Describeclassroombodylanguage教学设计思路

课件任务一课堂教学设计框架（一）大观念：从教学内容中凝练育人价值文本分析：

该阅读文本以一位老师自述的口吻描写了她在课堂中观察到的学生的肢体语言。通过这些肢体语言，有经验的老师可以较为准确地判断学生的精神状态，以此更好地组织教学活动。主题意义是观察学生的肢体语言是了解学生的关键。（一）大观念：从教学内容中凝练育人价值情感价值：

从语篇表达的情感态度来看，文章体现了一位有经验的老师对学生的关爱。老师不仅把学生的行为表现看在眼里，更重要的是，她还善于发掘这些行为表现所透露出的学生的情绪和状态，及时发现学生的问题和困难，并提供帮助。通过这篇文章，学生应该从更加积极的角度看待老师的工作和付出，师生共同努力，营造相互信任、充满正能量的教学氛围。（一）大观念：从教学内容中凝练育人价值学情分析：

本课教学对象是高二年级学生，有一定的语言基础，而且Classroombodylanguage这一话题于学生们而言更是极具代入感，因此，只要做好充足的“信息输入”，是能够在本堂课上实现良好的“信息输出”的。（二）课堂教学目标通过这篇课文的学习，学生能够：1. Getabetterunderstandingofbodylanguagebytalkingabouthowstudentsbehaveinclass.2. Developtheabilitytoexpressemotionsbybodylanguageincontinuationwritingexercises.3. Learnhowtoknowothersbytheirbodylanguage.任务二课时教学设计ReadingforwritingUsinglanguage:DescribeclassroombodylanguageLead-infacialexpressions通过一段抖音视频引出语篇主题，激发学生兴趣，促使学生积极参与课堂活动。bodylanguagePre-reading通过一组学生的照片来展现他们在课堂上的不同表现;描述其中一张照片，为阅读做准备。MystudentsinclassClassroombodylanguagecanhelpateachertoknowhis/herstudentsbetter.While-readingActivity1:Readforexpressions.Activity2:Drawaconclusion:Bodylanguage=____________+____________

在阅读中，学生能清晰地认识到可以利用肢体语言来表达人物情感；同时，进一步认识到可以用肢体语言的细节描写来对作文进行语言升级。这也是对后面的写作训练做必要的语言输入。While-reading:readforexpressions

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

①Q: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.

在写作任务开始前，为学生提供更多必要的语言输入，为写作做准备。Whatemotionsdotheyexpress?facialexpressions+actionsBodylanguageHeishappy.Sheissad.ReadingforwritingActivity4:Showtime·Completethepassagewithbodylanguage.鼓励学生尽可能使用本篇课文中出现的生词和本节课新学的短语来表达不同的情感。Aftertheinterview,allthecandidates(候选人)werewaitingoutsidetheroomnervously.TheresultwassoonannouncedandIwastoldbythejudgesthatIwasnotselectedagain.①___________________________________________________________.ItwaswhenIwasabouttogiveupthatmyteachershowedup.②_____________________________________________________________________________________.TheencouragementfromtheteachermadeagreatdifferenceinmylifeandIdecidedtotryagain.ItwasayearofhardtrainingbeforeIsighedupforthesametryout(选拔)again.Thiswasmylastchance!③_____________________________________________________________________.Obviously,thejudgescouldfeelmynervousness.Soheaskedmeseveralquestionsgently.TheinterviewwasoverandsoonitturnedoutthatIwaschosenthistime.④______________________________________________________________.Completethepassagewithbodylanguage.sadencouragednervoushappyHomeworkAcontinuationwritingexercise:Theteacherasksstudentstopolishastudent’scompositionwithwhattheylearnttoday.于课下进一步强化本堂课所学的写作技巧。Oneday,Allen,theheadmasteroftheschool,wantedtoknowhowthenewteacherSarahwasdoinginclass.HecametotheclassroomwhereSarahwasaskingaquestion.···

提示语：

Hewasangrywhenhesawwhathappened._________________________

____________________________________________________________________

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