Unit+4+Body+Language+Using+Language+II+Describe+Classroom+Body+Language说课稿高中英语人教版（2019）选择性必修第一册

B1U4BodyLanguageUsingLanguageIIDescribeClassroomBodyLanguageContentsPart1Part2Part3Part4Part5TeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsTeachingAnalysisLearnersanalysisTeachingmaterialanalysisTeachingobjectivesTeachingfocusanddifficultyTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsLearnerswhattheyhavewhattheyneedlearningchannel

adapttohighschoollife;knowthedifficultyofEnglishlearninginseniorhigh;possesscertainlevelsofcapacityandabilityaccumulatesomeknowledgeaboutnon-verbalcommunicationandskillsofreadingasthey’vefinishedlearningSectionI&IIofthisunitconfidenceinexpressingthemselvesactiveandcooperativelearningattitudebydoingthetasksinclassontheirownbyworkingwithhis/herclassmatesbygettinghelpfromhis/herteacherTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsTeachingMaterialTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsSectionIIIofUnit4BodyLanguageSeniorHighEnglish,Book1,PEPeditionTeachingMaterial1.WhatandHowThetextisanexposition.It’sabouttheschoollife.Theauthorillustratesthetopicbysharinghisownexperienceintheclassroom.Thefirstpartisanintroduction;Inthesecondpartthere’renumerousexamplesshowingthatstudents’bodylanguageiscloselyrelatedtotheiremotionsandstates;thelastpartisaconclusion.2.WhyThistopiciscloselyrelatedtostudents’schoollife.Forstudents,it’saveryappeallingtopic,whichwillgreatlyarousetheirinterest.Theywillfurtherexplorethistopicbyobservingandreflectingonpeople’sbodylanguage.Forteachers,weneedtoconsistentlykeepeyesonstudents’classperformancessoastoguidethemandofferthemhelpwhennecessary.TeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsObjectivesCoreCompetencelanguageabilitythinkingcapacitycultureawarenesslearningabilityTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsObjectivesLanguageability:

Thinkingcapacity:Cultureawareness:Learningability:TeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionstovividlydescribeacertainperson’sbodylanguageinwrittenEnglishtoobserveandunderstandone’sbodylanguageandtheemotionsandintentionsitconveystoformtheawarenessofcross-culturecommunicationandproperlyusebodylanguagetocommunicatetodescribeone’sbehaviorbymakinggooduseofthelogicinacertaincontextTeachingFocusandDifficultyTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsFocusToguidestudentstocatchtheexpressionsthatareusedtodescribebodylanguagefromthereadingmaterialandthenencouragestudentstoimitateandtoapply.DifficultyStudentscloselyobserve,accuratelyunderstandandvividlydescribethebodylanguageintheirwritingtasks.TeachingMethodsActivity-basedteachingComputeraidedinstructionCooperativeapproachSituationalapproachTeachingObjectivesTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsLearningmethodsIndependentlearningCooperativelearningInquiry-basedlearning

HighEfficiencyTeachingAids:PPT,pictures,texts,projector,cameraTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsTeachingProceduresStep1Warming-upStep2Step3Step4ReadingreadformainideareadformeaningreadfordetailsPost-readingdiscussingroupsdrawapicturewriteapassagerevisethedraftsharetheworksSummary&homeworkTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsStep1Warming-up1.liftuptheclassroomatmosphere2.getstudentsreadyforthecomingreadingtoipcandlaylexicalfoundationsTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsQuestions:What’stheirfeelingatthatmoment?Howdoyoutell?Brainstorming:Whatotherfeelingshaveyoueverexperiencedinclass?BlackboardDesigningdifferentfeelings(meanings)interestedboredamuseddistractedtroubledanxiousTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsStep2Reading:readformainideasCompleteatable1.gettoknowthestructureofthepassage2.developtheirreadingskills:skimming,scanning,carefulreading,etc.3.learnmoreexpressionsaboutpeople’sbodylanguageTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsPartpurpose1Introduction(paras.__________)2recognizewhenSsareinterestedorbored(para.______)recognizewhenSsare______(para.4)Distinguish__________________(para.5)3___________(para.6)Step2Reading:readformeaningAnswerquestionsTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflections1.Howdoestheteacherknowwhatstudentsarethinking?2.Accordingtotheteacher,what’ssomestudents’favoriteactivity?3.whatdoesthephrase“whoknowswhat”mean?4.Whydoestheteacherthinkbodylanguageisimportant?1.gettoknowthestructureofthepassage2.developtheirreadingskills:skimming,scanning,carefulreading,etc.3.learnmoreexpressionsaboutpeople’sbodylanguageStep2Reading:readfordetailsMatchthebodylanguagewiththemeaningTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflections1.gettoknowthestructureofthepassage2.developtheirreadingskills:skimming,scanning,carefulreading,etc.3.learnmoreexpressionsaboutpeople’sbodylanguageBlackboardDesigninglookup,eyecontactdifferentfeelings(meanings)interestedboredamuseddistractedtroubledanxiousleanovertolookatone’swatchlookawayfrownhairnotbrushed,redeyessmile&laughTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsStep3Post-reading:discussingroupsProvidefurtherpracticeforstudentstodescribebodylanguageandthefeelingsthattheymayknow.TeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsIngroups,discusswhatthesepeoplearedoingandwhattheirbodylangugeistellingyou.Step3Post-reading:drawapictureDrawsomeoneyouknow.Showhis/herbodylanguageinthedrawing.OfferstudentsachancetoshowtheirtalentsindrawingandshowtheirinsightinabservingandunderstandingbodylanguageTeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsStep3Post-reading:writeapassageOfferascaffoldtohelpwriteapassageProvidestudentswithachancetoputwhattheyhavelearntaboutbodylanguageintouse.

TeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsWhoamIgoingtowriteabout?LanguagefeatureBodylanguageWhat’shistypicalbodylanguage?Whatwordsandexpressionsthatihavelearntcanbeused?OcassionWhenwillhehavesuchknidofbodylanguage?MeaningWhatfeelingsormeaningsareconveyedbyhisbodylanguage?PersonalityWhatkindofpersonishe?Step4Post-reading:revisethedraftsExchangeyourdraftswithapartner.Reviewandrevise.1.Gettinganotherperson’sopinionandhelpincheckingyourworkisanimportantaspectofwriting2.Helpstudentslearnfromeachotherandgetadviceforimprovingtheirworks.TeachinganalysisTeachingmethods&aidsTeachingproceduresBlackboarddesigningTeachingreflectionsStep4Post-reading:shareyourworksShareyourdrawinganddescriptionwiththerestoftheclass1.Awaytogetfeedbacksfortheirworks2.Thepraiseandattenti