人教版选择性必修一说课比赛unit4boydaylanguage

Unit4BODYLANGUAGEReadingandThinking:ListeningtohowBodiesTalk湖北省武穴市育才高中张海英Goodmorning,dearjudges.It’smygreathonortobeheretopresentmyteachingdesign.ThecontentofmylessonisSeniorEnglishrequiredelectivecourseBook1Unit4ReadingandThinkingBodyLanguageListeningtohowbodiestalk.Tobeginwith,Iwillintroducemybasicteachingelementsfromthefollowingperspectives.AnalysisofthebasicteachingelementsTeachingmaterialanalysisThetopicofthisreadingmaterialisbodylanguageinmunication.Theauthordescribesthecharacteristicsandfunctionsofbodylanguagefromthreeaspects.Throughtopicsentencesandexamples,readerscanunderstandthesameordifferentmeaningsofbodylanguageindifferentcultures,andfurtherunderstandthecharacteristicsandfunctionsofbodylanguagefromamoreabstractandgeneralizeddimension.Basedonthecharacteristicsofbodylanguage,theauthorremindsreaderstouseappropriatebodylanguage,respect,understandandtoleratedifferentcultures,andcarryouteffectiveandliteratemunicationwithothers,especiallywhenthereareculturaldifferences.Thetextisposedofsixparagraphs,andthestructureofthetextis"totalpart".Thefirstparagraphusesconciselanguagetointroducethetopic,anddiscussestheroleofbodylanguagefromtheperspectiveofourownneedstoexpressourselvesandtounderstandthefeelingsofothers.Thesecondparagraphexplainsthefirstimportantcharacteristicofbodylanguage—bodylanguagehasdifferentmeaningsindifferentcultures,whichisthemostimportantpointinthetext.Bydescribingthischaracteristicofbodylanguage,theauthorconveystothereaderthattheyshouldrespectdifferentculturesandusebodylanguageappropriatetotheirownculture.Thesecond,thirdandfourthparagraphsofthearticleallfocusonthispoint.Inthesecondparagraph,theauthortalksaboutthedifferencesinvisualmunicationbetweendifferentcultures,citingMiddleEasterncountriesandJapanasexamples.TheOKgesturehasaverydifferentmeaninginsomecountries,suchasJapan,France,BrazilandGermany,andiseveninsultinginsomecountries.Themostmonbodylanguageweusetosayyesornoisdifferentincertaincountries,andhowfarpeopleindifferentculturestalktoeachotherandhowtheymeetorsaygoodbye.Thesecondcharacteristicofbodylanguageisthatsomebodylanguagehasthesamemeaningallovertheworld.Theauthorusestwospecificexamplestoillustratethatsomebodylanguagemeaningsareuniversalacrosstheglobe,furtherdemonstratingtheimportanceofbodylanguage.Thethirdcharacteristicofbodylanguageisthatsomebodylanguageitselfservesmanydifferentpurposes.Theauthorshowsthemanywaysanddifferentusesofsmiling,apointthatalsoconveystheimportanceofbodylanguage.=2\*GB3②StudentsanalysisStrengthes:showgreatinterestinthistopiccapableofexpressingtheirideassimplyhavingmasteredsomereadingtechniquesProblems:lackinginabilityofinformationgatheringshortofvocabulariesrelatedtothetopichavenoideaofthesystematicdefinitionofbodylanguage③Analysisoftheteachingobjectives

Inordertopromotethedevelopmentofeverystudent,theteachingobjectivesarelistedinthefollowingparts.1.Throughreadingskillssuchasprediction,skimmingandsearching,sortoutthetextstructureofthefulltext,masterthemainideaofthearticle,andunderstandthefunctionofbodylanguageandculturaldifferences.2.Cultivatestudents'logicalthinking,expressionabilityandteamspiritthroughactivitiessuchasindependentreadingandquestioningandgroupcooperation.3.Understandthedeepconnotationfromthesurfaceinformationbybiningrealisticknowledge,thinkabouttheguidingsignificanceofthecharacteristicsofbodylanguagetoreallife,experienceculturaldifferences,andimprovelogicalthinkingabilityandcriticalthinkingability.④analysisofteachingimportantanddifficultpointstogetthetexttypeofthepassagetodevelopstudents’abilityofinformationgatheringandsummarizingtocreateaharmoniousteachingatmospheretodevelopstudents’abilityofindependentthinkingandcreativethinkingtoraisestudents’awarenessofcrossculturalmunication⑤AnalysisoftheteachingmethodsandlearningmethodsToachievetheteachingobjectives,therearethreeteachingmethodsusedinthislesson.Theyaresituationalteachingmethod,taskbasedlanguageteachingmethodandmunicativeteachingmethod.Asforthelearningmethod,studentswillbeencouragedtoadoptcooperativelearningmethodtoenhancetheircooperativeawareness.PresentationofthetheoriesThedesignofthisclassisbasedontwo

teachingtheories:♦Productorientedapproach♦ThecurriculumstandardAnalysisoftheteachingproceduresStep1:PrereadingAskgroupsofstudentstoactoutthesentencesonthescreenwithoutspeaking.Theothersguesswhattheyaremunicating.Hello!Goodbye！ ehere!Goaway! Tooexpensive!Iamsurprised! Iamtired! Iamconfused. Goodluck.Iamfull! Bequiet! Followme! Idon’tknow. Youarelate! Makeawish![Designintention]Theintroductionpartadoptsinteractivegamemode.Inadvance,theteacherdividedthecontenttobeperformedintofourgroupsandwrotethemonfourpiecesofpaper,andlettherepresentativesofeachgroupofstudentswhovolunteeredtoperformdrawfromthem.Eachgrouppreparesfor1minuteandthenperformsinturn.Theteamwiththemostcorrectguessesinoneminuteandtheshortesttimewins.[Corequalityimprovementpoint]Experiencetheexpressivenessofbodylanguage,stimulatestudents'interestinlearning,andimproveteamcooperationability.Step2WhilereadingTask1Brainstormingthecontentofthetext1.StudentslookatthepictureonPage38.Q1:Whatinformationcanyougetfromthebodylanguageinthepicture?2.Studentsreadthetitleandbrainstormthecontentsofthetext.Q2:Accordingtothepictureandthetitle,whataspectsofbodylanguagemaybementionedinthetext?Pleasedrawamindmap.[Designintention]Studentscanpredictthecontentofthetextbylookingatthetextpicturesandreadingthetitle,drawtheconceptmap,activatethetopicschema,introducethetopicvocabulary,andlaythegroundworkforthemultidimensionalclassroomgoals.[Coreliteracyimprovementpoint]Improvetheabilityofdrawingexpression,predictionanddrawingconceptmaps.Task2Identifyingthestructureofthetext1．Whatdoesthetextmainlytellus?Thetextmainlytellsusaboutthedifferencesandsimilaritiesofbodylanguageindifferentculturesandtheusesofsomebodylanguage．2．pletethemainideaofeachparagraph.Para.1：theintroductionofbodylanguagePara.2：usingbodylanguageinaproperwayPara.3：thedifferentmeaningsofgesturefor“OK”Para.4：thedifferentmeaningsofothergesturesPara.5：somegestureshavingthesamemeaningPara.6：manydifferentusesofbodylanguage[Designintention]Studentsreadquicklytofindthetopicsentenceofeachparagraph,andusethistosortoutthechapterstructureofthetext,drawtheparagraphstructurediagram,soastobetterunderstandthefulltext.[Coreliteracyimprovementpoint]Improvetheabilitytoquicklyfindtopicsentencesbybiningtextfeaturesanddrawtextstructurediagramsaccordingtothelogicalrelationsofeachparagraph.Task3detailedreading:ReadthetextcarefullyandanswerthequestionsQ1:Whatdoestheword“interaction”mean?Q2:Whydopeopleusebodylanguage?Q3:Howcanweknowsomeone’sfeelings?Q4:What’simportantwhenusingbodylanguage?(Weshouldusebodylanguageappropriately.)Q5：Inwhichcountry/countriesmaypeoplefavorshakinghands/bowingfromthewaist/noddingwhentheymeetsomeone?[Designintention]Systematicallysortouttherelationshipbetween"bodylanguage","meaning"and"country/region",andmakecorrespondingspeculationbasedontextinformation.[Corequalityimprovementpoint]Understandthedifferenceofbodylanguageandtheprecautionswhenusingbodylanguage;Improveyourthinkingabilitytoquicklyfinddetails,sortoutinternalconnections,andguesshiddeninformationfromtext.Step3Postreading:SummarizingwhathasbeenlearnedThecontent,structure,languagepointsandwritingskillsareconcludedinthispart.Studentsreflectonwhattheyhavelearntwiththehelpoftherelatedquestions.Q1:Whatisthetopicofthetext?Q2:Whatfeaturesarementionedaboutbodylanguage?Q3:Whichwritingskillismainlyusedhere?Q4:Whataretheclassicwordsofgivingexamples?Q5:What’sthefunctionofgivingexamples?Q6:Whatotherwritingskillsareemployedhere?[Designintention]Studentssummarizeandstrengthenthecontent,structure,writingmethodandlanguageofthetextaccordingtothequestionspresented.[Coreliteracyimprovementpoint]Improvethelogicalthinkingabilityofsummary.Step4Assignment：1.Retellthetextusingkeywordsandphrasesfromthetext.2.Actoutasituationwherepeopleusebodylang