高中英语-选择性必修一Unit4 Body language Listening to How Bodies Talk教学设计学情分析教材分析课后反思

选择性必修一Unit4Bodylanguage

ListeningtoHowBodiesTalk教学设计

一、Learningobjectives：

1.Togetageneralideaofbodylanguage.

2.Tosummarizeandretellthemainideaofthepassage.

3.Tounderstanddifferentwaysofbodylanguageindifferentcountriesandusethem

correctly.

二、Teachingaids:

Audio-visualapproach;Multi-media;Blackboard

三、Teachingmethod

Communicativeapproach:Groupwork:Task-basedteaching

四、Importantanddifficultpoints

1.Importantpoints:

(1.)Howtofindthetopicsentence.

(2.)Thestyleandstructureofthetext.

(3)Importantwordsandphrasessuchasinteraction,display,demonstrate,approve

of,appropriate,lookintosomeone*seyeandsoon.

2.Difficultpoints:

(l)Sentencepattern:If+句子，thereisnothingbetterthan...

(2)Theusageof-ingforms.

五、Teachingprocedure

SteplLeadin

ShowsludenlssomepicturesaboutbudylanguageandleiLlieinguessthemeaninguf

eachpicture.

Letstudentsactoutsomebodylanguagemeaninglove.

Tellstudentsbodylanguageincludesfacialexpressions,gestures,eyecontac:and

bodymovement.

Letstudentsfinishasentenceandknowwhatbodylanguageis.

Bodylanguageisoneformofnonverbal

(communicate)without__________(say)words.

设计意图：通过向学生展示图片和让学生表演一些能表达出爱意的肢体语言激发学生对肢

体语言认知的兴趣，为后面一系列活动做好话题上的铺垫。

Step2Lookatthetitleandpredict

1.Whatisthepassageabout?

A.Waysofcommunication

B.Differentwaysofbodylanguage

2.Thepassageisa(n)_____.

A.narrationB.expositionC.argumentation

设计意图：观察标题表认方式,培养学牛在阅读活动中的预测能力，感知语篇中耍内容。

Step3Skimming

1.Skimthetextandletstudentsfinishtwoquestions:

QI:Howmanyparagraphs?

Q2:Whatisthetopicsentenceofeachparagraph?

Tipi:Usually,atopicsentenceappearsinthefirstorlastsentence.

Tip2:Thepartaftertheword"but"isusuallymoreimportantthanthepartbefore.

2.Matchthemainideaofeachpart.

3.Choosethestructureofthepassage.

设计意图：培养略读策略，通过略读找出每段主旨句，理清语篇结构，掌握语篇主要内容。

Step4Carefulreading

Activity1:Readparagraphs2,3and4.carefullyandidentifyhoweachparagraph

isdeveloped.

Tip:Underlinethetransitionalwordsandphrasesineachparagraph.

Letstudentsfindthetransitionalwordsandphrasesinthreeparagraphs.

Answers:forexample,bycontrast,bycomparison,however

Letstudentsfinishthefollowingsentenceandmakeclearhoweachparagraphis

developed.

Theauthorgivesandmakeatoexplainhismainidea.

Activity2:Fil1inthetable.

1.Letstudentsfinishthefollowingtableaccordingtoparagraph2.

contrast

examples

DifferentPlacesDifferentMeanings

Para.2

(1)Duringthispart,tellstudentswords“display”and"demonstrate”has

similarmeaning.Andthephraseapproveof“andthewordapermitwhassimilar

meaning.Tellstudentsintheirwritingtheyshouldlearntousedifferentwords

toexpresssimilarmeaningorthesamemeaningtoavoidrepetition.

(2)Lotstudentspayattentiontothephraseulookintosomeone,seyes”and

clarifyitsmeaning.Atthesametimegivestudentsmorewordsorphrasesabouteye

contact.

stareat：盯着看

glareat：怒目而视

glimpse：一瞥

gaze：凝视

peek：偷窥

(3)Teachertellsstudentseyecontactisrea11yimportantandjustassomeproverbs

say:

Eyesarewindowstothesoul.

眼睛是心灵的窗户。

Theeyeisthemirrorofthesoui.

眼睛是心灵的镜子。

Thelanguageworldintheeyescanbeunderstoodbypeopleeverywhere.

眼神里的语言世界任何地方人都能理解。

Letstudentsenjoyandtrytorecitetheseproverbs.

2.Letstudentsfinishthefollowingtableaccordingtoparagraph3.

contrast

examples

DifferentPlacesDifferentMeanings

Para.3

3.Letstudentsfinishthefollowingtableaccordingtoparagraph4.

contrast

excinples

DifferentPlacesDifferentMeanings

thegesturesfor

“yes”and

Para.4“no”

howweactwhen

wemeet

4.Gooverthetopicsentencesinparagraph5and6andidentifyhoweachparagraph

isdeveloped.

Inthispeirtstudentscanfindthewriterdeveloptnesetwoparagraphsbyexamples.

(1)Whatexamplesdoestheauthorgiveinparagraphs?

Letastudentactthetwoexamplesout.

(2)Whatexampledoestheauthorgiveparagraph6?Andwhatistheadvantageofit?

Duringthispartletstudentspayattentiontoasentencepatternandpracticeit.

如果你在国外，没有什么比合理地使用身体语言更好的了。

Ifyouareinaforeigncountry,thereisnothingbetterthanusingbodylanguage

inanappropriateway.

Atthesametimeletstudentspayattentiontotheuseof-ingformsandletthem

enjoysomesentencesusing-ingforms.

★Makingeyecontactisawaytodisplayinterest.

Placingyourhandstogetherandrestingthemonthesideofyourheadmeans“sleep”.

subject(主语)

★Thecrucialthingisusingbodylanguageinaway...

Agoodwayofsaying“Iamfullwismovingyourhandincirclesoveryourstomach

afterameal,

predicative(表语)

★However,youshouldavoidmakingthisgestureinBrazilandGermany,

object(宾语)

5.Letstudentsfinishthefollowingclozetestaccordingtowhattheyhaveread.

Weusebothwordsandbodylanguage1.(express)ourthoughtsandopinions

inourinteractionswithotherpeople.Insome2.(country),makingeye

contactisawaytodisplayinterest;inothercountries,itisnotalways

3.(approve)of.Thegesturefor“OK”hasdifferentmeanings4.

differentcultures.InJapan,itmeansmoney;inFrance,it5.(mean)zero;

inBrazilandGermany,itisconsidered6.______(politely).Thegesturesfor

"yes"and“n。"7.___________(different)aroundtheworld.Therearealso

differencesin8.wetoucheachother,howclosewestandtosomeone

9.(us)arelalkingto,andhowweactwhenwemeetorpart."Sleep”

gestureand"I'mfull“gesturehavetheindividuallyidenticalmeaningin

10.world.Smilinghasmanydifferentuses.

设计意图：通过细读这一环节设计的各项阅读活动，让学生在理解语篇的同时培养由学生的

语言能力、文化意识、思维品质和学习能力构成的学科核心素养。

Slep5Ptjrfoimanue

Letstudentsmakeadialoguewithyourdcskmatconthefollowingtopic.

Whatadviceonbodylanguagecanyougiveaforeignfriendonhis/herfirsttrip

toChina?

Thefollowingtipscanhelpthem:

★whenyoumeetothers.

★whenyouaretalking,.

★facialexpression,gesture,eyecontact,distance,bodymovement...

Inconclusion,justasanoldsayinggoes“WheninRome,doastheRomansdo”.

Theteachercommentsstudents'performanceandtellthemtheyshouldrespectother

cultures.

Respectothercultures!Respectthedifference!

设计意图：学生在对话这一表演活动中，重组语篇信息，用话题词汇和功能语言发表自己的

观点，实现知识的迁移创新。老师对学生的表现做出点评和总结，实现情感升华。

Step6Homework

Writeashortpassageonbodylanguageusingexamplesandcontrast.

设计意图：课下学生通过写作活动，进一步巩固所学内容和知识的迁移创新。

Unit4BodyLanguage

ListeningtoHowBodiesTalk学情分析

学生来自高二年级，具备一定的听、说、读、写、谙能力，但有些学生基础较差。在本

节课阅读前，已经对本单元的重点单词和短语有了基本的了解，提前扫清了阅读中词汇的障

碍。通过这节课的学习，学生能阅读和理解英语说明文，能理解英语说明文的语篇结构和语

言特点。能在语篇中正确理解动词Tng形式用作主语、宾语和表语的情况。学生能认识到

肢体语言在口常生活中的重要意义，能了解各国肢体语言的差异弓融通，从而让学生形成恰

当的跨文化交际意识与行为，正确使用非语言形式进行得体的交

总之，学生对这篇说明文ListeningtoHowBodiesTalk做了基于文本、深入文本和

超越文本的各种阅读活动，能实现从理解过度到应用，最终实现迁移创新。

Unit4BodyLanguage

ListeningtoHowBodiesTalk效果分析

在高中英语教学中，阅读有着十分重要的作用。我国在《普通高中新课程标准》中提出

了要将课堂活动贯穿于高中英语阅读课中，让学生积极参与进来，提倡任务型的教学模式,

充分发挥学生的主体地位，教师只起引导作用。

本节课能做到明确教学FI标，站在学生角度，精心设计教学任务，提高学生英语学习的积

极性，为学生创设英语交际环境。学生表现得乐学，善学，提高了他们对肢体语言自主探究

的兴趣，并积极开展英语思维活动。整堂课的互动性，在自主、探究、互动的方式中展开课

堂教学。本节课注重学生策略的培养，如：预测、略读、细读、归纳等。

总之，通过这节课的学习，学生能阅读和理解英语说明文，能理解英语说明文的语篇结

构和语言特点。能在语篇中正确理解动词-ing形式用作主语、宾语和表语的情况。学生能

认识到肢体语言在口常生活中的重要意义，能了解各国肢体语言的差异与融通，从而让学生

形成恰当的跨文化交际意识与行为，正确使用非语言形式进行得体的交流。

Unit4BodyLanguage

ListeningtoHowBodiesTalk教材分析

本文题材属于说明文。本篇文章不但贴近生活，具有很强的实用价值，而且能够使学生

充分关注文化对比，对培养学生的文化意识很有帮助。

肢体语言，也称为身势语言，是非语言交际的重要组成部分，文章从肢体语言的基本功

能入手，引出地域文化这一重要因素，说明正确理解和运用肢体语言一定要考虑在地域文化

中的得体性。文章采用了“总-分”结构和举例子、作对比的说明方法，从概念出发到具体

例子，联系实际，通俗易懂。文章的标题ListeningtoHowBodiesTalk很有特点，身体

本来是不会“说话”的，但是举手投足之间的非语言行为表现也能够传情达意，仿佛可以说

话一般。这种采用拟人法的标题形式可以引起读者的注意和阅读兴趣。文章第一段采用概括

式的写法开头，用简洁的语言介绍肢体语言与言语表达的关系以及肢体语言的重要作用，给

人总体印象.第二段的第一句和第二句I也是总括旬，但更聚焦在肢体语言的地域文化屈性上。

第二段从第三句话开始到第四段，集中使用了分类举例的说明方法，分别介绍了“眼神交流”

“0K手势”“点头摇头”“打招呼”等最基本的肢体语言表现形式在不同文化中的含义变化。

文章第五段谈到一些肢体语言也有通用的表现形式，并六总是受地域文化影响。文章最后一

段以“微笑”为例，说明同一种肢体语言可以应用于不同的语境和场景之中并产生不同的作

用。这篇说明文传递给读者三层信息：第一，肢体语言很重要，有社会交际功能；第二，肢

体唐言有一定的地域文化属性，但也不是绝对的；第三，得体性是理解和运用肢体语言的核

心。

Unit4BodyLanguage

ListeningtoHowBodiesTalk评测练习

SteplLeadin

Letstudentsfinishasentenceandknowwhatbodylanguageis.

Bodylanguageisoneformofnonverbal

________(communicate)»vithout________(say)words.

Step2Lookatthetitleandpredict

1.Whatisthepassageabout?

A.Waysofcommunication

B.Differentwaysofbodylanguage

2.Thepassageisa(n).

A.narrationB.expositionC.argumentation

Step3Skimming

1.Skimthetextandletstudentsfinishtwoquestions:

QI:Howmanyparagraphs?

Q2:Whatisthetopicsentenceofeachparagraph?

2.Matchthemainideaofeachpart.

3.Choosethestructureofthepassage.

Step4Carefulreading

Activity1:Readparagraphs2,3and4.carefullyandidentifyhoweachparagraph

isdeveloped.

Letstudentsfindthetransitionalwordsandphrasesinthreeparagraphs.

Answers:forexample,bycontrast,bycomparison,however

Letstudentsfinishthefollowingsentenceandmakeclearhoweachparagraphis

developed.

Theauthorgivesandmakeatoexplainhismainidea.

Activity2:Fillinthetable.

1.Letstudentsfinishthefollowingtableaccordingtoparagraph2.

contrast

examples

DifferentPlacesDifferentMeanings

Para.2

2.Letstudentsfinishthefollowingtableaccordingtoparagraph3.

excimplescontrast

DifferentPlacesDifferentMeanings

Para.3

3.Letstudentsfinishthefollowingtableaccordingtoparagraph4.

contrast.

examples

DifferentPlacesDifferentMeanings

thegesturesfor

“yes”and

Para.4“no"

howweactwhen

wemeet

4.Gooverthetopicsentencesinparagraph5and6andidentifyhoweachparagraph

isdeveloped.

Inthispartstudentscanfindthewriterdeveloptaesetwoparagraphsbyexamples.

(1)Whatexamplesdoestheauthorgiveinparagraphs?

(2)Whatexampledoestheauthorgiveparagraph6?Andwhatistheadvantageofit?

Duringthispartletstudentspayattentiontoasentencepatternandpracticeit.

如果你在国外，没有什么比合理地使用身体语言更好的了。

Ifyouareinaforeigncountry,thereisnothingbetterthanusingbodylanguage

inanappropriateway.

Atthesametimeletstudentspayattentiontotheuseof-ingformsandletthem

enjoysomesentencesusing-ingforms.

★Makingeyecontactisawaytodisplayinterest.

Placingyourhandstogetherandrestingthemonthesideofyourheadmoans“sleep”.

subject(主语)

★Thecrucialthingisusingbodylanguageinaway...

Agoodwayofsaying“Iamfullwismovingyourhandincirclesoveryourstomach

afterameal.

predicative(表语)

★However,youshouldavoidmakingthisgestureinBrazilandGermany,…object

(宾语)

5.Letstudentsfinishthefollowingclozetestaccordingtowhattheyhaveread.

Wcusebothwordsandbodylanguage1.(express)ourthoughtsandopinions

inourinteractionswithotherpeople.Insome2.(country),makingeye

contactisawaytodisplayinterest;inothercountries,itisnotalways

3.(approve)of.Thegesturefor“OK"hasdifferentmeemings4._

differentcultures.InJapan,itmeansmoney;inFrance,it5.(mean)zero;

inBrazilandGermany,itisconsidered6.(politely).Thegesturesfor

“yes”and"no"7.(different)aroundtheworld.Therearcalso

differencesin8.wetoucheachother,howclosewestandtosomeone

9.(us)aretalkingto,andhowweactivhenwemeetorpart."Sleep”

gestureand"I'mfull“gesturehavetheindividuallyidenticalmeaningin

10.world.Smilinghasmanydifferentuses.

Step5Performance

Letstudentsmakeadialoguewithyourdeskmateonthefoll