【课件】Unit+4Reading+and+writing+说课稿课件人教版（2019）选择性必修第一册

DscribeClassroomBodyLanguagereading&writingBook1Unit4Outline01理论依据02教材分析03教学目标04教学方法05教学过程06板书设计07教学反思01理论依据这是一节高中读写课，教学目标是通过读写活动促进学生英语语言能力的全面提升，同时在学习中培养学生的思维品质，学习能力和文化意识，综合但有侧重点的落实单元目标，发展学生的学科核心素养。学科核心素养着眼于全面有人，而不单纯把语言作为知识或技能来教学。学校应在日常教学中分阶段、分层次、有侧重地培养学生的英语学科核心素养。01理论依据本节课定位于高二学年第一学期，在通过通过必修一teenagerlife,languagearoundtheworld,必修三diversecultures以及本册U1peopleofachievement的基础学习后，已经对校园生活、文化差异和人物介绍有所了解。学生通过对教材第四单元的说明文(描写课堂肢体语言-如何读懂我的学生)基于文本、深入文本和超越文本的阅读解读过程，实现从理解过渡到应用，最终实现迁移创新。学生的读写能力发展需要文本内容输入，根据内容设计写前、写中、写后活动，培养学生的学习策略，掌握阅读材料信息并运用这些表达方式描述肢体语言，表达自己的思想观点。02教材分析单元整体简介单元主题：人与社会---描述课堂肢体语言教学内容分析：该主题旨在体现肢体语言与学生的学习和教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。因此，学生先阅读文章，了解课堂中习以为常的肢体语言所传递的信号，学习简单描述肢体动作的表达，并将这些表达用于描写某人的肢体语言。活动主题在understandbodylanguage,explorebodylanguage之后，不仅对前期学习进行综合运用，也与单元引言中的WhatIhidebymylanguage,mybodyutters相呼应.此外，整个单元按照“读”“听”“说”“写”四大版块编排。每个板块都以一种语言技能活动为主，兼顾对其他技能的培养，关注语言的理解性技能和表达性技能的协调发展。

学情分析本班大多数学生思维活跃，英语学习兴趣较浓，乐于参与课堂活动，但是英语水平参差不齐。经过高中近一年的学习，他们已经掌握了一些描述人物性格、成就等方面的基本词汇和表达方式，并能用已有的词汇和语言知识对人物的各个方面进行简单描写，但是在运用丰富的句式及合理的篇章结构进行肢体语言描写时会有困难。

在本单元前面课时的阅读和听说课中，学生已经理解了肢体语言与言语表达在实际交流中是共存的，同一肢体语言在不同文化背景下有不同含义，对肢体语言的表现力和应用场景进行讨论探索，并体验用肢体语言传情达意，教师通过让他们阅读本节课提供的文章，帮助他们了解课堂中他们习以为常的肢体语言所传递的信号，学习一些简单描述肢体动作的表达，并将这些表达用于描写某人的肢体语言。________________03TeachingAimsAfterthisclass,Sscan1.Understandthesemanticandlogicalrelationsamongthetextcomponents,anddescribethebehavioralcharacteristicsofthecharacters.2.Recognizetherelationshipbetweenbodylanguageandmoodandemotions,anditsimportantsignificanceindailycommunication.3.Analyzethestructureandwritingcharacteristicsofthetext.4.Describesomeone'sbodylanguagehabitsinwrittenform.________________03KeyPoints&DifficultPoints1Guidestudentstoreadexpressionsdescribingbodylanguageinreadingtextscarefullyandimitatethem.2Encouragestudentsobservecarefully,captureaccurately,andwritevividly.04TeachingandLearningMethodsTask-basedapproachSituationalapproachCommunicativeapproachMulti-mediaapproachSelf-studyPair-workGroup-work5AnalysisofTeachingProceduresReadingTounderstandthetextTounderstandtheworld&oneselfBrainstormPre-readingWriting

StructureDetailsThinkingApplyCommentReflectPost-Writing

________________Part1Pre-readingAsastudent,whatdifferentfeelingshaveyoueverexperiencedinclass?七省

六移五评四写三思二读一导KindsofbodylanguageEyecontact眼神接触Facialexpressions面部表情Postures姿势Gestures手势

BodylanguagePurpose:ToleadSsgetclosetothetopicbyrecallingownexperience,arousestudents'interestinlearning,andmaketheclassactively.七省

六移五评四写三思二读一导________________Part1Pre-readingPart2Readingfor1structure2details3deepermeaning4languagefeaturesPrewriting｝七省

六移五评四写三思二读一导Prediction·Style:____________________·Themainideaofthetext:_________________________AnexpositionIcanknowmystudentsbytheirbodylanguage.Introduction(Para1&2)Part1Part2Part3Conclusion(Para6)Body(Para3-5)Para.3:Recognizewhenstudentsareinterestedorbored.Para.4:Recognizewhenstudentsaredistracted.Para.5:Distinguishwhenstudentsaretroubled.generalgeneralspecificexamplesofbodylanguage&whattheyimplyPurpose:Practicetheskillstomastertheoverallstructureofthearticlethroughspeedreading.Self-studyReadforStructure1Let’sreadagainandanswerthefollowingquestions.1.Howdoestheteacherknowwhatstudentsarethinking?2.Accordingtotheteacher,whatissomestudents’favouriteactivity?3.Whatdoesthephrase“whoknowswhat”mean?4.Whydoestheteacherthinkbodylanguageisimportant?Students’bodylanguageletstheteacherknowwhentoadjustclassactivities,whentointervene,andwhentotalktostudentsindividually,sotheycanallgetthemostoutofschool.Bylookingattheirbodylanguage.Daydreaming.Itisimpossibletotell(whattheyareinterestedin).ReadfordetailsanddeepermeaningPurpose:Practicetheabilitytodistinguish,andgraspthecorecontent.

Sharesolutionsandopinionsorfeelings.e7d195523061f1c0c2b73831c94a3edc981f60e396d3e182073EE1468018468A7F192AE5E5CD515B6C3125F8AF6E4EE646174E8CF0B46FD19828DCE8CDA3B3A044A74F0E769C5FA8CB87AB6FC303C8BA3785FAC64AF54247616BDCBB2D840EBD55303F1A6C4BED7A7D631CC9F77BCB67D85DCCE2B8637AC2BDA2214085FA648C8A4E08BD4C943870A84D7A3B8A5B43412Matchthebodylanguagewiththemeanings.___1Lookingupandmakingeyecontact___

2Leaningovertolookatone’swatch___3Twofriendsleaningheadstogether___4Leaningforwardandlookingatthe

teacher___5Lookingup,butnoeyecontact,noexpression___6Lookingaway___7Chinonhand,lookingoutthewindow___8Lookingdown,armsorlegscrossed___9Frowning___10Hairnotbrushed,redeyesAveryinterestedBboredCinterestedDsadorworriedEdistractedFwritingnotesGseriousproblemsHliketheyareasleepI

daydreamingJangry,afraid,or

experiencing

anxietyCBFAHEIDJGPurpose:TomotivateSstohaveathoroughgraspofthetext,notonlyknowwhat,butalsoknowwhy/how,andsystematicallyinterpretthetext.Readforlanguagefeatures

Worktogether-Findverbsthatteacherusestoobserveandcommentstudents,analyzetheirpurpose.DiscussionKnowrecogniseperceivedistingguishinferinquireassessReadforlanguagefeaturesReadforlanguagefeatures

FeaturesPurposeRaisingQuestionsToarousereaders’attentionV-formsTomaketheactivitiesvividandinvitingTheuseofadj.Toaddcolorandlifetopassagethefirstperson–ITocommunicatewithreadersdirectly……Abriefsummaryforlanguagefeaturesandtheirpurpose.Purpose:ToguideSstointerprettextscriticallyandidentifytheirstrengths.

Theboyisgivingafistpumpandsmiling.Thisisnormallydonewhensomeonehasjustaccomplishedsomethinggoodandwantstocelebrate.Theboyistellingajoketothegirlinsecret,andsheishidingherfacebecausesheislaughing.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.Purpose:EncourageSstoappreciateotherpeople'sdescription,andusethelanguagestheygotjustnow.七省

六移五评四写三思二读一导Discussion5’________________Part1Pre-readingPart2ReadingforPart3Writing1structure2details3deepermeaning4languagefeaturesPrewriting｝七省

六移五评四写三思二读一导

明确体裁话题确定时态人称

布局文章架构

列出核心要点

OutlineaboutintroductionofBodylanguage.5’首段：简要描述这种肢体语言。中段：用1-2个相关事例进行具体描述。尾段：适当总结。描述某些肢体语言。文体：说明文一般现在时、第三人称1.从动作、神态方面描述肢体语言的具体特征。2.描写这种肢体语言出现的场合和含义等。Writeapassagetodescribethebodylanguageofthepersonyouknowabout,andexplainwhathis/herbodylanguagetellsus.whekindwhatPurpose:EncourageSstomasterthestuctureofdescribingthebodylanguagebetter.

DescribeorDrawandDescribe10’________________Part1Pre-readingPart2ReadingforPart3WritingPart4Postwriting1structure2details3deepermeaning4languagefeaturesPrewriting｝七省

六移五评四写三思二读一导Exchangeyourdraftwithapartner.Usethechecklisttohelpyoureviewyourpartner’sdraft.

Isthepersonproperlyidentified?

Isthedescriptionclear?

Doesthewritergivehis/herimpressionsofthefeelingsandpersonalityofthepersoninthedrawing,andalsoexplainwhyhe/shehastheseimpressions?

Doesthewriterusecorrectgrammar,punctuation,andspelling?七省

六移五评四写三思二读一导Purpose:EncourageSstocorrectthemselvesandhandlethewritingbetter.

3’T-MakeamindmapaboutdifferentfeelingsS-TS-S-T

Itlooksliketheteacherhasaskedaquestion,andhereyesarelookingatstudents.Atthesametime,studentsareraisingtheirhands,expectingtoanswerthequestion.Sotheclassroomatmosphereisverylively.Perhapsthe

Heisbendingoverapieceofpaperwithapencilinhishand,drawing.Hisotherhandholdsanerasernearthepaper,becausehewantstobeabletouseitassoonasheneedsitwithoutwastingtime.Allenisaveryseriousartist,whichyoucantellfromtheintenselookonhisface.Whenheisdrawing,hetendstoblockouteverythingelseintheworld.Often,whenotherpeoplecallouthisname,hedoesnotevenhearthembecauseheislostinherart.S-S-T06板书设计Outlinetodescribethebodylanguagee7d195523061f1c0c2b73831c94a3edc981f60e396d3e182073EE1468018468A7F192AE5E5CD515B6C3125F8AF6E4EE646174E8CF0B46FD19828DCE8CDA3B3A044A74F0E769C5FA8CB87AB6FC303C8BA3785FAC64AF54247616BDCBB2D840EBD55303F1A6C4BED7A7D631CC9F77BCB67D85DCCE2B8637AC2BDA2214085FA648C8A4E08BD4C943870A84D7A3B8A5B4341Homework<2>(2018高考作文)假如你是李华，你的英国朋友Tom将来中国旅游，发邮件向你询问中英日常生活肢体语言的异同。请你回复邮件，内容包括：1.表示欢迎；2.不同点：在中国，与长辈交谈时，低头避免直视等；3.相似点：见面握手，微笑等。

注意： 1.词数80左右； 2.可以适当增加细节，以使行文连贯。DearTom,__________________________________________________