Unit4BodyLanguageUsingLanguage(2)教学设计-高二英语人教版选择性

教学设计

课程基本信息学科高中英语年级高二学期秋季课题选择性必修一U4UsingLanguage(2):ReadingandWriting教科书书名：人教版教材出版社：人民教育出版社教学目标通过快速阅读，学生能够把握说明文的结构和语言特点，通过分析、推理、判断、联想等思维活动，学生能够理解文本内容，感受作者作为老师，能够“读懂”学生——了解学生肢体语言并及时反馈，所体现的耐心、细心、有责任感等优秀品质，在这过程中，学生在学校教学中大为受益，同时作者“读懂学生”的过程也有利于教师对教学的把握，由教师真正转化成教育家。通过细读，学生能够理解和掌握描述肢体语言的基本方法和语言特点，积累目标语言，并在写作中加以应用，描述课堂上学生的肢体语言，背后的含义，以及教师可能采取的反应。学生能够意识到肢体语言在日常生活中的重要性，能更加积极地看待教师的工作和付出，师生相互理解，共同成长。教学内容教学重点：帮助学生理解文本内容，感受肢体语言在课堂教学中所起到的重要作用，作者通过观察学生肢体语言，了解其含义并及时反馈帮助学生并有从中提升教学能力，所呈现的性格品质。帮助学生应用所积累的目标语言和写作方法，描述课堂上学生的肢体语言，背后的含义，以及教师可能采取的反应。

教学难点：如何帮助学生应用所积累的目标语言和写作方法。2.如何帮助学生润色自己的写作初稿。教学过程创设情境，导入话题，激活背景图式。Activity1:LeadinLookatthepictureandtalkaboutwhattheyaredoing.Alicelook

at

LindaLindafall

asleepMikelisten

carefullyJanegaze

at

the

bookListmypuzzle:howtoknowmystudents?Thinking:Thinking:Aretheyinterestedinclass?Activity2:ObserveandPredictAskstudentstoreadthetitle—“HowdoIknowmystudents?”andlookatthepictureinthetextbook.Thenaskthemtoguesswhatthetextismainlyabout.Q1:Whatcanyoulearnfromtheheadlineandtheillustration?Thetextmayintroducesomeusefulapproachesfortheteacherstoknowthestudents.Q2:Whatdoyouwanttoknowinthepassage?Canyoulistthequestions?E.g.WhoamI?WhatdoIknow?HowdoIknow?细读文本，搭建支架，培养逻辑思维。Activity3:Read,CheckandThinkReadthewholepassagetochecktheprediction.Understandtheintroduction.Q1:WhoamI?Q2:WhatdoIknow?Q3:HowdoIknow?Thinking:Wasitdifficulttoknowthestudents?Why?atoughtaskstudents’uniquecharacteratoughtaskstudents’uniquecharacterrestrictedmunicationenvironmentanexperiencedanexperiencedteacherQ4:Whatdoesthesentence“whatmakeseachstudenttick”mean？Q5:What’sfunctionoffirsttwoparagraphs?Masterthestructureanddrawthemindmap.Sharethequote:WhatIhidebymylanguage,mybodyutters.—RolandBarthesUnderstandthebodylanguage,itsmeaning,theauthor’sattitudeandreaction.Questiontoponder:Q1:Whydoestheauthorholddifferentattitudestowardsthesituations?Appreciatethelanguage.Questiontoponder:WhatkindofteacheramI?Listyourevidence.总结语篇，深入主题，提升批判思维。Activity4:SummarizeandPonderMakeasummaryforthisarticletoknowmoreabouttheteachertoexplorethetheme.创设语境，迁移仿写，促进创造思维。Activity5:WriteandPolishTask:describeclassroombodylanguageBrainstorming：Discusswhatthesepeoplearedoingbydescribingtheirbodylanguageandwhattheirbodylanguageistellingyou.IfyouwereI,whatwouldyoureact?MakeaReport.Writing:Q:Whatshouldwepayattentioninthewriting?Continuethestoryabout80words.Oneday,whenIwasgivingtheclass,Inoticedthat____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________StructureContentLanguageStructureContentLanguagecoherent：

coherent：

bodylanguage

meaning

myreactionwellorganized:

general

specific

generalappealing:

repetition

vividdescription

properconjunctionwords

modalverbs

Homework:Reviseyourfirstdraftaccordingtothechecklistandpolishthelanguage.Writingchecklists:Doyoudescribepeople’bodylanguagevividly?Doyouconveytheirmeaningaccurately?Are