【课件】Unit+4Read+for+writing+教学设计课件人教版（2019）选择性必修第一册

人教版Book4

Unit4BodyLanguage

UsingLanguageReadforwritingCONTENTSTeachingmethodsKeyanddifficultpointsTeachingprinciplesAnalysisofdiscourseandlearners

LearningobjectivesBlackboarddesignTeachingreflection0102030405060708TeachingprocedureTeachingprinciplesActivity-based

approachtoEnglishlearningSixcomponentsofthecurriculumAneffective

class01ContextAnalysis文本分析Theme主题Author作者Style文体Language语言Content

内容Studentsreflectontheirclassroombodylanguageandtrytobehavewell.Teachersdistinguishdifferentbodylanguagesandofferhelp.Mutualunderstandingarepromoted♦

Afirst-personperspective♦

usefulwritingskillsandrichexpressionstodescribebodylanguage♦

♦

describeclassroombodylanguage

♦expositionIntroduction-body-conclusionManandsociety

Analysisofthediscourse02SWOTStrenghthsHighlymotivated,hard-workingandeagertocooperate.Obtaininformationonthesurface.WeaknessesFinditdifficulttodigoutthedeepermeaningunderthelines.Lackreadingstrategiesandwritingskills.Opportunities

Havestrongconnectionwiththetopicofbodylanguageinclassroom.ThreatsTheyeasily

feeldiscouragedinfaceofwritingwithouthavingaclearstructureandvividexpressions.Analysisofthelearners02教学亮点GuidingTheoriesBytheendoftheclass,studentswillbeabletofocalpointsdifficultpoints

Learningobjectives

focalanddifficultpoints

1.Predicttheauthorandcontentbylookingatthetitleandpictureandanalyzethetextstructurebysummarizingthemainideaofeachpara.2.Identify

differentbodylanguagesandunderstandwhatfeelingsoremotionstheyimply.3.Appreciatelanguagefeaturesbyfiguringoutfivewritingnotes.4.Describeteacher’sbodylanguagesbyusingtheyhavelearntinthisclass.5.Reflectontheirclassroombodylanguageandtrytopromotemutualunderstandingandcooperatewell.AnalysisofthestudentsTeachingMethod1Situationalteachingmethod2Task-basedlanguageteachingmethod3Communicativeteachingmethod

Teachingmethod

05010203050406Lead-inAssignmentGroupworkandoralpresentationCriticalthinkingReadforcontentandlanguageReadforstructureLearningandUnderstanding(学习理解）ApplyingandPracticing（应用实践）TransferringandCreating（迁移创新）

Teachingprocedure

06Activity:Seeandpredict

Intention:Activatetheirschemeaboutbodylanguage;Leadthemtothetopic;

HOWDOIKNOWMYSTUDENTS?Whoistheauthor?Whatcanyouseeinthepicture?Canyoupredictwhat’sthepassageabout?Lead-inIntroduction(Para1&2)Part1Part3Conclusion(Para6)Part2Body(Para3&5)Para.3:RecognizewhenstudentsareinterestedorboredPara.4:RecognizewhenstudentsaredistractedPara.5:

DistinguishwhenstudentsaretroubledReadforstructureLead-inIntention:FormbascicperceptionofthetextPara.1:Thenecessityforteacherstoknowstudents’bodylanguage.Para.5:Usebodylanguagetohelpstudents.Questionchain:1.Whenstudentsareinterestedorbored,howdotheybehave?2.Whatarethetwoaspectsdotheirbodylanguagesinclude?Note1:Facialexpressionsandphysicalresponses.Activity1:ThinkandanswerReadforstructureLead-inReadforcontentandlanguage3.Howtodescribe“physicalresponses”vividly?4.Whatdothese“physicalresponses”and“facialexpressions”imply?5.Howtodescribethefeelingsandemotionsprecisely?Note2:verbphrasestodescribebodylanguagevividlyNote3:adjectivestodescribefeelingsandemotionspreciselyReadforstructureLead-inReadforcontentandlanguageNote4:Clauses:(when-/because-/if-/asthough)6.Howtocombinetheverbphrasesandadjectiveslogically

?ReadforstructureLead-inReadforcontentandlanguageActivity2:GroupWorkandPresentationReadforstructureLead-inReadforcontentandlanguageVerbphrases;adjectives;clauses;What'sthebodylanguageofthedistracted

studentsintheclass?Whenstudentsaretroubled,howdotheybehaveinclass?Intention:Developstudents’abilitytocooperate;Note5:With

compositestructuretobebriefTheyhavetheirchinsintheirhandsandtheyoccupythemselvesbystaringoutofthewindoworuptheceiling

CompareYourtry:Withhisarmscrossed,helookedatthetextbookabsent-mindedly.ReadforstructureLead-inReadforcontentandlanguagewithclausesphysicalresponsesfacialexpressionsleanforwardandlookatme;haveone‘sheadloweredtolook

atone'swatch;leanheadstogether;withone'schinsonone'shands,stareoutofthewindoworupattheceiling;haveone'sarmscrossedandlegsclosed;hideone'sfaceinone'shands;brushone'shairlookupandmakeeyecontact;tosmile;lookconfused;lookup,butnoeyecontact,noexpression;wearafrown;redeyesfromweeping;interested;bored;amused;confused;distracted;troubled;worried;ashamed;feelingsoremotionsSummary

Ourheadmasterisgoingtoholdawritingcontestentitled”MyEnglishTeacherinClass”,pleasepostthreepicturesandwriteashortpassagetodescribeyourteacherinclass.(within150words)1.Facialexpressionsandphysicalresponses;2.Feelingsandemotionsbodylanguageimply;3.Usewhatwehavelearnedinthisclass.MiniWritingMiniWriting

Checklist

Doesthedescriptionofbodylanguageincludefacialexpressionsphysicalresponses?

Doestheessayusevividverbphrases?

Doestheessayusepreciseadjectives?

Doestheeaasyusewith/clausestocombinelogically?

Doesthewriterusecorrectgrammar,punctuation,andspelling?Activity:WriteandshareIntention:Reflectontheirclassroombodylanguage;Promotethemutualunderstandingbetweenteachersandstudents;Whydoweholdthewritingcontest?

forteachers?(P6)

forstudents?CriticalthinkingMiniWritingAssignment1.Finishyour