Unit4BodyLanguageReadingandthinking教学设计-2024-2025学年高中英语人教版选择性

教学设计方案1.学习阶段：PEPBook4SeniorSchoolEnglish(2019)The1thlessonofUnit4BodyLanguage:ReadingandThinking2.授课时长：45minutes3.语篇主题语境：HumanandSociety4.文本分析：What:Thisarticleisanexpositoryarticle.Startingfromthebasicfunctionofbodylanguage,thispaperintroducestheimportantfactorofregionalculture,andshowsthattheproperunderstandinganduseofbodylanguageinregionalculturemustbeconsidered.Thisexpositoryessaymainlyconveysthreelayersofinformationtoreaders.First,theimportanceofbodylanguage,whichhasasocialmunicationfunction.Second,bodylanguageisregional,andithascertainregionalculturalattributes,butitisnotabsolute.Third,bodylanguageshouldbeappropriate.Why:Learningbodylanguageisofgreatsignificancetoimprovestudents'abilitytomunicateacrosscultures,andinthecontextofglobalization,thereisanincreasingneedtomunicatewithpeoplefromdifferentculturalbackgrounds.Masteringacertainamountofbodylanguageknowledgecanhelpstudentsbetterunderstandtheintentionsandemotionsofothersandavoidculturalconflicts.Inaddition,learningbodylanguagecanalsohelpstudentspayattentiontoobservationindailylife,andlearntocareforandhelpothers.How:Thearticleadoptsthe"totalscore"structureandtheillustrativemethodofgivingexamplesandparisons,startingfromtheconcepttoenrichingspecificexamples,whichisrelatedtorealityandeasytounderstand.Thetitleofthearticle,ListeningtoHowBodiesTalk,isverycharacteristicandusesrhetoricaldevicestoarousethereader'sinterest.Thelanguageofthearticleisconcise,thestructureisclear,andtheexplanationmethodusesobvioussignposts(e.g.forexample,bycontrast,byparison,however...),whichisworthservingasamodelforstudentstolearnfromexpositoryessays.5.学情分析：(1).WhatIknowStudentsinthesecondyearofhighschoolalreadyhaveacertainbasicknowledgeofEnglish,andcaninitiallyunderstandandusebasicbodylanguage,suchasnoddinginagreementandshakinginno.Intermsoftextanalysis,studentshavealreadylearnedaboutmonsignpoststhatrepresentlogicalrelationships,soitisnotdifficulttograspthestructureoftextsandunderstandthemethodsofexplanation.However,studentsmaylackawarenessofplexorsubtlebodylanguage,andhavenotyetsystematicallylearnedthesimilaritiesanddifferencesofbodylanguageindifferentcultures.Therefore,throughthestudyofcasestudiesinthetext,crossculturalparativeresearchiscarriedout,andthroughpostreadingvideoviewingandgroupdiscussions,studentscanintuitivelyanddeeplyfeelthesimilaritiesanddifferencesofbodylanguageindifferentculturalbackgroundsandhowtojudgethetrueandfalsesmiles.(2).WhatIwanttoknowStudentsareinterestedinthespecificapplicationandimpactofbodylanguageincrossculturalmunication,andhopetolearnmoreaboutthedifferencesandusageskillsofbodylanguageindifferentculturalcontexts,aswellastheguidingsignificanceofbodylanguageinreallife.Therefore,throughthecreationofreallifesimulationandrelatedtransferinnovationandpracticalapplication,studentsareguidedtodeeplyunderstandandappreciatethedeepmeaningandculturaldifferencesbehindbodylanguage.(3).WhatIlearnedStudentshaveabetterunderstandingofthestructureofessays,paragraphs,andwritingtechniquesintheexpositorystyle.Studentsengageincriticalthinkingthroughbodylanguageinrelationtoourowncultureandpersonalexperiences;Studentsbuildculturalconfidenceandrespectforotherculturesbyparingculturalsimilaritiesanddifferences.6.教学目标：(1).Readandprehenddiscoursesthatdescribemonbodylanguage,andsortoutinformationaboutthefunctionofbodylanguageanditscrossculturalimplications;(2).Identifywritingtechniquesandstructuralelementsofexpositoryessaysbyanalyzingexpressionssuchassignpostwords.(3).Enhancestudents'interculturalawareness,developstudents'culturalsensitivityandrespectforotherpeople'scultures.7.教学重难点：(1).Concludedifferencesofbodylanguageindifferentregions.(2).Applymunicativestrategiesinlife.(3).Enhancethecrossculturalawareness.8.教学过程：教学过程活动形式及步骤活动意图时间Step1Warmingup&LeadinginPerceivethetopic:BodyLanguage.1.TgreetstheSsandinvitesthemtoLookatthefollowingfacialexpressions,andtellwhattheymightbefeeling.Theexpressionsinclude“happy,angry,sad,confused,depressed,cheerful,surprised”andsoon.2.TshowsSssomepicturesandaskthemtoguesswhattheyareexpressing.3.Summarizehowmanytypesofbodylanguageyoufind?Createasituationtoactivatethestudents’initialperceptionofthetheme“BodyLanguage”andtohelpstudentsexperienceoneofitsfunctions:toexpressemotion.Arousestudentsinterestinthistopic.5minsStep2PreReadingPredictthecontentTguidesSstolookatthetitleandpictureofthetextandthinkaboutwhatthetextwilltalkaboutandwhatdoyouthinktheyounggirlwantstoconveywithherbodylanguage.Topredictthecontentbyreadingthetitleandpictureinthetext.3minsStep3WhilereadingReadforthemainideaandstructure.Readfordetailedinformationandlanguagefeatures.TguidesSstodothefollowingtasks:1.Underlinethetopicsentenceofeachparagraph,findoutthekeywordsofeachtopicsentenceandsummarizethemainidea.2.Thinkabouthowmanypartsthetextcanbedividedintoandwhy.3.Readthetextagainandanswerthequestions.Whatdoparagraphs24mainlytellus?Whichcanbestrevealthewriter’sopinionaboutusingbodylanguage?Whatdoessomeonemeanbymovinghishandincirclesoverhisstomachafterameal?Howmanydifferentusesofsmilingarementionedinparagraph6?Whatcanweknowfromthetext?4.Fillintheblankstoconstructthemindmapofthepassage.5.Analyzehowthepassageisposedandthelanguagefeaturesofexpositoryessay.Toclarifythecontextofthearticle,graspthegistoftheparagraphandclarifythegenreandstructureofthearticle.Topracticehowtograspthedetailsofthearticle,graspthekeyinformation,andsummarizethebodylanguageofdifferentregionsandcultures.Tothinkdeeplyaboutthereasonsbehindthedifferencesinbodylanguage.Tosummarizehowtheexpositoryessayisposedanddevelopedbyanalyzingtheexplanationmethodandthesignpostsused.Tolearnfromitasamodelforexpositorywriting.12minsStep4PostreadingRetellthestory.Readforthinking.1.Guidestudentstodescribethepassageaccordingtowhatwehavelearned.2.CreateanewcontextwhichisaboutyourfriendTimwantingtogoonhisfirsttriptoChinaandaskstudentstogivehimsomeadviceonbodylanguageinChina.Todescribethepassageintheirownwordsaccordingtowhatwe’vediscussed.Toconnectreallifeexperiences,sharethem,andunderstandthemeaningofexploringthetheme.Todeepenthesignificanceofthetheme,strengthenthemoraleducation,andtransferwhatwelearnintopractice.8minsStep5ConclusionandevaluationGuidestudentstolookbackonthelearningobjectivesofthislessonandaskstudentstothinkaboutwhethertheyhaveachievedthegoalornot.Consolidatewhatwehavelearnedinthislessonandalsofurtherexplorethequestionsunsolved.Torebatelearningobjectivesandconductselfevaluationandmutualevaluationaccordingtotheachievementoftheobjectivesofthislesson.Tocheckandfillinthegaps,consolidateandimprovewhatwelearned.2minsHomeworkOptionA绘制思维导图，梳理不同国家肢体语言及意义的表达。OptionB独立创编一个段落，描述35个中国与外国肢体语言不同的情况。Torealizetheapplicationandtransferinnovationoftheknowledgelearned,andteacherscanalsochoosetoassignhomeworkinlayersaccordingtothesituationofstudents.9.板书设计B4U4BodyLanguageReadingandthinking10.教学反思Advantages:Basedontheanalysisofthetextandthelearningsituation,theteachingobjectivesofthislessonaredetermined.Thesituationofthisreadingandreflectionlessonisintrod