Unit4BodyLanguageReadingandthinking教学设计-高中英语人教版选择性

Unit4BODYLANGUAGEReadingandThinking:ListeningtohowBodiesTalk语篇简析本阅读材料的话题是交际中的肢体语言，作者从三个方面讲述了肢体语言的特征与作用，通过主题句和举例阐述的方式让读者了解不同文化中肢体语言的相同或者不同的意义，并从更抽象、概括的维度深入认识肢体语言的特点，理解肢体语言的作用。基于肢体语言的特点，作者提醒读者在与人交流中，尤其是当文化背景有差异的时候，要使用得体的肢体语言，尊重、理解和包容不同的文化，进行有效、有素养的沟通。文本共由六个段落组成，篇章结构为“总—分”。第一段用简练的语言引出了话题，并且从我们自身表达的需要和了解他人感受两个角度讲述了肢体语言的作用。第二段阐述了肢体语言的第一个重要特点——肢体语言在不同的文化中有不同的内涵——这也是文中写作篇幅最大的一个要点，最为重要。通过讲述肢体语言的这一特点，作者向读者传递了要尊重不同的文化、要使用与所在文化相宜的肢体语言。文章的二、三、四段均围绕这一要点展开。为了说明肢体语言的这一特点，第二段中作者讲述了不同文化中视线交流的不同，列举了中东国家和日本的情况来说明。第三段中的主要支撑例子为OK手势，除了我们所认知的意义，OK手势在一些国家，例如日本、法国、巴西和德国等有截然不同的含义，甚至在一些国家有侮辱性。第四段中讲述了我们最常见的用点头、摇头表达是与否的肢体语言在一些特定国家是不一样的，以及不同文化背景中人们交谈时彼此的距离，见面或告别时采用的方式也截然不同。第五段的内容为作者讲述的第二个肢体语言的特点——有一些肢体语言在世界各地有相同含义。作者通过两个具体的例子进行了说明，目的在于告诉读者有一些肢体语言的含义在全球是通用的，进一步表明了肢体语言的重要性。第六段的内容为肢体语言的第三个特点——有些肢体语言本身有很多不同的用途。作者用“smiling”的众多使用场合和不同的用途进行了说明，这个要点同样向读者传递了肢体语言在表达中的重要性。学情分析和教学过程在课标核心素养中的落地：高二年级四班，因为基础较差，高一市统测平均分只能55左右，班级最高分是88，72分以上同学仅有三个，大部分同学成绩在40左右。一方面是因为自身基长期础较差使得几乎所有同学在英语学习上没有信心，二是因为自身学习习惯太差，没有能坚持学习的习惯。我是高二开学刚接的班，师生之间的基本了解，师生关系相对比较融洽，但还不能完全走进每一个学生的内心。所以这节课为了顾全大局，设计比较重基础，本节课是大单元整体学习中第二部分explorationandconstruct,通过阅读获取信息最终走向写作的的部分。在课标中体现在培养学生英语语言能力，英语学习能力，文化意识，思维品质。根据学情，通过jigsawreading的方式给每一个同学都分配任务，划分阅读量，缩减了整篇阅读的难度，帮助学生初步建立英语学习的能力。再用合作探究的方式，提升团队合作力的同时进一步增强英语学习的能力。又通过展示点评的方式加一遍一遍重复加齐读的方式帮助学生找到知识的获得感增强学生的语言能力。在足够的输入后，通过小组讨论问题，提升英语思维品质，构建英语学习逻辑思维和批判性思维。最后在思维的培养和写作环节中培养学生的英语国家文化意识的同时想到中国，弘扬中国文化。Teachingplan一、teachingcontents:Readtofindoutandunderstandingthemeaaningofdifferentbodylanguageindifferentcountriesinthepassage.Drawamindmaptoconstructthestructureofthepassagethroughgroupcooperationtohaveadeepunderstandingoftheinformationandknowledgerootedinthepassage,aswellbuildingtheabilityofEnglishlearning,cultureawareness,andthinkingqualities.二、Learningobjections:1.Figureoutthemeaningsofbodylanguageindifferentcultures.2.Listhowpeopleuseandunderstandbodylanguageindiversecultures.3.GivesomeadviceonbodylanguagethatisappropriateinChinatoyourforeignfriends.三、TeachingprocessLeadin:ActivatingthebackgroundknowledgeofbodylanguageSettingfoundationtoachievethelearningobjective1.Part1:Usethedailyfactsinourclasstoelicitthetopic:bodylanguage:happy,astonish,smile,thus,letthestudentslearnthattherearevariouswaysofmunicationandthebodylanguageisanonverbalonethatcanalsoexpressourthought,opinionandfeelings.Teachershowthenamesandgroupsandask:Howdoyoufeel?（1）tothestudentswhoneedtorecitethepassage?（2）Toallofusbeside?（3）Tome,ateacher.Aseveryonehasdifferentfeelings,weshowindifferentways.Part2:usepicturesaboutgestures,bodymovementandfacialexpressiontoletstudentsexperiencewhatisbodylanguage.Teacher:showthepicturesandask:whatdoesthepicturemean?Thesamepicturemaybeunderstoodwithdifferentmeanings,sostressthedifferencesfortheingpassage.Payattentiontosortthemintothreetype:gestures,bodymovementandfacialexpression.Part3:Summarizewhatisbodylanguage.Ask:whatisbodylanguage?Studentsandteacherspeaktogether:Bodylanguageisaformofnonverbalmunicationtoexpressourthoughtsandopinionsandfeelingswithourgesturesandbodymovementandfacialexpression.【设计意图】Usingwhatwearefamiliartoleadintothetopicmayhelpstudentsfeeleasy.Thewayoflooking,thinkingandspeakinghelpstudentshaveabetterofbodylanguage.【核心素养提升点】ExperiencethewaysofbodylanguagebypictureshelparousetheinterestoflearningEnglishandformbasicvocabularyforthenextreadingpart.Activity1BrainstormingthecontentofthetextSettingfoundationtoachievethelearningobjective1.Part1:LeadstudentstolookatthepictureonPage38withthequestion:Q1:Whatinformationcanyougetfromthebodylanguageinthepicture?Teacher:bidonestudenttoanswer,butmaybetherearedifferentmeaning,whichisbettertopaveroadforthenextreading.Part2:Studentsreadthetitleandbrainstormthecontentsofthetextwiththequestion:Q2:Accordingtothepictureandthetitle,whataspectsofbodylanguagemaybementionedinthetext?Teacher:letallstudentsanswer.Allstudentscangetthepassageisaboutbodylanguage,aswellthedifferenceinbodylanguagemayeoutwiththepavementoftheleadinpart.【设计意图】studentscanpredictthemainideaofthepassagebylookingatthepicturesusedinpassageandreadingthetitle.【核心素养提升点】Developtheabilityoflookingandpredictingbyextractinformationfrompictureandtitle.Activity2:IdentifyingthestructureofthetextPracticethelearningobjective1.Part1:Skimtospotthetopicsentenceofeachparagraphandunderlineoutwithredpen.Check:teacherasks6studentstoreadouttheanswer,otherstudentscorrecttheirownanswers.Part2:letstudentsthinkhowtodividethepassagebyunderstandingthetopics,paringthepassagetoacake.Teacherguideallstudentstothinkandspeakoutthestructure：para1,para24,para5,para6.Part3:Finishthetaskonpaperintwominutesandtakephototohandin.(271bay电子学程Activity2，提交卡提交作业)。Part4:Checkrandomlyandcorrectonthescreentogether.Thenselfcorrectingwithredpen.【设计意图】Studentsskimtofindoutthetopicsentencesandanalysethestructureofthewholepassage,whichassistswiththefollowingdetailedreading.【核心素养提升点】Builduptheabilitytospotthetopicsentencesbyfastreadingandexploretoanalysethestructure.

Activity3:Detailedreadingtofindoutthecertainbodylanguageineachparagraph.Practisethelearningobjective2。Part1:Jigsawreadingofpara24tofindoutthedifferentbodylanguageindifferentculturewiththecertainmeaninginthecertainplacesin6minutes.Teachercultivatesgroupleaderstoallocatethetaskstogroupmembersindifferentlevels,andguidethemhowtodothereadingandfinishthetaskcorrectly.(提前培训小组长：（1）根据组员英语能力合理分配任务，A层同学完成两段阅读，B层同学完成一段阅读，2个C层同学完成一个段落阅读.（2）阅读技巧：直接找答案；根据线索推断找答案)Part2:Groupcooperationtocorrecttheanswersandfinishthemindmap.Teachercultivategroupleaderstocorrecttheanswerfirstandunitethegroupmemberstocontributetothegroupmindmapwityouownway.(小组长带领组员改错，每个组员为大家介绍自己所读段落的具体肢体语言有哪些，分别在什么地方表示具体的meaning。A层同学帮助B和C层同学完善信息，更好的理解文章。小组形成合力，创建自己小组的思维导图，注意层次性和逻辑性。小组长代表小组拍照提交作业到Activity3的提交卡)Part3:Useinteractiontoolin271Bayrandomlytobidonegrouptomentthemindmap.Teacherandallstudentspletetheanswerandstressthedifficult.Teacherspotsouttheproblemsanddifficultywhilereadingandletallstudentsreadtogetherandanalysetohelpstudentsunderstandthegesture.Part4:Readthelastparagraphtopolishthegroupmindmap.Teacherleadstudentstoreadthewholeparagraphloudlytocheerthemup,thenstudentsreadsilentlytofindoutthedifferentusesofsmilingtopletethegroupmindmap.Again,teacherleadallstudentstoreviewthemindmaptogether.Afterthatteacheraskquestion:Howcanweavoidcultureshockwheninforeigncountries?Studentsspeakouttogether:learntheirculture.【设计意图】Usejigsawreadingtoreducethedifficultyofthepassageandusegroupcooperationtogivestudentschancetoselfstudyandexpresstheirpoint.【核心素养提升点】CultivatetheabilityofreadingandEnglishexpression,aswellbuildinguptheabilityofthinking.Activity4criticalthinkingandcreativewriting.Prepareforthelearningobjective3.Groupdiscusstoapplythebodylanguagefoundbeforeinchinain5minutes.Teacherasksquestion:whatdothebodylanguagementioninthepassageinterpretinChina?Check:Onlyonegrouptoshowtheirunderstanding.Usetheinteractiontoolin271Baytobidonegrouptoshowrandomly.TeacherextractthebodyinshowtostresstheuseinChina.【设计意图】ApplywhatwelearninthepassagetohowitisusedinChinatoimprovetheawarenessofculturebothathomeandintheworld.Helpstudenthaveadeepunderstandingofbodylanguageindifferentbyparison.【核心素养提升点】cultivatecultureawarenessandformcriticalthinking,aswellinprovetheabilityofexpressioninEnglish.Activity5WriteanessaytohelpPractisethelearningobjective3CreateasituationthatTony,anAmericanboy,isingtoChinanextmonth,writealettertotellhimwhatheneedstoknowtoavoidbehavingnotpolitely.Part1:Teacherguidethewriting:binethecriticalthinkingabovewithyourownunderstandingtowritealettertoTony,tellinghimwhatheneedstopaattention.Part2:15minutestowriteandtakephototohandin.(完成拍照提交作业)Part3:Eachgroupchooseonepassagetocorrectwithredpen.Part4:Teacherandstudents