【課件】Unit+4Reading+and+writing+說課稿課件人教版（2019）選擇性必修第一冊

DscribeClassroomBodyLanguagereading&writingBook1Unit4Outline01理論依據(jù)02教材分析03教學(xué)目標(biāo)04教學(xué)方法05教學(xué)過程06板書設(shè)計07教學(xué)反思01理論依據(jù)這是一節(jié)高中讀寫課，教學(xué)目標(biāo)是通過讀寫活動促進(jìn)學(xué)生英語語言能力的全面提升，同時在學(xué)習(xí)中培養(yǎng)學(xué)生的思維品質(zhì)，學(xué)習(xí)能力和文化意識，綜合但有側(cè)重點的落實單元目標(biāo)，發(fā)展學(xué)生的學(xué)科核心素養(yǎng)。學(xué)科核心素養(yǎng)著眼于全面有人，而不單純把語言作為知識或技能來教學(xué)。學(xué)校應(yīng)在日常教學(xué)中分階段、分層次、有側(cè)重地培養(yǎng)學(xué)生的英語學(xué)科核心素養(yǎng)。01理論依據(jù)本節(jié)課定位于高二學(xué)年第一學(xué)期，在通過通過必修一teenagerlife,languagearoundtheworld,必修三diversecultures以及本冊U1peopleofachievement的基礎(chǔ)學(xué)習(xí)后，已經(jīng)對校園生活、文化差異和人物介紹有所了解。學(xué)生通過對教材第四單元的說明文(描寫課堂肢體語言-如何讀懂我的學(xué)生)基于文本、深入文本和超越文本的閱讀解讀過程，實現(xiàn)從理解過渡到應(yīng)用，最終實現(xiàn)遷移創(chuàng)新。學(xué)生的讀寫能力發(fā)展需要文本內(nèi)容輸入，根據(jù)內(nèi)容設(shè)計寫前、寫中、寫后活動，培養(yǎng)學(xué)生的學(xué)習(xí)策略，掌握閱讀材料信息并運(yùn)用這些表達(dá)方式描述肢體語言，表達(dá)自己的思想觀點。02教材分析單元整體簡介單元主題：人與社會---描述課堂肢體語言教學(xué)內(nèi)容分析：該主題旨在體現(xiàn)肢體語言與學(xué)生的學(xué)習(xí)和教師的教學(xué)之間存在緊密的關(guān)系，從而將課堂討論的主題與學(xué)生的生活進(jìn)行關(guān)聯(lián)。因此，學(xué)生先閱讀文章，了解課堂中習(xí)以為常的肢體語言所傳遞的信號，學(xué)習(xí)簡單描述肢體動作的表達(dá)，并將這些表達(dá)用于描寫某人的肢體語言?；顒又黝}在understandbodylanguage,explorebodylanguage之后，不僅對前期學(xué)習(xí)進(jìn)行綜合運(yùn)用，也與單元引言中的WhatIhidebymylanguage,mybodyutters相呼應(yīng).此外，整個單元按照“讀”“聽”“說”“寫”四大版塊編排。每個板塊都以一種語言技能活動為主，兼顧對其他技能的培養(yǎng)，關(guān)注語言的理解性技能和表達(dá)性技能的協(xié)調(diào)發(fā)展。

學(xué)情分析本班大多數(shù)學(xué)生思維活躍，英語學(xué)習(xí)興趣較濃，樂于參與課堂活動，但是英語水平參差不齊。經(jīng)過高中近一年的學(xué)習(xí)，他們已經(jīng)掌握了一些描述人物性格、成就等方面的基本詞匯和表達(dá)方式，并能用已有的詞匯和語言知識對人物的各個方面進(jìn)行簡單描寫，但是在運(yùn)用豐富的句式及合理的篇章結(jié)構(gòu)進(jìn)行肢體語言描寫時會有困難。

在本單元前面課時的閱讀和聽說課中，學(xué)生已經(jīng)理解了肢體語言與言語表達(dá)在實際交流中是共存的，同一肢體語言在不同文化背景下有不同含義，對肢體語言的表現(xiàn)力和應(yīng)用場景進(jìn)行討論探索，并體驗用肢體語言傳情達(dá)意，教師通過讓他們閱讀本節(jié)課提供的文章，幫助他們了解課堂中他們習(xí)以為常的肢體語言所傳遞的信號，學(xué)習(xí)一些簡單描述肢體動作的表達(dá)，并將這些表達(dá)用于描寫某人的肢體語言。________________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

六移五評四寫三思二讀一導(dǎo)KindsofbodylanguageEyecontact眼神接觸Facialexpressions面部表情Postures姿勢Gestures手勢

BodylanguagePurpose:ToleadSsgetclosetothetopicbyrecallingownexperience,arousestudents'interestinlearning,andmaketheclassactively.七省

六移五評四寫三思二讀一導(dǎo)________________Part1Pre-readingPart2Readingfor1structure2details3deepermeaning4languagefeaturesPrewriting｝七省

六移五評四寫三思二讀一導(dǎo)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

六移五評四寫三思二讀一導(dǎo)Discussion5’________________Part1Pre-readingPart2ReadingforPart3Writing1structure2details3deepermeaning4languagefeaturesPrewriting｝七省

六移五評四寫三思二讀一導(dǎo)

明確體裁話題確定時態(tài)人稱

布局文章架構(gòu)

列出核心要點

OutlineaboutintroductionofBodylanguage.5’首段：簡要描述這種肢體語言。中段：用1-2個相關(guān)事例進(jìn)行具體描述。尾段：適當(dāng)總結(jié)。描述某些肢體語言。文體：說明文一般現(xiàn)在時、第三人稱1.從動作、神態(tài)方面描述肢體語言的具體特征。2.描寫這種肢體語言出現(xiàn)的場合和含義等。Writeapassagetodescribethebodylanguageofthepersonyouknowabout,andexplainwhathis/herbodylanguagetellsus.whekindwhatPurpose:EncourageSstomasterthestuctureofdescribingthebodylanguagebetter.

DescribeorDrawandDescribe10’________________Part1Pre-readingPart2ReadingforPart3WritingPart4Postwriting1structure2details3deepermeaning4languagefeaturesPrewriting｝七省

六移五評四寫三思二讀一導(dǎo)Exchangeyourdraftwithapartner.Usethechecklisttohelpyoureviewyourpartner’sdraft.

Isthepersonproperlyidentified?

Isthedescriptionclear?

Doesthewritergivehis/herimpressionsofthefeelingsandpersonalityofthepersoninthedrawing,andalsoexplainwhyhe/shehastheseimpressions?

Doesthewriterusecorrectgrammar,punctuation,andspelling?七省

六移五評四寫三思二讀一導(dǎo)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板書設(shè)計Outlinetodescribethebodylanguagee7d195523061f1c0c2b73831c94a3edc981f60e396d3e182073EE1468018468A7F192AE5E5CD515B6C3125F8AF6E4EE646174E8CF0B46FD19828DCE8CDA3B3A044A74F0E769C5FA8CB87AB6FC303C8BA3785FAC64AF54247616BDCBB2D840EBD55303F1A6C4BED7A7D631CC9F77BCB67D85DCCE2B8637AC2BDA2214085FA648C8A4E08BD4C943870A84D7A3B8A5B4341Homework<2>(2018高考作文)假如你是李華，你的英國朋友Tom將來中國旅游，發(fā)郵件向你詢問中英日常生活肢體語言的異同。請你回復(fù)郵件，內(nèi)容包括：1.表示歡迎；2.不同點：在中國，與長輩交談時，低頭避免直視等；3.相似點：見面握手，微笑等。

注意： 1.詞數(shù)80左右； 2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。DearTom,__________________________________________________