人教版2019選擇性必修一

Unit4BodyLanguageUsingLanguageNO.9ContentsContentsTeachingBackgroundTeachingObjectivesKeyandDifficultPointsTeachingandLearningMethodsTeachingProceduresBlackboardDesignTeachingReflectionPart1Teachingbackground

TheoreticalbasisAnalysisofteachingmaterialAnalysisofstudents1.TheoreticalbasisNewgeneralseniorhighschoolcurriculumstandardsCulturalawarenessLanguageabilityThinkingqualityLearningability1.TheoreticalbasisTheactivity-basedapproachtoEnglishlearning

英語學習活動觀integrated,relevantandpracticaltheme-basedactivities

學習理解類Learningandunderstanding

感知與注意獲取與梳理概括與整合

應用實踐類Applyingandpracticing描述與闡述分析與判斷內化與應用遷移創新類Transferringandcreating推理與論證批判與評價想象與創造基于語篇構建知識深入語篇轉化能力超越語篇生成素養2.AnalysisofteachingmaterialUnit4BodyLanguageSelectiveCompulsoryCourseBook1(pep)2.Analysisofteachingmaterial1.ReadingandThinking2.Learningaboutlanguage4.UsingLanguage6.VideoTime5.AssessingYourProgress3.DiscoveringUsefulStructures文本形式語篇內容和課時目標課時輸出形式1Reading1&Thinking課時1理解肢體語言的地域和文化特征學會得體使用肢體語進行跨文化交際1.(GW)在機場接待初次來華的國際生情境表演（中、日，英、法，巴西、中東）2.制作一份地域肢體語言信息單2Discoversturectures課時2日常交際中常見的肢體語言及其特定內涵運用動詞的-ing形式描述肢體語言或做日常交際對話掌握動詞的-ing形式用作賓語和表語的句法功能和表意功能1.(PW):運用動詞的-ing形式描述圖片表現的肢體語言2.作業:翻譯P462.帶-ing的句子3listening&talking課時3探索肢體語言表現力和應用場景培養推斷意義的能力運用交際策略請求澄清和進行澄清的表達法口語：運用動詞的-ing形式，描述開篇頁圖片表現的肢體語言并推斷肢體語傳達的情感4Reading2&Writing課時4閱讀：了解課堂中常見的肢體語言及傳遞的含義，學習簡單描述肢體動作的表達并用于描寫某人的肢體語言寫作：掌握肢體語言的表達法、合理地傳遞人物情感態度1.（PW）口語：運用動詞的-ing形式，口頭描述課堂肢體語言和推測表達的含義2.(GW)寫作：某熟悉人的肢體語特征及其含義（提供寫作支架：writingtip表格）5Listeing&Speaking課時5WB84理解猩猩如何使用肢體語言表達情感(GW)口語：小組匯報動物肢體語（提供presentaton的示范支架）6Reading&Writing課時6WB85-86理解動物常見肢體語言及情感表達的含義寫作：運用-ing形式和肢體動作的表達，續寫一段關于人與寵物的故事。7課時7viewing理解卓別林表演的肢體語言運用-ing形式對ChalieChoplin做總結概述

8課時8project

制作一份肢體語言分類清單制作一份整個單元的肢體語言分類清單大單元整體教學2.Analysisofteachingmaterial基于新課標Thematiccontext(主題語境)Humanandsociety-interpersonalcommunicationTextType(語篇類型)Expositorywriting新課標新教材新高考2.Analysisofteachingmaterial基于語篇WhatThispassageisateacher’ssharingaboutknowinghisstudentsbytheirclassroombodylanguage.WhyTeacherscanadjustclassactivities,reminddistractedstudents,ortalktostudentsintroubleindividuallytohelpthemtolearn.HowTextstructure:

Languagefeatures:Theauthorwritesthepassageinahumoroustone,presentsalovingattitudeinemotion,andattachgreatimportancetotrustandunderstandingbetweenteachersandstudents.part1:LeadinthetopicofBodyLanguagebyQ&Apart2:Examplesofbodylanguage&whattheyimplypart3:TheimportanceofbodylanguageGrade：Senior2students3.AnalysisoftargetstudentsHighlymotivatedandhard-working;Havelearnedsomebasicexpressionsofthetopic;Basicabilityofskimmingandscanning;Abletoextractthemaininformationfromthetext;Notfamiliarwithbodylanguageinclassroom;Weakinwritingapassagetodescribeaperson’sbodylanguage.existingcognitiveknowledgeandexperienceIndividualdifferences

PhysicalandpsychologicalcharacteristicsStudents’learningmethodsTeachingObjectivesPART02Bytheendoftheclass,studentsshouldbeableto:TeachingobjectivesLanguageabilityMastersomeexpressionsofbodylanguage.Writeashortcompositiontointroducebodylanguagevividly.Extractsomekeyinformation.Implythemeaningsofbodylanguage.Analyzethe

structureofthetext.

ThinkingqualityLearningabilityCulturalawarenessHaveadeeperunderstandingofbodylanguage.Cultivatethetrustandunderstandingforteachersandstudents.

Inferthethemeandtheintentionofwriter’swritingsuchapassage,improvingtheircriticalthinking.KeyandDifficultpointsPART03KeyandDifficultpointsStudentslearnexpressionstodescribebodylanguageinclassroomandinferitsmeanings.KeyPointsWriteapassagetodescribeaperson’sbodylanguageandgivetheirimpressionoftheperson’sfeelingorpersonality.DifficultPointsPART04TeachingandLearningMethodsTeachingMethodologiesActivity-basedTeachingMethodScaffoldingInstruction(支架式教學)SituationalTeachingMethodLearningStrategiesActivity-basedapproachAutonomousLearningCooperativeLearningMethodTeachingandlearningmethodsPART05TeachingProceduresTeachingProcedures1.Lead-in感知與注意2.Readforstructure獲取與梳理；概括與整合學習理解Learningandunderstanding

3.Readfordetails獲取與梳理遷移創新Transferringandinnovating應用實踐Applyingandpracticing

6.PeerEvaluation批判與評價5.Writing內化與應用4.Groupwork批判與評價1Lead-in(2min)2345TeachingProceduresReadforStructure(5min)Readfordetails(5min)WatchingandWriting(10min)PeerEvaluation(6min)6Groupwork(12min)Step1:Lead-in(學習理解類活動)

TeachingProcedurePurposeSetarealsituation.

Arousestudents’interestandguidethemtopayattentiontothetopic.Activateschema(激活圖式).Evaluation:Ssshowstronginterestinthistopicandwanttoknowmoreaboutbodylanguage.Activity1：Picturetalking:Whatinformationdoyouknowaboutthesepictures?

Howdoyouknow?Step1:Lead-in(學習理解類活動)

TeachingProcedureBodylanguageBodymovements＝ThinkingStep2:Readforstructure（學習理解類活動）Activity2:Findthetopicsentenceofeachparagraphand

trytoanalyzethestructureofthepassage.PurposeEvaluationTounderstandthemaininformationofthetext.Analyzethestructureofthetext.Somestudentscannotfindthekeywordsandsentences.Theabilityofanalyzingandsummarizingneedstobestrengthened.TeachingProceduresgeneralgeneralspecificActivity3：ReadPart2carefullyandfillintheblankswithverbs.Step3:Readfordetails（學習理解類活動）TeachingProceduresPurposeEvaluationLetstudentspayattentiontothedetailedcontentofthepassage.

Pavethewayforthesubsequentwriting.Somestudentscannotfindthedetailsofitems.動作傳情Activity4：Discussion深入文本Step4:Groupwork（應用實踐類活動）TeachingProceduresIsbody

language

important

in

classroom?Whatshouldtheteacherdowhenstudentsarebored,distracted,ortroubled?PurposeEvaluationGuidestudentsto

develop

the

spirit

of

teamwork.

Promotethedeepthinkingability,deepthinkingability,andglobalthinkingabilityofstudents.Somestudentscannotfindthedetailsofitems.Activity4：Discussion深入文本Step4:Groupwork（應用實踐類活動）TeachingProcedures----DeepthinkingPerceiveothers’,reflectonyours.What’sthewritingpurposeofthispassage?Silentsignals,emotionalexpressions.Bettercommunication,betterunderstanding.Activity5：Furtherthinking超越文本Step4:Groupwork（應用實踐類活動）TeachingProceduresCriticalthinkingCommunicateourmessageeffectively.Bodylanguagecanalsodistract.Bodylanguagecanreplacemassage.Enhancecommunicationwithpeople.Isbody

language

alwayshelpfultous?Step4:Groupwork（應用實踐類活動）TeachingProceduresGlobalthinkingBodylanguagemayshapewhoyouare.Bodylanguageisyoursuperpower.TeachingProceduresStep5:WatchingandWriting（遷移創新類活動）DescribethebodylanguageofChaplinanditsmeanings.PurposeEvaluationConsolidatewhattheyhavelearnedthisclass.Improvethewritingability.Somestudentsareweakinwriting.TeachingProceduresStep6:PeerEvaluation（遷移創新類活動）Activity7:Exchangedraftswithapartner.Usethechecklisttogivefeedbackonyourpartner’sdraft.PurposeEvaluationThroughmutualevaluation,Sscanlearnfromeachother.Integrationofteaching,learningandevaluation.(教學評一體化)Moststudentstakeanactivepartintheactivity.Moststudentscanobjectivelyevaluatethecompositionoftheirpeersandreflectontheirownshortcomings.評價量表character

identified(2

points)cleardescription(5points)impression

+

explanation(3points)correctgrammar,spelling(5points)ItemsScoresIsthepersonproperlyidentified?Isthedescriptionclear?Doesthewritergivehis/herimpressionsofthefeelingsandpersonalityofthepersoninthedrawing,andalsoexplainwhyhe/shehastheseimpressions?Doesthewriterusecorrectgrammar,punctuation,andspelling?AcommunicationtoolW