Unit4 Body Language Reading and thinking教学设计-2024-2025学年高中英语人教版（2019）选择性必修第一册

教学设计方案 1.学习阶段： PEP Book4 Senior School English (2019) The 1 th lesson of Unit 4 Body Language: Reading and Thinking 2.授课时长： 45 minutes 3.语篇主题语境： Human and Society 4.文本分析： What: This article is an expository article. Starting from the basic function of body language, this paper introduces the important factor of regional culture, and shows that the proper understanding and use of body language in regional culture must be considered. This expository essay mainly conveys three layers of information to readers. First, the importance of body language, which has a social communication function. Second, body language is regional, and it has certain regional cultural attributes, but it is not absolute. Third, body language should be appropriate. Why: Learning body language is of great significance to improve students' ability to communicate across cultures, and in the context of globalization, there is an increasing need to communicate with people from different cultural backgrounds. Mastering a certain amount of body language knowledge can help students better understand the intentions and emotions of others and avoid cultural conflicts. In addition, learning body language can also help students pay attention to observation in daily life, and learn to care for and help others. How: The article adopts the "total-score" structure and the illustrative method of giving examples and comparisons, starting from the concept to enriching specific examples, which is related to reality and easy to understand. The title of the article, Listening to How Bodies Talk, is very characteristic and uses rhetorical devices to arouse the reader's interest. The language of the article is concise, the structure is clear, and the explanation method uses obvious signposts (e.g. for example, by contrast, by comparison, however...), which is worth serving as a model for students to learn from expository essays. 5.学情分析： (1). What I know Students in the second year of high school already have a certain basic knowledge of English, and can initially understand and use basic body language, such as nodding in agreement and shaking in no. In terms of text analysis, students have already learned about common signposts that represent logical relationships, so it is not difficult to grasp the structure of texts and understand the methods of explanation. However, students may lack awareness of complex or subtle body language, and have not yet systematically learned the similarities and differences of body language in different cultures. Therefore, through the study of case studies in the text, cross-cultural comparative research is carried out, and through post-reading video viewing and group discussions, students can intuitively and deeply feel the similarities and differences of body language in different cultural backgrounds and how to judge the true and false smiles. (2). What I want to know Students are interested in the specific application and impact of body language in cross-cultural communication, and hope to learn more about the differences and usage skills of body language in different cultural contexts, as well as the guiding significance of body language in real life. Therefore, through the creation of real-life simulation and related transfer innovation and practical application, students are guided to deeply understand and appreciate the deep meaning and cultural differences behind body language. (3). What I learned Students have a better understanding of the structure of essays, paragraphs, and writing techniques in the expository style. Students engage in critical thinking through body language in relation to our own culture and personal experiences; Students build cultural confidence and respect for other cultures by comparing cultural similarities and differences. 6.教学目标： (1). Read and comprehend discourses that describe common body language, and sort out information about the function of body language and its cross-cultural implications; (2). Identify writing techniques and structural elements of expository essays by analyzing expressions such as signpost words. (3). Enhance students' intercultural awareness, develop students' cultural sensitivity and respect for other people's cultures. 7.教学重难点： (1). Conclude differences of body language in different regions. (2). Apply communicative strategies in life. (3). Enhance the cross-cultural awareness. 8.教学过程： 教学过程 活动形式及步骤 活动意图 时间 Step1 Warming up & Leading in Perceive the topic: Body Language. 1.T greets the Ss and invites them to Look at the following facial expressions, and tell what they might be feeling. The expressions include “happy, angry, sad, confused, depressed, cheerful, surprised” and so on. 2.T shows Ss some pictures and ask them to guess what they are expressing. 3.Summarize how many types of body language you find? Create a situation to activate the students’ initial perception of the theme “Body Language” and to help students experience one of its functions: to express emotion. Arouse students interest in this topic. 5mins Step 2 Pre- Reading Predict the content T guides Ss to look at the title and picture of the text and think about what the text will talk about and what do you think the young girl wants to convey with her body language. To predict the content by reading the title and picture in the text. 3mins Step 3 While-reading Read for the main idea and structure. Read for detailed information and language features. T guides Ss to do the following tasks: 1.Underline the topic sentence of each paragraph, find out the key words of each topic sentence and summarize the main idea. 2.Think about how many parts the text can be divided into and why. 3.Read the text again and answer the questions. What do paragraphs 2-4 mainly tell us? Which can best reveal the writer’s opinion about using body language? What does someone mean by moving his hand in circles over his stomach after a meal? How many different uses of smiling are mentioned in paragraph 6? What can we know from the text? 4.Fill in the blanks to construct the mind map of the passage. 5.Analyze how the passage is composed and the language features of expository essay. To clarify the context of the article, grasp the gist of the paragraph and clarify the genre and structure of the article. To practice how to grasp the details of the article, grasp the key information, and summarize the body language of different regions and cultures. To think deeply about the reasons behind the differences in body language. To summarize how the expository essay is composed and developed by analyzing the explanation method and the signposts used. To learn from it as a model for expository writing. 12mins Step 4 Post-reading Retell the story. Read for thinking. 1.Guide students to describe the passage according to what we have learned. 2.Create a new context which is about your friend Tim wanting to go on his first trip to China and ask students to give him some advice on body language in China. To describe the passage in their own words according to what we’ve discussed. To connect real life experiences, share them, and understand the meaning of exploring the theme. To deepen the significance of the theme, strengthen the moral education, and transfer what we learn into practice. 8mins Step5 Conclusion and evaluation Guide students to look back on the learning objectives of this lesson and ask students to think about whether they have achieved the goal or not. Consolidate what we have learned in this lesson and also further explore the questions unsolved. To rebate learning objectives and conduct self-evaluation and mutual evaluation according to the achievement of the objectives of this lesson. To check and fill in the gaps, consolidate and improve what we learned. 2mins Homework Option A 绘制思维导图，梳理不同国家肢体语言及意义 的表达。 Option B 独立创编一个段落，描述3-5个中国与外国肢体语言不同的情况。 To realize the application and transfer innovation of the knowledge learned, and teachers can also choose to assign homework in layers according to the situation of students. 9.板书设计 B4U4 Body Language Reading and thinking 10.教学反思 Advantages: Based on the analysis of the text and the learning situation, the teaching objectives of this lesson are determined. The situation of this reading and reflection lesson is introduced naturally, which effectively stimulates students' interest. Multimedia resources are used appropriately to enhance the student experience. Mind maps are effective in summarizing and helping students sort out their knowledge. The design of teaching activities is progressive and interlocking, adapting to the students' recent development area, and the various forms of activities can meet the needs of students at different levels, so that more students can participate in classroom activities and gain something. Shortcoming: Due to the rich content of the class and the individual differences of students, some students showed a more passive attitude and lacked active participation and interaction during the activity. Improvement: In the future, more attention should be paid to stimulating students' interest and initiative in learning, and encouraging them to actively participate in classroom activities. 学科网（北京）股份有限公司 $$