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

B4U4 Body language 教学展示 PEP Book4 Senior School English (2019) The 1 th lesson of Unit 4 Body Language: Reading and Thinking 2 CATALOGUE Teaching and learning methods 2 Analysis of the teaching material 3 Analysis of the students 4 Teaching and learning objectives 5 Teaching principles 1 6 7 8 Teaching procedures Blackboard design Teaching reflection 01 Teaching principles 3 1. Teaching principles Core competencies Six components of the curriculum Activity-based approach to English learning An effective class learning and understanding applying and practicing transferring and creating Language ability Cultural awareness Thinking ability Learning ability Theme Text 02 Teaching and learning methods 5 2. Teaching and learning methods Bloom’s taxonomy of objectives Constructivist view of learning construction of new knowledge cannot be achieved without making a meaningful connection with the existing one learners: principal part of learning teachers: facilitators Teaching methods Learning methods Activity-based approach to English learning Learning through activities Cooperative learning method Inquiry-based learning method Teaching and learning philosophy 03 Analysis of the teaching material 7 1. Analysis of teaching material What 02 Why 01 How 03 Theme: Human and Society Main content: 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. 1. Analysis of teaching material What 01 Why 02 How 03 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. 1. Analysis of teaching material What 01 Why 03 How 02 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. 04 Analysis of students 11 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 deeply feel the similarities and differences of body language in different cultural backgrounds and act properly. 2. Analysis of students d400c969-6b1d-4484-a3b8-4051b77226bd.source.default.zh-Hans 12 05 Teaching and learning objectives 13 14 3. Teaching objectives Text here Focal points Text here Difficult points (1). Conclude differences of body language in different regions. (2). Apply communicative strategies in life. (3). Enhance the cross-cultural awareness. (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. 14 06 Teaching procedures 15 Step I Leading-in Step II Pre-reading Step III While-reading Step IV Post-reading Step V Conclusion Step VI Homework Perceive the topic: Body Language. Predict the content. Read for the main idea and structure. Read for detailed information and language features. Retell the story. Read for thinking. Draw a conclusion on today’s topic. Self-evaluate. Learning and understanding Applying and practicing Transferring and creating Assign group projects. 6. Teaching procedures Warming-up&Leading-in 设计意图: 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. 6. Teaching procedures Pre-reading: predict the content. 设计意图: To predict the content by reading the title and picture in the text. 6. Teaching procedures While-reading: read for the main idea and structure. 设计意图: To clarify the context of the article, grasp the gist of the paragraph and clarify the genre and structure of the article. 6. Teaching procedures While-reading: read for detailed information 设计意图: 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. 6. Teaching procedures While-reading: read for structure and language features. & Retelling. 设计意图: 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. To describe the passage in their own words according to what we’ve discussed. 6. Teaching procedures Post reading 设计意图: 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. 6. Teaching procedures Evaluation & Consolidation & Homework 设计意图: 1. To rebate learning objectives and conduct self-evaluation and mutual evaluation according to the achievement of the objectives of this lesson. 2. To check and fill in the gaps, consolidate and improve what we learned. 3. To realize the application and transfer innovation of the knowledge learned, and teachers can assign homework in layers according to the situation of students. 6. Teaching procedures (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. 07 Blackboard design 24 7. Blackboard design B4U4 Body Language Reading and thinking 08 Teaching reflection 26 8. Teaching reflection 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. 设计思路特色与不足 Thank you for watching. Speaker name and title OfficePLUS hank 28 $$