Unit 4 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

Unit4 Reading and Thinking:Understand body language教学设计 一、教学目标 学生通过对本课的学习，能够做到以下三点。 1. 理解肢体语言的重要作用及其在不同文化背景下的含义差异。（学习理解） 2. 通过观察分析肢体语言，整合内化所学知识，进而推断人物的内心情感。（应用实践） 3. 体会肢体语言差异与融通，选择得体的肢体语言进行有效的跨文化沟通。（迁移创新）。 二、教材分析 该板块的活动主题是“理解肢体语言”， 这部分内容主要从地域文化角度解读肢体语言，渗透了较浓的文化意识。学生需要理解肢体语言的差异与融通，在跨文化沟通中初步体会交际的得体性。 1.内容和主题(What) “Listening to How Bodies Talk” 属于“人与社会--社会服务与沟通--跨文化沟通、包容与合作”的主题。本文首先介绍了肢体语言的重要性，接着讲述了不同文化中肢体语言的差异和相似之处，以及相同的肢体语言具有的不同功能，旨在促进在跨文化交际中使用得体的肢体语言，形成尊重、理解和包容不同文化的态度，进行有效、有素养的沟通。 2.作者意图、情感态度和价值观(Why) 随着时代的发展下，跨文化交际已经非常普遍。理解文化的差异性，突破语言障碍是跨文化交际得以顺利进行的重要保证，因而如何理解和使用肢体语言也有着重要意义。文章的写作目的在于帮助学生理解肢体语言的文化异同和在交际中的重要作用，开拓学生的国际视野，增强其跨文化沟通的能力。 3.语篇结构和语言特色(How) 从文体特征来看，语篇体裁是说明文。首段便引出话题，点明肢体语言在人际交流中的重要地位，二至四段阐述了不同的肢体语言在不同地区表达不同的意义，因此理解不同文化的肢体语言并参照其肢体语言是跨文化交际的首要准则。第五段简要列举了某些全球通用的肢体语言，体现文化的相似性。第六段则罗列了微笑这一强大的肢体语言的各种功用，说明其无论在个人社交中还是跨文化交际中的重要作用。从结构来看，文章遵循“总-分”结构，段落也遵循“总-分”结构，采用主题句+支撑细节举例展开，逻辑清晰。学生可以在探究主题意义的过程中学习和内化相关的语言表达，日后将阅读策略运用于英语学习，提高自主学习能力。 三、学情分析 本课教学对象是高二年级学生。Body language这一话题学生在中小学阶段早有接触，对跨文化交际也有一定的认识。通过进一步学习理解肢体语言在不同国家所体现的文化差异，能令学生感觉耳目一新，激发其求知热情。此次授课力求让学生在文章的的特色（结构、语言）和深意（意图、态度）方面有所收获，以加深对肢体语言的理解，通过对不同文化中肢体语言的解读形成跨文化交际意识，能恰当使用得体肢体语言进行有效跨文化沟通。 四、教学重难点 1. 培养学生读出言外之意的推断能力； 2. 引导学生结合自身经历和自己所处的文化背景批判地看待肢体语言，并学会尊重和包容与自己所处地域不同的文化现象。 五、教学过程 教师活动 学生活动 设计意图 Step1 Perception 1.Ask the students to enjoy a video and remind them to take notes to grasp the required information on the sheet. 2.Guide the students to learn the components of our communication and the types of body language. Step2 Prediction Ask the students to look at the picture and title to predict the type of the text, find the rhetorical device and conclude the aim of personification. Step3 Reading for the main idea 1.Ask the students to skim each paragraph to locate the topic sentence. 2.Encourage the students to decide the structure of the text. 3.Guide students to notice the expressions of “difference”. Step4 Detailed reading 1.Ask the students to read paragraph1 to interpret a new word and notice the transitional sentence. 2.Ask the students to read paragraphs 2-5 to fill in the table and pay attention to the different interpretations in China. 3.Lead the students to notice the discourse markers. 4.Ask the students to find out the benefits and usages of smile. Then lead them to retell with the help of highlighted parts. Step5 The Dictionary of body language 1.Ask the students to watch a video and observe the body parts talk. 2. Assign each group a specific cultural context A or B and let them present on the platform. 1.Watch the video attentively and perceive the data and bear some relevant information in mind. 2.Notice and define the different types of body language. Focus on the picture and specific word in the title to make some reasonable prediction. 1.Follow the given tips to find topic sentences of each paragraph. 2.Divide the passage into several parts and figure out the structure of the text and fill in the blanks. 3.Search for the repeated words in the topic sentence of paragraphs 2-4.. 1.Read paragraph1 and guess the new word and function of last sentence. 2.With the help of the table and match the detailed information correctly. 3.Follow the colored words and expressions to learn the reading strategy. 4.Read for the different expressions of smile and retell under the teacher’s guidance. 1.While watching, pay attention to the body parts mentioned in the video. 2.Read and discuss two short passages and then perform. 1.To recall the familiar words and learn the importance of body language. 2.To define the different types of body language. To foster the reading strategy of prediction and explain the usage of personification. 1.To grasp the topic sentence of each paragraph. 2.To obtain the structure and form a whole picture of the text. 3.To introduce the reading strategy of“Repeated Words or Ideas”. 1.To learn the function of last sentence of paragraph1 in an exposition writing. 2.To apply the skill of“classify and organize information”and raise the awareness of intercultural communication. 3.To introduce the reading skill of”Make inferences”--discourse markers. 4.To use highlighted parts to stress the different sentence patterns and memorize them. 1.Learn to analyse the inner thoughts by listening to body language. 2.Perform body language appropriately in different cultures and experience intercultural communication. 六、作业设计 There are three task options you can choose from. 1.The basic level: Continue observing and learning about intercultural body language. Search for three more body language and introduce the different meanings around the world. 2.The improved level: Tell your story:Smiles can be used to hide feelings like anger, fear, or worry. Can you describe a situation where you might smile when you are unwilling to? There are many moments in our lives where we will force ourselves to smile. Dealing with a conflict with a classmate … Obtaining low scores in my exams … …when I have to hide my embarrassment… Welcome to share your story with us next class. 3.The advanced level: Debate: Which is a more reliable guide for understanding someone's feelings, their body language or the words they speak? Choose which side you belong to, positive side or negative side, prepare your speech. My view/opinion is that… I firmly believe that… I hold the belief that… I’d prefer…because… As is known to all, … There is no doubt that… From my point of view, … 七、教学反思 本节课的教学目标在于从阅读训练入手，探索促进学生跨文化对比理解肢体语言的方式方法，进而培养基于文化理解的沟通与交际意识。对学生语言能力的培养侧重了从主题句到篇章结构、信息提取、分类匹配以及梳理信息到根据上下文语境推断言外之意的学习策略的运用。在各教学环节中，为学生提供了必要的支架，如主旨大意的获取、信息的分类组织及推断，这些为学生积极参与课堂树立了信心，助力学生在新的情境中分析读懂肢体语言背后的深层心理活动。通过创设情境，小组成员共同演绎中西方不同肢体语言，从而促进学生自觉进行文化对比，有利于培养文化意识。思维品质的培养贯穿了整个课堂，通过问题设置、材料选择，引导学生对比分析总结，培养了学生的批判性思维和跨文化沟通的包容与合作能力。 通过本次备课及教学活动，我意识到课堂教学语言一定要精炼，表达一定要准确，否则既延误了时间，又不能解决学生的疑难问题。在不断进行教学课件修改的过程中，我深深感受到多媒体技术的重要性。我今后要努力夯实英语课堂用语，提高语言表达精准度。另外，认真学习多媒体教育与技术，让多媒体、互联网与英语教学紧密结合，为学生高效英语学习提供助力。 学科网（北京）股份有限公司 $$