Unit 4 Body Language Opening Page + Reading and Thinking 教学设计-2025-2026学年高中英语人教版选择性必修第一册

Teaching and Learning Design

选择性必修Book1 Unit4 Body Language

教学设计

单元教学核心素养目标与要求：

核心素养	教学目标与要求
语言 能力	主题：肢体语言
	语音：复习并掌握长句中意群划分的原则，能够在朗读长句或口头表达时合理运用停顿技巧。
	词汇：能正确使用下列单词和词块。 单词：interaction, vary, appropriate, approve, demonstrate, witness, employ, identical, interpret, differ, cheek, favour, bow, waist, barrier, anger, reliable, incident, trial, slightly, twin, assess, internal, pose, bend, reveal, clarify, educator, tendency, lower, imply, barely, occupy, stare, ceiling, perceive, distinguish, anxiety, chest, embarrassed, ashamed, merely, bother, weep, conflict, inquire, ultimately, adjust, react, component, tone 词块：by contrast, by comparison, make inferences, break down, in favour of, straighten up, end up, in other words, one-0n-one, call on, at work
	语法：能够在语篇中正确理解动词-ing形式用作宾语和表语的情况，并正确使用这一形式进行表达。
	语篇：1.阅读和理解说明文，了解用以说明现象和阐释事理的语篇结构和语言特点。2.阅读和理解描述常见肢体语言的语篇，理解描述这些行为特征的语言特点，掌握描述肢体语言的基本方法。 3.听懂并理解讨论肢体语言的应用场景及其相关对话。 4.理解语篇成分之间的语义逻辑关系，如次序关系、因果关系、概括与例证关系等。
	表达：1. 在口头交流中能运用澄清和要求澄清的口语策略完成有效的交谈。 2. 能够在交际中正确使用肢体语言表达自己的思想与情感。 3. 能够根据意群进行合理的停顿，使口头表达符合语言节奏、表意清晰。 4. 能够以书面表达的形式生动地描述某人的肢体语言习惯。
学习能力	1. 能够在听力语篇中运用推理策略正确判断说话人的关系、对话发生的场景、说话人的真实意图等。 2. 能够在阅读语篇中根据上下文线素正确理解文本没有直接表达的意义。 3. 能够利用语篇成分之间的语义逻辑关系有条理地描述人物的行为特征。

文化意识	1. 能够认识到肢体语言在日常交际中的重要意义。 2. 能够认识到有些肢体语言是某些地域特殊的文化体现，学会尊重和包容与自己所处地域不同的文化现象。 3. 了解中外肢体语言的差异与融通，形成恰当的跨文化交际意识与行为，正确使用非语言形式进行得体的交流。
思维品质	1. 能够梳理和比较不同文化背景中的肢体语言的共性和差异。 2. 能够在日常交际中有意识地观察说话人的肢体语言，正确判断和理解说话人的情感和意愿。 3. 能够正确理解和评判各种肢体语言的文化特征。

单元教学课时规划：

课时安排	教学内容
课时1	Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2)
课时2	Reading and Thinking—Language focus (阅读语篇2)                 [实际需要2课时完成]
课时3	Learning About Language—Building up your vocabulary (综合运用语篇3)
课时4	Learning About Language—Discovering Useful Structures (综合运用语篇4)
课时5	Using language (Listening and Speaking ) (听说语篇5)
课时6	Using language—Reading comprehension and language focus (阅读语篇6)
课时7	Using language—Writing (写作语篇7)
课时8	Assessing Your Progress (综合运用语篇8) + Project (综合运用语篇9)
课时9	Video Time (视听说语篇10) + Unit Revision

 

 

Period 1

Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension

Comprehensive teaching and learning objectives:

By the end of this period, the students will have been able to:

1) Talk about the picture and the saying on the Opening Page related to the theme of this unit;

2) Read and comprehend the text to learn about the function of body language and its implications in different cultures;

3) Improve thinking quality by talking about how to use and understand boy language.

Teaching and learning important points:

1) Reading comprehension of the function of body language and its implications in different cultures;

2) Improving the students’ thinking quality by talking about how to use and understand boy language.

Teaching and learning difficult points:

1) Reading comprehension of the function of body language and its implications in different cultures;

2) Improving the students’ thinking quality by talking about how to use and understand boy language.

Teaching and learning procedure:

Step 1 Leading in (Opening Page) and introduction

Activity 1 Leading-in

1. Lead in the teaching topic by thinking about the questions and talking about body language.

1) What are some of the ways that humans communicate with each other?

Spoken language (speaking), written language (writing), and body language (including facial expression, gesture and action).

2) What is body language?

  It is a form of non-verbal communication. It uses movements or positions of our body to show other people what we are thinking or feeling. It includes body movements, facial expressions, gestures, posture, speaking distance and other non-verbal signals.

2. Look at the picture and talk about the meaning conveyed by the body language in each picture.

These are photos of people showing various kinds of body language:

Picture 1: A younger woman appears to be crying and an older woman looks worried. Both women have closed postures, showing that they are not particularly receptive to each other.

Picture 2: Two men are giving each other a “high five”. From the looks on everyone’s faces, the man on the left has either received some good news or has accomplished something important, and so everyone is celebrating with him.

Picture 3: Two Japanese business men are bowing to each other. As they are bowing quite deeply, the feeling is very formal. The younger man perhaps wants to show great thanks and appreciation to older man because of something the older man has done or promises to do for him.

Picture 4:  This looks like a scene from a train station, where a girl and her mother are seeing her father off.

3. Talk about the saying/quote: What I hide by my language, my body utters.—Roland Barthes

English meaning: When I speak, I might lie or hide things, but my body language always tells the truth