人教版 (2019)选择性必修 第一册Unit 4 Body Language教案设计

这是一份人教版 (2019)选择性必修 第一册Unit 4 Body Language教案设计，共4页。教案主要包含了设计意图等内容，欢迎下载使用。
导入部分通过问题链的形式考查学生对bdy language的既有认知，继而引出对单元引言的理解。随后自然过渡到对单元配图的解读：通过描述图中人物的肢体语言，推测其情绪，感知肢体语言是如何传递信息的。随后利用图片描述中的语块让学生推测bdy language的组成，即：facial expressins, gestures and pstures.
读前，学生依据标题和配图对文章内容、文体进行推测，形成阅读期待。
在阅读过程中，学生通过自问自答，了解了WHAT (what is bdy language),HOW (hw des bdy language demnstrates meanings) 以及WHY(Why d we need t learn bdy language?) 三个核心问题，掌握了文章的主旨大意。在教师引导下，通过各段的细节梳理，学生又从语言知识、写作技巧、跨文化交际等方面对肢体语言有了更深的了解。
阅读活动结束后，学生通过头脑风暴反思本节课所学，教师利用学生的输出对本节课进行总结，并引导学生要尊重文化的差异，在不同的情境下使用恰当的肢体语言。同时对标题进行二次解读，学生通过讨论对标题的理解或重拟标题来发展批判性思维和创造性思维。
教学设计
Activity 1 Get t knw bdy language
Q&A:
What d yu think is the functin f language?
What can yu d if yur message desn’t get acrss?
Which is mre reliable in cnveying messages, spken language r bdy language?
【设计意图】通过问题链的形式考查学生对bdy language的既有认知，继而引出对单元引言的理解：What I hide by my language my bdy utters.
What might they be ding and hw d they feel?
The girl is _________her face with her _____ , shwing _______________________________
while the wman wh sits next t her is __________ her lip crners, lking at her and shwing __________.
The men are _________________________ and the wmen are __________, all lking _________________ t _________ a success in the ffice.
The men in business suits are _____
and _____________with each ther, shwing ________.
This can be a family reunin ccasin when the man is ________ his daughter and _________ her n the back, whispering _________________. Meanwhile, the girl and the wman might be weeping fr____.
【设计意图】通过描述图中人物的肢体语言，推测其情绪，感知肢体语言是如何传递信息的。
What des bdy language cnsist f?
facial expressins
gestures
pstures
【设计意图】利用图片描述中的语块让学生推测bdy language的组成，即：facial expressins, gestures and pstures, 从而拓展学生的“已知”，并为文本阅读做背景知识的铺垫。
Activity 2 Make a predictin
Read the title and the picture and discuss:
What d yu want t knw frm the text?
Des the girl’s gesture have a universal meaning r des its meaning vary frm cuntries?
What is the writing type f the text?
【设计意图】学生依据标题和配图对文章内容、文体进行推测，形成阅读期待。
Activity 3 Read fr tpic sentences
1.Read thrugh the passage and lcate the tpic sentence(s) in each paragraph.
【设计意图】通过“寻读”定位每一段的主旨句。注意第四段比较特殊。
2. Divid the text int 4 parts and summarize the main idea f each part.
Part 1(Para.1) Intrductin t bdy language
Part 2(Para.2-4) Bdy language with different meanings in different cuntries.
Part 3(Para.5) Bdy language with the same meaning everywhere.
Part 4(Para.6) The functin f bdy language.
【设计意图】依托主题句对文章的脉络进行梳理，并学习“概括”技能，用自己的语言总结各部分主要内容。
Activity 4: Read fr specific infrmatin
Para.1
Q&A:
Hw d we cmmunicate with each ther?
What kinds f bdy languages are mentined?/Hw will bdies talk?
What will ur bdy tell us?/Why d we learn t read bdy language?
Para.2-5
Read Para. 2-5 and fill in the frm n Page 39.
Wrk ut the structures f Para.2-4
Hw des the writer supprt his ideas?
Can yu find the lgical relatinships amng the examples in Para. 2-4?
Can yu draw a mind-map t shw the structure f Para.2-4?
Can yu cme up with ther gestures that share the universal meanings?
Para.6
What different uses f smiling are mentined in Paragraph 6?
Hw des the writer tell us the different uses f smile?
Can yu find ut the varied sentence structures?
【设计意图】自主阅读与传统阅读模式相结合。通过回答读前的问题，验证推测，并通过What, Why, Hw的回答了解文章的主旨。通过对各段的细节梳理，学生从语言知识、写作技巧、跨文化交际等方面对肢体语言有了更深的了解。
Activity 5: Reflectin
What have yu learned frm this passage?
Bdy language is imprtant in ur daily life.
It varies frm culture t culture.
We shuld respect different cultures.
We shuld apply apprpriate bdy language accrding t different cntexts.
D yu think the title “Listening t hw bdies talk” is a gd title? If s, hw d yu understand it? If nt, hw wuld yu like t change it?
【设计意图】学生通过反思本节课所学，在教师的引导下对本节课进行总结和升华。对标题进行二次解读，发展学生的批判性思维和创造性思维。