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

这是一份人教版 (2019)选择性必修 第一册Unit 4 Body Language教学设计，共7页。
主题语境：人与社会
主题群：社会服务与人际沟通
子主题：良好的人际关系与社会交往
语篇类型：听力、文本、图片
文本分析：
[what]本节课为听说课，学习语篇为一段谈论肢体语言的录音。文本设置是首先看图讨论：你认为图中每个人在交流什么？然后思考人们在何时何地需要用肢体语言来进行有效交流？接着听对话，回答四个问题。再次听对话，判断对话中的细节信息。最后完成情景表演：尝试用肢体语言进行交流。
[Why]提高交流技巧和使用肢体语言进行沟通的能力。
[Hw]将英语语用目标和本单元的主题语境结合起来，设置听、说活动，让学生在主题语境的探索中提高英语运用能力，深入对主题的探究。
课时目标
1.能够获取录音对话中人物对肢体语言的有效运用，认识到肢体语言的重要性。
2.能够读懂肢体语言，并根据实际情况巧妙地运用肢体语言来表达自己的想法和情感。
3.能够运用多种方式、方法在真实生活情景中获取文化信息，提高交际能力。
重点难点
重点：
获取录音对话中人物对肢体语言的有效运用，认识到肢体语言的重要性等信息。
难点：
1.读懂肢体语言，并根据实际情况巧妙地运用肢体语言来表达自己的想法和情感。
2.运用多种方式、方法在真实生活情景中获取文化信息，提高交际能力。
教学准备
教师准备：
不同肢体语言在特定情境中应用的图片或视频。
学生准备：
反思日常生活中肢体语言运用的功能和意义。
教学过程
Step Ⅰ 学习理解
活动一：感知与注意（Talk abut bdy language）
1.Lk at these phts and discuss what yu think each persn is cmmunicating.
2.Discussin.（Part 2，P42）
Discuss when and where peple need t use bdy language t cmmunicate effectively.
Suggested answer：
Bdy language ften needs t be used in situatins where peple cannt talk t each ther directly. This can include，fr example，deaf peple using sign language，r army sldiers ut n maneuvres where they have t be silent r the enemy might hear them.
【设计意图】在学习之前，呈现有关用肢体语言进行交流的图片，讨论图中每个人用肢体语言在交流什么，调动身体多种感觉器官参与学习活动，从而大大提高学习效率。
活动二：获取与梳理（Listen and answer）（Part3，P42）
Listen t a cnversatin abut bdy language. Then answer the fllwing questins.
·Hw did the man get the idea f using gestures t cmmunicate？
·What did the plice leader tell his team by using gestures？
·What did the wman say abut the acting classes that she’s been taking？
·What did the man mean by saying“It’s gd yu tried”at the end f the cnversatin？
Suggested answers：
·Frm an actin mvie.
·He used gestures t tell them hw many bad guys were in the huse. Then he gave instructins n wh shuld g where，and what they shuld d.
·She said that right nw they’re learning hw t use bdy language t express themselves.
·He meant that even thugh she wasn’t very gd at it，her experience was still wrthwhile.
【设计意图】通过听录音，获取细节信息以及对话中人物是如何运用肢体语言进行交流的，学习相关语言，为开展口语活动做好铺垫。
Step Ⅱ 应用实践
活动三：分析与判断（Listen and discuss）（Part4，P42）
1.Strategy learning.
G thrugh the learning tip with students and make sure they understand its meaning.
2.Listen t the cnversatin again. Are the fllwing statements crrect inferences frm the cnversatin?
Suggested answers：
① N ② N ③ Yes ④ Yes ⑤ Yes
【设计意图】通过理解学习策略，然后将策略应用到听力活动中，帮助提高听力效果。学习策略的掌握需要一个长期的大量的练习过程，建议老师在教学中收集相关材料，加强对学习策略的练习，直到自动化。
活动四：描述与阐释（Learn and cmmunicate）（Part 5，P42）
1.Language learning.
Ask students t try t read the fllwing structures abut asking fr and giving clarificatin ver and ver again until they can speak fluently.
2.Divide students int grups f fur. One f them is the perfrmer，and the thers are bservers.
3.The perfrmer writes dwn a situatin and sme messages t cnvey thrugh bdy language.
4.The perfrmer acts ut the scene and the bservers individually write dwn their thughts withut talking t anyne else.
5.The actr reveals the situatin and messages，and the grup cmpares ntes. Use the structures abut asking fr and giving clarificatin t clarify any misunderstandings r different answers.
【设计意图】在口语对话之前，首先学习关于“澄清”的结构和语句，学生通过思考和积累，获取这些语用知识，为口语活动提供背景常识和语言结构，使得有话可说。然后通过小组表演让学生通过肢体语言去猜测表演者要表达的内容并做笔记，最后组员对比笔记，用所提供的句型结构去交流不同的答案。在这个过程中，教师引导学生围绕主题和新知识结构开展描述、阐释等交流活动，逐步实现对语言知识和文化知识的内化，巩固新的知识结构，促进语言运用的自动化，有助于学生将知识转化为能力。
Step Ⅲ 迁移创新
活动五：想象与创造（Act）
Ask students t wrk arund the class and use bdy language t cmmunicate. Then clarify any misunderstandings r different answers.
【设计意图】让学生在班里用肢体语言进行表演、交流、表达自已的思想，并讨论观察者是否能正确理解，让学生在新的语境中表达自己对肢体语言的理解，实现深度学习，促进能力向素养转化。
活动六：语音学习（Prnunciatin）
1.Read the qutes and ntice the pause after each sense grup.
① There are fur ways，| and nly fur ways，| in which we have cntact with the wrld. | We are evaluated and classified | by these fur cntacts：| what we d，| hw we lk，| what we say，| and hw we say it.
——Dale Carnegie
② If language was given t men | t cnceal their thughts，| then gesture’s purpse | was t disclse them.
——Jhn Napier
③ Bdy language is a pwerful tl. | We had bdy language | befre we had speech，| and apparently，80% f what yu understand in a cnversatin | is read thrugh the bdy，| nt the wrds.
——Debrah Bull
2.Read this passage. Then mark“|”where it needs a pause.
Suggested answer：
Life is a stage，| and we are all actrs. | This is als true | when yu are in a freign land. | Acting can help yu cmmunicate | even if yu d nt knw | the language. | Fr instance，| ne day | a Chinese lady wh was babysitting her grandchild in America | went t a supermarket | t buy sme beef. | She was cnfused | t see all kinds f meat there | and did nt knw | which nes were beef. | She asked a clerk | by putting bth hands up | and saying |“M! M!”| The lady gt what she wanted | even withut saying | a wrd f English.
3.Listen t the texts abve and see hw well yu read.
【设计意图】英语中常用的停连方式有标点符号停连、按语组停连、区分性停连、节拍性停连等。有些为了加强语调、语意、观点或表达某种感情所做的停连属于逻辑停连。在英语教学中，教师要重视英语停连的教学。
板书设计
① The tw speakers are married.
② Making t many gestures in cmmunicatin is nt plite.
③ The plice team were prbably successful in catching the criminals.
④ Bth speakers think bdy language is useful.
⑤ The wman is nt very cnfident abut her silent acting ability.
Asking fr and giving clarificatin
What did yu mean
In ther wrds...
S yu
What I meant was...
S did that
What I was trying t say was...
What I dn’t quite understand is...
Des that make sense?
Culd yu
Is that clear?
Culd yu give me an example?
I can tell that...
Life is a stage，and we are all actrs. This is als true when yu are in a freign land. Acting can help yu cmmunicate even if yu d nt knw the language. Fr instance， ne day a Chinese lady wh was babysitting her grandchild in America went t a supermarket t buy sme beef. She was cnfused t see all kinds f meat there and did nt knw which nes were beef. She asked a clerk by putting bth hands up and saying“M! M!”The lady gt what she wanted even withut saying a wrd f English.
Unit 4 Bdy Language
Perid Ⅳ Using Language (1)
Ⅰ.学习理解
活动一：感知与注意（Talk abut bdy language）
活动二：获取与梳理（Listen and answer）
Ⅱ.应用实践
活动三：分析与判断（Listen and discuss）
活动四：描述与阐释（Learn and cmmunicate）
Ⅲ.迁移创新
活动五：想象与创造（Act）
活动六：语音学习（Prnunciatin）