高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language表格教学设计及反思

这是一份高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language表格教学设计及反思，共17页。教案主要包含了U4等内容，欢迎下载使用。
课程基本信息
学科
高中英语
年级
高二
学期
秋季
课题
选择性必修一 U4 Using Language(2): Reading and Writing
教科书
书 名：人教版教材
出版社：人民教育出版社 .
教学目标
通过快速阅读，学生能够把握说明文的结构和语言特点，
通过分析、推理、判断、联想等思维活动，学生能够理解文本内容，感受作者作为老师，能够“读懂”学生——了解学生肢体语言并及时反馈，所体现的耐心、细心、有责任感等优秀品质，在这过程中，学生在学校教学中大为受益，同时作者“读懂学生”的过程也有利于教师对教学的把握，由教师真正转化成教育家。
通过细读，学生能够理解和掌握描述肢体语言的基本方法和语言特点，积累目标语言，并在写作中加以应用，描述课堂上学生的肢体语言，背后的含义，以及教师可能采取的反应。
学生能够意识到肢体语言在日常生活中的重要性，能更加积极地看待教师的工作和付出，师生相互理解，共同成长。
教学内容
教学重点：
帮助学生理解文本内容，感受肢体语言在课堂教学中所起到的重要作用，作者通过观察学生肢体语言，了解其含义并及时反馈帮助学生并有从中提升教学能力，所呈现的性格品质。
帮助学生应用所积累的目标语言和写作方法，描述课堂上学生的肢体语言，背后的含义，以及教师可能采取的反应。
教学难点：
如何帮助学生应用所积累的目标语言和写作方法。
2. 如何帮助学生润色自己的写作初稿。
教学过程
创设情境，导入话题，激活背景图式。
Activity 1: Lead in
Lk at the picture and talk abut what they are ding.
Alice
lk at Linda
Linda
fall asleep
Mike
listen carefully
Jane
gaze at the bk
List my puzzle: hw t knw my students?
Thinking:
Are they interested in class?
观察语篇，预测内容，训练形象思维。
Activity 2: Observe and Predict
Ask students t read the title —“Hw d I knw my students?” and lk at the picture in the textbk. Then ask them t guess what the text is mainly abut.
Q1: What can yu learn frm the headline and the illustratin?
The text may intrduce sme useful appraches fr the teachers t knw the students.
Q2: What d yu want t knw in the passage? Can yu list the questins?
E.g. Wh am I? What d I knw? Hw d I knw?
细读文本，搭建支架，培养逻辑思维。
Activity 3: Read, Check and Think
Read the whle passage t check the predictin.
Understand the intrductin.
Q1: Wh am I?
Q2: What d I knw?
Q3: Hw d I knw?
Thinking: Was it difficult t knw the students? Why?
a tugh task
students’ unique
character
restricted cmmunicatin
envirnment
an experienced teacher
Q4: What des the sentence“what makes each student tick” mean？
Q5: What’s functin f first tw paragraphs?
Master the structure and draw the mind map.
Share the qute:
What I hide by my language, my bdy utters. —Rland Barthes
Understand the bdy language, its meaning, the authr’s attitude and reactin.
Questin t pnder:
Q1: Why des the authr hld different attitudes twards the situatins?
Appreciate the language.
Questin t pnder: What kind f teacher am I? List yur evidence.
总结语篇，深入主题，提升批判思维。
Activity4: Summarize and Pnder
Make a summary fr this article t knw mre abut the teacher t explre the theme.
创设语境，迁移仿写，促进创造思维。
Activity5: Write and Plish
Task: describe classrm bdy language
Brainstrming：Discuss what these peple are ding by describing their bdy language and what their bdy language is telling yu. If yu were I , what wuld yu react?
Make a Reprt.
Writing:
Q: What shuld we pay attentin in the writing?
Cntinue the stry abut 80 wrds.
One day, when I was giving the class, I nticed that ____________________
______________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Structure
Cntent
Language
cherent：
bdy language
meaning
my reactin
well-rganized:
general
specific
general
appealing:
repetitin
vivid descriptin
prper cnjunctin wrds
mdal verbs

Hmewrk:
Revise yur first draft accrding t the checklist and plish the language.
Writing checklists:
D yu describe peple’ bdy language vividly?
D yu cnvey their meaning accurately?
Are the reactins included and made prperly?
Is the writing grammatically errr-free and apprpriate?
Is the language vivid and appealing?