高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language表格教案

这是一份高中英语人教版 (2019)选择性必修 第一册Unit 4 Body Language表格教案，共17页。
学科
高中英语
年级
高二
学期
秋季
课题
选择性必修一 Unit 4 Bdy Language
Using Language（1）: Listening and speaking
教科书
书名：普通高中教科书英语选择性必修第一册
出版社：人民教育出版社
教学目标
By the end f this class, students will be able t:
1. Understand sme facial expressins and talk abut bdy language;
2. Understand a cnversatin and learn t infer meaning fr it;
3. Learn t ask fr and make clarificatin
4. Use bdy language t express themselves;
5. Identify the inferred meaning f the speaker in cnversatins.
6. Practice listening t make inferences.
教学内容
教学重点：
1. Enable students t use varius bdy languages t express themselves.
2. Identify the inferred meaning f the speaker in cnversatins.
教学难点：
1. Enable students t identify the inferred meaning f the speaker in cnversatins.
2. Enable students t use bdy language t express themselves.
教学过程
Step 1：Leading-in：
Explre bdy language:
Lk at these phts and discuss what yu think each persn is cmmunicating.
1. frwn (皱眉), tightly shut eyes, tight-lipped--- He culd be in great pain./He culd be upset.
2. fingers crssed, eyes clsed---He culd be hping fr gd luck.
3. hug, American Sign Language (hand gesture fr lve)---
The wman in the pht is either deaf r is cmmunicating with her husband wh is deaf.
She is using American Sign Language, and the sign she is using means “I lve yu”.
4. smile, hld hands tightly--- The tw children seem quite happy.
Perhaps they have just wn a table tennis match.
【设计意图： 激活学生的背景知识，为接下来的听力做好准备。 】
Step 2. Befre-listening :
Discuss when and where peple need t use bdy language t cmmunicate effectively.
Bdy language ften needs t be used in situatins where peple cannt talk t each ther directly. This can include:
➢ deaf peple using sign language;
➢ army sldiers n a missin;
【设计意图：在听之前，呈现有关用肢体语言进行交流的图片，调动学生用多种感觉器官参与 学习活动。】
Step 3. Listening fr details
Listen t a cnversatin abut bdy language. Then answer the fllwing questins.
Q1: Hw did the man get the idea f using gestures t cmmunicate?
Frm an actin mvie.
Q2: What did the plice leader tell his team by using gestures?
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.
Q3: What did the wman say abut the acting classes that she's been taking?
She said that right nw they’re learning hw t use bdy language t express themselves.
Q4: What did the man mean by saying "It's gd yu tried" at the end f the cnversatin?
He meant that even thugh she wasn’t very gd at it, her experience was still wrthwhile
【设计意图：本环节通过听录音，旨在训练学生获取细节信息的能力，理解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 4. Listening fr inferred meaning
Infer meaning
Smetimes things are nt said directly, and s yu must guess the meaning, relatinship f the peple, r cntext. Yu can d this by:
drawing cnclusins frm the backgrund infrmatin yu already have.
lking at clues that tell yu the cntext.
using lgic t wrk ut the meaning.
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.
答案：FFTTT
【设计意图：本环节旨在训练学生从文本中推断隐含意义的能力，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。 】
Step 5. Learn t ask fr and give clarificatin.
Use the table belw t clarify any misunderstandings r different answers.
Asking fr and making clarificatin
What did yu mean by
S yu mean …？
S did that mean
What I dn’t quite understand is ...
Culd yu explain…?
Culd yu give me an example?
In ther wrds ...
What I meant was ...
What I was trying t say was ...
Des that make sense?
Is that clear?
I can tell that ...
【设计意图：学习关于“澄清”的结构和语句，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。 】
Step 6. Prnunciatin:
Read the qutes and ntice the pause after each sense grup.4
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
Read this passage. Then mark “I” where it needs a pause.
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.
【设计意图：英语中常用的停顿方式有标点符号停顿、按语组停顿、区分性停顿、节拍性停顿等。有些为了强调语调、语意、观点或表达某种感情所做的停顿属于逻辑停顿。 】
Step7. Assignment：
1. Identify and interpret different types f bdy language;
2. Think abut sme classrm bdy language and write dwn their meanings.
【设计意图：学以致用，复习巩固, 为下一节阅读课做好准备。 】