资源简介 (共25张PPT)Unit 4Body LanguageReading and Thinking目 录/1.Analysis of the teaching Material (教材分析)2.Analysis of the students (学情分析)3.4.1.5.Blackboard design (板书设计)6.Teaching reflection (教学反思)Teaching & Learning methods (教法与学法)Teaching procedures(教学过程)Analysis of the teaching Material (教材分析)本课选自人教版(2019)《高中英语》(NSEC)选择性必修1 Unit 4 Body Language——Reading: Listening to How Bodies Talk(about 500words)1.【What】本单元属于“人与社会”主题语境中的“跨文化沟通、包容与合作”主题。本文讲述了肢体语言在不同文化中的不同含义以及重要作用,旨在促进跨文化交际。2.【Why】在当今时代的发展下,跨文化交际已经不可避免。理解文化的差异性,突破语言障碍是跨文化交际得以顺利进行的重要方式,其中如何理解和使用肢体语言也有着重要意义。3.【How】从文体特征来看,语篇体裁是说明文。首段作者使引出话题,点明肢体语言在人际交流中的重要地位,一至四段阐述了同样的肢体语言在不同地区传达不同的意义,第五段简要列举了某些全球通用的肢体。第六段则罗列了微笑这一强大的肢体语言的各种功用,体现其无论在个人社交中还是跨文化交际中的重要作用。Knowledge aim (知识目标)a. Get students to learn the following useful new words and expressions: unspoken, facial, functional, ease, turn one’s back to…掌握重点词句b. Get students to read the passage and let them know more about body language.阅读文章,了解更过关于肢体语言的内容Teaching aims (教学目标)Ability aims (能力目标)a. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.通过泛读训练提高学生的阅读能力b. Have students understand the differences and functions of body language.理解肢体语言的文化差异和重要作用Teaching aims (教学目标)Emotional aims (情感目标)a. Aware the importance of body language in cross-culture communication.了解肢体语言在跨文化交流中的重要作用b. Develop students’ sense of group cooperation and teamwork.培养学生的合作精神Teaching aims (教学目标)a.Develop reading skills like scanning,predicting,skimming by extensive reading.通过泛读培养学生的阅读技巧,如略读,跳读,预测等b. Get the main idea of the passage.学生能够读懂文章c. Understand how to use body language and why body language is important.理解肢体语言的重要性Teaching key and difficult points(教学重难点)该内容授课的对象是高考班二年级的学生,经过一年的新教材学习,他们已经适应了高中英语学习方式,而且大多数学生已经体会到了高中英语知识的难度,并有了一定的知识储备和能力基础,但大部分学生英语基础相对薄弱,对英语学习的积极性不高且缺乏自信。因此,在教学过程中我会围绕本单元主题“body language”设计多种具有趣味性的教学方法激起学生的兴趣,鼓励学生在学习英语的过程中了解更多的跨文化知识。Analysis of the students (学情分析)Teaching & Learning methods(教法与学法)Teaching methods (教法)1. Task-based Teaching Method (任务型教学法)2. Activity-based Teaching Method (活动教学法)Learning methods (学法)1. Cooperative learning method (合作学习法)2. individuallearning method (自主学习法)Teaching procedures(教学过程)Lead-in 导入(3mins) Pre-reading (读前 (5mins)Post-reading(读后)(9mins) While-reading (读中)(25mins)Summary(总结)(2mins) Homework(作业) (1min)StepⅠ Lead-in(导入)T: People can communicate with each other in many ways人们交流的方式有很多, 例如:speakingwritingSending messagesbody languageBody Language is a set of __________, _______________ and ____________ . People use to make themselves understood.What is body language gesturesbody movementsfacial expressions姿势;手势肢体动作面部表情StepⅡ Pre-reading(读前)2.1 观察标题 “LISTEN TO HOW BODIES TALK” 用了什么修辞手法? (拟人化)2.2 Prediction(预测) 通过课文中的图片和标题猜测文章所讲内容StepⅢ While-reading(读中)3.1 Fast reading快速阅读:Underline the topic sentence in each paragraph and check the prediction. 用横线画出每个段落的主题句并检查预测内容是否正确。Tips:提醒学生主题句是对整个段落的概括,一般位于句首3.2 Fast reading快速阅读:Divide the structure according to the topic sentences of each paragraph. 划分文章结构structurePara 1 The way people stand, hold their arms, and move their hands can also give us information about their feelings.Para 2 Body language varies from culture to culture.Para 3 The gesture for “OK” has different meanings in different cultures.Para 4 Even the gestures we use for “yes” and “no” differ around the world.Para 5 Some gestures seem to have the same meaning everywhere.Para 6 Some body language has many different uses.介绍什么是肢体语言同样的肢体语言在不同文化中表达的不同含义同样的肢体语言在不同文化中具有相同含义同一肢体语言具有的不同功能StepⅢ While-reading(读中)3.3 Careful reading精读:scanning for specific information 阅读文章获取具体信息① Ask students to read para1 and answer the following questions. 让学生仔细阅读第一段并回答以下问题。What’s the main idea of para1 第一段主要表达了什么?(Body language is of great significance. 肢体语言具有重要意义。)②Ask students to read para2-5,and fill in the blank 让学生仔细阅读第二至五段并完成以下表格Body language/Gesture Meaning Country/RegionEye contact between men and women not socially permittedLooking down when talking to someone JapanOK sign Japanzerorudeness/impoliteness Brazil, GermanyKissing on the cheek France, RussianPlacing your hands together and resting them on the side of your head while closing your eyes sleepingMoving your hand in circles over your stomach after a meal everywhereStepⅢ While-reading(读中)3.3 Careful reading精读:scanning for specific information 阅读文章获取具体信息③Ask students to read para6 and answer the questions. 让学生仔细阅读第一段并回答以下问题. How many uses of smiling are mentioned in this paragraph, what are they 该段落提到了微笑的多少种功能,分别有哪些?(5种, 分别是化解尴尬,寻求帮助,展示自信,表达歉意,交朋友)StepⅣ Post-reading(读后)4.1 Pair work 学生两人一组讨论一下他们还知道哪些肢体语言在不同地区具有哪些不同含义并,讨论结束后每组派一个代表展示讨论结果。教师在ppt上也会展示一些其他姿势代表的不同含义。(when in Rome, do as the Romans do 入乡随俗)通过这一活动让学生明白地域不同会造成文化不同,我们应该对不同文化表示尊重Many countries(like China and America): to praise and encourage sbMany countries(like UK, Canada, New Zealand, Australia): to ask for a rideIn some Middle Eastern countries, like Iraq and Iran: to be rudeGreece: to make sb go away〇 A smile can...〇 A smile can...〇 We can use a smile to …〇 Experts suggest smiling…Thinkingalways make a young man.show kindness.is beneficial to health.4.2 Brainstorm 让学生说出微笑还具有什么功能?hide our embarrassment.There is nothing better than seeing a smile.StepⅣ Post-reading(读后)StepⅤ Summary(总结)邀请一位同学总结一下本节课所讲内容,然后请其他同学进行补充,如有必要,教师也进行一些补充。StepⅥ Homework(作业)6.1回顾文章内容并背诵最后一段6.2 网上搜索更多肢体语言在不同国家代表的不同含义,下节课向大家展示。Unit 4 Body Language——LIS TEN TO HOW BODIES TALKpersonification(拟人)教学反思1.在激发学生学习动机和兴趣方面,通过设计的有趣、教学活动激发了学生的学习兴趣和动机,引发了他们积极思考、主动参与英语学习的欲望。2.在文本内容理解方面,帮助学生了解肢体语言的地域文化属性,形成有深度的文化对比,进而培养基于文化理解的尊重与自觉意识。3.在阅读策略上,培养了学生预测和关注细节的能力。4.在情感态度价值观方面,培养了学生的跨文化交际意识和多元思维,增强了学生跨文化理解和跨文化沟通的能力。Thank you 展开更多...... 收起↑ 资源预览