资源简介

Unit 4 Body Language
Reading and Thinking教学设计
一 教学理念
本次教学设计以新课标为依据，侧重培养学生的语言综合运用能力、提高学生的学习能力和思维品质，增强文化意识, 培养学生的英语学科核心素养。本设计主要采用探究式、合作式、任务型、创设情景等多种方式来教学。坚持以人为本，以学生为中心，以学生发展为目标，鼓励学生开展自主、合作与探究学习，通过观察、发现、总结、运用等方式引导学生发现语言的规律，内化语言知识，发展语言能力，形成自主学习能力。同时重视语言实践，鼓励学生学以致用，把课堂所学的运用到生活中，在运用中进一步提升语言的学习。重视教学过程,注重英语学习对学生思维品质的培养，充分利用英语学习来培养学生多元思维的能力，尤其是逻辑思维、批判性思维和创新思维能力，进一步提升学生分析问题和解决问题的能力。坚持语言学习和文化渗透相结合，丰富学生的文化知识，提升学生的文化意识并培养他们跨文化沟通能力。
二 教学内容分析
本单元是人教版选择性必修第一册第四单元BODY LANGUAGE。本单元围绕“肢体语言”这一主题来开展听、说、读、写等教学活动, 提高学生的语言综合运用能力、培养学生的学习能力和思维品质，增强文化意识, 培养学生的英语学科核心素养。本单元内容不但贴近生活，具有很强的实用性，容易引起学生的共鸣，学生也比较感兴趣而且能够使学生充分关注文化对比，对培养学生的文化意识有很大帮助。本单元包括了七个板块, 这七个板块都是围绕本单元的主题，紧密联系在一起的。
Reading and Thinking这个板块是一篇说明文，文章采用了“总—分”结构和举例子的说明方法，从概念出发到具体例子，联系实际，通俗易懂。文章的标题Listening to How Bodies Talk采用了拟人法，容易引起读者的注意和阅读的兴趣。第一段用简洁的语言介绍肢体语言与言语表达的关系以三学情分析
我所在的学校是农村的一所普通中学，大部分学生英语基础较薄弱，词汇积累不足，语法掌握不牢固，语言的综合运用能力较差,对英语兴趣不浓，课堂参与积极性较低，但是很多学生比较活泼好动，思维活跃。为让每位学生都能积极参与教学活动，在开展教学活动时，我根据学生的具体情况多设计一些能激发他们兴趣的活动，多采用探究式、合作式、任务型等多种方式来教学, 鼓励他们学以致用，在生活中提升他们的英语能力和英语。
四 教学目标与核心素养
（一）知识目标：能掌握并正确使用肢体语言这一话题有关的单词、短语及句型，能掌握并正确运用动词-ing形式作宾语和表语。
（二）能力目标：提高学生听说读写的能力以及运用英语的综合运用能力
（三）情感目标：学生理解肢体语言的地域文化属性，形成有深度的文化对比，培养文化理解的尊重与自觉意识。
五 教学难点和重点
教学重点:
1. 能掌握并正确运用与肢体语言这一主题有关词汇与表达和能正确运用动词-ing形式做表语和宾语;
2.提高学生英语的听说读写综合运用能力;
3.了解中外肢体语言的差异与融通，正确使用非语言形式进行得体的交流并能学会尊重和包容与自己所处地域不同的文化现象;
教学难点: 激发学生的英语阅读兴趣，掌握不同的阅读技巧,提高学生的英语阅读水平;
六单元各课时安排
Period 1 Reading and Thinking Listening to How Bodied Talk Reading
Period 2 Learning about Language Build up your vocabulary Vocabulary
Period 3 Discovering useful structures V-ing form as predicative and object Grammar
Period 4 Using language 1 Explore Body Language Listening and speaking
Period 5 Using language 2 Describe classroom body language Reading and Writing
Period 6 Assessing your progress Assessment
Period one Reading and Thinking教学设计
Teaching aims:
Knowledge aims: 1.to help students learn some useful new words , and expression
2.to enable students to know more about body language
Ability aims: 1.to enable them to learn how to use different reading skills to read different reading materials. such as scanning ,skimming ,predicting
2.to have students understand the differences and functions of body language.
Emotional aims: 1.to help students realize the importance of boy language in daily communication.
2. to help students develop students 'sense of group cooperation
Teaching key and difficult points:
Develop reading skills like scanning ,predicting ，skimming ,guessing the meanings of new words and improve their reading ability.
2. Understand how to use body language and why body language is important.
Analysis of students :
The Students come from Grade 2 in senior high school . Most of them have accumulated a certain amount of vocabulary and had some basic knowledge on grammar . Therefore , most of them can understand the general idea of this passage , but analyzing passage structure is still very difficult for them . It is difficult for them to use different reading skills to understand the passage better and improve their reading ability.
Content analysis :
This passage is mainly about body language , including its significance and some examples of body language in different cultures . It is an expository passage . In the first paragraph , it introduces the significance of the body language . The second to forth paragraphs demonstrate that the same gesture may have different meanings in different cultures. Paragraph 5 explains that some gestures seem to have the same meaning everywhere. At last , the author states that some body language has many different uses , such as smiling.
Teaching methods: Co-operating study, Exploring study and Task-based teaching method.
Teaching procedure
Step1 Leading-in
Let students watch a video and discuss the following questions in groups.
1.Suppose we are living in a silent world. How will you communicate with ach other
2.How many types of body language do you find in the video
设计意图:学生观看卓别林表演的一段视频，教师引导学生思考相关问题，轻松又自然地引入本节课的话题Body Language
Step2 Brainstorm
facial expressions: smile, mouth wide-open ,frown
gestures: waving one’s hand , thump up…….
eye contact : looking into one’s eyes directly
body movement: shake one’s head ,nod one’s head……
设计意图:教师根据学生的回答，用板书来归纳整理不同类型的肢体语言，既能激发学生的兴趣又能复习相关的话题词汇，为阅读文章作好铺垫。
Step3 Predicting
Ask the student to look at the picture on the page and the title of the passage and predict the content of the passage.
What do you think will be talked about the passage
设计意图:学生浏览本页图片和标题，判断图中的肢体语言及传递的信息，并预测语篇可能涉及的内容，着重培养学生看图和预测的能力。
Step4 Fast-reading
Activity1 Go through the text and catch the main idea of the passage
What is the main idea of the passage
The passage is a(n) __________
A. narration B. exposition C.argumentation
设计意图: 引导学生运用不同阅读技巧迅速抓住文章大意，梳理文章结构，掌握说明文的语篇结构和语言特点
Activity2 Ask students to match the main idea with each part.
Paragraph (1) Body language with the same meaning everywhere
Paragraph (2-4) Body language with different uses
Paragraph (5) Introduction to Body language
Paragraph (6) Body language with different meaning in different culture
设计意图:引导学生查找段落主题句，归纳段落大意，帮助学生迅速梳理文章大意和篇章结构。由于学生基础较差，采用匹配的方式，降低了难度，学生也能更好参与到课堂来
Step5 Careful-reading
Task1: Reading the first paragraph and discussing the following questions in groups
1.Can you guess the meaning of the words” interaction” according to the context
2.What is the function of the last sentence in paragraph1
设计意图:学生分组讨论上面两个问题，采用探究式学习方法，来培养学生的猜词能力
Task2: Reading paragraph 2-5 and fill in the tables on P3
设计意图:要求学生阅读第二段到第五段并完成表格，主要培养学生迅速捕捉信息和加工信息的能力，采用表格的形式，简单明了。
Task3: Finding out different uses of smiling mentioned in Paragraph 6 and discussing the following question after watching the video Smile Trial.
Smiles can be used to hide feelings like anger, fear, or worry. Can you describe a situation where you might smile when you don’t mean it
设计意图:学生细读最后一段并找出微笑的不同用途，并要求学生用不同的句式来表达, 积累丰富的句式，同时视频是对课内知识的有效补充，学生结合视频，联系实际，思考肢体语言可能存在的欺骗性, 有助于学生批判性思维能力和创新思维能力的发展
Step 6 Summary
Listen to the radio to get more information and fill in the blanks.
Just like (1) _______(speak) language, body language (2) ______(vary) from culture to culture. For example, making eye contact in some countries is a way (3) ________(display) interest while men and women are not (4) _______(social) permitted to make eye contact in many Middle Eastern countries.
In many countries, shaking one’s head means “no” and (5)
________(nod) one’s head means “yes”. By (6) ___________(compare), the gestures have the opposite meaning in Bulgaria and (7) ________(south) Albania. Smiling has many different uses. A smile can help us get (8) _______difficult situations, find friends in a world of strangers (9) __break down barriers. If we’re feeling down or lonely, there’s nothing better (10) ____seeing the smiling face of a good friend.
设计意图:要求学生听完课文后完成文段，既是对本节课内容的复习，又强化了相关单词和语法，又强化了听力。
Step 7 post-reading
Imagining a situation where you are lost in a foreign and you can’t speak English, how can you get some help from the locals
设计意图: 创设情景，鼓励学生学以致用，内化语言,激发学生的创新思维, 培养学生的创新能力和语言表达能力。
Step8 Homework
Write a passage of 80 words on the topic: “learn to smile”
设计意图: 本次作业既是对本节课内容的复习归纳又是对课堂知识的延伸和运用，同时引导学生在生活中学会微笑，促进学生的心身健康，充分体现英语的核心素养。
Blackboard writing design
body language
facial expressions: smile, mouth wide-open ,frown
gestures: waving one’s hand , thump up…….
eye contact : looking into one’s eyes directly
body movement: shake one’s head ,nod one’s head……
设计特色:在本节阅读课的教学中，我依据新课程的总体目标并结合教学内容与学生实际情况，设计一些贴近学生实际的教学任务，吸引他们积极参与，使学生通过思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。本节阅读课设计合理，由易到难，层层深入，并采用了启发式、探究式、合作式等多种教学法，创设情景，引入主题，分组讨论交流，这样能较好地调动学生学习的积极性，使得更多学生主动参与课堂学习，鼓励学生学以致用，激发他们的阅读兴趣,从而达到教学目的，取得更好的教学效果。

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