资源简介

Unit4 Using Language (2)
课时内容
Describe classroom body language
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：说明文、图片
文本分析：
【What】该板块的主题是“描述课堂里的肢体语言”。阅读语篇是一位老师以自 述的口吻描述了他(她)在课堂上通过观察学生的肢体语言来知悉学生的心理感 受或状态，并由此做出适时的反应，从而帮助学生更高效地学习。文本中有大量 描写肢体语言的表达法，学生需要仔细阅读并模仿使用，感悟肢体语言对传递人 物情感态度的重要意义。
【Why】学生的肢体语言与学生的学习以及教师的教学之间存在紧密的关系。学 生通过观察别人的肢体语言和反思自己的肢体语言，理解课堂上师生互动对学习 的重要性，有助于加强学生对主题意义的理解与探究；观察学生课堂上的肢体语 言，有助于教师较为准确地判断学生的精神状态和理解情况，切实把握和调整课 堂教学的策略和节奏，并及时给学生提供帮助，体现教师对学生的关爱，有助于 学生从更积极的角度看待教师的工作和付出，营造师生互相理解、互相信任、充 满正能量的教学氛围。
【How】阅读语篇包含文字与图片，是一篇说明文，采用“总一分一总”的结构 和大量例子来阐述“我”作为教师是如何了解“我”的学生的。文章结构清晰， 可分为三部分：第一、二段为第一部分，通过一问一答引出“通过观察学生肢体 语言来了解学生实时感受或状态”这一主题；第三、四、五段为第二部分，讲述 在不同场合下教师如何解读学生的肢体语言，以大量的例子来说明学生的肢体语 言和他们的情绪状态之间有很强的关联；第三部分为最后一段，是对文章的总结， 对学生各种肢体语言的应对是教师的必修课，最终是为了更好地帮助学生学习。
课时目标
学完本课后，学生能够：
1. 在教师学法指导和问题驱动下，通过自主探究和同伴互助探究解读文本，理 解和掌握阐释事例的说明文的结构特征和语言风格，快速获取语篇内容，理清文 章框架。
2.理解肢体语言的不同含义和应对方法。
3.分析肢体语言在日常交际中起到的作用并能整合、内化所学知识进行表述。
4. 运用本课所学描述肢体语言的表达，应对相关的日常交际情景。 重点难点
重点
1. 梳理语篇结构和分析语篇内容，理清肢体语言的不同含义和应对方法。
2.赏析本单元描述肢体语言的表达和写作手法，积累写作语料，生动描述某人 的肢体语言。
难点
模仿语篇中的描写肢体语言的表达法描述某人在某场景中的肢体语言及表达的 情感。
教学准备
教师准备：多方位观察学生的肢体语言并了解其蕴含的情感和意图，整合相关语 料。
学生准备：自主复习话题词汇，预习课文内容，观察同伴在课堂上的肢体语言， 反思自己的课堂表现。
精彩课堂
StepI 学习理解
活动一：感知与注意 1.Brainstorm.
Ask students to do a brainstorm combined with some pictures.Then have them answer the questions.
·What different feelings have you ever experienced in class
(
·
)As a student,what kind of body language are you aware of
2.Look and predict.
(1)Ask students to look at the picture in the text and answer the questions.
(
·
)According to the picture,where might they be
·What are these students' body language
Suggested answers:
(
·
)They might be in a classroom.
(
·
)Lean heads together,look up,with their chins on their hands,..
【设计意图】通过图片和问题，引导学生思考常见的课堂肢体语言并猜测其传达 的含义，激活学生对已有话题的认知，活跃课堂气氛，自然进入文本。
(2)Ask students to look at the picture and the title,and then have them discuss the
questions.
·Who asked such a question
(
·
)What do"I"need to know about my students
(
·
)How do you think“I”know my students
(
·
)What do you think the text may talk about from the picture and the title
Students' study,class reactions,life,feelings and emotions,body language,.
(
·
)Maybe by students' peers,students' test scores,students' body language,..
·It may introduce some good ways for teachers to know students.
【设计意图】结合图片，对标题进行充分解读，激发学生探究文本的兴趣；引导 学生预测文一家，形成问读期待。
活动二：获取与梳理
1.Check the prediction.
Ask students to go through the text and check their prediction.
2.Read for the text type and the structure.
Ask students to skim the text and finish the tasks.
①What type of the writing is this text
A.Application. B.Narration.
C.Exposition. D.Argumentative essay.
②Where is the text likely to be taken from
A.A social magazine. B.A science book.
C.A research report. D.A health magazine.
③What is the main idea of each paragraph How many parts can the text be divided into What's the main idea of each part Work out a mind map.
3.Read for details.
(1)Ask students to read Paragraphs 1 and 2.And then have them finish the tasks. ·How does the teacher introduce the topic
A.By making comparisons. B.By listing
figures.
C.By providing examples. D.By posing rhetorical questions. ·What does the phrase "what makes each student tick"in Paragraph 1mean
(2)Ask students to read Paragraphs 3,4 and 5.And then have them finish the tasks. 1)What feelings are mentioned in this part
Suggested answer:
Interested,bored,amused,distracted,troubled,anxious,..
2)Match the body language with the meanings.Write the letters A~J on the
lines.(Activity 2)
3)Fill in the table.
Students'body language Meaning Teacher's Reactions
① smile interested keep their interest
look confused
and look at the teacher really interested
lower one's head to look at his/her wmtch bored ④
lean their heads together
look up,but③
look anywhere but at the teacher amused by something else; ⑥_ remind; ⑦
⑤ ,stare out of the window or...
have their arms crossed and legs closed troubled;angry,afraid or ⑧ inquire and assess;talk individually
wear a frown ⑨
⑩ embarrassed or ashamed
not brush hair;eyes are red deeper issues;serious conflicts
Suggested answers:
①look up and make eye contact ②lean forward ③no eye contact
④adjust class activities ⑤rest chins on their hands ⑥distracted ⑦intervene (3)Ask students to read Paragraph 6,and then have them answer the question. ·Why does the teacher think body language is important
Suggested answer:
·Students' body language lets the teacher know when to adjust class activities,when to intervene,and when to talk to students individually,so they can all get the most out of school.
【设计意图】通过快速阅读文本，获取语篇大意，验证预测是否正确；通过概括 段落大意，把握各段的侧重点；通过归纳与概括，绘制思维导图，认识“总一分 -总”的说明文的语篇结构，为后续深层次理解奠定基础；通过匹配肢体语言与所 传递的情感和填写表格，检验精读效果，归纳、梳理学生的肢体语言、情绪状态 与教师的应对措施，为后续的讨论和写作做好铺垫。
活动三：概括与整合
1.Read for language features.
Ask students to read Paragraphs 3,4 and 5 to find the following items in the text.Have them discuss how these items are used and what they add to the text.
·Language feature 1:adjectives used to describe feelings and emotions
(
·
)Language feature 2:verb phrases used to describe body language
(
·
)Language feature 3:adverbials that describe body language
(
·
)Language feature 4:adverbial clauses that describe body language
(
·
)Language feature 5:writing techniques
2.Read and answer.
Ask students to read the text and answer the following questions.
·What different verbs does the teacher use to talk about students' body language ·How are the verbs different
Suggested answers:
·know;recognise;perceive;distinguish;infer;inquire;assess ·know:to have information about something
recognise:to know who someone is or what something is,because you have seen, heard,experienced,or learned about them in the past
perceive:to notice or become aware of something
distinguish:to see or understand how one thing is different from another
infer:to reach an opinion that something is probably true because of information
that you have
inquire:to ask for information
assess:to make a judgment about a person or situation after thinking carefully about
it
【设计意图】赏析文本的语言特征，学习语篇的写作特点，关注与主题意义相关 的丰富句式，整合话题语料，为学生独立完成写作搭支架、做有效铺垫。
SteplⅡ 应用实践
活动四：内化与运用
Practise describing classroom body language.
Ask students to look at the photos and work in groups.Have them discuss what these people are doing and what their body language is telling them.(Activity 3)
Suggested answers:
Photo 1:It looks like many students are raising their hands to speak.Perhaps the teacher has just asked the class a question.
Photo 2:The boy is giving a fist pump and smiling.This is normally done when someone has just accomplished something good and wants to celebrate.
Photo 3:The boy is telling a joke to the girl in secret,and she is hiding her face
because she is laughing.
【设计意图】利用本课所学谈谈照片中人物的肢体语言，在运用中巩固课堂所学 知识，在解读人物的肢体语言中了解更多的肢体语言及其含义，深化对主题意义 的探究。
Step ⅢI迁移创新
活动五：想象与创造
Writing.
假定你是李华，参加了《中国日报》“图图是道”专栏的晒照片活动，该活动邀请 广大网友晒出自己老师上课时的照片，并附上简短文字说明。请根据所给的三张 照片写一篇文章，描写一下课堂上的英语老师Ms Wang。内容包括：
1. 肢体语言描写；
2. 肢体语言蕴含的情感和意愿。
注意：
1. 词数80左右；
2. 可以适当增加细节，以使行文连贯。
Suggested answer:
My English Teacher,Ms Wang,in Class
As a student,I think teachers' body language plays an important role in classroom teaching.Today,I will take my English teacher,Ms Wang in class as an example.
When Ms Wang is having class,she is always making eye contact with us as much as possible.With one hand pointing at the blackboard,she is spreading the other hand out to ask some students to answer her questions.If we students perform well,Ms Wang is always clapping her hands for us,nodding her head with a slight smile on her face,from which we know she is pleased with the students who perform well. However,when she is really annoyed,she is always wearing a frown,sometimes having her arms crossed in front of her chest,especially when some distracted
students who are yawning appears to be sleepy during her class.
This is how I know my English teacher,Ms Wang,who can use body language to arouse students' interest and attract students' attention in class,thus to make the class lively and interesting.
【设计意图】迁移运用本节课所学的篇章结构知识、句式表达及话题写作语料等 描述人物的肢体语言及其暗含的情感，内化课堂所学，提高写作能力，真正实现 以读促写的目标。

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