资源简介

Unit1 Using Language
课时内容
Explore 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：肢体语言 语篇类型：听力、图片
文本分析：听力文本是一段朋友见面时的日常聊天，从对肢体语言的理解开始，接着基于各自 体验从看电影聊到表演课，还聊到卓别林的无声电影，最后可能相约吃饭。除了检测学生对信 息的理解，更侧重引导学生关注细节，按照说话人的逻辑推断没有直接表达的意义，引导学生 思考肢体语言的表现力和应用场景，鼓励学生体验用肢体语言传情达意。
课时目标
学完本课后，学生能够：
1. 识别一些肢体语言并推断其传达的含义。
2.听懂并理解肢体语言的应用场景及其相关对话。
3.在听力语篇中运用推理策略，正确判断说话人的关系、对话发生的场景、说话人的真实意图 等。
4.在口语交流中运用澄清和请求澄清的口语策略完成有效交谈。 重点难点
重点
识别一些肢体语言并推断其传达的含义和情感。 难点
1. 运用推理策略，在口语和听力训练中推测肢体语言传达的情感和含义。 2.运用交际策略请求澄清和进行澄清。
教学准备
教师准备：与肢体语言相关的音频、视频、听力文本。
学生准备：复习肢体语言与其可能传达的情感，思考肢体语言的应用场景。
精彩课堂
Stepl 学习理解
活动一：感知与注意 1.Watch and act.
Ask students to enjoy a short video named "If you are happy..",and then have them act like the video.
【设计意图】以与肢体语言和情感相关的欢快视频作为导入，不仅可以激活学生已知图式，而
且让学生跟随视频摇动身体，有助于活跃气氛，为下一阶段的学习做好铺垫。 2.Watch and predict.
(1)Ask students to watch a short video about facial expressions.Then have them look at the photos in Activity 1 and predict what each person is communicating.
Suggested answers:
Photo 1:The man frowns,closes his eyes tightly and is tight-lipped,which shows that he may be
upset or in great pain.
Photo 2:The boy has crossed his fingers ad has his eyes closed.Maybe he is hoping for good luck.
Photo 3:The woman in the photo is either deaf or is communicating with her husband who is deaf. She is using American Sign Language,and the sign she is using means“I love you.”
Photo 4:The two children seem quite happy.They are smiling and holding hands tightly.Perhaps they have just won a table tennis match.
(2)Ask students to fill in the table based on the information above.
Photo Body languageMeaning
1 frown,close eyes tightly,tight-lipped ①
2 cross fingers,close eyes ②
3 hug,American Sign Language(hand gesture for love)③
4 smile,hold hands tightly④
Suggested answers:
①upset or in great pain②hope for good luck ③love ④happy,excited,friendly
【设计意图】观察图片中人物的肢体语言，推测其传达的情感，感受丰富的面部表情与肢动作 传达的含义之间的联系，表格的填写归纳为学生加深理解主题意义提供了更丰富的素，激活学
生的话题词汇，为后续的讨论做好铺垫。 3.Discuss.
Ask students to discuss when and where people need to use body language to communicate effectively.(Activity 2)
Suggested answer:
Body language often needs to be used in situations where people cannot talk to each other directly. This can include,for example,deaf people using sign language,or army soldiers out on where they have to be silent or the enemy might hear them.
【设计意图】引导学生进一步讨论，思考在什么情况下，人们会用肢体语言达成有效交流，后 续的听力活动铺垫内容和语言，形成听力期待。
活动二：获取与梳理 1.Listen for details.
Ask students to listen to a conversation about body language.Then have choose :correct answers.
① How did the man get the idea of using gestures to communicate
A.From an action movie. B.From fun activities. C.From the police.
② What did the police leader tell his team by using gestures
A.To tell his team they run out of bullets and he needs help.
B.To tell his team the numbers of bad guys and give instructions. C.To tell his team who will do the next task.
③ What did the woman say about the acting classes that she's been taking
A.She said a lot without speaking in the class.
B.She said she was studying facial expression in people's communication. C.She said she was learning how to use body language to communicate.
Suggested answers:
①A②B ③C
2.Listen for infer meaning.
(1)Learn the strategy.
Ask students to go through the learning strategy and make sure they understand their meanings.
Infer meaning
Sometimes things are not said directly,and so you must guess the meaning,relationship of the people,or context.You can do this by:
·drawing conclusions from the background information you already have. ·looking at clues that tell you the context.
·using logic to work out the meaning.
(2)Ask students to listen to the conversation again and answer the following question. ·What did the man mean by saying "It's good you tried"at the end of the conversation
Suggested answer:
·He meant that even though she wasn't very good at it,her experience was still worthwhile.
3.Listen and judge.
Ask students to listen to the conversation for the third time and judge whether the statements are correct inferences from the conversation.(Activity 4)
Suggested answers:
①No②No③Yes④Yes⑤Yes
【设计意图】听前给予听力策略指导，为听力和表达做好准备；让学生多次听对话，有助于学 生更好地理解对话内容，抓取必要的信息，更准确地作出推断。
活动三：内化与运用
1.Listen for words and expressions giving infer meanings.
Ask students to listen to the conversation again andfill in the blanks.
Woman: What were you doing just now ①
Man:Oh,I was just telling my friend over there to ②
down the street ③
Woman:Oh,I get it,so ④
Man:Yeah,we got the idea from an action movie last night and decided to try it out for fun.In the movie,the police were trying to enter a house,but they had to be really
quiet so they could take the criminals by surprise.So,the police leader ⑤ For example,he used this gesture to tell them how many bad guys were in the house.
Then he gave instructions on who should go where,and what they should do.I thought it was pretty cool how they used hand gestures to communicate.
Woman:Well,you know,⑥ .I've been taking acting classes,and right now we're learning how to use body language to express ourselves.Man: Wow,that's cool.So⑦ right
Woman: Yes,and it's really difficult if they want you to express something complicated without saying a word.But I'm slowly getting better at it,I guess.
Man:That reminds me of those Charlie Chaplin movies.I guess it's not easy to tell a whole story only using body language.
Woman:Yeah,⑧ .Everyone in my class loves his movies.We actually had to watch some of his movies and act out some scenes.I was such an amateur!
Man: Well,it's good you tried.Now, by your body language,⑨
0
Suggested answers:
①What did those gestures mean
②meet me for lunch
③in twenty minutes
④you were sending him secret hand signals
⑤used hand gestures to tell his team what to do
⑥you can say a lot without speaking
⑦you mean you're not allowed to talk
⑧he was a real master
⑨ I can tell that you want to buy me lunch tomorrow
⑩Am I right
2.Draw a conclusion.
Ask students to read the conversation and discuss with their partners.And then have them finish the table.
Expressions about asking for clarification Expressions about giving clarification
Suggested answer:
Expressions about asking for clarification Expressions about giving clarification
What were you doing just now What did...mean So you mean... Am I right I was just telling.. Yes,and it's... Yeah,he was... I can tell that... I guess it's...
【设计意图】通过精听，掌握隐含推断意义的词块与表达；通过归纳请求 澄清和进行澄清的词块与表达，搭建语言脚手架，为学生语言输出做好铺垫。
SteplⅡ 应 用 实 践
活动四：描述与阐释
Ask students to act out a scene using only body language to communicate.Tell them that they may follow the steps to complete their performance.(Activity 5)
【设计意图】表演者需要设计一个场景并通过肢体语言传达有效的信息， 观察者通过表演者的肢体语言证实自己的推断或通过询问澄清对方的意图，表 演者则需要消除误会并澄清意图。通过合作探究，在真实活动中学会运用得体 的语言进行有效交际，在真实情境的交流中提高口语交际能力。
StepⅢ 迁移创新
活动五：想象与创造
Ask students to work in groups to discuss and describe the photos on the Opening
Page.
(1)Describe what the people might be doing in the photos.
(2)Make inferences about people's body language shown in the photos.
(3)Exchange your ideas with your classmates.
【设计意图】根据提供的图片语境，利用推测策略，描述图片中的人物用 肢体语言想表达的情感和进一步推测发生的事情，鼓励学生在观察肢体语言与 交流对话中运用和巩固所学知识，提升语言表达能力和推断能力，深入探究肢 体语言的社会交际功能。
板书设计
Unit 4 Body Language
Period IV Using Langguage
Explore body language
Words and phrases about sking for clarification Words and phrases about giving clarification
What were you doing just now What did...mean So you mean... Am1 right I was just telling.. Yes,and it's... Yeah,he was.. I can tell that..

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