2021-2022学年人教版（2019）高中英语选择性必修第一册Unit 4 Body Language Reading and Thinking 教学设计
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| 名称 | 2021-2022学年人教版（2019）高中英语选择性必修第一册Unit 4 Body Language Reading and Thinking 教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 70.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-12-11 10:49:50 | ||
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文档简介
Listening to How Bodies Talk
(Selective Compulsory Book 1 Unit 4 Period 1Reading and Thinking)
Suizhou No.1 High School Qianwen Xu
1. Teaching Philosophy
The New English Curriculum Standards for Senior High School advocates the view of English learning activities. English learning activity is the basic form of English learning. It is the principal pathway for the learners to learn and try to understand and express meanings by applying the language, develop diversified thinking and cultivate their cultural awareness. The design of English learning activity should be intended to promote the development of students’ subject core competencies. Besides, it’s supposed to be centred on the thematic language environment and based on discourses in verbal and written modals to guide the students to get a deeper comprehension of the thematic meanings. Teachers are supposed to help the students to acquire the language knowledge, apply the linguistic skills, interpret the cultural connotation, compare the differences of different cultures, evaluate the textual meanings and form the right values and positive emotional attitudes through various interesting activities.
2. Analysis of Teaching Material
With the process of globalization, students will meet with cultural differences inevitably in daily communication, such as body language. To avoid cultural misunderstanding, students will learn to appreciate, understand, respect and tolerate the discrepancies with an open mind. And it is just this selected article Listening to How Bodies Talk that is to help students understand the culture similarities and differences behind body language, and its crucial role in communication.Therefore, this article is of great importance in directing students to establish a sense of cross-cultural communication.
The topic of this unit is Body Language, which belongs to the Man and Society context. Body language in different countries, cultures and contexts will be introduced to students.The reading material of this part entitled Listening to How Bodies Talk is a typical expository writing. This article uses “general-specific” structure and offers a lot of examples to help readers better understand the deep meaning of the theme. The first paragraph introduces the topic while paragraph 2-4 provide different examples of how body language differs from culture to culture. Paragraph 5, by contrast, talks about some gestures having the same meaning in many places. The last paragraph, paragraph 6, explains some body language has many different uses. Every paragraph has a topic sentence, which makes it easy for students to get the main idea. Learning this passage, students can broaden their international vision and enhance their ability of cross-cultural communication.
3. Teaching Procedure
Teaching objectives At the end of this class, students are expected to :describe body language and explain its meaning (language competence)analyze the main idea of the passage through topic sentences or key words (learning ability)develop the sense of cross-cultural communication (cultural awareness)practice critical thinking through clarifying the similarities and differences of body language in different cultures (thinking quality)
Important and difficult teaching points help Ss observe and apply the description of body language and its implicationhelp Ss cultivate the consciousness of cross-cultural communication
Teaching aids interactive electronic whiteboard, blackboard
Teaching & learning methods Situational teaching method;Autonomous learning and cooperative learning
Procedures Teacher’s activities Students’ activities Intention
Lead-in(5’) Show the pictures of Opening Page and ask students to interpret the body language and feelings Play as detectives to find clues from the facial expressions and gestures of people in the photos and figure out that body language can convey one’s feelings. Activate what students already know about the topic; arouse their interests about body language, form a natural transition to the reading material.
Read for the main idea and structure(5’) 1.Offer students reading skills (find topic sentences or key words)2.Encourage students to skim the text and find out the main idea and structure of the article Read the article quickly and analyze the main idea and structure through topic sentences. Lead students to find the topic sentences so as to foster the reading skills of students; help students clarify the structure of the passage and identify how each paragraph is developed in order to cultivate discourse awareness.
Read for details(15’) Have students read individually and find the descriptions of body language and how the author show the meaning of each.Encourage students to draw a main map of the article. Underline descriptions of body language and the meaning of each.Read the article independently and draw the mind map of it. Through observing the description of body language, students could lay a foundation for later application. While classifying specific gestures and their implications, students could realize the cultural similarities and differences. Hence they would realize it’s of great importance to use body language appropriate to the culture they are in.
Think and conclude (15’) Provide a real situation to help students show what they have learned.Inspire students to discuss what we should do to avoid cultural misunderstanding in cross-culture communication.Draw a conclusion together. Discuss the roles and plot. A group of volunteers act in front of the class.Voice their opinions about cross-culture communication. Review what we have learned about body language in different cultures through preparing the role play. While acting out, students could realize the culture misunderstanding visually and directly and leave a deep impression. They will further think about our attitude towards different cultures. Deepen the topic to the conclusion that we should respect cultural differences and promote Chinese culture to establish mutual understanding.
Homework(5’) Encourage students to write an E-mail to an American friend Tom to give him advice on how to avoid cultural misunderstanding for his first trip to China. Consolidate what we have learned in the lesson and enhance their cross-cultural awareness.
4. Teaching Reflection
Highlights:1. Achieved the teaching objectives; 2. Aroused interest of students through situational teaching; 3. Students were the centre of the class and they performed actively.
Drawbacks: Tight schedule. (Solution: Encourage students to preview the passage and draw the structure in advance.)
5. Blackboard Design
(Selective Compulsory Book 1 Unit 4 Period 1Reading and Thinking)
Suizhou No.1 High School Qianwen Xu
1. Teaching Philosophy
The New English Curriculum Standards for Senior High School advocates the view of English learning activities. English learning activity is the basic form of English learning. It is the principal pathway for the learners to learn and try to understand and express meanings by applying the language, develop diversified thinking and cultivate their cultural awareness. The design of English learning activity should be intended to promote the development of students’ subject core competencies. Besides, it’s supposed to be centred on the thematic language environment and based on discourses in verbal and written modals to guide the students to get a deeper comprehension of the thematic meanings. Teachers are supposed to help the students to acquire the language knowledge, apply the linguistic skills, interpret the cultural connotation, compare the differences of different cultures, evaluate the textual meanings and form the right values and positive emotional attitudes through various interesting activities.
2. Analysis of Teaching Material
With the process of globalization, students will meet with cultural differences inevitably in daily communication, such as body language. To avoid cultural misunderstanding, students will learn to appreciate, understand, respect and tolerate the discrepancies with an open mind. And it is just this selected article Listening to How Bodies Talk that is to help students understand the culture similarities and differences behind body language, and its crucial role in communication.Therefore, this article is of great importance in directing students to establish a sense of cross-cultural communication.
The topic of this unit is Body Language, which belongs to the Man and Society context. Body language in different countries, cultures and contexts will be introduced to students.The reading material of this part entitled Listening to How Bodies Talk is a typical expository writing. This article uses “general-specific” structure and offers a lot of examples to help readers better understand the deep meaning of the theme. The first paragraph introduces the topic while paragraph 2-4 provide different examples of how body language differs from culture to culture. Paragraph 5, by contrast, talks about some gestures having the same meaning in many places. The last paragraph, paragraph 6, explains some body language has many different uses. Every paragraph has a topic sentence, which makes it easy for students to get the main idea. Learning this passage, students can broaden their international vision and enhance their ability of cross-cultural communication.
3. Teaching Procedure
Teaching objectives At the end of this class, students are expected to :describe body language and explain its meaning (language competence)analyze the main idea of the passage through topic sentences or key words (learning ability)develop the sense of cross-cultural communication (cultural awareness)practice critical thinking through clarifying the similarities and differences of body language in different cultures (thinking quality)
Important and difficult teaching points help Ss observe and apply the description of body language and its implicationhelp Ss cultivate the consciousness of cross-cultural communication
Teaching aids interactive electronic whiteboard, blackboard
Teaching & learning methods Situational teaching method;Autonomous learning and cooperative learning
Procedures Teacher’s activities Students’ activities Intention
Lead-in(5’) Show the pictures of Opening Page and ask students to interpret the body language and feelings Play as detectives to find clues from the facial expressions and gestures of people in the photos and figure out that body language can convey one’s feelings. Activate what students already know about the topic; arouse their interests about body language, form a natural transition to the reading material.
Read for the main idea and structure(5’) 1.Offer students reading skills (find topic sentences or key words)2.Encourage students to skim the text and find out the main idea and structure of the article Read the article quickly and analyze the main idea and structure through topic sentences. Lead students to find the topic sentences so as to foster the reading skills of students; help students clarify the structure of the passage and identify how each paragraph is developed in order to cultivate discourse awareness.
Read for details(15’) Have students read individually and find the descriptions of body language and how the author show the meaning of each.Encourage students to draw a main map of the article. Underline descriptions of body language and the meaning of each.Read the article independently and draw the mind map of it. Through observing the description of body language, students could lay a foundation for later application. While classifying specific gestures and their implications, students could realize the cultural similarities and differences. Hence they would realize it’s of great importance to use body language appropriate to the culture they are in.
Think and conclude (15’) Provide a real situation to help students show what they have learned.Inspire students to discuss what we should do to avoid cultural misunderstanding in cross-culture communication.Draw a conclusion together. Discuss the roles and plot. A group of volunteers act in front of the class.Voice their opinions about cross-culture communication. Review what we have learned about body language in different cultures through preparing the role play. While acting out, students could realize the culture misunderstanding visually and directly and leave a deep impression. They will further think about our attitude towards different cultures. Deepen the topic to the conclusion that we should respect cultural differences and promote Chinese culture to establish mutual understanding.
Homework(5’) Encourage students to write an E-mail to an American friend Tom to give him advice on how to avoid cultural misunderstanding for his first trip to China. Consolidate what we have learned in the lesson and enhance their cross-cultural awareness.
4. Teaching Reflection
Highlights:1. Achieved the teaching objectives; 2. Aroused interest of students through situational teaching; 3. Students were the centre of the class and they performed actively.
Drawbacks: Tight schedule. (Solution: Encourage students to preview the passage and draw the structure in advance.)
5. Blackboard Design