人教版（2019）选择性必修第一册 Unit4 Body Language Video Time and Assessing Your Progress名师教学设计
文档属性
| 名称 | 人教版（2019）选择性必修第一册 Unit4 Body Language Video Time and Assessing Your Progress名师教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 855.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-11 20:41:40 | ||
图片预览
文档简介
Unit4 Video Time & Assessing Your Progress 名师教学设计
课时内容
Video Time & Assessing Your Progress
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：视频、文字、习题
文本分析：
本节课分两部分：第一部分为 Video Time，介绍了卓别林主演的无声电影《移民》。影片中，卓别林扮演了一个不习惯另外一个国家生活的移民形象。第二部分为 Assessing Your Progress，围绕本单元主题设置了填空习题来练习本单元重要词汇及含有动词-ing形式的九个句子，让学生判断动词-ing形式的句法功能。最后对本单元进行总的反思和评价。
课时目标
1.通过观看视频，了解和获取卓别林扮演的一个不习惯另外一个国家生活的移民形象及其活动等的相关信息。
2.尝试为无声电影《移民》片段配音，并讨论有声和无声电影哪个更好，预测电影接下来会发生什么。
3.阅读一些非语言交际的相关信息，复习本单元的词汇和语法项目“动词-ing形式”的句法功能。
重点难点
重点：
本单元重点单词、短语和语法的恰当使用。
难点：
尝试为无声电影《移民》片段配音，并讨论有声和无声电影哪个更好。
教学准备
教师准备：
一段介绍卓别林主演的无声电影《移民》的视频和播放设备。
学生准备：
复习本单元语法和重点词汇。
教学过程
Video Time
Step Ⅰ 学习理解
活动一：感知与注意（Brainstorm）
Before watching，ask students to discuss what they know about Charlie Chaplin and his film The Immigrant and they can also read the brief introduction on Page 48.
【设计意图】在观看视频之前，让学生讨论著名喜剧演员卓别林和他主演的电影《移民》，激活学生的认知和观看视频的兴趣，有助于提高观看视频的注意力。
活动二：描述与阐释
1.Discussion.（Before You Watch，P48）
Work in groups. Look at the photos from the film The Immigrant and discuss the following questions.
·What do you think these characters’ body language and expressions mean？
·What do you think the story of this film is
Suggested answers：
·The captain of the ship has his body sideways while looking straight ahead，with his left arm stretched out and leaning on a railing. His eyes seem to be suspicious of someone or something. He is looking at the person or situation with full concentration.
·The main character played by Charlie Chaplin has his hands to his side and has his jacket at the shoulder held by the captain of the ship. He looks as if he has been caught doing something wrong and has stiff body language to show how helpless he is. It seems that he is looking at the woman for help. The captain is using his other hand to point downwards at the woman. He seems to be suggesting something is wrong，and that perhaps Chaplin has done something to the woman such as stolen her purse. The woman is looking towards the captain with her fingers interlocked and a wide-eyed expression. It seems like she is trying to appear innocent.
·Chaplin and the woman are looking at each other with a big smile. Chaplin has his hands behind his back showing he is calm and relaxed. The woman has her head to the side and hands up pointing towards him. I think they are friendly towards each other and feel happy.
·The waiter is looking at Chaplin with an annoyed facial expression. He is standing up and looking down at him，with his thumb up. I think he is telling Chaplin to leave the restaurant，and has the authority to do so. Chaplin is sitting down，and looking up at him with wide eyes and a closed mouth. It seems to show he is helpless. The man beside Chaplin is hungrily looking down at his spoon with the soup he is about to eat.
·The woman is sitting down with her hand up to the side of her face，and resting her cheek on it. She looks worried or concerned about something，and is giving it much thought.
·Chaplin is eating something that is not very good，and his eyes have rolled back and his mouth is open to show disgust. The man next to him looks confused yet intrigued at how Chaplin is reacting，because his body is slightly turned towards him and his eyes are concentrating on him.
Perhaps it is about a man wanted by the police. He meets and falls in love with a woman on a ship. Then he goes to a restaurant，where his strange actions cause trouble.
2.Think about the answers to the questions.（While You Watch，P48）
（1）Go through the sentences on Page 48 in While You Watch with students and make sure they understand the meaning.
① Why does Chaplin keep putting money into the woman’s pocket and taking it out
② Where does Chaplin get the money to eat at the restaurant
③ Why does the waiter become angry with Chaplin
④ Why does the man sitting next to Chaplin become angry with him
⑤ Can Chaplin pay the restaurant bill in the end
（2）Play the video for students to watch and answer the questions.
（3）Share the answers with the whole class，and if necessary，play the video again for students to check the answers.
Suggested answers：
① He wants to give her some money，but cannot decide if he wants to give her all of his money，or keep some of the money for himself.
② He finds a coin on the ground.
③ Because Chaplin has not taken off his hat.
④ Because of Chaplin’s sloppy eating habits.
⑤ We don’t know from the video clip.
【设计意图】通过观看前讨论问题及观看视频，获取卓别林电影中的细节性信息，对电影内容进行推断和分析，有助于提高学生的理解能力和判断能力。
Step Ⅱ 应用实践
活动三：分析与判断（Discussion）（After You Watch，P48）
Ask students to work in groups of four and finish the activities.
（1）Write a script，assign roles，and“dub”the scene.
（2）Discuss if the film is better dubbed or silent.
（3）Discuss what you think will happen next in the film.
Suggested answers：
（1）（略）
（2）The film is better silent rather than dubbed，as so much of the humour is physical.
（3）I think Chaplin and the woman probably will get married.
【设计意图】在观看视频后，让学生为无声电影《移民》写剧本和配音，这是一项具有挑战性且有意义的学习活动。要开展好这个活动，学生首先要进行角色分配，然后重新理解电影的内容，再使用恰当的英语写剧本。最后以小组的形式开展配音活动，这个过程是逐步实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力的过程，同时也能提高学生学习英语的兴趣。
Assessing Your Progress
活动四：词汇复习（Complete）（Part1，P46）
1.Ask students to go through the words in the box and make sure students understand their meanings.
crucial perceive lack component demonstrate interact stare at embarrassment
2.Ask students to read the passage and fill in the blanks with the correct forms of the words in the box.
There are three _______ in any face-to-face communication：words，tone of voice，and body language. It is said that most of what we communicate with others is nonverbal. So when _______with people，_______ the message conveyed by body language is _______. You cannot succeed in business and social encounters if you employ inappropriate body language. For example，_______ someone too long can be interpreted as a threat，standing too close may cause _______ and uneasiness，and touching your neck when talking to others probably _______ that you feel nervous and _______ confidence. Sometimes body language speaks louder than words.
3.Share the answers first in pairs or groups and then with the whole class.
Suggested answers：
components；interacting；perceiving；crucial；
staring at；embarrassment；demonstrates；lack
【设计意图】该活动属于词汇练习，为选择恰当词汇并用其正确形式填空完成介绍肢体语言交流的重要性的练习，旨在本单元具体语境中练习词汇，提高对词汇的使用能力。
活动五：语法再现（Read and decide）（Part2，P46）
1.Go through the sentences and make sure students understand their meanings.
① Seeing is believing. ② A man cannot be robbed of his learning. ③ Living without an aim is like sailing without a compass. ④ After staying in the sleeping bag the whole night，I really needed to stretch my legs. ⑤ You should have been more careful. She started coughing and sneezing yesterday. ⑥ One may agree that in a conversation，listening is as powerful as loving. ⑦ After a long day she looked forward to putting her feet up with a nice cup of tea. ⑧ Isabella really put her back into learning Chinese. She wants to start living in China in two or three months. ⑨ Fishing in troubled waters may cause even more problems.
2.Then ask students to decide whether each verb in its -ing form functions as a subject（S），object（O），predicative（P），or attribute（A）.
3.Share the answers first in pairs or groups and then with the whole class.
Suggested answers：
①S，P ②O ③S，O ④O，A ⑤O，O
⑥S，O ⑦O ⑧O，O ⑨S
【设计意图】该活动把语法复习恰当地置于本单元的主题语境中，学生在语境中复习和运用语法项目，提高语法使用的实践性和应用性。
活动六：单元反思（Reflecting）
1.Go through the tasks with students and make sure they know what to do.
·Which body language in this unit do you use most often？Does it have the same meaning as in the text？ ·What do you think you could do to communicate better with other people？ ·Do you think you will be able to tell more from reading others’ body language from now on？ ·What problems did you or your friends have in studying this unit？How did you solve them？What advice did you give each other？ ·Overall，I thought this unit was □ Interesting □ useful □ so-so □ difficult.
2.Let students do it by themselves.
3.Ask students to work in groups and share what they write. The answers may vary from one student to another.
【设计意图】围绕单元主题设置问题，让学生从不同方面进行思考，反思生活中肢体语言的使用意义，表达生活中肢体语言运用不当带来的问题等，加深学生对单元主题的认识。
板书设计
Unit 4 Body Language Period Ⅵ Video Time & Assessing Your Progress Video Time Ⅰ.学习理解 活动一：感知与注意（Brainstorm） 活动二：描述与阐释 1.Discussion. 2.Think about the answers to the questions. Ⅱ.应用实践 活动三：分析与判断（Discussion） Assessing Your Progress 活动四：词汇复习（Complete） 活动五：语法再现（Read and decide） 活动六：单元反思（Reflecting）
2 / 2
课时内容
Video Time & Assessing Your Progress
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：视频、文字、习题
文本分析：
本节课分两部分：第一部分为 Video Time，介绍了卓别林主演的无声电影《移民》。影片中，卓别林扮演了一个不习惯另外一个国家生活的移民形象。第二部分为 Assessing Your Progress，围绕本单元主题设置了填空习题来练习本单元重要词汇及含有动词-ing形式的九个句子，让学生判断动词-ing形式的句法功能。最后对本单元进行总的反思和评价。
课时目标
1.通过观看视频，了解和获取卓别林扮演的一个不习惯另外一个国家生活的移民形象及其活动等的相关信息。
2.尝试为无声电影《移民》片段配音，并讨论有声和无声电影哪个更好，预测电影接下来会发生什么。
3.阅读一些非语言交际的相关信息，复习本单元的词汇和语法项目“动词-ing形式”的句法功能。
重点难点
重点：
本单元重点单词、短语和语法的恰当使用。
难点：
尝试为无声电影《移民》片段配音，并讨论有声和无声电影哪个更好。
教学准备
教师准备：
一段介绍卓别林主演的无声电影《移民》的视频和播放设备。
学生准备：
复习本单元语法和重点词汇。
教学过程
Video Time
Step Ⅰ 学习理解
活动一：感知与注意（Brainstorm）
Before watching，ask students to discuss what they know about Charlie Chaplin and his film The Immigrant and they can also read the brief introduction on Page 48.
【设计意图】在观看视频之前，让学生讨论著名喜剧演员卓别林和他主演的电影《移民》，激活学生的认知和观看视频的兴趣，有助于提高观看视频的注意力。
活动二：描述与阐释
1.Discussion.（Before You Watch，P48）
Work in groups. Look at the photos from the film The Immigrant and discuss the following questions.
·What do you think these characters’ body language and expressions mean？
·What do you think the story of this film is
Suggested answers：
·The captain of the ship has his body sideways while looking straight ahead，with his left arm stretched out and leaning on a railing. His eyes seem to be suspicious of someone or something. He is looking at the person or situation with full concentration.
·The main character played by Charlie Chaplin has his hands to his side and has his jacket at the shoulder held by the captain of the ship. He looks as if he has been caught doing something wrong and has stiff body language to show how helpless he is. It seems that he is looking at the woman for help. The captain is using his other hand to point downwards at the woman. He seems to be suggesting something is wrong，and that perhaps Chaplin has done something to the woman such as stolen her purse. The woman is looking towards the captain with her fingers interlocked and a wide-eyed expression. It seems like she is trying to appear innocent.
·Chaplin and the woman are looking at each other with a big smile. Chaplin has his hands behind his back showing he is calm and relaxed. The woman has her head to the side and hands up pointing towards him. I think they are friendly towards each other and feel happy.
·The waiter is looking at Chaplin with an annoyed facial expression. He is standing up and looking down at him，with his thumb up. I think he is telling Chaplin to leave the restaurant，and has the authority to do so. Chaplin is sitting down，and looking up at him with wide eyes and a closed mouth. It seems to show he is helpless. The man beside Chaplin is hungrily looking down at his spoon with the soup he is about to eat.
·The woman is sitting down with her hand up to the side of her face，and resting her cheek on it. She looks worried or concerned about something，and is giving it much thought.
·Chaplin is eating something that is not very good，and his eyes have rolled back and his mouth is open to show disgust. The man next to him looks confused yet intrigued at how Chaplin is reacting，because his body is slightly turned towards him and his eyes are concentrating on him.
Perhaps it is about a man wanted by the police. He meets and falls in love with a woman on a ship. Then he goes to a restaurant，where his strange actions cause trouble.
2.Think about the answers to the questions.（While You Watch，P48）
（1）Go through the sentences on Page 48 in While You Watch with students and make sure they understand the meaning.
① Why does Chaplin keep putting money into the woman’s pocket and taking it out
② Where does Chaplin get the money to eat at the restaurant
③ Why does the waiter become angry with Chaplin
④ Why does the man sitting next to Chaplin become angry with him
⑤ Can Chaplin pay the restaurant bill in the end
（2）Play the video for students to watch and answer the questions.
（3）Share the answers with the whole class，and if necessary，play the video again for students to check the answers.
Suggested answers：
① He wants to give her some money，but cannot decide if he wants to give her all of his money，or keep some of the money for himself.
② He finds a coin on the ground.
③ Because Chaplin has not taken off his hat.
④ Because of Chaplin’s sloppy eating habits.
⑤ We don’t know from the video clip.
【设计意图】通过观看前讨论问题及观看视频，获取卓别林电影中的细节性信息，对电影内容进行推断和分析，有助于提高学生的理解能力和判断能力。
Step Ⅱ 应用实践
活动三：分析与判断（Discussion）（After You Watch，P48）
Ask students to work in groups of four and finish the activities.
（1）Write a script，assign roles，and“dub”the scene.
（2）Discuss if the film is better dubbed or silent.
（3）Discuss what you think will happen next in the film.
Suggested answers：
（1）（略）
（2）The film is better silent rather than dubbed，as so much of the humour is physical.
（3）I think Chaplin and the woman probably will get married.
【设计意图】在观看视频后，让学生为无声电影《移民》写剧本和配音，这是一项具有挑战性且有意义的学习活动。要开展好这个活动，学生首先要进行角色分配，然后重新理解电影的内容，再使用恰当的英语写剧本。最后以小组的形式开展配音活动，这个过程是逐步实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力的过程，同时也能提高学生学习英语的兴趣。
Assessing Your Progress
活动四：词汇复习（Complete）（Part1，P46）
1.Ask students to go through the words in the box and make sure students understand their meanings.
crucial perceive lack component demonstrate interact stare at embarrassment
2.Ask students to read the passage and fill in the blanks with the correct forms of the words in the box.
There are three _______ in any face-to-face communication：words，tone of voice，and body language. It is said that most of what we communicate with others is nonverbal. So when _______with people，_______ the message conveyed by body language is _______. You cannot succeed in business and social encounters if you employ inappropriate body language. For example，_______ someone too long can be interpreted as a threat，standing too close may cause _______ and uneasiness，and touching your neck when talking to others probably _______ that you feel nervous and _______ confidence. Sometimes body language speaks louder than words.
3.Share the answers first in pairs or groups and then with the whole class.
Suggested answers：
components；interacting；perceiving；crucial；
staring at；embarrassment；demonstrates；lack
【设计意图】该活动属于词汇练习，为选择恰当词汇并用其正确形式填空完成介绍肢体语言交流的重要性的练习，旨在本单元具体语境中练习词汇，提高对词汇的使用能力。
活动五：语法再现（Read and decide）（Part2，P46）
1.Go through the sentences and make sure students understand their meanings.
① Seeing is believing. ② A man cannot be robbed of his learning. ③ Living without an aim is like sailing without a compass. ④ After staying in the sleeping bag the whole night，I really needed to stretch my legs. ⑤ You should have been more careful. She started coughing and sneezing yesterday. ⑥ One may agree that in a conversation，listening is as powerful as loving. ⑦ After a long day she looked forward to putting her feet up with a nice cup of tea. ⑧ Isabella really put her back into learning Chinese. She wants to start living in China in two or three months. ⑨ Fishing in troubled waters may cause even more problems.
2.Then ask students to decide whether each verb in its -ing form functions as a subject（S），object（O），predicative（P），or attribute（A）.
3.Share the answers first in pairs or groups and then with the whole class.
Suggested answers：
①S，P ②O ③S，O ④O，A ⑤O，O
⑥S，O ⑦O ⑧O，O ⑨S
【设计意图】该活动把语法复习恰当地置于本单元的主题语境中，学生在语境中复习和运用语法项目，提高语法使用的实践性和应用性。
活动六：单元反思（Reflecting）
1.Go through the tasks with students and make sure they know what to do.
·Which body language in this unit do you use most often？Does it have the same meaning as in the text？ ·What do you think you could do to communicate better with other people？ ·Do you think you will be able to tell more from reading others’ body language from now on？ ·What problems did you or your friends have in studying this unit？How did you solve them？What advice did you give each other？ ·Overall，I thought this unit was □ Interesting □ useful □ so-so □ difficult.
2.Let students do it by themselves.
3.Ask students to work in groups and share what they write. The answers may vary from one student to another.
【设计意图】围绕单元主题设置问题，让学生从不同方面进行思考，反思生活中肢体语言的使用意义，表达生活中肢体语言运用不当带来的问题等，加深学生对单元主题的认识。
板书设计
Unit 4 Body Language Period Ⅵ Video Time & Assessing Your Progress Video Time Ⅰ.学习理解 活动一：感知与注意（Brainstorm） 活动二：描述与阐释 1.Discussion. 2.Think about the answers to the questions. Ⅱ.应用实践 活动三：分析与判断（Discussion） Assessing Your Progress 活动四：词汇复习（Complete） 活动五：语法再现（Read and decide） 活动六：单元反思（Reflecting）
2 / 2