Unit4Body Language Reading and thinking教学设计-2025-2026学年高中英语人教版（2019）选择性必修第一册
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| 名称 | Unit4Body Language Reading and thinking教学设计-2025-2026学年高中英语人教版（2019）选择性必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 162.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-14 15:06:23 | ||
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Unit 4 BODY LANGUAGE
Reading and Thinking: Listening to how Bodies Talk
语篇简析
本阅读材料的话题是交际中的肢体语言，作者从三个方面讲述了肢体语言的特征与作用，通过主题句和举例阐述的方式让读者了解不同文化中肢体语言的相同或者不同的意义，并从更抽象、概括的维度深入认识肢体语言的特点，理解肢体语言的作用。基于肢体语言的特点，作者提醒读者在与人交流中，尤其是当文化背景有差异的时候，要使用得体的肢体语言，尊重、理解和包容不同的文化，进行有效、有素养的沟通。
文本共由六个段落组成，篇章结构为“总—分”。第一段用简练的语言引出了话题，并且从我们自身表达的需要和了解他人感受两个角度讲述了肢体语言的作用。第二段阐述了肢体语言的第一个重要特点——肢体语言在不同的文化中有不同的内涵——这也是文中写作篇幅最大的一个要点，最为重要。通过讲述肢体语言的这一特点，作者向读者传递了要尊重不同的文化、要使用与所在文化相宜的肢体语言。文章的二、三、四段均围绕这一要点展开。为了说明肢体语言的这一特点，第二段中作者讲述了不同文化中视线交流的不同，列举了中东国家和日本的情况来说明。第三段中的主要支撑例子为OK手势，除了我们所认知的意义，OK手势在一些国家，例如日本、法国、巴西和德国等有截然不同的含义，甚至在一些国家有侮辱性。第四段中讲述了我们最常见的用点头、摇头表达是与否的肢体语言在一些特定国家是不一样的，以及不同文化背景中人们交谈时彼此的距离，见面或告别时采用的方式也截然不同。第五段的内容为作者讲述的第二个肢体语言的特点——有一些肢体语言在世界各地有相同含义。作者通过两个具体的例子进行了说明，目的在于告诉读者有一些肢体语言的含义在全球是通用的，进一步表明了肢体语言的重要性。第六段的内容为肢体语言的第三个特点——有些肢体语言本身有很多不同的用途。作者用“smiling”的众多使用场合和不同的用途进行了说明，这个要点同样向读者传递了肢体语言在表达中的重要性。
学情分析和教学过程在课标核心素养中的落地：高二年级四班，因为基础较差，高一市统测平均分只能55左右，班级最高分是88，72分以上同学仅有三个，大部分同学成绩在40 左右。一方面是因为自身基长期础较差使得几乎所有同学在英语学习上没有信心，二是因为自身学习习惯太差，没有能坚持学习的习惯。我是高二开学刚接的班，师生之间的基本了解，师生关系相对比较融洽，但还不能完全走进每一个学生的内心。所以这节课为了顾全大局，设计比较重基础，本节课是大单元整体学习中第二部分exploration and construct,通过阅读获取信息最终走向写作的的部分。在课标中体现在培养学生英语语言能力，英语学习能力，文化意识，思维品质。根据学情，通过jigsaw reading 的方式给每一个同学都分配任务，划分阅读量，缩减了整篇阅读的难度，帮助学生初步建立英语学习的能力。再用合作探究的方式，提升团队合作力的同时进一步增强英语学习的能力。又通过展示点评的方式加一遍一遍重复加齐读的方式帮助学生找到知识的获得感增强学生的语言能力。在足够的输入后，通过小组讨论问题，提升英语思维品质，构建英语学习逻辑思维和批判性思维。最后在思维的培养和写作环节中培养学生的英语国家文化意识的同时想到中国，弘扬中国文化。
Teaching plan
一、teaching contents:
Read to find out and understanding the meaaning of different body language in different countries in the passage . Draw a mind map to construct the structure of the passage through group cooperation to have a deep understanding of the information and knowledge rooted in the passage, as well building the ability of English learning, culture awareness,and thinking qualities .
二、Learning objections:
1. Figure out the meanings of body language in different cultures.
2. List how people use and understand body language in diverse cultures.
3. Give some advice on body language that is appropriate in China to your foreign friends.
三、Teaching process
Lead in: Activating the background knowledge of body language
Setting foundation to achieve the learning objective1.
Part1:Use the daily facts in our class to elicit the topic : body language: happy, astonish, smile, thus, let the students learn that there are various ways of communication and the body language is a nonverbal one that can also express our thought, opinion and feelings.
Teacher show the names and groups and ask: How do you feel （1）to the students who need to recite the passage （2）To all of us beside （3）To me,a teacher. As everyone has different feelings, we show in different ways.
Part2: use pictures about gestures, body movement and facial expression to let students experience what is body language.
Teacher: show the pictures and ask: what does the picture mean The same picture may be understood with different meanings, so stress the differences for the coming passage. Pay attention to sort them into three type: gestures, body movement and facial expression.
Part3: Summarize what is body language. Ask: what is body language Students and teacher speak together: Body language is a form of nonverbal communication to express our thoughts and opinions and feelings with our gestures and body movement and facial expression.
【设计意图】Using what we are familiar to lead into the topic may help students feel easy. The way of looking, thinking and speaking help students have a better of body language.
【核心素养提升点】Experience the ways of body language by pictures help arouse the interest of learning English and form basic vocabulary for the next reading part.
Activity 1 Brainstorming the content of the text
Setting foundation to achieve the learning objective1.
Part1: Lead students to look at the picture on Page 38 with the question:
Q1: What information can you get from the body language in the picture
Teacher: bid one student to answer, but maybe there are different meaning, which is better to pave road for the next reading.
Part2: Students read the title and brainstorm the contents of the text with the question:
Q2: According to the picture and the title, what aspects of body language may be mentioned in the text
Teacher: let all students answer. All students can get the passage is about body language, as well the difference in body language may come out with the pavement of the lead in part.
【设计意图】students can predict the main idea of the passage by looking at the pictures used
in passage and reading the title.
【核心素养提升点】Develop the ability of looking and predicting by extract information from
picture and title.
Activity2: Identifying the structure of the text
Practice the learning objective1.
Part1:Skim to spot the topic sentence of each paragraph and underline out with red pen.
Check:teacher asks 6students to read out the answer, other students correct their own answers.
Part2:let students think how to divide the passage by understanding the topics, comparing the passage to a cake.
Teacher guide all students to think and speak out the structure： para1,para2-4, para5, para6.
Part3: Finish the task on paper in two minutes and take photo to hand in.(271 bay 电子学程 Activity2，提交卡提交作业)。
Part4: Check randomly and correct on the screen together. Then self correcting with red pen.
【设计意图】 Students skim to find out the topic sentences and analyse the structure of the
whole passage, which assists with the following detailed reading.
【核心素养提升点】Build up the ability to spot the topic sentences by fast reading and explore to analyse the structure.
Activity 3: Detailed reading to find out the certain body language in each paragraph.
Practise the learning objective2。
Part1: Jigsaw reading of para2-4 to find out the different body language in different culture with the certain meaning in the certain places in 6 minutes.
Teacher cultivates group leaders to allocate the tasks to group members in different levels,and guide them how to do the reading and finish the task correctly.(提前培训小组长：（1）根据组员英语能力合理分配任务，A层同学完成两段阅读，B层同学完成一段阅读，2个C层同学完成一个段落阅读. （2）阅读技巧：直接找答案；根据线索推断找答案)
Part2:Group cooperation to correct the answers and finish the mind map.
Teacher cultivate group leaders to correct the answer first and unite the group members to contribute to the group mind map wit you own way.(小组长带领组员改错，每个组员为大家介绍自己所读段落的具体肢体语言有哪些，分别在什么地方表示具体的meaning。A层同学帮助B和C层同学完善信息，更好的理解文章。小组形成合力，创建自己小组的思维导图，注意层次性和逻辑性。小组长代表小组拍照提交作业到Activity3的提交卡)
Part3:Use interaction tool in 271 Bay randomly to bid one group to comment the mind map. Teacher and all students complete the answer and stress the difficult. Teacher spots out the problems and difficulty while reading and let all students read together and analyse to help students understand the gesture.
Part4: Read the last paragraph to polish the group mind map.
Teacher lead students to read the whole paragraph loudly to cheer them up, then students read silently to find out the different uses of smiling to complete the group mind map. Again, teacher lead all students to review the mind map together. After that teacher ask question: How can we avoid culture shock when in foreign countries Students speak out together: learn their culture.
【设计意图】Use jigsaw reading to reduce the difficulty o f the passage and use group cooperation to give students chance to self study and express their point.
【核心素养提升点】Cultivate the ability of reading and English expression, as well building up the ability of thinking.
Activity 4 critical thinking and creative writing.
Prepare for the learning objective3.
Group discuss to apply the body language found before in china in 5 minutes.
Teacher asks question: what do the body language mention in the passage interpret in China
Check: Only one group to show their understanding. Use the interaction tool in 271 Bay to bid one group to show randomly.
Teacher extract the body in show to stress the use in China.
【设计意图】Apply what we learn in the passage to how it is used in China to improve the awareness of culture both at home and in the world. Help student have a deep understanding of body language in different by comparison.
【核心素养提升点】cultivate culture awareness and form critical thinking, as well inprove the ability of expression in English.
Activity5 Write an essay to help
Practise the learning objective3
Create a situation that Tony, an American boy, is coming to China next month, write a letter to tell him what he needs to know to avoid behaving not politely.
Part1: Teacher guide the writing:combine the critical thinking above with your own understanding to write a letter to Tony, telling him what he need s to pa attention.
Part2: 15 minutes to write and take photo to hand in. (完成拍照提交作业)
Part3: Each group choose one passage to correct with red pen.
Part4: Teacher and students correct together on screen randomly chosen by tools.
【设计意图】apply what we learn to creative writing to form the ability of writing and thinking.(考虑四班基础比较薄弱，建议微写作，能够挑选三个点进行句子的微写作即可。)
学生根据呈现的问题对课文的内容、结构、写作方法以及语言进行总结和强化。
【核心素养提升点】improve the ability of generation and summarization .
Activity6: sum up what we learnt today.
Teacher use the mind mp on blackboard to stress the body language with the difference and the same meaning , so we need to learn the culture and customs in different place to behave politely while in foreign countries.
Reflection:The whole class is arranged tightly with six activities. With the pavement for writing going step by step from vocabulary to sentences, all students could finish every task and reach the final objective, which make the class sussessful.
But there are something to improve,such as the time is a bit tight and the oral English of students need to be developed. The teacher myself still need to use class expression more accurately.
Reading and Thinking: Listening to how Bodies Talk
语篇简析
本阅读材料的话题是交际中的肢体语言，作者从三个方面讲述了肢体语言的特征与作用，通过主题句和举例阐述的方式让读者了解不同文化中肢体语言的相同或者不同的意义，并从更抽象、概括的维度深入认识肢体语言的特点，理解肢体语言的作用。基于肢体语言的特点，作者提醒读者在与人交流中，尤其是当文化背景有差异的时候，要使用得体的肢体语言，尊重、理解和包容不同的文化，进行有效、有素养的沟通。
文本共由六个段落组成，篇章结构为“总—分”。第一段用简练的语言引出了话题，并且从我们自身表达的需要和了解他人感受两个角度讲述了肢体语言的作用。第二段阐述了肢体语言的第一个重要特点——肢体语言在不同的文化中有不同的内涵——这也是文中写作篇幅最大的一个要点，最为重要。通过讲述肢体语言的这一特点，作者向读者传递了要尊重不同的文化、要使用与所在文化相宜的肢体语言。文章的二、三、四段均围绕这一要点展开。为了说明肢体语言的这一特点，第二段中作者讲述了不同文化中视线交流的不同，列举了中东国家和日本的情况来说明。第三段中的主要支撑例子为OK手势，除了我们所认知的意义，OK手势在一些国家，例如日本、法国、巴西和德国等有截然不同的含义，甚至在一些国家有侮辱性。第四段中讲述了我们最常见的用点头、摇头表达是与否的肢体语言在一些特定国家是不一样的，以及不同文化背景中人们交谈时彼此的距离，见面或告别时采用的方式也截然不同。第五段的内容为作者讲述的第二个肢体语言的特点——有一些肢体语言在世界各地有相同含义。作者通过两个具体的例子进行了说明，目的在于告诉读者有一些肢体语言的含义在全球是通用的，进一步表明了肢体语言的重要性。第六段的内容为肢体语言的第三个特点——有些肢体语言本身有很多不同的用途。作者用“smiling”的众多使用场合和不同的用途进行了说明，这个要点同样向读者传递了肢体语言在表达中的重要性。
学情分析和教学过程在课标核心素养中的落地：高二年级四班，因为基础较差，高一市统测平均分只能55左右，班级最高分是88，72分以上同学仅有三个，大部分同学成绩在40 左右。一方面是因为自身基长期础较差使得几乎所有同学在英语学习上没有信心，二是因为自身学习习惯太差，没有能坚持学习的习惯。我是高二开学刚接的班，师生之间的基本了解，师生关系相对比较融洽，但还不能完全走进每一个学生的内心。所以这节课为了顾全大局，设计比较重基础，本节课是大单元整体学习中第二部分exploration and construct,通过阅读获取信息最终走向写作的的部分。在课标中体现在培养学生英语语言能力，英语学习能力，文化意识，思维品质。根据学情，通过jigsaw reading 的方式给每一个同学都分配任务，划分阅读量，缩减了整篇阅读的难度，帮助学生初步建立英语学习的能力。再用合作探究的方式，提升团队合作力的同时进一步增强英语学习的能力。又通过展示点评的方式加一遍一遍重复加齐读的方式帮助学生找到知识的获得感增强学生的语言能力。在足够的输入后，通过小组讨论问题，提升英语思维品质，构建英语学习逻辑思维和批判性思维。最后在思维的培养和写作环节中培养学生的英语国家文化意识的同时想到中国，弘扬中国文化。
Teaching plan
一、teaching contents:
Read to find out and understanding the meaaning of different body language in different countries in the passage . Draw a mind map to construct the structure of the passage through group cooperation to have a deep understanding of the information and knowledge rooted in the passage, as well building the ability of English learning, culture awareness,and thinking qualities .
二、Learning objections:
1. Figure out the meanings of body language in different cultures.
2. List how people use and understand body language in diverse cultures.
3. Give some advice on body language that is appropriate in China to your foreign friends.
三、Teaching process
Lead in: Activating the background knowledge of body language
Setting foundation to achieve the learning objective1.
Part1:Use the daily facts in our class to elicit the topic : body language: happy, astonish, smile, thus, let the students learn that there are various ways of communication and the body language is a nonverbal one that can also express our thought, opinion and feelings.
Teacher show the names and groups and ask: How do you feel （1）to the students who need to recite the passage （2）To all of us beside （3）To me,a teacher. As everyone has different feelings, we show in different ways.
Part2: use pictures about gestures, body movement and facial expression to let students experience what is body language.
Teacher: show the pictures and ask: what does the picture mean The same picture may be understood with different meanings, so stress the differences for the coming passage. Pay attention to sort them into three type: gestures, body movement and facial expression.
Part3: Summarize what is body language. Ask: what is body language Students and teacher speak together: Body language is a form of nonverbal communication to express our thoughts and opinions and feelings with our gestures and body movement and facial expression.
【设计意图】Using what we are familiar to lead into the topic may help students feel easy. The way of looking, thinking and speaking help students have a better of body language.
【核心素养提升点】Experience the ways of body language by pictures help arouse the interest of learning English and form basic vocabulary for the next reading part.
Activity 1 Brainstorming the content of the text
Setting foundation to achieve the learning objective1.
Part1: Lead students to look at the picture on Page 38 with the question:
Q1: What information can you get from the body language in the picture
Teacher: bid one student to answer, but maybe there are different meaning, which is better to pave road for the next reading.
Part2: Students read the title and brainstorm the contents of the text with the question:
Q2: According to the picture and the title, what aspects of body language may be mentioned in the text
Teacher: let all students answer. All students can get the passage is about body language, as well the difference in body language may come out with the pavement of the lead in part.
【设计意图】students can predict the main idea of the passage by looking at the pictures used
in passage and reading the title.
【核心素养提升点】Develop the ability of looking and predicting by extract information from
picture and title.
Activity2: Identifying the structure of the text
Practice the learning objective1.
Part1:Skim to spot the topic sentence of each paragraph and underline out with red pen.
Check:teacher asks 6students to read out the answer, other students correct their own answers.
Part2:let students think how to divide the passage by understanding the topics, comparing the passage to a cake.
Teacher guide all students to think and speak out the structure： para1,para2-4, para5, para6.
Part3: Finish the task on paper in two minutes and take photo to hand in.(271 bay 电子学程 Activity2，提交卡提交作业)。
Part4: Check randomly and correct on the screen together. Then self correcting with red pen.
【设计意图】 Students skim to find out the topic sentences and analyse the structure of the
whole passage, which assists with the following detailed reading.
【核心素养提升点】Build up the ability to spot the topic sentences by fast reading and explore to analyse the structure.
Activity 3: Detailed reading to find out the certain body language in each paragraph.
Practise the learning objective2。
Part1: Jigsaw reading of para2-4 to find out the different body language in different culture with the certain meaning in the certain places in 6 minutes.
Teacher cultivates group leaders to allocate the tasks to group members in different levels,and guide them how to do the reading and finish the task correctly.(提前培训小组长：（1）根据组员英语能力合理分配任务，A层同学完成两段阅读，B层同学完成一段阅读，2个C层同学完成一个段落阅读. （2）阅读技巧：直接找答案；根据线索推断找答案)
Part2:Group cooperation to correct the answers and finish the mind map.
Teacher cultivate group leaders to correct the answer first and unite the group members to contribute to the group mind map wit you own way.(小组长带领组员改错，每个组员为大家介绍自己所读段落的具体肢体语言有哪些，分别在什么地方表示具体的meaning。A层同学帮助B和C层同学完善信息，更好的理解文章。小组形成合力，创建自己小组的思维导图，注意层次性和逻辑性。小组长代表小组拍照提交作业到Activity3的提交卡)
Part3:Use interaction tool in 271 Bay randomly to bid one group to comment the mind map. Teacher and all students complete the answer and stress the difficult. Teacher spots out the problems and difficulty while reading and let all students read together and analyse to help students understand the gesture.
Part4: Read the last paragraph to polish the group mind map.
Teacher lead students to read the whole paragraph loudly to cheer them up, then students read silently to find out the different uses of smiling to complete the group mind map. Again, teacher lead all students to review the mind map together. After that teacher ask question: How can we avoid culture shock when in foreign countries Students speak out together: learn their culture.
【设计意图】Use jigsaw reading to reduce the difficulty o f the passage and use group cooperation to give students chance to self study and express their point.
【核心素养提升点】Cultivate the ability of reading and English expression, as well building up the ability of thinking.
Activity 4 critical thinking and creative writing.
Prepare for the learning objective3.
Group discuss to apply the body language found before in china in 5 minutes.
Teacher asks question: what do the body language mention in the passage interpret in China
Check: Only one group to show their understanding. Use the interaction tool in 271 Bay to bid one group to show randomly.
Teacher extract the body in show to stress the use in China.
【设计意图】Apply what we learn in the passage to how it is used in China to improve the awareness of culture both at home and in the world. Help student have a deep understanding of body language in different by comparison.
【核心素养提升点】cultivate culture awareness and form critical thinking, as well inprove the ability of expression in English.
Activity5 Write an essay to help
Practise the learning objective3
Create a situation that Tony, an American boy, is coming to China next month, write a letter to tell him what he needs to know to avoid behaving not politely.
Part1: Teacher guide the writing:combine the critical thinking above with your own understanding to write a letter to Tony, telling him what he need s to pa attention.
Part2: 15 minutes to write and take photo to hand in. (完成拍照提交作业)
Part3: Each group choose one passage to correct with red pen.
Part4: Teacher and students correct together on screen randomly chosen by tools.
【设计意图】apply what we learn to creative writing to form the ability of writing and thinking.(考虑四班基础比较薄弱，建议微写作，能够挑选三个点进行句子的微写作即可。)
学生根据呈现的问题对课文的内容、结构、写作方法以及语言进行总结和强化。
【核心素养提升点】improve the ability of generation and summarization .
Activity6: sum up what we learnt today.
Teacher use the mind mp on blackboard to stress the body language with the difference and the same meaning , so we need to learn the culture and customs in different place to behave politely while in foreign countries.
Reflection:The whole class is arranged tightly with six activities. With the pavement for writing going step by step from vocabulary to sentences, all students could finish every task and reach the final objective, which make the class sussessful.
But there are something to improve,such as the time is a bit tight and the oral English of students need to be developed. The teacher myself still need to use class expression more accurately.