Unit4 Body Language Learning About Language(1)Vocabulary教学设计 2025-2026学年高二英语人教版选择性必修第一册
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| 名称 | Unit4 Body Language Learning About Language(1)Vocabulary教学设计 2025-2026学年高二英语人教版选择性必修第一册 |
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| 格式 | docx | ||
| 文件大小 | 1.8MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-20 15:12:21 | ||
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教学设计
课程基本信息
课题 Unit4 Body Language-Learning About Language(1):Vocabulary 课型 新授课
学科 英语 年级 高二
学段 高中 版本章节 选择性必修第一册Unit4 Body Language
教学目标 After this class, students will be able to 1.memorize the core vocabulary related to “body language” and understand the meanings of these words in different context. 2.guess the meanings of new words through strategies such as context and word formation(e.g. derivation, conversion). 3.realize the importance of accumulation for the improvement of comprehensive English ability and gain self-confidence by using proper body language.
教学重难点 教学重点： 1.To help students memorize the core vocabulary related to “body language” and understand the meanings of these words in different context. 2.To help students guess the meanings of new words through strategies such as context and word formation(e.g. derivation, conversion).
教学难点： To help students realize the importance of accumulation for the improvement of comprehensive English ability and gain self-confidence by using proper body language.
学情分析 高二英语学情核心特征是“分层明显、能力分化”，学生在词汇量、语法体系、读写逻辑上呈现显著差距，同时面临从“基础积累”到“综合运用”的转型压力。 1. 核心学情特点（3大分化点） 词汇与语法：“断层”明显 基础薄弱生：3500核心词未掌握，复杂句（定语从句、非谓语）分析困难； 中等生：词汇能认但不会用（如熟词僻义、固定搭配），语法体系零散； 优等生：主动词汇丰富，可运用从句嵌套、连接词构建逻辑连贯表达。 读写能力：“输入”大于“输出” 阅读：多数学生能读懂简单文本，但对议论文的观点逻辑、说明文的结构分析能力不足； 写作：普遍存在“中式英语”，内容单薄（缺乏细节支撑），句式单一（以简单句为主）。 学习动力：“目标模糊” 部分学生因成绩瓶颈产生倦怠，仅满足于完成作业；少数目标明确（如冲刺高分、准备竞赛）的学生，会主动拓展课外阅读（如原版书、外刊）。 2. 教学适配建议 1. 分层设计任务：基础层侧重“词汇+语法巩固”（如句型仿写），提高层侧重“读写逻辑训练”（如段落续写、观点摘要）。 2. 强化“输出”练习：通过“话题讨论→短文写作→互评修改”的闭环，让学生在运用中内化词汇和语法。 3. 关联高考目标：在教学中融入高考题型（如七选五、读后续写）的解题思路，帮学生建立“当下学习与长期目标”的联系。
教学准备 教材，分层任务单，希沃白班 ，幻灯片
教学过程
教学任务 教学内容 设计意图 创新设计（含AI应用）
Activation and Construction（25’） Activity1: brainstorming Q:What have you learnt about body language Task 1:P40 Ex.1 Fill in the table with different forms of the words. Refer to a dictionary if necessary. [Possible Difficulty: Students may not know the correct forms of these words. Possible Solution: Teachers can require students to refer to the dictionary for help. Therefore, the students can work out the forms of these words.] Read the text on page38 to page39 and find out the sentences containing the above six words. Make a conclusion of derivative: Derivative派生词：a word that has been developed or produced from another word. (Oxford Dictionary) Task 2: Review and learn Page 40 Ex.2 Work out the meanings of the underlined words in the sentences below. In pairs, list more words of the same kind. Make a conclusion of conversion: Conversion转化：the creation of a word from an existing word without any change in form. (Oxford Dictionary) Activity2: Summary make three sentences using the conversion. 培养学生自主学习能力，内化所学知识，为后续灵活运用相关词汇搭建脚手架 联想与结构：学生充分发挥自主能动性，探究单元主题语境下，有关肢体语言的相关表达，形成结构化新知识。
Practice(6’) Activity 3:Practice students complete a passage about body language with relative words and expressions. Task 3: Page 40 Ex. 3 Read the passage about body language. Fill in the blanks with the correct forms of the words and phrases in the box. 通过在主题语境中的词汇复现、语篇填空练习帮助学生巩固所学的语言知识，并为后续的语言输出提供相关背景信息。 本质与变式：学生能根据主题语境，运用相关词汇。
Application (7’) Activity 4: Application Students apply words related to body language to describe four pictures and express their opinions on how to be confident and powerful when communicating with others. Task4: Describe the following pictures and find out positive body language that we should use to show confidence and power. 引导学生提高语言表达能力和思维品质，在真实语境中培养自信。 迁移与创造：学生将所学知识迁移到真实语境中，描述肢体语言特征。
Homework (2’) 1.Work out the meanings and part of speech of underlined words. a.Let’s plan the trip together, and this detailed plan will make everything easier. b.We need to note down the key points, and this important note will help us review later. c. She will plant rose saplings in the garden, and this small plant by the window will also get more sunlight. d. I need to book a hotel room for the trip, and this travel book has great recommendations for accommodations. e.You can park your car here, and this park nearby is a great place to take a walk after dinner. 2. Complete Exercise 1 on Page 82. (文章详见作业练习文档） 3. Writing: Imagine that your friend is going to attend an interview, write a letter to help her to become more confident through using body language.(Use words and expressions learnt in this class,such as interact, approve, demonstrate, gesture.etc.) 1.进一步引导学生巩固两种构词法，并运用构词法，丰富肢体语言相关表达。2.通过给朋友写帮助信，引导学生进一步内化语言，从书本走向生活，在整体中感知、深入理解词汇，并能在实际生活中运用词汇，培养学生的自信。 迁移与创造：学生将所学知识迁移到真实语境中，表达真实情感
作业设计 1.Work out the meanings and part of speech of underlined words. a.Let’s plan the trip together, and this detailed plan will make everything easier. b.We need to note down the key points, and this important note will help us review later. c. She will plant rose saplings in the garden, and this small plant by the window will also get more sunlight. d. I need to book a hotel room for the trip, and this travel book has great recommendations for accommodations. e.You can park your car here, and this park nearby is a great place to take a walk after dinner. 2. Complete Exercise 1 on Page 82. (文章详见作业练习文档） 3. Writing: Imagine that your friend is going to attend an interview, write a letter to help her to become more confident through using body language.(Use words and expressions learnt in this class,such as interact, approve, demonstrate, gesture.etc.)
板书设计/课堂小结 词汇回顾：快速回顾“面部表情、肢体动作、情感表达”三类核心词，随机抽查学生approve或favour造句，强化“词-句”关联。 衔接延伸：预告下节课将用今天的词汇分析“不同文化中的肢体语言差异”，让学生课后观察1个生活中的肢体语言场景，带着案例进入下节课。
教学反思 1. 亮点与成效 分类板书+简笔画有效降低了词汇记忆难度，课堂互动中，80%的学生能快速匹配“动作-词汇”，且造句时错误率较以往降低（如少用“make a frown”这类中式表达，改用正确动词frown）。 易混词对比环节通过“主语差异”的总结，学生在课后练习中对confuse和misunderstand的正确率达到90%，突破了以往的高频错误点。 2. 不足与改进方向 不足：分层关注不足，基础薄弱生在“词汇搭配拓展”（如approve of sb./sth.）环节参与度较低，部分学生仅能掌握单词本身，不会用搭配。 改进：下次课准备“分层任务卡”，基础层任务为“词汇+固定搭配填空”，提升层任务为“用搭配描述图片场景”，确保不同水平学生都能“跳一跳够得着”。
教学设计
课程基本信息
课题 Unit4 Body Language-Learning About Language(1):Vocabulary 课型 新授课
学科 英语 年级 高二
学段 高中 版本章节 选择性必修第一册Unit4 Body Language
教学目标 After this class, students will be able to 1.memorize the core vocabulary related to “body language” and understand the meanings of these words in different context. 2.guess the meanings of new words through strategies such as context and word formation(e.g. derivation, conversion). 3.realize the importance of accumulation for the improvement of comprehensive English ability and gain self-confidence by using proper body language.
教学重难点 教学重点： 1.To help students memorize the core vocabulary related to “body language” and understand the meanings of these words in different context. 2.To help students guess the meanings of new words through strategies such as context and word formation(e.g. derivation, conversion).
教学难点： To help students realize the importance of accumulation for the improvement of comprehensive English ability and gain self-confidence by using proper body language.
学情分析 高二英语学情核心特征是“分层明显、能力分化”，学生在词汇量、语法体系、读写逻辑上呈现显著差距，同时面临从“基础积累”到“综合运用”的转型压力。 1. 核心学情特点（3大分化点） 词汇与语法：“断层”明显 基础薄弱生：3500核心词未掌握，复杂句（定语从句、非谓语）分析困难； 中等生：词汇能认但不会用（如熟词僻义、固定搭配），语法体系零散； 优等生：主动词汇丰富，可运用从句嵌套、连接词构建逻辑连贯表达。 读写能力：“输入”大于“输出” 阅读：多数学生能读懂简单文本，但对议论文的观点逻辑、说明文的结构分析能力不足； 写作：普遍存在“中式英语”，内容单薄（缺乏细节支撑），句式单一（以简单句为主）。 学习动力：“目标模糊” 部分学生因成绩瓶颈产生倦怠，仅满足于完成作业；少数目标明确（如冲刺高分、准备竞赛）的学生，会主动拓展课外阅读（如原版书、外刊）。 2. 教学适配建议 1. 分层设计任务：基础层侧重“词汇+语法巩固”（如句型仿写），提高层侧重“读写逻辑训练”（如段落续写、观点摘要）。 2. 强化“输出”练习：通过“话题讨论→短文写作→互评修改”的闭环，让学生在运用中内化词汇和语法。 3. 关联高考目标：在教学中融入高考题型（如七选五、读后续写）的解题思路，帮学生建立“当下学习与长期目标”的联系。
教学准备 教材，分层任务单，希沃白班 ，幻灯片
教学过程
教学任务 教学内容 设计意图 创新设计（含AI应用）
Activation and Construction（25’） Activity1: brainstorming Q:What have you learnt about body language Task 1:P40 Ex.1 Fill in the table with different forms of the words. Refer to a dictionary if necessary. [Possible Difficulty: Students may not know the correct forms of these words. Possible Solution: Teachers can require students to refer to the dictionary for help. Therefore, the students can work out the forms of these words.] Read the text on page38 to page39 and find out the sentences containing the above six words. Make a conclusion of derivative: Derivative派生词：a word that has been developed or produced from another word. (Oxford Dictionary) Task 2: Review and learn Page 40 Ex.2 Work out the meanings of the underlined words in the sentences below. In pairs, list more words of the same kind. Make a conclusion of conversion: Conversion转化：the creation of a word from an existing word without any change in form. (Oxford Dictionary) Activity2: Summary make three sentences using the conversion. 培养学生自主学习能力，内化所学知识，为后续灵活运用相关词汇搭建脚手架 联想与结构：学生充分发挥自主能动性，探究单元主题语境下，有关肢体语言的相关表达，形成结构化新知识。
Practice(6’) Activity 3:Practice students complete a passage about body language with relative words and expressions. Task 3: Page 40 Ex. 3 Read the passage about body language. Fill in the blanks with the correct forms of the words and phrases in the box. 通过在主题语境中的词汇复现、语篇填空练习帮助学生巩固所学的语言知识，并为后续的语言输出提供相关背景信息。 本质与变式：学生能根据主题语境，运用相关词汇。
Application (7’) Activity 4: Application Students apply words related to body language to describe four pictures and express their opinions on how to be confident and powerful when communicating with others. Task4: Describe the following pictures and find out positive body language that we should use to show confidence and power. 引导学生提高语言表达能力和思维品质，在真实语境中培养自信。 迁移与创造：学生将所学知识迁移到真实语境中，描述肢体语言特征。
Homework (2’) 1.Work out the meanings and part of speech of underlined words. a.Let’s plan the trip together, and this detailed plan will make everything easier. b.We need to note down the key points, and this important note will help us review later. c. She will plant rose saplings in the garden, and this small plant by the window will also get more sunlight. d. I need to book a hotel room for the trip, and this travel book has great recommendations for accommodations. e.You can park your car here, and this park nearby is a great place to take a walk after dinner. 2. Complete Exercise 1 on Page 82. (文章详见作业练习文档） 3. Writing: Imagine that your friend is going to attend an interview, write a letter to help her to become more confident through using body language.(Use words and expressions learnt in this class,such as interact, approve, demonstrate, gesture.etc.) 1.进一步引导学生巩固两种构词法，并运用构词法，丰富肢体语言相关表达。2.通过给朋友写帮助信，引导学生进一步内化语言，从书本走向生活，在整体中感知、深入理解词汇，并能在实际生活中运用词汇，培养学生的自信。 迁移与创造：学生将所学知识迁移到真实语境中，表达真实情感
作业设计 1.Work out the meanings and part of speech of underlined words. a.Let’s plan the trip together, and this detailed plan will make everything easier. b.We need to note down the key points, and this important note will help us review later. c. She will plant rose saplings in the garden, and this small plant by the window will also get more sunlight. d. I need to book a hotel room for the trip, and this travel book has great recommendations for accommodations. e.You can park your car here, and this park nearby is a great place to take a walk after dinner. 2. Complete Exercise 1 on Page 82. (文章详见作业练习文档） 3. Writing: Imagine that your friend is going to attend an interview, write a letter to help her to become more confident through using body language.(Use words and expressions learnt in this class,such as interact, approve, demonstrate, gesture.etc.)
板书设计/课堂小结 词汇回顾：快速回顾“面部表情、肢体动作、情感表达”三类核心词，随机抽查学生approve或favour造句，强化“词-句”关联。 衔接延伸：预告下节课将用今天的词汇分析“不同文化中的肢体语言差异”，让学生课后观察1个生活中的肢体语言场景，带着案例进入下节课。
教学反思 1. 亮点与成效 分类板书+简笔画有效降低了词汇记忆难度，课堂互动中，80%的学生能快速匹配“动作-词汇”，且造句时错误率较以往降低（如少用“make a frown”这类中式表达，改用正确动词frown）。 易混词对比环节通过“主语差异”的总结，学生在课后练习中对confuse和misunderstand的正确率达到90%，突破了以往的高频错误点。 2. 不足与改进方向 不足：分层关注不足，基础薄弱生在“词汇搭配拓展”（如approve of sb./sth.）环节参与度较低，部分学生仅能掌握单词本身，不会用搭配。 改进：下次课准备“分层任务卡”，基础层任务为“词汇+固定搭配填空”，提升层任务为“用搭配描述图片场景”，确保不同水平学生都能“跳一跳够得着”。