Unit 4 Body Language Reading for Writing教学设计（表格式）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 | Unit 4 Body Language Reading for Writing教学设计（表格式）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 | 667.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-23 13:16:57 | ||
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教学设计
云南省红河州泸西县
课程基本信息: 读写课(1课时)
课题 Using language Reading for writing 课型 新授课
学科 英语 年级 高二
学段 高二上学期 版本章节 2019人教版高中英语选择性必一 Unit4 Body Language
教学目标: Get to know students’ body language. 2. Understand how to describe body language in the classroom. 3. Write an essay to describe classroom body language. 4. Develop the awareness of observing others’ body language.
教学重难点: 1.重点: Help students use the new words and expressions from the text to express the different feelings in class. 2.难点: Learn how to take advantage of classroom body language for the detail description in Application Writing（应用文写作）.
学情分析: 本堂课教学对象是高二年级学生，有一定的词汇和写作基础，而且Classroom body language这一话题于学生们而言更是极具代入感, 但他们的口语表达能力存在开口难语法错误多等问题，写作缺乏逻辑连贯性，“输出类”成为能力提升瓶颈。因此，只要做好充足的“信息输入”，是能够在本堂课上实现良好的“信息输出”的，而本节课的目标主要是学习本单元所学的肢体语言知识，从肢体动作短语，再到造句谋篇的练习，让学生从词--句---篇的转变，真正做到读--思--写的结合。
教学准备： ppt课件，黑板，投影仪，学案
教学过程
教学任务 教学内容 设计意图 创新设计
Step 1 Lead –in Introduce the topic“Body language” through AI We-chat communication technology. 引出单元话题--肢体语言，吸引学生的眼球，激发学习兴趣。 AI 数字人智能通话，引出课文相关话题 。
Step 2 Warming -up Show three photos of students’ behaviors in class. 通过一组学生的照片来展现学生在课堂上的不同表现; 描述其中照片上的内容，引出本节课的话题。 应用ppt里的放大镜功能激发学生的对本课的好奇心和求知欲。
Step 3 While-reading Activity1: Read for the structure. Activity2: Read for main idea. 1.What is the type of the passage A. Argumentation B. Exposition(说明文) C. Narration(记叙文) D. Science fiction 2.What is the passage mainly talking about A. Teachers’ role is to help every student to lean. B. Teachers can have a talk with the students in class. C. Teachers can know their students through their body language in class. D. Teacher’s relationship with their students in class. 在阅读中，学生能清晰地认识到总-分-总的说明文结构，这也是对后面的写作训练做必要的语言输入。 AI动图展示阅读标题“How do I know my students”。
Step 4 Post-reading Activity3: Read for the details Para3: Recognize when students are__________. 1.look up and______ eye contact. 2.____ forward and look at the teacher. 3. have one’s head ________ 4. look at his/her watch 5. eyes barely ______ Para4:Recognize when students are_________. 1. ____ anywhere 2. _____ out of the window or up at the ceiling. Para5: Distinguish when students are________ 1.have one’s arms______ 2. have one’s legs ___________________. 3. _________ a frown 4.______their faces 5. not bother to _______ her hair and eyes are red 通过逐段找细节填空，让学生找出课文中的相关的肢体动作的短语和句子，为后面的写作做准备和铺垫。
Step 5 Group Discussion Activity4:Discussion ·Work in a group of four and discuss the two questions. What are the proper/good classroom body language What are the improper/bad classroom body language 鼓励学生尽可能使用本篇课文中出现的肢体语言和新学的短语来表达好的课堂行为表现和不好的课堂行为表现。 AI动图引导学生说出相关的课堂肢体动作的行为。
Step 6 Writing A Activity5: Writing 假如你是班长李华, 近期发现课堂上部分同学有不良的肢体动作，进而影响了学习效果，请你写一封倡议书呼吁大家规范自己的课堂行为, 要点如下: 1. 列举课堂上不良肢体动作及影响 2. 提出建议 3、3. 呼吁大家规范课堂行为 开头和结尾已给出： Good afternoon, everyone, Nowadays, there exist some bad behaviors in the English class, which has a serious and lasting impact on our English study. To create a better learning environment, I am appealing all of you to behave well in class. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In conclusion, every effort counts. Let’s take action now and get rid of some bad behaviors and improper classroom body language in class to make us learn more in English class. 利用上文的讨论结果再加上之前血管相关逻辑连接词，写一篇倡议书，倡导好的课堂行为。开头和结尾已给出，要求学生7分钟写出正文部分。
Step 7 Assessment Activity6: Assessment Show two students’ writing and give some reasonable comments. 教师先给出评分标准，再结合AI合理评价学生的习作。 应用投影和AI-（Kimi）智能批改功能为学生的写作给予一个合理的评价。
Step 8 Summary and Reflection Let students watch a video and get to know the importance of classroom body language. 通过观看视频，让学生知道教室肢体语言的重要性，体现学生的核心素养。
作业设计：1. Polish your writing with some advanced sentences we have learnt before. 2. Reflect(反思) your classroom body language and do some improvements.
板书设计: Some proper/good classroom body language 1. raise hand actively 2. fix one’s attention on 3. look up and make eye contact 4. take notes with hands carefully 5. listen to the teachers attentively Improper/bad classroom body language 1. put hands on the chest 2. daydreaming with chin on the hands 3. fall asleep with mouth open 4. whisper to desk mates 5. lie on the desk with head covered
课堂小结: 1. The structure of the exposition(说明文)----(general--specific-general) Reading for writing 2. How to apply what we have learnt in reading to write a practical writing(应用文) 3. How to behave well in class and realize the importance of body language
教学反思: 这节课教学设计由易到难，从读课文、根据课文填空、讨论再到写作，最后结合AI对学生的习作进行评价，课堂的每一环节都是在为写作铺垫，是一堂完整的写作课。但是假如把写作部分倡议书换成建议信或读后续写中课堂肢体动作的微写作是否更恰当一点，更有利于培养学生的语言能力和逻辑及批判性思维，体现核心素养；或增加相关句型的翻译和造句，最后连句成篇，这样更能体现Reading for writing的核心，真正地实现读--思--写--评一体化的写作教学模式。
云南省红河州泸西县
课程基本信息: 读写课(1课时)
课题 Using language Reading for writing 课型 新授课
学科 英语 年级 高二
学段 高二上学期 版本章节 2019人教版高中英语选择性必一 Unit4 Body Language
教学目标: Get to know students’ body language. 2. Understand how to describe body language in the classroom. 3. Write an essay to describe classroom body language. 4. Develop the awareness of observing others’ body language.
教学重难点: 1.重点: Help students use the new words and expressions from the text to express the different feelings in class. 2.难点: Learn how to take advantage of classroom body language for the detail description in Application Writing（应用文写作）.
学情分析: 本堂课教学对象是高二年级学生，有一定的词汇和写作基础，而且Classroom body language这一话题于学生们而言更是极具代入感, 但他们的口语表达能力存在开口难语法错误多等问题，写作缺乏逻辑连贯性，“输出类”成为能力提升瓶颈。因此，只要做好充足的“信息输入”，是能够在本堂课上实现良好的“信息输出”的，而本节课的目标主要是学习本单元所学的肢体语言知识，从肢体动作短语，再到造句谋篇的练习，让学生从词--句---篇的转变，真正做到读--思--写的结合。
教学准备： ppt课件，黑板，投影仪，学案
教学过程
教学任务 教学内容 设计意图 创新设计
Step 1 Lead –in Introduce the topic“Body language” through AI We-chat communication technology. 引出单元话题--肢体语言，吸引学生的眼球，激发学习兴趣。 AI 数字人智能通话，引出课文相关话题 。
Step 2 Warming -up Show three photos of students’ behaviors in class. 通过一组学生的照片来展现学生在课堂上的不同表现; 描述其中照片上的内容，引出本节课的话题。 应用ppt里的放大镜功能激发学生的对本课的好奇心和求知欲。
Step 3 While-reading Activity1: Read for the structure. Activity2: Read for main idea. 1.What is the type of the passage A. Argumentation B. Exposition(说明文) C. Narration(记叙文) D. Science fiction 2.What is the passage mainly talking about A. Teachers’ role is to help every student to lean. B. Teachers can have a talk with the students in class. C. Teachers can know their students through their body language in class. D. Teacher’s relationship with their students in class. 在阅读中，学生能清晰地认识到总-分-总的说明文结构，这也是对后面的写作训练做必要的语言输入。 AI动图展示阅读标题“How do I know my students”。
Step 4 Post-reading Activity3: Read for the details Para3: Recognize when students are__________. 1.look up and______ eye contact. 2.____ forward and look at the teacher. 3. have one’s head ________ 4. look at his/her watch 5. eyes barely ______ Para4:Recognize when students are_________. 1. ____ anywhere 2. _____ out of the window or up at the ceiling. Para5: Distinguish when students are________ 1.have one’s arms______ 2. have one’s legs ___________________. 3. _________ a frown 4.______their faces 5. not bother to _______ her hair and eyes are red 通过逐段找细节填空，让学生找出课文中的相关的肢体动作的短语和句子，为后面的写作做准备和铺垫。
Step 5 Group Discussion Activity4:Discussion ·Work in a group of four and discuss the two questions. What are the proper/good classroom body language What are the improper/bad classroom body language 鼓励学生尽可能使用本篇课文中出现的肢体语言和新学的短语来表达好的课堂行为表现和不好的课堂行为表现。 AI动图引导学生说出相关的课堂肢体动作的行为。
Step 6 Writing A Activity5: Writing 假如你是班长李华, 近期发现课堂上部分同学有不良的肢体动作，进而影响了学习效果，请你写一封倡议书呼吁大家规范自己的课堂行为, 要点如下: 1. 列举课堂上不良肢体动作及影响 2. 提出建议 3、3. 呼吁大家规范课堂行为 开头和结尾已给出： Good afternoon, everyone, Nowadays, there exist some bad behaviors in the English class, which has a serious and lasting impact on our English study. To create a better learning environment, I am appealing all of you to behave well in class. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In conclusion, every effort counts. Let’s take action now and get rid of some bad behaviors and improper classroom body language in class to make us learn more in English class. 利用上文的讨论结果再加上之前血管相关逻辑连接词，写一篇倡议书，倡导好的课堂行为。开头和结尾已给出，要求学生7分钟写出正文部分。
Step 7 Assessment Activity6: Assessment Show two students’ writing and give some reasonable comments. 教师先给出评分标准，再结合AI合理评价学生的习作。 应用投影和AI-（Kimi）智能批改功能为学生的写作给予一个合理的评价。
Step 8 Summary and Reflection Let students watch a video and get to know the importance of classroom body language. 通过观看视频，让学生知道教室肢体语言的重要性，体现学生的核心素养。
作业设计：1. Polish your writing with some advanced sentences we have learnt before. 2. Reflect(反思) your classroom body language and do some improvements.
板书设计: Some proper/good classroom body language 1. raise hand actively 2. fix one’s attention on 3. look up and make eye contact 4. take notes with hands carefully 5. listen to the teachers attentively Improper/bad classroom body language 1. put hands on the chest 2. daydreaming with chin on the hands 3. fall asleep with mouth open 4. whisper to desk mates 5. lie on the desk with head covered
课堂小结: 1. The structure of the exposition(说明文)----(general--specific-general) Reading for writing 2. How to apply what we have learnt in reading to write a practical writing(应用文) 3. How to behave well in class and realize the importance of body language
教学反思: 这节课教学设计由易到难，从读课文、根据课文填空、讨论再到写作，最后结合AI对学生的习作进行评价，课堂的每一环节都是在为写作铺垫，是一堂完整的写作课。但是假如把写作部分倡议书换成建议信或读后续写中课堂肢体动作的微写作是否更恰当一点，更有利于培养学生的语言能力和逻辑及批判性思维，体现核心素养；或增加相关句型的翻译和造句，最后连句成篇，这样更能体现Reading for writing的核心，真正地实现读--思--写--评一体化的写作教学模式。