高中英语 新人教版 选择性必修1课时92_选择性必修第一册 Unit 4_第五课时 Reading and writing-教案

U nit4Body LanguagePeriod4Using language:Reading andWriting教学设计广州市第二中学越焯麟活动主题该部分的活动主题是“描述课堂里的肢体语言该主题目的是（Describe classroombody language）,体现肢体语言与学生的学习以及教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联授课时长分钟40文本分析阅读语篇以一位老师自述的口吻指写了他（她）在课堂中观察到的学生的肢体语言当肢体语言反映情绪或状态时，当事人经常是不自知的有经验的老师通过观察学生的行为特征和白然流露的肢体语言，可以较为淮确地判断学生的精神状态从文本结构来看，本文是“总一分一总”结构的说明文作者的写作目的从标题“How DoI KnowMy（我是如何了解我的学生的？）就能看出来，本文就是为了回答这个问题的从写作技巧Students上来说，文章第一段是一个（钩子），用来勾起读者的阅读兴趣第二段简明扼要地提出，“hook”观察学生的肢体语言是了解学生的关键文章接下来的三段用了大量的例子来说明学生的肢体语言和他们的情绪状态之问有很强的关联，比如如果学生对课堂内容感兴趣，他们通常愿意拾起头和老师有眼神交流文章最后总结，对于学生肢体语言的反应是老师的必修课从语篇表达的情感态度来看，文章体现了一位有经验的老师对学生的关爱这对于学生更好地理解师生互动关系很有帮助老师不仅把学生的行为表现看在眼里，更重要的是，老师善于解读学生的行为表现所代表的情绪和状态，及时发现学生的问题和困难，及时提供帮助学生应该从更加积极的角度看待老师的工作和付出，师生共同努力，营造相互信任、充满正能量的教学氛围活动设计活动是阅读理解检测题学生在阅读文章前先读题，带着任务阅读，在理解文章的基础上回1答活动中的问题活动引导学生关注描述肢体语言的表达法，在阅读文章中学生也能找到这些12肢体语言对应的情绪和状态活动让学生看照片，了解更多的肢体语言及其含义活动的形式34是绘图，这是在非语言维度对学生提出的要求，看看学生能否通过非语言的方式捕捉提肢体语言活动让学生写一个文段来描述绘画表现的肢体语言并解释其含义活动提供了一个写作互评的56清单，学生据此互相评价作文，再各自完成修政福教学重点阅读语篇中有大量描写肢体语言的表达法，教师需要引导学生仔细阅读并模仿使用肢体语言也是传递人物情感态度的重要方式，学生需要仔细观察、准确捕捉、生动描写，力求到位教学目标

1.To reada descriptiveparagraph aboutreading student^body languagein theclassroo m.

2.To identifythe detailsand newexpressions whichare usedto describebody language

3.To writea descriptionabout the body languagefrom aperson theyknow.教学步骤:Procedure ActivitiesPurposesThe teacher asks students:What kindof feelingshave theyBrainstorm withstudents aboutStep1:Warming upeverexperienced in class What kindof body language aredifferent feelingsthat theymaythey awareof haveinclass;to preparefor thereadingsectionThe teacherdraws andco mpletesa mi nd-map with studentson the blackboardabout differentfeelings studentsmay haveinclass andexplores thereasons thatcause thesefeelingsDuring themind-mapping,the teacherutilizes thenew wordsand expressions fromthe text page44to expressthedifferent feelingsand meaningsTohelp studentsstrengthen theStep2:The teacherasks thestudents toread the questions page43terms of body language,andPre-writing first;read thetextpage44and underlinethe answertoenable themto knowtheActivity1-3thequestions.corresponding emotionand bodylanguage;to preparefor theAfterfinishing thereading andquestions,the teacherleadswritingthe students to completethe match-up onexercise2page45,which isto matchup the body andmeanings,after theyhavediscussed with peersThe teacherorganizes agroup discussionin fourand asksstudents to discusswith peersabout describingthe bodylanguage and emotionfrom photoshowed on the slide.Studentsare requiredto presenttheir resultsafter thediscussionDuring thediscussion,what studentsshoulddescribe are:-what ishappening fromthe photo;-the persons body language;-the feelingor emotionthe personmay havebased onthe bodylanguageThe teacherasks students todraw aperson theyare familiarTo enable students tohave aclearStep3:with andshows thebodylanguageonthedrawings Thenstudents ideaabout thesteps andtips ofWhlie-writingdiscuss intheir groupsand sharethe ideawithpeersdescribing aperson andbodyActivity4-5language.To enablestudents toknowthe criteria of the writingAfter thedrawing andsharing the teacher providesstudents taskTo providestudents withwitha writingtask,the informationis showedontheslide:necessary languageinput beforeDescribethebodylanguageandits meaningfrom aperson thatstarting theirwriting taskyouknowWho is he/she-Body language:Whaf shis/her typicalbodylanguage-Occasion:When willhe/she havesuch kindofbodylanguage-Meaning:What feelingsor meaningsare conveyedby his/herbody language-Personality:What kindof personishe/she-Language feature:words andexpressions learned from thisunitThen,theteacher shows thecriteriaof the writingtask ontheslide:-Is thedescription ofthebodylanguage clear-Is thedescription ofthe feelingor meaningsclearly stated-Is theuse ofthe wordsandexpressionscorrect ornot-Spelling andcoherenceThen theteachershowsthe samplewriting andasks studentstoread thesa mpie firstbefore startingtheir task.Thenthe teacherasks studentsto beginwritingAfter listingthe requirem entsand criteriaofthe writingtask andthe samplewriting theteacher providesstudents withexpressionsrelated to thewritingtask andstudentstoreadand takenoteThe teacherasks studentsto dothe reviewof theirpeef sTo enablestudentstoassessStep4:Post-writingtask accordingtothewriting criteriaEach studentshould theirown worksbased onthe givenActivity6provide theco mment onpeef stask.criteria Toenablestudentstohave aprofound comprehensionofbody language.The teachermakes aconclusion ofthewritingtask andrestatesthe importanceof readingothe^s bodylanguage whilestaying ina socialsituation.Step5:Theteacherasksstudentsto rewritethe taskbased onthe Tostrengthen student^writingHo meworkcommentsfrom peersand slidesand skillslearnedfrom thelesson。