Unit4BodyLanguageUsingLanguage(2):Describeclassroombodylanguage 教學(xué)設(shè)計(jì)

課程基本信息學(xué)科英語(yǔ)年級(jí)高二學(xué)期課題Unit4BodyLanguageUsingLanguage(2):Describeclassroombodylanguage教科書書名：普通高中教科書英語(yǔ)選擇性必修第一冊(cè)教材出版社：人民教育出版社教學(xué)目標(biāo)Inthisclass,youwill:1.learnhowtodescribefivetypesofbodylanguage;2.explorethelanguagefeaturesofdescribingbodylanguageanditshiddenmeanings;3.reflectontheimportanceofbodylanguageinaneffectiveclassroom;4.drawandwriteaboutbodylanguageandevaluateyourwritingaccordingtoachecklist.教學(xué)內(nèi)容教學(xué)重點(diǎn)：Figureoutthestructure,contentandlanguagefeaturesofthetextandwriteashortpassagebasedonit.

教學(xué)難點(diǎn)：Effectivelyemploythelanguagefeaturestodescribebodylanguageanditshiddenmeaning.教學(xué)過(guò)程Activity1:LeadinTintroducesastudentMichael,whoisgoodatdrawingandespeciallyinterestedinobservingwhathappenedinclassanddrawingthem,thuspresentingthetwopicturesforstudentstoobserveandexpresswhichstudentlistensmoreattentivelyinclass?Why?(Studentsareadvisedtodescribetheirbodylanguage).Tasksstudentstolookatthetitleandpictureinthetextbookandanswerseveralquestions.Q1:Whatistheauthor?Q2:Whataspectsshouldateacherknowaboutthestudents?Q3:Howdoesateacherknowthestudents’minds?Q4:Whydoesateacherneedtoknowthestudents’mindsinclass?(Thelastquestionwillbeansweredattheendofthelesson)（設(shè)計(jì)意圖：用兩幅漫畫導(dǎo)入本課，引導(dǎo)學(xué)生對(duì)感知話題，并初步引發(fā)學(xué)生已知經(jīng)驗(yàn)中對(duì)肢體語(yǔ)言的描述；通過(guò)what/how/why三個(gè)層層遞進(jìn)的問(wèn)題，對(duì)文章進(jìn)行有效預(yù)測(cè)，同時(shí)也引出了話題）Activity2:ReadfortextstructureStudentsfindoutthetopicsentenceofeachparaandtrytodrawoutthestructureofthepassage.Part1IntroductionPara1HowcanIreallyknowwhatmakemystudentstick?Para2Ilookattheirbodylanguage.Part2Body(examples)Para3It’seasytorecognizewhenstudentsareinterestedinalesson.(bored)Para4Studentsareamusedbysomethingelse(distracted)Para5Itissometimesmuchharedtodistinguishwhenstudentsaretroubled.Part3ConclusionPara6ReactingtobodylanguageisanimportantponentofbeingateacherWhileleadingSstoanalyzethestructureofthispassage,Tdrawsss’attentiontothefourstatesofmindinthebodypart(interested/bored/distracted/troubled)（設(shè)計(jì)意圖：學(xué)生驗(yàn)證預(yù)測(cè)，并梳理文章基本架構(gòu),同時(shí)關(guān)注學(xué)生在課堂上的四種聽課狀態(tài)呈現(xiàn)出的肢體語(yǔ)言，為提取寫作主線內(nèi)容做好鋪墊。）Activity3:ReadforcontentTintroducestherolebodylanguageplaysinpersonalmunicationbodylanguagealoneaccountsfor55%ofpersonalmunication,whileourspokenwordsjust7%aswellastheclassificationofbodylanguage:eyecontact,facialexpression,headmotion,gesture,posture.Ssfindoutthebodylanguageshowingthehiddenmeaningsandclassifythebodylanguageintothefivetypesmentioned.3.Studentsdividethedescriptionsofbodylanguageintofivecategories.Eyecontact:lookup;lookattheteacher;lookelsewhere;lookoutofthewindow;withanabsenceofeyecontact;makeeyecontact;haveredeyes;...Facialexpression:withanabsenceoffacialexpression;wearafrown;...Headmotion:haveheadloweredto...;leanheadstogether;...Gesture:chinonhand;havearmscrossedbeforechest;hidefaceinhands;brushhair;...Posture:leanforward...（設(shè)計(jì)意圖：鼓勵(lì)學(xué)生從肢體語(yǔ)言的描寫以及肢體語(yǔ)言所表達(dá)的內(nèi)涵兩個(gè)角度，對(duì)文章內(nèi)容進(jìn)行梳理，形成組織結(jié)構(gòu)圖，培養(yǎng)學(xué)生的邏輯思維能力。）Activity4:ReadforlanguageTdrawsSsattentiontothedescriptionofbodylanguage,concludingTip1fordescribingbodylanguage:Descriptionofbodylanguageisbasedontheuseofvariousverbs(phases).SsarerequiredtofindoutexpressionsusedtodescribethehiddenmeaningsofbodylanguageconcludingTiptwofordescribingthehiddenmeaningofbodylanguage:Expressionsforreferencecanbeusedtodescribethehiddenmeaningsofbodylanguage.Specificexpressionsforbodylanguageareasfollows:·It'seasytorecognizewhenstudentsareinterested·whileit'seasytoperceivewhenstudents...,itissometimesmuchhardertodistinguishwhen...Use“itis+adj+todo...”sentencepattern,andwordslike“recognize/percieve/distinguish...”toimplythehiddenmeaningofbodylanguage.·ifastudent...,itimpliesheisbored.·iftwofriendsare...,theyareprobablywritingnotes...·ifastudentdoesnotbotherto...,Icaninferthat...Use“if...”sentencepattern,andwordslike“infer/imply”tohelp.·It'seasytorecognizewhenstudentsareinterested·whileit'seasytoperceivewhenstudents...,itissometimesmuchhardertodistinguishwhen...Usesimileexpressionslike“asthough/asif/like...”.（設(shè)計(jì)意圖：引導(dǎo)學(xué)生對(duì)“描述肢體語(yǔ)言及其內(nèi)涵”的語(yǔ)言特征進(jìn)行發(fā)現(xiàn)、探究和總結(jié)，為寫作輸出架構(gòu)堅(jiān)實(shí)的語(yǔ)言支架。）Activity4:PracticeforinternalizationTgivesthreepicturesofstudentsbehaviorinclassandasksSsdescribeoneoftheclassroombodylanguage,usingthetwotips.CheckSs’writingtoseeiftheyhaveamandofthelanguageusedtodescribebodylanguageanditshiddenmeaning,thusrealizingtheinternalizationoflanguagefeatures.（設(shè)計(jì)意圖：學(xué)生使用文本中的語(yǔ)言特征對(duì)課堂肢體語(yǔ)言進(jìn)行描述，為寫作預(yù)熱，能有效地對(duì)語(yǔ)言特征進(jìn)行內(nèi)化。）Activity5:CriticalthinkingTencouragesstudentstothinkoverthefollowingquestions:Q1:Howwouldyourespondtothemifyouweretheirteacherandsawtheimpliedmeaningintheirbodylanguage?Q2:Whydoesateacherneedtoknowthestudents'mindsinclass?(Students'bodylanguageletstheteacherknowwhentoadjustclassroomactivities,whentointervene,andwhentotalktostudentsindividually,sotheycanallgetthemostoutofschool.)Q3:Howdothestudentsknowwhentogetfocused,whentogetdisciplined,andwhentorespond,thusleadingtoaneffectiveclassroom?(Byobservingtheteachers’bodylanguageandfollowingtheteacher’sinstructions,sothattheclasscanbepositive,expressive,impressiveandmunicativebecauseteachingandlearningisactuallyatwowaymunication.)（設(shè)計(jì)意圖：通過(guò)追問(wèn)，讓學(xué)生體會(huì)教師能及時(shí)對(duì)學(xué)生課堂的肢體語(yǔ)言回應(yīng)背后的深意，也能讓學(xué)生思考有效課堂的存在在于師生之間的相互觀察、回應(yīng)及互動(dòng)：教與學(xué)的本質(zhì)在于雙向交流。）Activity6:Writing1.Ssdrawoneoftheirteachers,andshowhisorherbodylanguageintheirdrawing;Writeashortpassagetodescribethebodylanguageoftheirteacherintheirdrawing,andexplainwhathis/herbodylanguagetellsus;assesstheirwritingaccordingachecklist.Assessmentchecklist1.Isthepersonproperlyidentified?2.Doesthewriterdescribeatleastthreetypesofbodylanguageaboutt