教學(xué)設(shè)計(jì)

課程基本信息學(xué)科高中英語(yǔ)年級(jí)高二學(xué)期秋季課題選擇性必修一U4UsingLanguage(2):ReadingandWriting教科書(shū)書(shū)名：人教版教材出版社：人民教育出版社教學(xué)目標(biāo)通過(guò)快速閱讀，學(xué)生能夠把握說(shuō)明文的結(jié)構(gòu)和語(yǔ)言特點(diǎn)，通過(guò)分析、推理、判斷、聯(lián)想等思維活動(dòng)，學(xué)生能夠理解文本內(nèi)容，感受作者作為老師，能夠“讀懂”學(xué)生——了解學(xué)生肢體語(yǔ)言并及時(shí)反饋，所體現(xiàn)的耐心、細(xì)心、有責(zé)任感等優(yōu)秀品質(zhì)，在這過(guò)程中，學(xué)生在學(xué)校教學(xué)中大為受益，同時(shí)作者“讀懂學(xué)生”的過(guò)程也有利于教師對(duì)教學(xué)的把握，由教師真正轉(zhuǎn)化成教育家。通過(guò)細(xì)讀，學(xué)生能夠理解和掌握描述肢體語(yǔ)言的基本方法和語(yǔ)言特點(diǎn)，積累目標(biāo)語(yǔ)言，并在寫(xiě)作中加以應(yīng)用，描述課堂上學(xué)生的肢體語(yǔ)言，背后的含義，以及教師可能采取的反應(yīng)。學(xué)生能夠意識(shí)到肢體語(yǔ)言在日常生活中的重要性，能更加積極地看待教師的工作和付出，師生相互理解，共同成長(zhǎng)。教學(xué)內(nèi)容教學(xué)重點(diǎn)：幫助學(xué)生理解文本內(nèi)容，感受肢體語(yǔ)言在課堂教學(xué)中所起到的重要作用，作者通過(guò)觀察學(xué)生肢體語(yǔ)言，了解其含義并及時(shí)反饋幫助學(xué)生并有從中提升教學(xué)能力，所呈現(xiàn)的性格品質(zhì)。幫助學(xué)生應(yīng)用所積累的目標(biāo)語(yǔ)言和寫(xiě)作方法，描述課堂上學(xué)生的肢體語(yǔ)言，背后的含義，以及教師可能采取的反應(yīng)。

教學(xué)難點(diǎn)：如何幫助學(xué)生應(yīng)用所積累的目標(biāo)語(yǔ)言和寫(xiě)作方法。2.如何幫助學(xué)生潤(rùn)色自己的寫(xiě)作初稿。教學(xué)過(guò)程創(chuàng)設(shè)情境，導(dǎo)入話題，激活背景圖式。Activity1:LeadinLookatthepictureandtalkaboutwhattheyaredoing.Alicelook

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bookListmypuzzle:howtoknowmystudents?Thinking:Thinking:Aretheyinterestedinclass?Activity2:ObserveandPredictAskstudentstoreadthetitle—“HowdoIknowmystudents?”andlookatthepictureinthetextbook.Thenaskthemtoguesswhatthetextismainlyabout.Q1:Whatcanyoulearnfromtheheadlineandtheillustration?Thetextmayintroducesomeusefulapproachesfortheteacherstoknowthestudents.Q2:Whatdoyouwanttoknowinthepassage?Canyoulistthequestions?E.g.WhoamI?WhatdoIknow?HowdoIknow?細(xì)讀文本，搭建支架，培養(yǎng)邏輯思維。Activity3:Read,CheckandThinkReadthewholepassagetochecktheprediction.Understandtheintroduction.Q1:WhoamI?Q2:WhatdoIknow?Q3:HowdoIknow?Thinking:Wasitdifficulttoknowthestudents?Why?atoughtaskstudents’uniquecharacteratoughtaskstudents’uniquecharacterrestrictedmunicationenvironmentanexperiencedanexperiencedteacherQ4:Whatdoesthesentence“whatmakeseachstudenttick”mean？Q5:What’sfunctionoffirsttwoparagraphs?Masterthestructureanddrawthemindmap.Sharethequote:WhatIhidebymylanguage,mybodyutters.—RolandBarthesUnderstandthebodylanguage,itsmeaning,theauthor’sattitudeandreaction.Questiontoponder:Q1:Whydoestheauthorholddifferentattitudestowardsthesituations?Appreciatethelanguage.Questiontoponder:WhatkindofteacheramI?Listyourevidence.總結(jié)語(yǔ)篇，深入主題，提升批判思維。Activity4:SummarizeandPonderMakeasummaryforthisarticletoknowmoreabouttheteachertoexplorethetheme.創(chuàng)設(shè)語(yǔ)境，遷移仿寫(xiě)，促進(jìn)創(chuàng)造思維。Activity5:WriteandPolishTask:describeclassroombodylanguageBrainstorming：Discusswhatthesepeoplearedoingbydescribingtheirbodylanguageandwhattheirbodylanguageistellingyou.IfyouwereI,whatwouldyoureact?MakeaReport.Writing:Q:Whatshouldwepayattentioninthewriting?Continuethestoryabout80words.Oneday,whenIwasgivingtheclass,Inoticedthat____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________StructureContentLanguageStructureContentLanguagecoherent：

coherent：

bodylanguage

meaning

myreactionwellorganized:

general

specific

generalappealing:

repetition

vividdescription

properconjunctionwords

modalverbs

Homework:Reviseyourfirstdraftaccordingtothechecklistandpolishthelanguage.Writingchecklists:Doyoudescribepeople’bodylanguagevividly?Doyouconveytheirmeaningaccurately?Are