2/2Unit4UsingLanguage(2)名師教學設計課時內(nèi)容Describeclassroombodylanguage主題語境：人與社會主題群：社會服務與人際溝通子主題：良好的人際關系與社會交往語篇類型：說明文文本分析：[What]本節(jié)課提供了一篇說明文。文本分為三部分：第一部分為第1~2段，引出了文章主題：作者通過學生的肢體語言來了解學生；第二部分為第3~5段，分別描述了如何通過肢體語言判斷學生是否對課程感興趣、是否在課堂上分神以及是否在生活中遇到了問題；第三部分為第6段，是對整篇文章內(nèi)容進行總結，對于學生肢體語言的反應是教師的必修課。文章主題與本單元主題語境相關，有助于對主題意義進行探究。文本結構清晰，描述生動，邏輯條理分明，能夠為寫作提供很好的范本。[Why]培養(yǎng)學生獲取信息并利用所學語言、文化知識創(chuàng)造新語篇的能力以及批判性思維。[How]文章通過“總—分—總”的結構，從總體到細節(jié)，利用“動詞（或介詞）+賓語十賓語補足語”結構描述肢體動作，同時用一些表示猜測的動詞，副詞、介詞或表示原因的連詞來表述肢體動作的含義；同時文章還運用了動詞-ing形式作賓語或表語的用法，語言生動簡潔，結構層次分明，言之有理，合乎邏輯。課時目標1.獲取、梳理描述學生在課堂上所呈現(xiàn)的肢體語言并理解背后所隱藏的含義。2.分析、判斷作者的寫作手法，學習、掌握介紹肢體語言的相關表達。3.聯(lián)系個人生活，使學生在新的語境中，用得體的語言以書面形式描述、介紹肢體語言，實現(xiàn)對語言知識和文化知識的內(nèi)化，促進能力向素養(yǎng)的轉化。4.通過同伴合作，對同伴的寫作草稿進行批判性評價并進行相互學習，培養(yǎng)學生批判性思維及與他人合作學習的能力。重點難點重點：1.獲取文章中的有效信息，了解不同肢體語言背后的含義。2.分析和判斷介紹肢體語言的寫作方法及相關表達。難點：用恰當?shù)恼Z言介紹生活中熟悉的肢體語言。教學準備教師準備：搜集一些肢體語言的資料、圖片。學生準備：1.預習新詞匯和課文。2.預習動詞-ing形式作賓語及表語的用法。3.準備一張自己想描寫的肢體語言的圖片。教學過程StepⅠ學習理解活動一：獲取與梳理（Brainstorm）1.Showthepictureaboutbodylanguagetostudentsandaskthemtothinkaboutwhatthepeoplemean.2.Letstudentsreadthetitleandtrytopredictwhatthetextismainlyabout.3.Readthetext“HowDoIKnowMyStudents？”andthenanswerthefollowingquestionsonPage43.·Howdoestheteacherknowwhatstudentsarethinking？·Accordingtotheteacher，whatissomestudents’favouriteactivity？·Whatdoesthephrase“whoknowswhat”mean？·Whydoestheteacherthinkbodylanguageisimportant？Suggestedanswers：·Bylookingattheirbodylanguage.·Daydreaming.·Itisimpossibletotell（whattheyareinterestedin）.·Students’bodylanguageletstheteacherknowwhentoadjustclassactivities，whentointervene，andwhentotalktostudentsindividually，sotheycanallgetthemostoutofschool.【設計意圖】通過觀察圖片和猜測標題的含義，引導學生對一些常見的肢體語言進行思考，找出其背后隱藏的含義，使其提前進入話題，為接下來的文章閱讀做好準備。通過回答間題，幫助學生理解課文內(nèi)容，掌握其中細節(jié)?；顒佣焊爬ㄅc整合（Generalisationandmind-mapping）1.Matchthebodylanguagewiththemeanings.WritethelettersA~Jonthelines.AveryinterestedBboredCinterestedDsadorworriedEdistractedFwritingnotesGseriousproblemsHliketheyareasleepIdaydreamingJangry，afraid，orexperiencinganxiety____________①Lookingupandmakingeyecontact____________②Leaningovertolookatone’swatch____________③Twofriendsleaningheadstogether____________④Leaningforwardandlookingattheteacher____________⑤Lookingup，butnoeyecontact，noexpression____________⑥Lookingaway____________⑦Chinonhand，lookingoutthewindow____________⑧Lookingdown，armsorlegscrossed____________⑨Frowning____________⑩Hairnotbrushed，redeyesSuggestedanswers：①C②B③F④A⑤H⑥E⑦I⑧D⑨J⑩G2.Workingroupsoffourandfinishthefollowingtasks.（1）Classifythelistofbodylanguageaccordingtothestructureofthetext（Para.3，Para.4andPara.5）.（2）Discussthewriter’simpressionsofstudents’bodylanguageineachclassandwhythewriterhastheseimpressions.（3）Drawamindmapaccordingtotheanswersofquestions（1）and（2）.【設計意圖】通過選擇肢體語言的正確含義，讓學生對不同肢體語言背后的含義有進一步的了解；接下來組織學生以四人小組形式，根據(jù)文章結構（第三、四、五自然段）對列出的肢體語言進行分類，并概括文中教師對每種肢體語言的印象以及為何有此印象，同時根據(jù)答案畫出思維導圖，使學生對如何描述肢體語言一目了然，為接下來的寫作活動做鋪墊。StepⅡ應用實踐活動三：分析與判斷（Howdoestheauthorwrite？）Workingroupsoffourandfinishthefollowingtasks.（1）Theauthorusesstructuresofverb+object+objectcomplementorprep.+object+objectcomplementtodescribethebodylanguage.Findandunderlinethem.Helpstudentsifnecessary.Suggestedanswers：①Ifastudenthashisheadloweredtolookathiswatch，itimpliesheisboredandjustcountingtheminutesfortheclasstoend.②Theyspendalltheirtimelookinganywherebuttatme.③Withtheirchinsontheirhands，theyoccupythemselvesbystaringoutofthewindoworupattheceiling.④Studentswhoareangry，afraid，orexperiencinganxietymayhavetheirarmscrossedinfrontoftheirchestsandtheirlegsclosedorcrossed，liketheyareguardingtheirbodies.（2）Findtheverbs，adverbs，prepositionsorconjunctionsusedinthetexttoexplainthemeaningofthebodylanguage，andunderlinethesentences.Helpstudentsifnecessary.Suggestedanswers：?Verbs：Ifastudent…，itimplieshe…Ifastudent…，thenIcaninferthat…?Adverbs：Iftwofriends…，theyareprobably…?Prepositions：They…like…?Conjunctions：Somestudentsactthiswaymerelybecause…（3）Therearealsosome-ingformsusedasobjectandpredicativeinthetext.Canyoufindthem？Suggestedanswers：?-ingformusedasobject：Somestudentsactthiswaymerelybecausetheyareafraidofbeingcalledonbytheteacher.?-ingformusedaspredicative：Thenagain，somestudents’favouriteactivityisdaydreaming.Themainthingisremindingdistractedstudentsthattheyneedtopayattentioninclass.Ultimately，mydutyishelpingeverystudenttolearn.【設計意圖】通過寫作手法學習（①用“動詞/介詞十賓語+賓語補足語”的結構來描述肢體語言；②用表示猜測的動詞，副詞、介詞及表示原因的連詞來解釋肢體語言的含義；③用動詞-ing形式作賓語或表語的用法來為文章添色），使學生對文章語用知識方面有更深層次的理解，也為下一步的寫作活動打好語言基礎?；顒铀模簝?nèi)化與應用（Writeyourintroductiontobodylanguage）1.Lookatthefollowingphotos.Ingroups，usewhatyou’velearntabovetodiscusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.①②③Suggestedanswers：①Itlooksliketheteacherispointingatamalestudent，whoislookingupwithaseriousexpressiononhisface.Ithinktheteacherisscoldinghimforsomething.Meanwhile，thegirlinthebackofthephotoishidinghermouthwithherhand，andfromhereyesitlookslikesheissmiling.Perhapssheishappythattheotherstudentisbeingscolded.②Theboyisgivingafistpumpandsmiling.Thisisnormallydonewhensomeonehasjustaccomplishedsomethinggoodandwantstocelebrate.③Theboyistellingajoketothegirlinsecret，andsheishidingherfacebecausesheislaughing.2.Askstudentstobringoutthepicturetheydrewbeforetheclassinwhichthereissomeonetheyallknowandshowhis/herbodylanguageinthepicture.3.Askstudentstowriteapassagetodescribethebodylanguageofthepersonintheirdrawing，andexplainwhathis/herbodylanguagetellsus.【設計意圖】本活動為寫作實踐，在寫作前設計小組活動，引導學生用之前所學語言知識口述圖片中人物的肢體語言及含義，使學生先有所實踐再動筆書寫，旨在降低寫作難度，增強寫作的信心。StepⅢ遷移創(chuàng)新活動五：批判與評價Askstudentstoexchangetheirdraftwithapartner.（1）Usethechecklisttohelpthemreviewtheirpartner’sdraft.√Isthepersonproperlyidentified？√Isthedescriptionclear？√Doesthewritergivehis/herimpressionsofthefeelingsandpersonalityofthepersoninthedrawing，andalsoexplainwhyhe/shehastheseimpressions？√Doesthewriteruseanystructuresofverb+object+objectcomplementorprep.+object+objectcomplementtodescribethebodylanguage？√Doesthewriteruseanyverbs，adverbs，prepositionsorconjunctionslearntin