Unit4bodylanguage-Usinglanguage（教学设计）-高中英语人教版（2019）选择性必修第一册.docx

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1、Subject选择性必修一 Unit 4 Body LanguageUsing Language : How do I know my students ?Planning periodDateTeacherClassMaterial analysisThe topic is put after the reading comprehension, which is very important to use language .This period is to describe classroom body language. Practise reading a passage for

2、meanings and details.The whole passage provides us further practice for Ss to describe body language and the feelings that they may show.Students analysisMy students are not good at communicating their feelings with teachers, so I a m often puzzled about them. Learning this essay lets me understand

3、my students better. My students are shy and have no their own learning methods, especially, 1 acking reading awareness, but they show interest in learning this passage.Teaching objectives1 .Enable readers to know more about students body language.2 . Know the structure of an exposition and the writi

4、ng skills of this sort of essay ,such as illustrating,giving examples or making contrasts.3 .Write a composition using what they have learned.Key pointsl.To figure out the structure of the text and topic sentence.2 .To identify the purpose and the intended readers.3 .Enable the students to practice

5、some reading skills.DifficultiesHow to identify the intended audience and master reading skills.Teaching methodsTask-based Language TeachingTeaching toolsSeewo whiteboard blackboard, chalkTeaching procedureStep 1 Lead-in (before-reading)Q: How do you behave in my class ?How do you behave in my Engli

6、sh class ?Then, show some bad behaviors by 3 pictures ： at a loss， in a daze , yawning, which leads to Todays topic ： How do I know you? How do I know my students?Ss: Body Language is a set of,and,which people use to make themselves understood without words.Keys： facial expressions, gestures, body m

7、ovementsStep 2 While-readingAs an educator, people often ask me how I know what is going on in the minds ofmy students. Many students are quite shy and dont speak all that much. At the same time, in a classroom of more than forty students, it is hard to have many one-on-one conversations with each p

8、erson. So, how can I really know what makes each student tick?My answer? I look at their body language.In Para. 1 Lead Ss to find out the topic sentence and underline it.Then, answer the following questions.1. Who is the author?_An educator2. What does the sentence u what makes each student tick“ me

9、an in Para 1?The things that motivate one or make one behave in a certain way.某人 做事的动机, 心 理It is easy to recognize when students are interested in a lesson. Most tend to look upaad make eye contact. When I make a joke, they smile. When I talk about something difficult, they look confused. I know whe

10、n students are really interested, however, because they lean forward and look at me. People have a tendency to lean towards whatever they are interested in. So if a student has his head lowered to look at his watch, it implies he is bored and just counting the minutes for the class to end. If two fr

11、iends are leaning their heads together, they are probably writing notes to each other. Of course, not everyone who looks up is paying attention in class. Some students look up, but there is an absence of eye contact. Their eyes barely move, and they always have the same distant expression on their f

12、aces. It is as though they are asleep with their eyes open. In para. 2 Lead Ss to find out the topic sentence and underline it.Some students are amused by something else. They spend all their time looking anywhere but at me. Then again, some students* favourite activity is daydreaming. With their ch

13、ins on their hands, they occupy themselves by staring out of the window or up at the ceiling. They are certainly interested in something, but who knows what. The mail thing is reminding distracted students that they need to pay attention in class.Para.3 Lead Ss to find out the topic sentence and und

14、erline it.While it is easy to perceive when students are interested, bored, or distracted, it is sometimes much harder to distinguish when students are troubled. Students who are angry, afraid, or experiencing anxiety may have their arms crossed in front of their chests and their legs closed or cros

15、sed, like they are guarding their bodies. Students who are sad or worried will nearly always wear a frown. They may also hide their faces in their hands like they are embarrassed or ashamed. Some students act this way merely because they are afraid of being called on by the teacher. However, if a st

16、udent does not bother to brush her hair and her eyes are red from weeping, then I can infer that there are deeper issues at work. It could be that she is having serious conflicts with other students or at home. Whatever it is, I know I need to inquire and assess what is going on.Para.4 Lead Ss to fi

17、nd out the topic sentence and underline it.Ultimately, my duty is helping every student to learn. Their body language lets me know when to adjust class activities, when to intervene, and when to talk to students individually, so they can all get the most out of school. Reacting to body language is a

18、n important component of being a teacher.Para.5 Lead Ss to find out the topic sentence and underline it.Step 2 While-readingTask 1 answer these questions.3. What is the main idea of the text?DA. Different kinds of classroom body language.B. How to know the students5 classroom performance through the

19、ir body language.C. The importance of knowing about classroom body language as an educator.D. How to read the students, minds in class through their body language.4. How is the passage developed?DB. In first person narrationA. By observationC. By giving definitionsD. By giving examples5. What is the

20、 type of the passage?CA. A narrationB. An argumentationC. An expositionD. An application6. What different verbs does the teacher use to talk about students body language?Keys : recognize, imply, know, perceive, distinguish, infer, inquire, assessTask 2: Summary the main idea of each part.1 -2 Introd

21、uction to the topic3 Recognize when students are interested or bored4 Recognize when students are distracted5 Distinguish when students are troubled6 ConclusionThe structure:总分总Paragraphs! and 2一-一一-Paragraph 3Paragraph 4I IParagraph 5Paragraph 6Step 3 Post-readingTaskl: Read for detailed informatio

22、nMatch the body language with the meanings.(P45, Ex.2)_c_ 1 Looking up and making eye contactA very interested_b_ 2 Leaning over to look at ones watchB bored_f_ 3 Two friends leaning heads together_a_ 4 Leaning forward and looking at the teacher_h_ 5 Looking up, but no eye contact, no expression_e_

23、6 Looking away_i_ 7 Chin on hand, looking out the windowJ 8 Looking down, arms or legs crossed_d_ 9 Frowning_g_ 10 Hair not brushed, red eyesC interestedD sad or worriedE distractedF writing notesG serious problemsH like they are asleepI daydreamingJ angry, afraid, or experiencing anxietyTask 4. Dis

24、cussionLook at the following photos. In groups, discuss what these people are doing and what their body language is telling youWhat are these people doing?What is their body language telling us?Keys: It looks like the teacher is pointing at a male student and scolding him for something , who is look

25、ing up with a serious expression on his face. Meanwhile, the girl in the back of the photo is hiding her mouth with her hand smiling . From the picture we can infer that the boy may do something ridiculous.The boy is giving a fist pump 用力握拳 and smiling, which demonstrates he just accomplished someth

26、ing good and wants to celebrate.The boy is leaning over and whispering something interesting to the girl in her ear. Thegirl is listening to it with so much enjoyment as to cover her mouth with both her hands to avoid giving a loud laugh. It means they get along well with each other and share funnin

27、g thing.Task 5. learn some important language points: Important sentences (P44 P45)1. So if a student has his head lowered to look at his watch, it implies he is bored and just counting the minutes for the class to end. (Para. 3)2. Students who are angry, afraid, or experiencing anxiety may have the

28、ir arms crossed in front of their chests and their legs closed or crossed. (Para. 5) 在“have +宾语+宾补”结构中；have + 0 + do表示：叫(请、使、让)某人做某事。have + 0 + doing表示：使(让)某人(某事物)一直做某事或处于某事的状 态之中。have + O + done 表示：主动地完成某动作或解决某事；表示清(让)别人做某事。表示经历或遭遇某情况。3. It is as though they are asleep with their eyes open. (Para.

29、3 )4. With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling. (Para. 4)在With+宾语+宾补的结构中，常用名词、形容词、副词、介词短语、现在分 词、过去分词和不定式作宾补。1. In parts of Asia, you must not sit with your feet(point) at another person.2. With much homework(do), I have no time to play

30、.3. We now have the problem(solve).4. 我不能让你对我做的事指手回脚。Step6. Homework- writing假如你是李华，你的英国朋友Tom将来中国旅游，发邮件向你询问中英日常生活肢体语言的 异同。请你回复邮件。内容包括：1 .表小队迎；2 .不同点：在中国，与长辈交谈时，低头避免直视等；3 .相似点：见面握手，微笑等。Blackboard Design1 .在“have+宾语+宾补”结构中;have + 0 + do表示：叫（请、使、让）某人做某事。have 4- 0 + doing表示：使（让）某人（某事物）一直做某事或处于某事的状态之中。have + 0 + done 表示：主动地完成某动作或解决某事；表示请（让）别人做某事。表示经历或遭遇某情况。2 .在with+宾语+宾补的结构中，常用名词、形容词、副词、介词短语、现在分词、过去分 词和不定式作宾补。