Unit4ReadingandThinking（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、Listening to How Bodies Talk (Selective Compulsory Book 1 Unit 4 Period IReading and Thinking) 1. Teaching PhilosophyThe New English Curriculum Standards for Senior High School advocates the view of English learning activities. English learning activity is the basic form of English learning. It is t

2、he principal pathway for the learners to learn and try to understand and express meanings by applying the language, develop diversified thinking and cultivate their cultural awareness. The design of English learning activity should be intended to promote the development of students subject core comp

3、etencies. Besides, its supposed to be centred on the thematic language environment and based on discourses in verbal and written modals to guide the students to get a deeper comprehension of the thematic meanings. Teachers are supposed to help the students to acquire the language knowledge, apply th

4、e linguistic skills, interpret the cultural connotation, compare the differences of different cultures, evaluate the textual meanings and form the right values and positive emotional attitudes through various interesting activities.2. Analysis of Teaching MaterialWith the process of globalization, s

5、tudents will meet with cultural differences inevitably in daily communication, such as body language. To avoid cultural misunderstanding, students will learn to appreciate, understand, respect and tolerate the discrepancies with an open mind. And it is just this selected article Listening to How Bod

6、ies Talk that is to help students understand the culture similarities and differences behind body language, and its crucial role in communication.Therefore, this article is of great importance in directing students to establish a sense of cross-cultural communication.The topic of this unit is Body L

7、anguage, which belongs to the Man and Society context. Body language in different countries, cultures and contexts will be introduced to students.The reading material of this part entitled Listening to How Bodies Talk is a typical expository writing. This article uses general-specific structure and

8、offers a lot of examples to help readers better understand the deep meaning of the theme. The first paragraph introduces the topic while paragraph 2-4 provide different examples of how body language differs from culture to culture. Paragraph 5, by contrast, talks about some gestures having the same

9、meaning in many places. The last paragraph, paragraph 6, explains some body language has many different uses. Every paragraph has a topic sentence, which makes it easy for students to get the main idea. Learning this passage, students can broaden their international vision and enhance their ability

10、of cross-cultural communication.3. Teaching ProcedureTeaching objectivesAt the end of this c 1. describe body (language compet 2. analyze the mai sentences or key w 3. develop the sen (cultural awarene 4. practice critica similarities and different cultures (iImportant and difficult teaching points1

11、. help Ss observi language and its in 2. help Ss cultivat communicationTeaching aidsinteractive electrorTeaching & learning methodsSituational teachinAutonomous learn:ProceduresTeachers activitiesLeadin(5)ShowthepicturesofOpening Page and ask students to interpret the body language and feelings:lass

12、, students are expected to : language and explain its meaningence)in idea of the passage through topicords (learning ability)ise of cross-cultural communication ws)1 thinking through clarifying the differences of body language inthinking quality)e and apply the description of body nplication:e the c

13、onsciousness of cross-culturallie whiteboard, blackboardg method;ing and cooperative learningStudents5 activitiesIntentionPlayasdetectives to find clues from thefacialexpressions and gesturesofpeople in the photosandfigure out that body language canconveyActivate what students already know about the

14、 topic;arousetheir interests aboutbodylanguage, form a natural transition to the reading material.Read for the main idea and structure(531. Offer students readingskills(findtopicsentences or key words) 2.Encourage students to skim the text and find out the main idea and structure of the articleRead

15、for details(1591. Have students read individually and find the descriptions of body language and how the author show the meaning of each.2. Encourage students to draw a main map of the article.ones feelings.Read the article quicklyandanalyzethemain idea and structure through topic sentences.Lead stu

16、dents to find the topic sentences so as to foster the reading skills of students; help students clarify the structure of the passage and identifyhoweach paragraph is developedinorder to cultivate discourse awareness.1. Underline descriptions of body language andthemeaningofeach.2. Read the article i

17、ndependently and draw the mind map of it.Through observingthedescriptionofbody language, studentscouldlay a foundation forlaterapplication.While classifying specific gestures andtheirimplications, studentscouldrealizethecultural similarities and differences.Think andconclude (155)1. Discuss the role

18、s and plot. A group of volunteers act in front of the class.2. Voice their opinions about cross-culture communication1. Provide a real situation to help students show what they have learned.2. Inspire students to discuss what we should do to avoid cultural misunderstandin g in cross-culture communic

19、ation.3. Draw a conclusion together.Hence they would realize its ofgreatimportance to use body language appropriate to the culture they are in.Review what we have learned about body language in different cultures through preparing the role play. While acting out, students could realize the culture m

20、isunderstandin g visually and directly and leave a deep impression. They will further think about our attitude towards different cultures.Deepen the topic to the conclusionHomework(55 )Encourage students to write an E-mail to an American friend Tom to give him advice on how to avoid cultural misunde

21、rstandin g for his first trip to China.that we should respect cultural differences and promote Chinese culturetoestablish mutual understanding.Consolidate what we have learned in the lesson and enhance their cross-cultural awareness.4. Teaching ReflectionHighlights:!. Achieved the teaching objective

22、s; 2. Aroused interest of students through situational teaching; 3. Students were the centre of the class and they performed actively.Drawbacks: Tight schedule. (Solution: Encourage students to preview the passage and draw the structure in advance.) 5. Blackboard DesignIntroductionI learn a lot abou

23、t what people are thinking 一, give 回 Mfocmatiofi Mt thgir f 丽伊a way to 金play intweetsBodyLanguageThe uses of body languagewe contactUOIChame meanmaeexample:V vary from culture to cultureBody language in different culturedJapan.France: ZeroBrazil and Germanoot polite，68and MElehefeiij Middle Eastern n not approved ofJapan:Buloaria and aouthwn Albania w鬻FsdR喇arerm tuirbreak down barrier1 fficult fiitLlliOMatronaernii