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視頻標(biāo)簽：Body languag
視頻課題：高中英語(yǔ)人教版必修4 Unit 4 Body language Using Language浙江省 - 湖州
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高中英語(yǔ)人教版必修4 Unit 4 Body language Using Language浙江省 - 湖州
教學(xué)目標(biāo)
Cultural knowledge objective (文化知識(shí)目標(biāo) ): Enable the Ss to understand the general view of body language in a variety of situations,
especially some universal ones.
language skill objective (語(yǔ)言技能目標(biāo) ): Improve the Ss’ reading skill and guide the Ss to write a composition according to the structure and
language of the reading passage.
Emotional objective(情感目標(biāo)): Guide the Ss to appreciate and use body language correctly in different cultures.
2學(xué)情分析
Our ss have already got some basic information about body language from the first reading passage, and they are very interested in this topic. They have also mastered the basic words and expresions of this unit. However, they still lack the ability of how to put what they have learned into practice.
3重點(diǎn)難點(diǎn)
Teaching difficult points: How to enable the Ss to use the language and structure they have learned in their own writing.
Teaching important points: How to improve Ss’ reading ability such as skimming and scanning. And get the Ss to know the language and
structure of this passage.
4教學(xué)過程
4.1第一學(xué)時(shí)
4.1.1教學(xué)活動(dòng)
活動(dòng)1【講授】M4U4 Using language
Step 1.Pre-reading
1. In order to arouse the ss’ interest and make them prepared for the class, the teacher will show the ss a video of Fu Yuanhui, who was absolutely a rising star in the rio olymipic games. After that, asks them a question: why did FYH become so popular this summer?
2. Obviously, FYH can be regarded as a master of body language. The teacher shows the ss some pictures of the vedio, and asks the ss to read her feelings according to her body language, thus draws a conclusion that body language is one of the most powerful means of communication, often even more powerful than spoken language. In this way, the teacher can lead in the topic of the passage easily.
Step 2. skimming
This reading material contains 7 paras, which shares some of the universal body language around the world. In order to enable the ss to understand the structure better, during the skimming part, ask the ss to divide the passage into three parts and find out the main idea of each part. After that, the teacher will have the ss think over the function of each part. In this way, ss will not noly have a clean understanding of the reading passage, but also learn the writing skill, that is: a clear structure is necessary for a well-organized passage.
Step 3. Scanning.
Para 1
Have the ss to read para 1 together, after that, ask them a question: Why can we say that body language is more powerful than spoken language? By doing this, students can review the usage of attibutive clause. Then the teacher will give them more example and practice of attributive clause, which will later help them in their writing.
After that, the teacher asks ss: body language can sometimes be misread, but why do we still to learn it? The purpose of this question is to focus the ss on the last sentence of para 1, then asks them: what is the function of this sentence? By doing this, students can understand the usage of the transitional sentence, which serves as a bridge to link para 1 and the following paras.
Part 2
The second part is the body of the whole passage, which gives us a lot of examples. First, asks the ss to read it with the tape and find out the feelings mentioned in these 5 paras. Then, to find out the related body language of these feelings. By doing this, I hope the ss can notice the similar ways of showing our feelings in different cultures. and the ss are also required to pay attention to some usful expressions in this part. After that, my question is: Why did the author give us so many examples? That is to support his idea mentioned in para 1. Thus, the ss can draw a conclusion that while wrting an argumentation, they should give enough reasons or points to support their ideas. Then, the teacher gives them another question: Among all thses body language, which one is the most universal? Finding the answer, the ss can focus on the funtion of smile.
Then the teacher asks: besides these funcions, what else can smile convey? The ss can get a sentence containing v-ing as adverbial, which also is the grammar of this unit. Then, to have the ss rewrite a sentence using v-ing as adverbial. By doing this, the ss can review the usage of v-ing, which later contributes to their writing.
Part 3
The last part contains only two sentences, but it serves as the conclusion of the whole passage, and the structure: it is an amazing thing that.. can not be neglected. So the teacher asks ss the question: With so many universal body languages, can we totally avoid misunderstandings in communication? How do you know? Then the ss can get the related sentence and pay attention to the usful structure.
Step 4. Post-reading
Discussion
By now, the ss can be clear about the content and the structure of the reading passage. To help them review the knowledge of body language, and also lay a solid fundation to their writing, The teacher would like every 4 ss to form a group, to discuss the importance of body language in communication. Each group should choose one student to be the note-taker, and another one to be the reporter. The teacher will also display some pictures in order to give the ss some hints.
After the discussion, the teacher will show their results on the blackboard with the key words, which can give ss some ideas in their writing.
Writing
In order to help the ss to consolidate the structure and language learnt in this class, now it is time for them to write their own passage with the help of the discussion. Suppose they were a member of the school redio station, and they were invited to write a passage to introduce the importance of body language. For their convenience, I will give them the framework and the ss are required to finish their writing within 10 minutes.
After finishing this task, I’ll pick out a composition and correct it at once. Then, I will summarize some typical mistakes existing in their writing and share a sample writing for them to learn and appreciate.
Step 5. Assignment
At last, I will bring the ss to the assignment, that is to Polish their writing and share it with their classmates
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