人教版 (2019)选择性必修 第一册Unit 4 Body Language教案

这是一份人教版 (2019)选择性必修 第一册Unit 4 Body Language教案，共8页。教案主要包含了设计意图等内容，欢迎下载使用。
Vide Time & Assessing Yur Prgress
主题语境：人与社会
主题群：社会服务与人际沟通
子主题：良好的人际关系与社会交往
语篇类型：视频、文字、习题
文本分析：
本节课分两部分：第一部分为 Vide Time，介绍了卓别林主演的无声电影《移民》。影片中，卓别林扮演了一个不习惯另外一个国家生活的移民形象。第二部分为 Assessing Yur Prgress，围绕本单元主题设置了填空习题来练习本单元重要词汇及含有动词-ing形式的九个句子，让学生判断动词-ing形式的句法功能。最后对本单元进行总的反思和评价。
课时目标
1.通过观看视频，了解和获取卓别林扮演的一个不习惯另外一个国家生活的移民形象及其活动等的相关信息。
2.尝试为无声电影《移民》片段配音，并讨论有声和无声电影哪个更好，预测电影接下来会发生什么。
3.阅读一些非语言交际的相关信息，复习本单元的词汇和语法项目“动词-ing形式”的句法功能。
重点难点
重点：
本单元重点单词、短语和语法的恰当使用。
难点：
尝试为无声电影《移民》片段配音，并讨论有声和无声电影哪个更好。
教学准备
教师准备：
一段介绍卓别林主演的无声电影《移民》的视频和播放设备。
学生准备：
复习本单元语法和重点词汇。
教学过程
Vide Time
Step Ⅰ 学习理解
活动一：感知与注意（Brainstrm）
Befre watching，ask students t discuss what they knw abut Charlie Chaplin and his film The Immigrant and they can als read the brief intrductin n Page 48.
【设计意图】在观看视频之前，让学生讨论著名喜剧演员卓别林和他主演的电影《移民》，激活学生的认知和观看视频的兴趣，有助于提高观看视频的注意力。
活动二：描述与阐释
1.Discussin.（Befre Yu Watch，P48）
Wrk in grups. Lk at the phts frm the film The Immigrant and discuss the fllwing questins.
·What d yu think these characters’ bdy language and expressins mean？
·What d yu think the stry f this film is?
Suggested answers：
►·The captain f the ship has his bdy sideways while lking straight ahead，with his left arm stretched ut and leaning n a railing. His eyes seem t be suspicius f smene r smething. He is lking at the persn r situatin with full cncentratin.
·The main character played by Charlie Chaplin has his hands t his side and has his jacket at the shulder held by the captain f the ship. He lks as if he has been caught ding smething wrng and has stiff bdy language t shw hw helpless he is. It seems that he is lking at the wman fr help. The captain is using his ther hand t pint dwnwards at the wman. He seems t be suggesting smething is wrng，and that perhaps Chaplin has dne smething t the wman such as stlen her purse. The wman is lking twards the captain with her fingers interlcked and a wide-eyed expressin. It seems like she is trying t appear inncent.
·Chaplin and the wman are lking at each ther with a big smile. Chaplin has his hands behind his back shwing he is calm and relaxed. The wman has her head t the side and hands up pinting twards him. I think they are friendly twards each ther and feel happy.
·The waiter is lking at Chaplin with an annyed facial expressin. He is standing up and lking dwn at him，with his thumb up. I think he is telling Chaplin t leave the restaurant，and has the authrity t d s. Chaplin is sitting dwn，and lking up at him with wide eyes and a clsed muth. It seems t shw he is helpless. The man beside Chaplin is hungrily lking dwn at his spn with the sup he is abut t eat.
·The wman is sitting dwn with her hand up t the side f her face，and resting her cheek n it. She lks wrried r cncerned abut smething，and is giving it much thught.
·Chaplin is eating smething that is nt very gd，and his eyes have rlled back and his muth is pen t shw disgust. The man next t him lks cnfused yet intrigued at hw Chaplin is reacting，because his bdy is slightly turned twards him and his eyes are cncentrating n him.
►Perhaps it is abut a man wanted by the plice. He meets and falls in lve with a wman n a ship. Then he ges t a restaurant，where his strange actins cause truble.
2.Think abut the answers t the questins.（While Yu Watch，P48）
（1）G thrugh the sentences n Page 48 in While Yu Watch with students and make sure they understand the meaning.
① Why des Chaplin keep putting mney int the wman’s pcket and taking it ut?
② Where des Chaplin get the mney t eat at the restaurant?
③ Why des the waiter becme angry with Chaplin?
④ Why des the man sitting next t Chaplin becme angry with him?
⑤ Can Chaplin pay the restaurant bill in the end?
（2）Play the vide fr students t watch and answer the questins.
（3）Share the answers with the whle class，and if necessary，play the vide again fr students t check the answers.
Suggested answers：
① He wants t give her sme mney，but cannt decide if he wants t give her all f his mney，r keep sme f the mney fr himself.
② He finds a cin n the grund.
③ Because Chaplin has nt taken ff his hat.
④ Because f Chaplin’s slppy eating habits.
⑤ We dn’t knw frm the vide clip.
【设计意图】通过观看前讨论问题及观看视频，获取卓别林电影中的细节性信息，对电影内容进行推断和分析，有助于提高学生的理解能力和判断能力。
Step Ⅱ 应用实践
活动三：分析与判断（Discussin）（After Yu Watch，P48）
Ask students t wrk in grups f fur and finish the activities.
（1）Write a script，assign rles，and“dub”the scene.
（2）Discuss if the film is better dubbed r silent.
（3）Discuss what yu think will happen next in the film.
Suggested answers：
（1）（略）
（2）The film is better silent rather than dubbed，as s much f the humur is physical.
（3）I think Chaplin and the wman prbably will get married.
【设计意图】在观看视频后，让学生为无声电影《移民》写剧本和配音，这是一项具有挑战性且有意义的学习活动。要开展好这个活动，学生首先要进行角色分配，然后重新理解电影的内容，再使用恰当的英语写剧本。最后以小组的形式开展配音活动，这个过程是逐步实现对语言知识和文化知识的内化，促进语言运用的自动化，助力学生将知识转化为能力的过程，同时也能提高学生学习英语的兴趣。
Assessing Yur Prgress
活动四：词汇复习（Cmplete）（Part1，P46）
1.Ask students t g thrugh the wrds in the bx and make sure students understand their meanings.
2.Ask students t read the passage and fill in the blanks with the crrect frms f the wrds in the bx.
3.Share the answers first in pairs r grups and then with the whle class.
Suggested answers：
cmpnents；interacting；perceiving；crucial；
staring at；embarrassment；demnstrates；lack
【设计意图】该活动属于词汇练习，为选择恰当词汇并用其正确形式填空完成介绍肢体语言交流的重要性的练习，旨在本单元具体语境中练习词汇，提高对词汇的使用能力。
活动五：语法再现（Read and decide）（Part2，P46）
1.G thrugh the sentences and make sure students understand their meanings.
2.Then ask students t decide whether each verb in its -ing frm functins as a subject（S），bject（O），predicative（P），r attribute（A）.
3.Share the answers first in pairs r grups and then with the whle class.
Suggested answers：
①S，P ②O ③S，O ④O，A ⑤O，O
⑥S，O ⑦O ⑧O，O ⑨S
【设计意图】该活动把语法复习恰当地置于本单元的主题语境中，学生在语境中复习和运用语法项目，提高语法使用的实践性和应用性。
活动六：单元反思（Reflecting）
1.G thrugh the tasks with students and make sure they knw what t d.
2.Let students d it by themselves.
3.Ask students t wrk in grups and share what they write. The answers may vary frm ne student t anther.
【设计意图】围绕单元主题设置问题，让学生从不同方面进行思考，反思生活中肢体语言的使用意义，表达生活中肢体语言运用不当带来的问题等，加深学生对单元主题的认识。
板书设计
crucial perceive lack cmpnent
demnstrate interact stare at embarrassment
There are three _______ in any face-t-face cmmunicatin：wrds，tne f vice，and bdy language. It is said that mst f what we cmmunicate with thers is nnverbal. S when _______with peple，_______ the message cnveyed by bdy language is _______. Yu cannt succeed in business and scial encunters if yu emply inapprpriate bdy language. Fr example，_______ smene t lng can be interpreted as a threat，standing t clse may cause _______ and uneasiness，and tuching yur neck when talking t thers prbably _______ that yu feel nervus and _______ cnfidence. Smetimes bdy language speaks luder than wrds.
① Seeing is believing.
② A man cannt be rbbed f his learning.
③ Living withut an aim is like sailing withut a cmpass.
④ After staying in the sleeping bag the whle night，I really needed t stretch my legs.
⑤ Yu shuld have been mre careful. She started cughing and sneezing yesterday.
⑥ One may agree that in a cnversatin，listening is as pwerful as lving.
⑦ After a lng day she lked frward t putting her feet up with a nice cup f tea.
⑧ Isabella really put her back int learning Chinese. She wants t start living in China in tw r three mnths.
⑨ Fishing in trubled waters may cause even mre prblems.
·Which bdy language in this unit d yu use mst ften？Des it have the same meaning as in the text？
·What d yu think yu culd d t cmmunicate better with ther peple？
·D yu think yu will be able t tell mre frm reading thers’ bdy language frm nw n？
·What prblems did yu r yur friends have in studying this unit？Hw did yu slve them？What advice did yu give each ther？
·Overall，I thught this unit was □ Interesting □ useful □ s-s □ difficult.
Unit 4 Bdy Language
Perid Ⅵ Vide Time & Assessing Yur Prgress
Vide Time
Ⅰ.学习理解
活动一：感知与注意（Brainstrm）
活动二：描述与阐释
1.Discussin.
2.Think abut the answers t the questins.
Ⅱ.应用实践
活动三：分析与判断（Discussin）
Assessing Yur Prgress
活动四：词汇复习（Cmplete）
活动五：语法再现（Read and decide）
活动六：单元反思（Reflecting）