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視頻課題：高中英語人教版必修4 Unit 4 Body language Using Language聽說課_浙江
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高中英語人教版必修4 Unit 4 Body language Using Language聽說課_浙江省湖州中學
M4U4 Body language教學設計
一、教學內容和教學目標
本單元的話題是“肢體語言”, 教學內容是Using Language聽說部分。本課以肢體語言為導入話題，由聽力材料To drive or not to drive展開，通過討論，復述，提問，合作表演等多種形式，結合高考讀后續寫新題型，引導學生抓住故事主線，操練詞匯句型，開展思維訓練，提煉答題技巧，培養學生綜合運用語言能力，提高學生英語學科核心素養，促進終身學習。
本課以主人公happy → surprised → angry心理變化為主要線索，結合情節開展必要的三要素(what, why, how)，巧妙的結合聽、說、寫，體現以學生為學習主體，優化合作學習，豐富課堂活動，最后以對話形式結合肢體語言，自然流暢的進行語言交際，讓學生體會到非語言手段在交流中的重要性。 教學目標具體如下： 1. 語言能力：
能理解、內化、運用以下單詞:delighted, amazed, astonished, avoid, regretful,
cheerful, cyclist等
能理解、內化、運用以下詞組: for the first time, in every direction,
paying
attention to, in front of，knock over等
2. 文化品格：
培養學生對肢體語言的了解，提高安全意識，規則意識，和跨文化交流意識。 3. 思維品質：
獨立思考與交流合作相結合，培養學生思維的邏輯性和創造性。 4. 學習能力：
學習恰當及有效的運用詞匯和句型結構，提高學生以語篇形式運用所學知識進行表達的能力，提高合作學習意識。
二、學情分析
我校本屆高二學生的英語學習狀況良好，但也存在一些問題： 學生的語言運用能力不足，對于讀后續寫題型不太了解，書面表達存在一些不規范現象。因此教師要將一些操練滲透到課堂教學實施的諸多環節，不斷優化教學行為，同時保護并發揮學生的主動性、積極性。培養學生學會探究，提高解題技能，擴展國際視野，獲得人文素養和人際交際能力，為終身繼續學習奠定基礎。
三、重點難點
教學重點是提高學生聽取細節信息的能力，培養學生推測、復述和語言運用能力。
教學難點是如何聽力材料與讀后續寫學習有機結合，在有限的時間里，提高學生運用所學詞匯進行語篇輸出能力。
四、教學過程
Step 1 Warming up (5’)
Show a short video about facial expressions, ask students what they are. Ss: enjoyment smile, contempt, anger, pain, surprise, impatience…
Show 3pictures about standard expressions and show 3 situations accordingly. (happiness, surprise, anger )
Ask more expressions to show these feelings. [設計意圖]：
以該單元話題切入，開門見山，直入主題。通過三個情景的展現，展現更多的表達情緒詞匯和短語，并且造句，引導學生抓住人物心情變化這一故事主線，為聽力任務做好鋪墊。
Step 2 Listening and polishing(10’)
Listen to the story and ask Ss to fill the table about basic elements about a story.
Where: Who: What:
TASK 1
Fill in the blanks and think about WHY did Lin Pu’s feeling change?
Lin Pu is ______, but very _______. He just got his driver’s ________last week and yesterday bought his _____________’s old car. Today, he is driving in the city_______________. Taxis are going _______________. People are crossing the street without _________________ the cars, and the people riding bikes _____ look before they turn. Language polishing：
Lin Pu is excited, but very nervous. He just got his driver’s license last week.
________ but also _________, Lin Pu just got his driver’s license last week.
To his great ___________(excited), Lin Pu just got his driver’s license last week.
__________, he is so nervous that he almost loses his ____________(patient) while driving because there are so many people ___________(cross) the street. [設計意圖]：
引導學生抓住故事開展的三要素where, who, what，提高學生對聽力材料的整體把握。TASK1對人物情感變化進一步提問為什么（why），引導學生進一步思考，在鍛煉學生聽取細節信息的同時增加對聽力材料的深入思考，提高思維含量。對原材料的語言潤色，不僅凸顯形容詞作狀語，同時操練了用所給單詞的正確形式填空，注重基礎，對接下來的高質量的語言輸出奠定基礎。
Step 3 Listening and speaking
用時：10 分鐘 TASK 2 Pair-work
Listen and then retell WHAT happened using all the 6 clues.
Just at that moment, something terrible happens. __________________________________
in front of knock over traffic light avoid apples astonished
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Only by ________(turn) to the right _______ he avoid hitting the car. Show the teacher’s version, and highlight the key points.
Just at that moment, something terrible happens. The traffic light turns red suddenly and the car in front of him stops abruptly. Lin Pu quickly turns to the right to avoid hitting the car. But unfortunately, he hits a bicycle and knocks over a basket full of apples. Astonished, Lin Pu gets off the car to check out the injured cyclist. [設計意圖]
在聽取故事細節后，要求學生同桌討論，模仿讀后續寫的要求，使用6個線索單詞進行故事重述。半開放式的任務既讓學生操練了詞匯短語，復習了倒裝句型，也在合作中交流了看法，體現了合作型教學。先聽再說，可以使學生得到極大的成就感，最后呈現的教師版本，再次強調高級詞匯和語法的運用，使學生體會到由聽到說，由說到賞的學習過程。
Step 4 Acting and Writing(15’) TASK 3: Group work.
Listen to the dialogue, take notes down and then act. Don’t forget to use body language to help you express yourself better.
Narrator：Then he sees a policeman, walking toward him. C: … P: … L: …
P L C
TASK 4:
Think HOW to turn the dialogue into the ending of the story.
Then he sees a policeman, walking toward him.__________________________ __________________________________________________________________________________________________________________________________________ _____________________________________________________________________ Make and answer questions:
W_____ is the reaction of the policeman?
W_____ is Lin Pu responsible for the accident? H_____ does he feel about the result?
Then he sees a policeman, walking toward him. After knowing the detail of the accident, the policeman said it is Lin Pu’ fault and he should be responsible for the
stay in your _____
pay a ______
_____ traffic rule
try not to ___the car not ____to driving Oh, ______! pay ______ apples ___ least pick _____ apples
accident. Therefore, he demands a fine from Lin Pu. Although Lin Pu explains a lot , the policeman insists he should pay a fine because he didn’t stay in his lane. As a result, he should take the responsibility for breaking the traffic rule. Frustrated but also regretful, Lin Pu learns an important lesson: to drive or not to drive, that is not a question. Only if you pay attention to the traffic rules and always be careful while driving can you become an excellent driver .
[設計意圖]
學生以表演的形式重現對話內容，通過小組討論，角色扮演，結合肢體語言的運用，體現真實情景中的交際型教學。同時在表演中讓學生體會本單元“了解并使用肢體語言幫助我們更好的溝通”這一主題。教師給出重點詞組的提示，即體現開放性同時兼顧指導性。把對話改成篇章，引導學生抓住故事情節發展的主線，自己提問，自己解答，三問三答，連句成篇，并靈活運用連詞，從句，倒裝句等，使故事豐富連貫，真正達到了由聽到說，以說帶寫的過程。
Step 5 Assignment
To Obey Or Not To Obey
Lin Lei is an alcohol lover and a careless driver. One day,_________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________
[設計意圖]
通過一幅交通安全漫畫展示一個小故事。通過故事發展要素what, why, how, 引導學生推測故事發展，人物動作，心情變化，運用本節課所學知識，引導學生自主完成故事創作。總結讀后續寫的答題技巧，課后有效操練，達到學以致用。在提高學生語言運用能力的同時，提高學生交通安全意識和規則意識，升華情感態度。
五、 評價設計 1、評價內容
評價學案和作文的完成情況 2、評價方法
課內評價：給練習中出現的錯誤或不足進行評價，給好詞好句進行鼓勵，給予學生信心。 課外評價：對作文進行面批，修改和潤色。挑選好的作文給予獎勵，作為示范作文進行張貼。
M4U4 Body language
Worksheet for Listening, speaking &writing
Tang Yaqian from Huzhou High School
Tasks:
1.Listen and fill in the blanks.
Lin Pu is ________, but very ___________. He just got his driver’s ___________last week and yesterday bought his _____________’s old car. Today, he is driving in the city ________________. Taxis are going _______________. People are crossing the street without _________________ the cars, and the people riding bikes __________ look before they turn.
-
Lin Pu is excited, but very nervous. He just got his driver’s license last week.
________ but also _________, Lin Pu just got his driver’s license last week.
-
To his great ___________(excited), Lin Pu just got his driver’s license last week. __________, he is so nervous that he almost loses his ___________(patient) while driving because there are so many people ___________(cross) the street.
2. Pair-work. Retell WHAT happened using all the 6 clues to develop the story.
|
|
|
|
|
traffic light in front of
avoid knock over
apples astonished
|
|
Just at that moment, something terrible happens.________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3.Group work. Listen to the dialogue, take notes down and then act. Don’t forget to use body language to help you express yourself better.
Narrator：Then he sees a policeman, walking toward him.
|
pay ______apples
___ least
pick _____apples
|
|
|
try not to ___the car
not ____to driving
Oh, ______!
|
|
|
stay in your _____
pay a ______
_____ traffic rule
|
|
Cyclist: … P L C
Policeman: …
Lin Pu: …
4.
Think HOW to turn the dialogue into the ending of the story.
Make and answer questions:
-
W_____ is the reaction of the policeman?(group1)
-
W_____ is Lin Pu responsible for the accident?(group2 )
-
H_____ does he feel about the result?(group3)
Then he sees a policeman, walking toward him.__________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Assignment. Write a story and polish it in a group.
To Obey Or Not To Obey
Lin Lei is an alcohol lover and a careless driver. One day,___________________
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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