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不仅是全国高中英语教学基本功大赛1⃣️等奖

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正文中所使用的注释说明：

教师问题链提问

可借鉴的课堂用语

个人观点，仅供参考

“🌟” 意为可模仿的课堂设计

• Okay, good morning, everyone.

• Thank you for remembering my name. Um, today, we will continue exploring the use of body language in our daily life.

• And the topic for today is "describe a person's body language."

• So, are you ready?

• 🌟任务型写作语境创设You know, recently, our school newspaper is launching a new column called "heart to heart," in which students talk about a different means of communication and how to improve our communication skills.

• And the topic for this week is "his /her body talks."

• And suppose you are the columnist, and you are going to write an article titled, "How do I understand my classmate?"

• Who would you write about? -Your classmate, okay.

• Anybody else?

• -Okay. Hmm, classmates.

• So classmates is the first word that pops into your mind, right? Okay, good job. Then.

• Uh, what can we cover in our passage, and how shall we organize our article?Let's get some inspiration from this passage. 创造阅读需求

• Now, everybody, please turn to page forty-four.

• Let's look at the title as well as the picture on this page.

• Can you predict who the writer might be? -A teacher?

• 追问How do you know that?

• ...

• And how about this one? What might be the answer to the question in the title?

• -Body language, how do you know that?

• Oh, the second paragraph. What is that?

• 问题链过渡Then how does the teacher talk about her students' body language? Let's have a look.

• Could you please go through the whole passage, divide it into several parts, and summarize the main idea of each?

• Yes, okay, good. Then you'll have 3 minutes.

• I noticed that many of you have already finished, right? You can have a quick check with your partners.

• How many parts have you divided?

• Okay, what are they? Okay, good.

• And remember to summarize the main idea of all.

• Okay, everybody, any volunteers? Yes, you please.

• And the first part is paragraphs one and two.

• 追问What is this part about?

• Students and body language, uh huh. So it introduces the topic, right? So we can call it one word: Introduction板书.

• Continue.

• The second, it is paragraphs three to five.

• What is this part about?

• -It shows the different ways to know the students' minds, their body language, right? Okay, how the teacher knows her students' body language in different situations. Am I right? Good.

• Continue. Continue. Um, the second part is paragraph six.

• What is this part about?

• -It shows the teacher's purpose of understanding students' body language.

• Oh, what is the purpose?

• To help every student learn, hmm, to help her students know about their body language, right? Very good.

• 引导学生总结So could you use one word to tell us what the third part is about?

• The third part is about reflection. Oh, you mentioned that one. Okay.

• Thank you. Thank you. Very good job. I'm so surprised. Very good job.

• So why do you think it is a kind of reflection?

• You know, the meaning of reflection.

• -反思, very good. Because the teacher talks about the importance of reading students' body language from her own experience, right?

• Okay, very good. Now, class, let's have a look.

• Uh, 🌟批判性思考can the last part be removed here?

• -No, because it talks about ...why do you think it can't be removed.

• -It is also a summary of the whole passage, right? Okay, thank you. Very good.

• Now, class, let's take a look at this passage.

• What kind of text do you think it is? Is it a narration which tells a story or an exposition?

• -Exposition. Very good.

• So here it is, a kind of exposition, right?

• Then, is this teacher observant, 及时解释新词who is good at observing her students' body language? Is she observant?

• -Yes, definitely.What makes you feel that way？

• So let's explore more. All right, let's look at part one.

• 写作技巧铺垫How does the author arouse the reader's interest in this part?

• Any volunteers?-Yes,  by asking questions.

• What is the question?

• ...

• Oh, that is the background, right? Okay.

• Thank you. And just now she mentioned by asking questions, can you tell me the question there?

• -"How can I know what makes each student tick? What makes each student understand?" Right? Okay.

• Does the author answer the question in the following? 

• -Yes. So the author asks a question and then answers the question.

• 写作技巧总结In English. We call these kinds of questions rhetorical questions. And in Chinese, we call it "设问". Very good.

• And now let's see the second part.

• Okay, how does the writer develop this paragraph? What writing techniques does she use? Let's take paragraph three as an example🌟.

• Could you please read it, think about it, and if you have any ideas, you can discuss with your partners. All right, go ahead.

• Okay, now you can share your ideas with your partners.

• 🌟教师深入学生群体了解情况What writing techniques have you found out? -Giving examples? Okay, thank you.

• Other techniques? -Contrast. Very good. 

• Then how do you know that? What is the contrast? What does the author compare? Think further.

• All right, may I have your attention here? So could you share your ideas with me? Yes, you please. Yes, pass the microphone. Thank you.

• I think this passage uses contrast. -Contrast. what is it?

• ...Yeah. For example, these sentences are about the students who are interested,...

• Very good. So a contrast is used here, right? Okay, thank you.

• Very good. You found a contrast in paragraph three.

• What else, class? What else? Thank you.

• -He gave an example. He gave several examples.

• 追问For example?

• So contrast and giving examples are very good.

• What else? Class, what else? Think about it. What else?

• 🌟及时脚手架Then I will give you some hints. Alright. Class, could you pick one sentence that tells us how the teacher interacts with her students?

• How does the teacher interact with her students? For example, when I read it aloud,...

• So if I say making a joke here is a cause, then what is the response or effect, that smile? Good.

• Okay. So you know what a cause and effect is, right now.

• Could you please find the rest of the cause and effect sentences in this paragraph and read them aloud?

• What else have you found out, class?

• ...Very good, continue. There are more.

• ...

• 小结Okay. So we can find the cause and effect that is used to show the interaction between the teacher and the student.

• Right now, 语言铺垫-关注词汇/短语使用how does the teacher vividly describe her students' body language?

• Let's take a look at this paragraph.

• So, class, can you tell me what words are used to show that students are interested.

• What other words? The first one, what have you noticed?

• -Yeah, look up and make eye contact. Very good.

• Any other phrases?

• -leaning forward. Very good. What else?

• -Look at me. Very good.

• And they have a tendency to lean towards. Very good. Okay.

• Then how about the words that show their boredom.

• -Has his head lowered, continued?

• -To look at his watch. Very good, what else?

• -Are Linda there has together, that means they are whispering to each other.

• Very good. Continue.

• Look up? Are you sure? If you look up? I was saying you are interested in my lesson, right?

• Uh, what if they are bored? Absence of eye contact? Very good, continue.

• Have the same distant expression on their faces.

• You know the meaning of distant. 中文解释

• Okay, and anything else? You know how to do it right now.

• 避免课堂活动类型的重复，以上一段师生共同完成举例示范，下一段由学生组内完成It's time for you to do it on your own.

• The students on the left, please read paragraph four, right, paragraph four and highlight all the words.

• And the students on the right, please do paragraph five.

• Is that clear? Okay?

• Two minutes. Highlight all the words on the textbooks.

• Pick up the words that show their  body language.

• Very good job. Finished, students on this side. Have you finished? Okay, very good.

• Okay, everybody, may I have your attention here? So let's collect our findings together.

• How about paragraph four? Let's start with paragraph four.

• Okay, you, please. Yeah, use the microphone.

• Okay, that's all. Thank you. Thank you. Very good job. And now let's move on to the next part.

• Okay, next part. So any volunteers? Any volunteers? Okay, how about Harry? What phrases have you found out?

• Very good. Thank you. So can you explain the meaning of this phrase here? "Does not bother to brush her hair." What does it mean?

• You guys say it in Chinese. It means she doesn't bother to do that. You know, her hair is a mess. Right? Okay, thank you.

• Very good. Sit down, please. Now let's have a look at all the words and phrases here.

• 总结归纳What kind of words are most of them?

• Hmm, louder. verbs Okay, very good.

• So are they general? Or very detailed？

• Very detailed. Right? Okay. So we can say that these descriptive words can help us describe a person's body language vividly. Do you think so?

• 🌟回顾板书，做最后的写作准备

• After learning so much about this article, do you still remember what our writing task is?

• Oh, body language. What is our writing task?

• We should write an exposition, which is titled, "How do I understand my classmate?"

• And we are supposed to describe his or her body language, right?

• Very good. Now let's have a review before you start to write.

• Okay, 🌟how many parts shall we write? In which part, what should we cover? And what writing techniques can we use for each part?

• Could you help me to review it very quickly? Any volunteers, okay, you can.

• You can refer to the blackboard to help you.

• 1⃣️How many parts shall we write about?

• -Three, and each part, what shall we talk about?

1. Part one is about the topic introduction, right?

2. The part two is how the teacher identifies her students' body language. Uh huh, but in our passage, can we talk about how the teacher identifies her students' body language? We should talk about how we identify our classmate's body language, right? Okay, good, somebody's body language.

3. And in the last part, how do we know our classroom? Hmm, by observing their body language, we can reflect on their interaction between them, right? Okay.

• 2⃣️And as for the writing techniques, what can we use? 

• Rhetorical questions. What is the use? Why should we ask a question here?

• -Yeah. And we can also arouse the reader's interest. I heard it very good. Okay.

• And for this part, what can we use?

• -Contrast and giving examples to show the interaction, right?

• 3⃣️And how about the language?

• -Descriptive words to develop the paragraph.

• And as for the last part, we can write a reflection to 🌟echo the theme.

• You know, the meaning of echo? No, okay, no worries.

• You know, it means that at the very beginning, the author mentions it, and then at the end, the author mentions it again. So it actually echoes the theme.

• Now class, it's your time to write.

• 🌟拼图式写作Now I want you to write in groups, since time is limited, and you are going to decide on a person to describe and then assign each of the three parts to two students in your groups.

1. Alright, 🌟for example, students A,B,write paragraph one.

2. Students C, D, write paragraph two.

3. Students E and F, write paragraph three.

• Is that clear? Okay, now you have one minute to decide and assign the tasks. One minute. Go ahead.

• You need to decide who to write about. Okay?

• Yeah, discuss with your partners. Which classmate or classmates, you can decide.

• 深入小组，确保明确指令Who will you write about? -Classmates?

• Okay, have you made decisions? And assign the tasks for each student, for each group member.

• Okay, then you can go ahead. Okay, you can go ahead, and I will give you five minutes.

• So are you sure you have the same target to write?

• Which part did you write? Part two? Also, could you please write part two on this worksheet? Okay, it's okay. It's okay because maybe we don't have time to write it again, right? So you can write it directly on the worksheet.

• 时间提示Time is almost up. Have you finished? Okay, one last minute.

• Finished. Good, good, good.

• Okay, everybody, I'm afraid time is really up. So could you please 🌟stick what you've written just now in place in thirty seconds?

• Okay, stick part one, two, put one big paper, bigger paper.拼图式组装全文

• Stick them in place in order.

• 🌟自评Then if you have finished, you can refer to the checklist below to self-assess your own writing. Okay, self-assess.

• So have you finished? Could you please stick the paper there?

• Okay. So which group would like to present your writing in the front?

• 🌟教师投屏展示

• 汇报者：Now, this group, could you please read your article to all of us？

• 听众：And the rest of the groups? Could you please get ready to give some comments based on the checklist below?

• Have you seen the checklist below? Have you seen the checklist?

• Okay, when you give comments, try to say, 'I think their writing is good.' Uh, they raise a question at the very beginning, and so on.

• All right. Could you please read it? Yes, okay.

• 组员朗读

• Very good job. Okay, thank you.

• And the rest of the groups, could you please give some comments? Yeah, could you give some comments?

• What do you think of their writing? What do you think of their writing? Yes, thank you.

• 学生互评Okay, thank you. Very good.

• Continued, continue. Uh. Can you see a contrast here?

• 求助So any other students who would like to help her? Oh, okay, good. Now could you please continue? Hmm. Yeah, use your microphone.

• ...

• Hmm, you think it's a very good ending. Very good.

• And how about part two?

• -In paragraph two, they use the cause and effect relationship.

• This is a cause, and this is the effect, right?

• Okay, what else? have you seen a contrast here?

• -Okay, maybe contrast is not used here. You talk about how students are bored and confused, but what about when they are interested in the lesson? What about when they are happy in the lesson? So maybe you can read more from that perspective, right?

• Thank you. Thank you for your comments. Yeah, could you please hold it for me.

• 阶段性总结并认可学习效果I can see that you have already agreed with the importance of body language in your daily communication, right? But I have a question here.

• 🌟深度思考One more question, why should we learn about it just to understand others better? Bear this question in mind, and let's watch a video.

• 视频

• So learning about body language can help us understand others better, but also help us communicate better, very good.

• Or it can also help us express ourselves, very good, so that we can have better mutual understanding.完善板书

• Do you think so?

• And this is the homework.

• For these two weeks, you are going to do a report on your parents' body language, and let's call it a day.

在18届高中基本功揭晓前，先来一堂17届优中选优的宝藏课例吧！

不仅斩获全国一等奖，还摘得“最佳综合素质奖”👍

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