口语Book 4 教学设计

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Book4 Module9 Unit2教学设计

Listen point and say
Work in pairs
“Where is Jess live?\Go straight on……”
Listen point and say then do the actions.
Competition
Re-preparation
IV. Further Development
1、Show CAI.“Can you help the teddybear find his home?”Choose the picture and guess.
2、Do the ቤተ መጻሕፍቲ ባይዱctivity Book
V. Homework
Make a map about your home。
Choose the picture and guess
Aids
教学准备
CAI
Cards
Teaching
Process
教学过程
I: Warming-up and Revision
(1).Greetings
(2).Sing a song.
(3).Play a game “Listen and do”
II. Leading-in
Ask the students”Where do you live?”
Do some exercises.
Feed back
教学反馈
2、Play the tapeagain then ask question
“Where’sAppleStreet?”
Then show the new words
3、Play the tapeagain
4、Show another map

BOOK 4 UNIT 4 BODY LANGUAGE第一课时教案

book 4 unit 4 body languagelistening and speaking一、教学课型：听说输入课(an input-based lesson)二、设计思路：本节课主要采用多媒体教学辅助手段，通过师生问答，生生互动，编对话，情景表演等多种活动方式，让学生多方面地了解身势语和有声语言的关系，提高学生语言实际运用能力，通过训练学生的听说能力，培养他们用英语进行思维、在真实情景中运用英语的能力。

同时，通过组织学生讨论话题并进行口语操练，培养学生用英语交流的能力，结合新课标的教学理念，实现从口语提升到写作的过渡。

一、教材分析（一）、本课的地位及作用（二）教学重点和难点本课的教学重点是：第一，帮助学生了解、掌握日常生活中的一些常用身势语。

第二，要求学生结合口语及身势语来表达自己的思想。

第三，训练学生通过听、说练习提高自己的听力及口语水平。

本课的教学难点则在于：第一，身势语的中外文化区别及其动作的正确表达。

第二，学生课外查阅资料的能力培养。

二、教学目标分析新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。

本课所有的语言知识和语言技能都是围饶“身势语”这一中心话题而设计的。

因此，我把本课的教学目标确定为：1．语言知识与技能目标：1）熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。

3）使学生能根据听力材料中的线索把相关事实和信息联系起来。

2．情感态度与文化意识目标1）在有趣的话题激励下，师生互动，生生互动，调动学生的学习兴趣，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势。

2）让学生在共同完成一些交流、表演等任务的过程中，加强团体协作意识。

3）帮助学生在学习过程中了解东、西方文化的差别。

三、教法、学法分析课堂教学方法的选择是课堂教学效率高低的关键。

英语口语4 教案(1-6)

IntroductionA Brief Introduction of This Course◆It is a colloquial way to practice their oral English.◆What they have got before: Concentrate on the study of speech, which includesboth the practice of all aspects of speech and the introduction of speech knowledge and skills, like delivering speeches on various occasions, such as highly practical welcome, awards, thanks, etc.◆What they want to get this term: their needs; suggestions and plan.◆What I would like to explain: why debate; how to think when debating; how toopen a speech; how to deal with the opponent’s examples; how to arrange a debate;how to avoid personal attacks; the tips for debate; the comments on their performance, etc.◆The time table for this term: 16 weeksDebateGroup workDiscussion report and homework reportThe Request to the Students:◆ to be active◆ Participate in the activities◆ Well-prepared after class◆ Give me suggestionsUnit 1 EducationI. Warming-upDiscuss on the following topics:1. Free Pass Fails Kids2. Learning for Life---Wherever You Are3. Learner AutonomyII. Reading and Discussion1. Explain the new words and expressions to studentsSequential: adj. Following in order of time or placee.g. sequential data processingGovernor: n. head of a state in the United Statese.g. He was confirmed as the provincial governor for another five-year term. Abolish: v. to officially end a law, a system or an institutione.g. This tax should be abolishedMediocrity: n. the fact of being average or not very goode.g. His acting career started brilliantly, then sank into mediocrity.Absolve: v. to state formally that somebody is not guilty or responsible for something e.g. The court absolved him of all responsibility for the accidentBalloon: v. to increase rapidlye.g. Unemployment ballooned to fourteen percentCustomized: adj. Made or changed suit the needs of the owner or usere.g. A customized carCheckpoint: n. a place, especially on a border between two countries, where people have to stop so their vehicles and documents can be checkede.g. There are border guards at the checkpoint crossing.Competence: n. the ability to do something welle.g. To gain a high level of competence in English2. Read the whole passage at the normal speed.3. Ask some comprehension questions and let students answer orally.●What is meant by the phrase “social promotions”?●What is the author’s attitude toward “free pass”?●Are there any major problems with the “retention system”? What are they?4. Ask students to read it again and summarize the main points.III. Follow-up TasksTask I: Finding Your Classmate’s Opinion on Free PassTime Limit: 15 minutesActivity Type: Group workProcedures:●Divide the class into groups of 4-6●Work as a team to design interview questions●Conduct an inter-group interview and try to get as much as possible yourclassmate’s opinion about free pass. You may take notes.●After the interview is over, go back to your group, and report to group memberswhat the interviewee thought of the issue, using reported speech styleTask II: Solving the ProblemTime Limit: 20 minutesActivity Type: Group workProcedures:●Divide the class into groups of 4-6●Locate as many as possible of the currently existing and potential problems in theeducation system. Some of these are:Students’ lack of learning motivationToo many examinationsToo much pencil work and memory workLittle relevance to future careersUninteresting content of learningUnhealthy competitionFees to highCheating in the examinations●Search for the causes of the problems●Work out feasible solutions to some of the problems, give a rationale for yourfindings, and invite disagreement from other group members.●Select a student as a representative and report his/her group’s discussion to thewhole class.IV. Practice (Act it out)Divide the whole class into groups of 4-5 students, ask each group to talk on one of the following suggested topics and choose one speaker for the presentation. Suggested topics:●Examinations for university students should be abolished●All-round ability training is more important than professional ability training●Schools teach less than society does●University education must take practicality as its major aim●Students learn less with too much homeworkV. HomeworkAre you familiar with the working principles of the market economy, especially those in the field of world trade? Do you agree that buying domestic products represents patriotism? If you are not sure about your answers to these questions, please read something on the world economy and get ready for Unit 2.Unit 2 Global EconomyI. Warming-upDiscuss on the following topics:1. Globalization in Retreat2. Is the World Ready for New International Financial System?3. Supply-ChainingII. Reading and Discussion1. Explain the new words and expressions to studentsAdvent: n. the coming of an important event, person, invention, etc.e.g. the advent of new technologyDisdainfully: adv. Without respect; in a disdainful mannere.g. some are dozing and some are looking disdainfully at me.Outsourcing: n. the process of arranging for somebody outside a company to do work or provide goods for that companye.g. The outsourcing of IT work to private contractorsInterventionist: adj. favoring intervention, especially by a government in its domestic economy or by one state in the affairs of anothere.g. Roosevelt’s interventionist policiesProsperity: n. the state of being successful, especially in making moneye.g. Our future prosperity depends on economic growth.Insulate: v. to protect somebody/something from unpleasant experiences or influences e.g. Until now the industry has been insulated from economic realities.Engulf: v. to surround or to cover somebody/something completelye.g. He was engulfed by a crowd of reporters.Defunct: adj. No longer existing, operating or being usede.g. A largely defunct railway networkPrecipitate:v. to make something, especially something bad, happen suddenly orsooner than it shoulde.g. His resignation precipitated a leadership crisis.Debacle: n. an event or a situation that is a complete failure and causes people to feel ashamed or embarrassede.g. He should take responsibility for the debacle and resignStagnation: n. the fact of no longer developing or making progresse.g. A period of economic stagnationMultilateralism n. a situation in which several different countries or organizations work together to achieve something or deal with a probleme.g. The report’s conclusion stresses the importance of multilateralism.Acrimony: n. angry bitter feelings or wordse.g. The dispute was settled without acrimony.2. Read the whole passage at the normal speed.3. Ask some comprehension questions and let students answer orally.●Do you think that globalization is a complete failure?●What, according to this reading, are the reasons for the retreat of globalization?●How much do you know about the WTO, the World Bank or the IMF?●Why is McDonald’s regarded as “the basis of one of the most influentialdevelopments in contemporary society” (Paragraph 1, Reading B)?III. Follow-up TasksTask I: Product Promotion Gala: Nong Fu Mineral Water, Coca-Cola, Kang Shi Fu Green TE, Wang Lao Ji, Meng Niu Yoghurt, and Nestle Coffee.Time Limit: 30 minutesActivity Type: Group workProcedures:●Divide the class into groups of 4-6●Each group chooses one product from the above list as their promotion product ●Discuss within the group Promotional strategies.●Present the product promotion to the rest of the class●Based on your classmates’ promotional presentations, each student votes for hisfavorite product. Note that you can not vote for the product of your own group. Task II: Starting up Your Own BusinessProcedures:●Divide the class into groups of 4-6●Each group chooses one particular item for your business, either goods or service ●Within each group, allocate the following roles among group membersOne or two designing staffOne or two sales staffOne business executiveOne representative of the board of directors●The groups work out the business blueprint, including product descriptions, marketinvestigation, producing details, advertising and promotion strategies and schedules etc.●The representative of the board of directors pronounces to the rest of the class yourbusiness blueprint.IV. Practice (Act it out)Divide the whole class into groups of 4-5 students, ask each group to talk on one of the following suggested topics and choose one speaker for the presentation. Suggested topics:●The government should levy higher tax on high-profit enterprises●The levying of inheritance tax on the legatee is unfair●The spread of global supply chains in the world helps to reduce the war risk ascountries that are part of a major supply chain will be unwilling to fight a war against each otherV. HomeworkPreview Unit 3, and prepare a speech arguing for/against the proposition “To achieve harmonious personal relationships requires some degree of dishonesty”Unit 3 HonestyI. Warming-upDiscuss on the following topics:1. Better Left Unsaid2. Honesty vs. Lying3. Grandma’s BookII. Reading and Discussion1. Explain the new words and expressions to studentsZealous: adj. showing great energy and enthusiasm for something, especially because you feel strongly about ite.g. a zealous reformerFrailty: n. weakness and poor healthe.g. Increasing frailty meant that she was more and more confined to bed. Panacea: n.something that will solve all the problems of a particular situatione.g. There is no single panacea for the problem of unemployment.Distort: v. to change something so that it is false or wrong, or no longer means what it was intended to meane.g. She accused her opponent of distorting the truth.Continental Airlines:was a major United States airline founded in 1934 and headquartered in Houston, Texas.Bond: n. something that forms a connection between people or groups, such as a feeling of friendship or shared ideas and experiencese.g. A bond of friendship had been forged between them.Appreciate: v. to recognize the good qualities of somebody/somethinge.g. Over the years he came to appreciateIntegrity: n.the quality of being honest and having strong moral principlese.g. She behaved with absolute integrityManuscript: n. a copy of a book, piece of music, etc. before it has been printede.g. an unpublished /original manuscript2. Read the whole passage at the normal speed.3. Ask some comprehension questions and let students answer orally.●Sometimes telling the truth does help improve relationships.●What is the importance of promoting honesty in employees?●How can we strike a balance between company profit and customer benefit withoutsacrificing employees’ honesty?4. Ask students to read it again and summarize the main points.III. Follow-up TasksTask I: HypothesizingBased on the background information and further readings of this unit, discuss with your partner the following hypotheses and tell him/her what you would have done under these hypothetical situations.Hypothesis 1 : if you were the mother, would you tell your son that he had been an accident?Hypothesis 2 : if you were John, would you go through so many troubles just to hide the truth?Task II: Dilemmas -What Would You Do?●When you are told by the doctor that your beloved one is suffering from cancer….●When you are asked by a lady whether her dress is smart and you don’t really thinkso….●When your friend has bought you something you don’t really like…..Time Limit: 20minutesActivity Type: Group workProcedures:●Divide the class into groups of 4-6●Each group chooses one dilemma●Discuss within the group your solution to the dilemma.●Choose one as the group representative and report to the class your group’s decisionand explain the reason.IV. Practice (Act it out)Divide the whole class into groups of 4-5 students, ask each group to talk on one of the following suggested topics and choose one speaker for the presentation. Suggested topics:●Who is to define truth? And from whom?●Is there truth in existence for all the people or does it only exist for the individual?●Which expression is more accurate in helping people perceive truth, “ the bodyseeks truth” or “ the body misleads”?●Should good feelings be valued more than truth itself?V. HomeworkPreview Unit 4, and prepare a speech arguing for/against the proposition “It is better for women to stay home and bring up children than to work in society”.Unit 4 Job HuntingI. Warming-upDiscuss on the following topics:1. How to Shine at a Job Interview2. Making a Job Advertisement3. Job HuntingII. Reading and Discussion1. Explain the new words and expressions to studentspound: v. strike or hit heavily and repeatedlye.g. Patrick pounded the couch with his fists.accommodate: v. fit in with the wishes or needs ofe.g. Any language must accommodate new concepts.abject: adj. (of a situation or condition) extremely bad, unpleasant, and degradinge.g. Many people are living in abject poverty.get nowhere: do not get any progresse.g. Direction means objectives. You can get nowhere without an objective in life. hostile: adj. openly opposed or resistinge.g. hostile to new ideasingratiate: v. gain favor with somebody by deliberate effortse.g. The first part of his plan was to ingratiate himself with the members of the committee.encounter: n. a meeting, especially one that is sudden, unexpected or violente.g. The story describes the extraordinary encounter between a man and a dolphin. phony: adj.fraudulent; having a misleading appearancee.g. He'd telephoned with some phony excuse she didn't believe for a minute. transact: v. to do business with a person or an organizatione.g. At last the agency told me it would take a week time to transact procedures.resent: v. to feel bitter or angry about sth, especially because you feel it is unfaire.g. They only feel angry about their ill treatment and resent whoever tries to help.2. Read the whole passage at the normal speed.3. Ask some comprehension questions and let students answer orally.●What is the aim of a job interview?●Is it very important to please the interviewer?●Can the interview be controlled by anyone?●What are the effective ways of making an impression on the interviewer?●Do you agree with the author or not and why?●Add some other myths about job interviews if any,and support your ideas with moredetails.4. Ask students to read it again and summarize the main points.III. Follow-up TasksTask I: Designing Job AdvertisementsTime Limit: 20 minutesActivity Type: Group workProcedures:●Divide the class into groups of 3-4.●Work as a team to design job advertisements.●Check the content, style and language of your advertisements. You may read“Making a Job Advertisement “in Further Reading for reference.Task II: Creative ActivitiesTime Limit: 20 minutesActivity Type: Group workProcedures:●Hand in the job advertisements you designed.●Divide the class into two: one half for employers, and the other half for jobapplicants.●The employers are further divided into groups of 2 to form a company; eachcompany selects a job advertisement, and then pins it up on the blackboard. Atthe same time, job applicants fill out the Employment Application Form(Appendix I).●The employers work as a team to decide the questions for the interview. At thesame time, each job applicant looks at the job advertisements, chooses acompany, and modifies his/her application form.●The job applicant hands in the completed application form to the chosencompany to start the interview. Each of the employers should ask theinterviewee questions, and keep a record of the applicant data with the help ofthe Assessment Form (Appendix II).IV. Practice (Act it out)Divide the whole class into groups of 3-4 students, ask each group to talk on one of the following suggested topics and choose one speaker for the presentation. Suggested topics:●People should be promoted for strong professional ability rather than for degrees.●Constant job-hopping is beneficial to both the individual and the enterprises.●Manual laborers must be paid more than office workers.●There should be no mandatory retirement age.●Unemployment is an inevitable result of social development.●People work to live, not live to work.●University students should not work part time to earn academic credits.●University education should guarantee students well-paid jobs.●There is good reason for sexual discrimination on the job market.●Love at work places hampers both parties’ work relationships.V. HomeworkPreview Unit 5, and prepare a speech arguing for/against the proposition “It is better for women to stay home and bring up children than to work in society.Unit 5 WomenI. Warming-upDiscuss on the following topics:1. Women at Work2. Remarks on Women Draw Fire3. Masako-The Japanese Crown PrincessII. Reading and Discussion1. Explain the new words and expressions to studentsmaintenance n. the act of keeping something in good condition by checking or repairing it regularlye.g. The school pays for heating and the maintenance of the buildings.free - lance:if you work free - lance, you work for yourself and do projects with different companies rather than being a company employee.e.g. After ten years in corporate advertising, he decided to go free - lance. cooperative: n.( business ) owned and run by the people involved , with the profits shared by theme.g. The magazine is run as a cooperative.uproar: n. a situation in which people shout and make a lot of noise because they are angry or upset about somethinge.g. Her comments provoked (an) uproar from the audience.elite: adj. considered the best or most powerful compared to others of a similar type e.g. Interest in elite high school math competitions has grown in recent years bureau: n. an office or organization that provides information on a particular subject e.g. She works for an employment bureau.attendee n. the person who attends a meetinge.g. conference attendeessynthesize: v. to combine separate ideas, beliefs, styles, etc.e.g. Students learn to synthesize information and search for what is relevant. scholarship:n.[ uncountable ] the serious study of an academic subject and the knowledge and methods involvede.g. a magnificent work of scholarship2. Read the whole passage at the normal speed.3. Ask some comprehension questions and let students answer orally.●Is building industry traditionally a male-dominant occupation in China? What isthe current situation?●Have you experienced sexual discrimination of any degree anywhere? Talk aboutit to your classmates if yes. Report someone else's experience if not.●What types of occupations generally discriminate against women, or men? Andwhich ones are more tolerant of both sexes?●What qualities should women possess to be competent in men's areas? And viceversa, for men?III. Follow-up TasksTask I: Jobs and Gender: Some jobs seem to be more suitable for men, while others seem to be female-dominant. The table below lists jobs more suitable for men and jobs more suitable for women.Time Limit: 10 minutesActivity Type: Pair workProcedures:●Complete the table by brainstorming with your partner.●Discuss with your partner why some jobs are more suitable for women and whysome others are more suitable for men.Task II: Reaction to Summers’ ResignationTime Limit: 10 minutesActivity Type: Pair workProcedures:●Divide the class into pairs.●Work in pairs to complete the following table by summarizing the opinions of thesetwo groups of people upon Summers’ comments on gender differences according to “Remarks on Women Draw Fire” in Further Reading.Side A: Nancy Hopkins et al.Side B: Richard Freeman et al.●Take a side, and make sure yours is in opposition to your partner's.●Prepare a short speech of your side in reaction to Summers’ resignation in the news.. IV. Practice (Act it out)Divide the whole class into groups of 4-6 students, ask each group to talk on one of the following suggested topics and choose one speaker for the presentation. Suggested topics:●Women enjoy equal status as men do in Chinese society.●Both men and women are born to be part of a unified whole.● A happy family does not necessarily ensure one a happy life.●Life is meaningless for a woman if she is only contented with her sweet family life.●When women claim the need to be taken care of, they are nothing but the weaker.●High divorce rate represents social progress.●The marriage permit for college students is meant to protect women and is evidenceof women as the weaker.●The call for equality between men and women betrays the truth of inequality.●It is more important for a girl to find a good husband than a good job.●Girls can be as smart as boys when it comes to intelligence.V. HomeworkPreview Unit 6, and prepare a speech arguing for/against the proposition “Juvenile delinquents would be better off in foster homes than in Work-and-Study Schools.”Unit 6 Discipline and PunishmentI. Warming-upDiscuss on the following topics:1. A Report to the Juvenile Court2. One Man’s Long March to Educate3. Capital Punishment is the Only Way to Deter CriminalsII. Reading and Discussion1. Explain the new words and expressions to studentsjuvenile: adj. relating to young people who are not yet adultse. g. What can be done to help these juvenile delinquents turn away from crime? justified: adj. having a good reason for somethinge. g. I accept that the criticism is completely justified.analytical: adj. using a logical method of thinking about something in order to understand it, especially by looking at all the parts separatelye. g. She has a clear analytical mind.aptitude: n. natural ability or skill at doing somethinge. g. She showed a natural aptitude for the work.harassment: n. the act of annoying or worrying somebody by putting pressure on them or saying or doing unpleasant things to theme. g. racial/sexual harassmentdetention: n. the act or condition of being officially forced to stay in a placee. g. They were sentenced to 12 months’ detention in a young offender institution. demeaning: adj. putting somebody in a position that does not give them the respect that they should havee. g. He found it demeaning to work for his former employee.ostracize: v. to refuse to let somebody be a member of a social groupe. g. He was ostracized by his colleagues for refusing to support the strike. instigator: n. a person who causes something to happen, especially something bade. g. the instigators of the riots2. Read the whole passage at the normal speed.3. Ask some comprehension questions and let students answer orally.●Tell your partner what kind of attention you, as a teenager, used to seek from yourmother and father respectively.●If possible, look back into your childhood for how your parents’ behavior ormisbehavior could have influenced your mentality or personality development.●What kinds of concern or attention would you give to your own children in thefuture?4. Ask students to read it again and summarize the main points.III. Follow-up TasksTask I: J udging the BehaviorsTime Limit:10 minutesActivity Type: Pair workAre the following behaviors constructive or destructive to children's physical, mental and intellectual development? Why or why not? What suggestions would you put forward to teachers or parents for their misconduct or unacceptable behavior?● A couple was known to have confined their little daughter to the house for fear thatshe might be hurt or cause trouble once she was out.● A junior middle school student was never allowed to have spare money on him.Whenever he was found to be given some money by his relatives, his mother would take it away from him against his will.●When children failed to answer a question correctly in the classroom, they weretold to remain standing throughout the class hour or copy the text for a hundred times.●The husband and wife are dissatisfied with one another and often quarrel overtrivial things in front of their children.Task II: Advice to the Spoiled SonTime Limit:10 minutesActivity Type: Pair workYou've just received a telephone call from your aunt complaining about her 14-year-old spoiled son. She is hesitating about whether to send her son to Mr. Xu Xiang yang’s Walking School, and seeks your opinion on this issue.Role A: You think that the Walking School is very good and can be effective.Role B: You dislike the Walking School and think that it goes to extremes. Procedures:●Work in pairs.●Divide Role A and Role B between your partner and yourself.●Try to persuade your partner of your stand through reasoning.IV. Practice (Act it out)●Work in pairs, and each takes the affirmative or negative side.●The first affirmative speaker delivers a 2-3 minute speech arguing for theproposition.●The first negative speaker delivers a 2-3 minute speech in response arguing againstthe proposition.●After the opening speech, the first speaker starts the free debate session. The timelimit for each speaking occasion is no more than 1.5 minutes.●Select one or two pairs to present their debate in class.Suggested topics:●Spare the rod, spoil the kid.●Smoking should be prohibited in public places.●Fast social development contributes to higher crime rate.●It is immoral to send aging parents to nursing homes.●Social welfare should be given more consideration than space programs.●Juvenile delinquents should receive legal punishment as adult criminals.●Poverty is a major cause of social crimes.●Capital punishment is inhumane.●The criminals need more emotional or psychological guidance than uselesspreaching.●Non-violent criminals should stay out of prison doing community service insteadof serving their terms in prison.V. HomeworkPreview Unit 7, and prepare a speech arguing for/against the proposition “It is more important to support the weak.”。

小学英语Book4Module2Unit1教学设计人教版

Teaching PlanTitle NSE Book 4 Module 2 Unit 1 She’s listening to music.Aims Ⅰ:To be able to understand, say and recognize: photo\smile\cameraⅡ:To master some phrases: listening to the radio\reading a news paper\playing with his trainⅢ:Talking about activities place now.Focus Ⅰ:To grasp main words and phrases. Ⅱ: Talking about activities place now.Aidspictures, cards, tape--recorderTeaching Process Teaching’s Activity Students’ ActivityRe-preparation Ⅰ: Warming up\RevisionGreeting..The chant: Is this weather true?Ⅱ: Leading-inGame: Listen and do.Say a command.Ⅲ: Listening & reading Activities1. Show picture and ask questions.2. Play the cassette.3. Play the cassette again.4. Play the cassette.1. Greeting..2.Say it.The students listen anddo.1.Look and answer.2.Llisten.3.Listen and point.4.Repeat each utterance.Teachings Process Teaching’s Activity Students ActivityRe-preparation5. Write the phrases and teach.6. Teach sentences.7. Turn on the tape.Ⅳ: Further DevelopmentSB: Listen and say.SB: Practise.Have a race.Ⅴ: HomeworkOwn f amily who describe the affair does tonight.2. AB (U2) 5.Learn carefully.6.Learn and drill.7.Listen and repeat.1.Do it.2. Work in pairs.3.Do it.Listen carefully.Feed backTeaching PlanTitle NSE Book 4 Module 2 Unit 2Aims i. To master: drawing writing playing reading listening. ii. Talking about the on-going activities of somebody.Focus To understand and use main knowledge correctly. Aids cards . tapeTeaching Process Teacher’s ActivityI.Warming up and Revision1.Greeting.2.ChantII.Leading-in1.Review :play/sing/watch/listen…Lead the class to say v-ing.Say something about the text.III.Listening & Reading Activities1.Show the picture and play thetape.2.Questions for children.3.Write “I’m___ing.”on theboard.4.Play the ape again.5.A few minutes for children.IV.Further Development1.Lead the class in a discussionabout A2.2.Teach this song.AB U2 E1&2.V.HomeworkTalking about the on-goingactivities of family members.Students’ Activity1.Greeting.2.Say and do the actions.1.To review them.2.Listen..1.Listen.2.Discuss and answer.3.Look and repeat.4.Listen again.5. practise in pairs and act.1.Work in pairs.2.Learn to sing.3.Do them.Re-preparationTeaching PlanTitle NSE Book 4 Module4 unit 1Aims i．To master main knowledge--What are you doing ?\What’s he/she doing?ii．To use main knowledge freely.Focus i．Ask and answer the present action.i．The pronunciation of the V+ingAids Cards, Tape-recorderTeaching Process Teacher’s ActivityI.Warming up and Revision1、Greeting.2、A song.3、Let children use--Are you V+ing ? and--Yes./No. to ask and answer.II.Leading-inReview --V+ing .eg.“swimming,jumping ,walking ”.Etc.III. Listening and readingActivities1、Turn on the tape.2 、Turn on the tape again.3、Teach new sentences :4、Activity2—Listen and say.IV. .Further Development1、Show the pictures of part 32、Have a race.V. HomeworkDeclare homework:Students’ Activity1、Greeting.2、Clap and sing3、Do it in pairs.Read these words.1、listen and point2 、Listen and underlinenew knowledge.3、Learn and drill them.4、Work in pairs.1、Practise and show it.2、Do it.Re—preparationFeed Back1、Listen and read the text.2、AB(P14,15). Listen carefully.Feed backTitleModule4 Unit2 What ’s she doing ?Aims 1.Learn the new words and sentences, then say.2.Let students can talk about occupations.Focus 1.Words: noice、drink、talk、there、game .2.Sentences: What’s she doing?She’s playing a game with Amy and Sa m. Aids Radio、cards、VCD、tapes、chalksTeaching Process Teacher’s ActivityI Warming up andRevisioni. Greetingsii Sing the songII Leading-inShow the picture.T: What’s are theydoing?Students’ActivityS: Say “hello”　toteacher.S:Sing and do.S: They are talking.Re-preparationTeaching PlanTeaching Process T: What’s she doing?T: Now we will learnMoudle 4 Unit 2<What’s she doing?>III Listening andActivities.Turn on the tape.IV Further DevelopmentInvite three students tothe front of the class.Tell them to mime anaction.Stop them and ask themthis.S: she’s playing.Listen and learn.Do the action.Answer.Teaching Process Game: Say and guess.Show a picture and askthe students.T: What’s she doing?Say and sing the chant.V HomeworkRead the dialogue andthe sentence .Preview Module 5 Unit1.She’s playing basketball.Sing the chantFeed back。

高中英语新人教版精品教案《Book 4 Unit 4 Body language》

Unit 4 Bod Language Reading教学设计一、教学内容分析Unit 4 Bod Language Reading人教版新课标高中英语必修四第四单元课文，为本单元的第二课时，为本单元的精读课文。

阅读局部以机场迎接客人为场景，讲述了来自几个不同国家的学生由于文化背景的差异，在初次见面时互相问候的方式迥然不同，而造成一些小误会。

本课文重点在于形象地说明了身势语与文化背景的密切关系，以及身势语不同的文化内涵和在跨文化交际中的重要作用。

二、学生情况分析本次教学对象为高二学生，从学生的生活环境来说，我们处于一个偏远县城，学生对于这方面的认知是有限的，所以通过阅读局部的学习可以帮助学生更好的理解身势语，运用根本的身势语。

从阅读技能来说，经过高一的学习，一局部学生已经掌握了略读、跳读等一定的阅读技巧及阅读策略。

但还有一局部的学生根底不扎实，主动学习的积极性不高，因此，激发学生学习英语的兴趣至关重要。

因而在教学过程中，考虑学生的实际情况，要因材施教，设置学生感兴趣的教学活动，将传统的教学方法与现代化多媒体技术相结合，才能调动学生的英语学习热情。

三、教学目标分析【知识和技能】⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。

⑵通过设计不同层次的阅读任务，帮助学生稳固、强化和提高略读、细读、理解大意、理解重点细节和猜想词义等阅读策略。

【过程和方法】通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。

【情感态度价值观】通过对文章的理解及学生小组场景表演，让学生懂得交流与沟通不仅仅局限于语言，还可以借助肢体语言形象表达出自己的情感，不同的文化背景的人们对身势语有不同的理解。

四、教学重点难点分析【Ste eworour bet to rete the ore bod anguage from different countrie〔设计意图：作业1为学生创造了稳固课文、运用语言的时机，引导学生对已有的知识进行加工整合，有利于学生思维能力和语言表达能力的提高。

Book4unit4Bodylanguage课时教案

Book4unit4Bodylanguage课时教案Boo4unit4Bodylanguage课时教案Boo4unit4BodylanguageListeningandspeaing一、教学课型：听说输入二、设计思路：根据新课标英语第四单元Bodylanguage的教材内容，我将aringup以及ListeningTas和Speaing三部分重组为本单元的课，是一节语言活动课，同时用写作来进行提升。

本节课主要采用多媒体教学辅助手段，通过师生问答，生生互动，编对话，情景表演等多种活动方式，让学生多方面地了解身势语和有声语言的关系，提高学生语言实际运用能力，通过训练学生的听说能力，培养他们用英语进行思维、在真实情景中运用英语的能力。

同时，通过组织学生讨论话题并进行口语操练，培养学生用英语交流的能力，结合新课标的教学理念，实现从口语提升到写作的过渡。

TeachingPlan一、教材分析本课的地位及作用本单元的中心话题是“身势语”。

身势语是通过无声的语言表达一个人的内心世界，与有声语言一样也是文化的载体，在跨文化中起着举足轻重的作用。

了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。

“热身”部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。

“对话”部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。

“听力”部分是以听的形式进一步向学生介绍肢体语言的交际功能以及部分东西方手势语的区别。

通过以上几部分的练习，使学生初步感受到身势语的涵义和作用，为下节阅读课作了充分的准备。

教学重点和难点本课的教学重点是：，帮助学生了解、掌握日常生活中的一些常用身势语。

第二，要求学生结合口语及身势语来表达自己的思想。

第三，训练学生通过听、说练习提高自己的听力及口语水平。

本课的教学难点则在于：，身势语的中外文化区别及其动作的正确表达。

第二，学生课外查阅资料的能力培养。

book4module3说课稿

说课稿杜艳萍2010-5-20Module 3.Body language & Non-verbal Communication说课稿一说教材我讲的是外语教学与研究出版社出版的普通高中标准实验教科书英语高中一年级下学期使用的必修四第3模块Body language & Non-verbal Communication教学内容：本节课是本模块的第一课时Introduction.这节课的内容引入了各种身体动作和姿态有关的词汇以及在交际场合人们所使用的身势语。

该部分含有四个活动。

通过这些活动学生可以初步熟悉有关非言语交际的语汇，为下一节的阅读学习活动做好准备。

通过这些练习，学生可以熟悉并掌握一些身势语，并且意识到身势语在人们生活中的重要性。

教学目的1 知识与技能（1）让学生掌握一些新单词（2）培养学生的听力及说话能力（3）让学生了解并掌握一些身势语2 过程与方法小组合作学习活动，培养学生之间协作能力3 情感、态度、价值观了解并掌握身势语，意识到身势语的重要性，鼓励学生用身势语与他人交流教学重点：培养并提高学生的听力及说话能力教学难点如何引导学生掌握身势语并鼓励学生用身势语与别人交流二说课型本节课的课型是Introduction是一节介绍交流型课，要求学生了解掌握身势语，意识到身势语在人们交流中重要性三说学法我所带的班级的学生英语基础相对较差，但大部分学生对英语学习的兴趣比较高，容易进行教学活动，当然也存在学生两极分化，身势语对学生来说贴近生活，也比较感兴趣，学生也愿意了解并学习更多的身势语，学生可通过个人活动，小组活动讨论完成本节课的相关练习。

四说教学1.师生互动法：师生相互交流与互动完成相关活动2生生互动法：1）个人活动法：培养学生自主的听力及学习能力2）小组活动法：增强同学之间互助合作的意识五说教学过程1 组织教学2 导入（用教师微笑及媒体导入）教师先微笑，问学生自已是否快乐，并询问学生如何得知，学生回答后教师导入body-language （身势语）这样导入的目的贴近学生生活,能够让学生很快进入本节课的教学氛围中.3 了解更多的身势语导入后，教师用多媒体导入更多的身势语，图片展示的目的是为了让学生了解并学习更多的身势语，激发学生更多的学习兴趣，为下一步课堂教学作准备。

Book4 Module10 Unit2教学设计教案

c.Play the tape and let the students to follow the tape.
d.A sample dialogue on part 2 and let students to practice and then role play.
e.Listen to the chant and action .Using TPR. Give stickers to the best one.
Aids
教学准备
CAI Pictures
Teaching Process
教学过程
Teacher’s Activity
1.Warming up and Revision
Greeting
Role play the dialogue on SB Unit 1 Activity 1. Give praise to the best group.
4.Further Development
A location is pointed, for example a supermarket, a post office near your school orsomewhere else that the students know. Ask them to show the way.
Game : give instructions to the students and they have to move around and stand in the correct place.
Sum up the major contents needed to learn.
5.Homework
Follow the tape

大学英语新book4电子教案

课时安排：2课时教学目标：1. 培养学生阅读理解能力，提高学生的英语水平。

2. 通过阅读，拓展学生的知识面，增强学生的文化素养。

3. 培养学生自主学习和合作学习的能力。

教学重点：1. 理解文章主旨和大意。

2. 掌握文章中的关键词汇和短语。

3. 提高阅读速度和准确性。

教学难点：1. 理解长难句和复杂段落。

2. 理解文章中的隐含意义和作者的观点。

教学过程：第一课时一、导入新课1. 利用多媒体展示文章标题和作者，激发学生的阅读兴趣。

2. 提问学生关于文章标题和作者的一些基本信息，引导学生思考。

二、阅读理解1. 学生自读课文，了解文章大意。

2. 教师讲解文章背景和作者简介，帮助学生更好地理解文章。

3. 分组讨论，学生根据问题回答，教师进行点评。

三、词汇讲解1. 教师带领学生分析文章中的关键词汇和短语。

2. 学生通过例句和词典学习新词汇。

3. 教师总结词汇用法和搭配。

四、长难句分析1. 教师选取文章中的长难句，引导学生分析句子结构和语法。

2. 学生跟读句子，模仿发音和语调。

3. 教师总结句子特点，提高学生阅读理解能力。

五、课堂小结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生回顾课堂所学，巩固知识。

第二课时一、复习导入1. 复习上一节课所学词汇和语法知识。

2. 学生自测，巩固所学知识。

二、阅读理解1. 学生自读课文，完成课后练习。

2. 教师讲解课后练习答案，点评学生的答题情况。

3. 学生分组讨论，交流阅读心得。

三、拓展阅读1. 教师推荐与课文相关的拓展阅读材料。

2. 学生阅读拓展材料，分享阅读感受。

四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生回顾课堂所学，巩固知识。

教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况。

2. 知识掌握情况：通过课堂练习和课后作业了解学生对知识的掌握程度。

3. 阅读能力：通过阅读理解和拓展阅读了解学生的阅读能力。

二年级英语教学设计——Book 4 Module4 unit 1

二年级英语教学设计——Book 4Module4 unit 1Aims i．To master main knowledge--What are you doing ？\What’s he/she doing？ii．To use main knowledge freely.Focusi．Ask and answer the present action.i．The pronunciation of the V+ingAidsCards， Tape-recorderTeachingProcessTeacher‘s ActivityI.Warming up and Revision1、Greeting.2、A song.3、Let children use--Are you V+ing ？and --Yes./No. to ask and answer.II.Leading-inReview --V+ing .eg.“swimming，jumping ，walking “.Etc.III. Listening and reading Activities1、Turn on the tape.2 、Turn on the tape again.3、Teach new sentences ：4、Activity2-Listen and say.IV. .Further Development1、Show the pictures of part 32、Have a race.V. HomeworkDeclare homework：1、Listen and read the text.2、AB(P14，15).Students’ Activity1、Greeting.2、Clap and sing3、Do it in pairs.Read these words.1、listen and point2 、Listen and underline new knowledge.3、Learn and drill them.4、Work in pairs.1、Practise and show it.2、Do it.Listen carefully.Re-preparationFeed backTitleModule4 Unit2 What‘s she doing？ Aims1.Learn the new words and sentences， then say.2.Let students can talk about occupations.Focus1.Words： noice、drink、talk、there、game .2.Sentences： What’s she doing？She‘s playing a game with Amy and Sam.AidsRadio、cards、VCD、tapes、chalksTeaching ProcessTeacher’s ActivityI Warming up and Revisioni. Greetingsii Sing the songII Leading-inShow the picture.T： What‘s are they doing？ Students’ActivityS： Say “hello” to teacher. S：Sing and do.S： They are talking.Re-preparationTeaching PlanTeachingProcessT： What‘s she doing？T： Now we will learn Moudle 4 Unit 2 What’s she doing？III Listening and Activities.Turn on the tape.IV Further DevelopmentInvite three students to the front of the class. Tell them to mime an action.Stop them and ask them this.S： she‘s playing.Listen and learn.Do the action.Answer.Teaching ProcessGame： Say and guess.Show a picture and ask the students. T： What’s she doing？Say and sing the chant.V HomeworkRead the dialogue and the sentence . Preview Module 5 Unit1.She‘s playing basketball.Sing the chantFeed back。

Book4 Module1 Unit1 Dialogue教学设计

Book4 Module1 Unit1 Dialogue教学设计Book4 Module1 Unit1 Dialogue教学设计Team 备课班级组Grade FourDesigner执笔吴清敏Module/Topic模块及话题Module 1AgeUnit单元Unit1Dims AgeTitle题目Dims AgePeriod课时1Type of lesson课型DialogueObjectives：教学目标1、语言学问: Can talk about ones age. Ho old is she / he?He / She is years old. He / She looks 现在进行时动词ing 形式2、语言技能: 把握四会单词，能正确理解并运用以上句型。

能理解对话，并流利朗读.Emphasis, Difficulties Analysis And Teaching Previe重难点分析与教学预设：重点：本单元的四会词汇，利用本课有关描述年龄的句子，对课文正确理解难点：词汇的正确拼写，对课文部分新句子的正确理解和运用。

Teaching Resource教学资源图片、实物、电脑Preparation For Lessons相关前置性学习Teaching Procedures教学过程Teaching activityT: And here are some holiday photos.( Sho some photos )T: (指着照片上的自己) Whos that tall and handsome young man?Ps: Its Mr. Zeng.T: Yes, its me. But, hat am I doing?(同学能说出play basketball，老师引导出playing basketball 并板书)2) 老师做出动作，让同学操练动词ing形式T: Am I playing football?P: Yes.T: Am I playing tennis?P: No.T: I am playing table tennis. (引导同学说playing table tennis) 同学操练playing football / basketball / tennis / table tennis / badminton3) 教授"He / She looks '"Ho old is he / she? He / She is years old.'T: I kne some ne friends in my holiday. No, let me introduce them to you.(Sho some photos)T: This is He looks (引导同学说出其特征，如tall, young, handsome )T: Ho old is he? Can you guess?P: He isT: Yes, he is years old. (强调突出years old, 并板书句型)（利用photos重复呈现句型，对同学进行大量输入）三、Practice1) Playing gamesSho a big picture ith a lot of people, let a student describe someone, the other students must choose the right one that he describing.如：P1: (选择照片中的某一个人)He looks young and tall.Ho old is he?Maybe he is 23 years old.P2:（选出P1所描述的人）2) 分小组进行活动操练3）小组个别抽查、反馈四、Development1) 呈现课文、听录音2）复述对话及全文3）小组、全班朗读课文4）评价、小结本课所学内容Assessment作业布置：Reflection or Notes教学反思、随笔。

book4 unit 4 教学设计

Book4 Unit 4 Body languagereading 教学设计水寨中学钟春桂一、教材分析身势语是传递交际信息的非语言手段，它是通过无声的语言表达一个人的内心世界，与有声语言一样也是文化的载体，在跨文化中起着举足轻重的作用。

本节课Reading 部分以机场迎接客人为场景，讲述了来自几个不同国家的学生由于文化背景的差异，在初次见面时互相问候的方式迥然不同，而造成一些小误会，形象地表明了身势语在人们日常交际中的重要作用。

通过本节课的复习，提醒学生注意自己和他人在日常交际中的体态、姿势、面部表情等等，正确地理解和运用身势语，以达到良好的交际效果。

二、学情分析本班英语平均水平偏低，由于他们已升入高三，懂得面对高考的紧迫性，所以尽管学生的英语基础参差不齐，学习方法、习惯和能力也各不相同，但他们能积极参与课堂的各种活动。

有一部分同学表达较困难，有一部分同学的语法知识也不扎实，因此，设计复习任务时应由易到难，难易适中，教师也要给予帮助和鼓励。

三、教学目标1、语言知识目标：（1）通过对课文的阅读和理解，熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式重点单词：represent associate curious approach defend misunderstand facial truly subjective greet重点词组：be based on watch/look out defend…againstbe likely to at ease lose face turn one’s back to on the contrary 重点句型：①Not all cultures greet each other the same way, nor are they…②The first person to arrive was Tony Garcia from Colombia…③However, people from places like Spain, Italy, or South American countries approach others closely and are more likely to touch them. 2.语言技能目标通过本节课的复习，更进一步地了解各国的文化差异，熟悉各国见面时的招呼语及身势语。

Book 4 Unit 4 听说教案

(Speaking)
13 mins
Asking and Answering
1. Divide the students in pairs.
2.Iwill give student A a leaflet(on page105) and give student B another leaflet.
3. Ask student A to ask student B for information about Baidi City.
Presentation
1. Present the new words in listening comprehension.
1. Memorize the meaning of new words in listening comprehension.
1. To present the new words.
1.Look back to what they have learned in this lesson.
2. Memorize the important points.
1.Help students have a clear outline of this lesson.
2.Draw a conclusion and summerizing.
2. Correct the mistakes.
1.To develop the students’ ability of listening.
2. To train the students ability of grasp the details of listening.
Post-
listening
2.Play the tapetwice.

现代大学英语口语4教案

课时：2课时教学对象：大学英语四级水平学生教学目标：1. 提高学生的英语口语表达能力，使其能够流畅地进行日常交流。

2. 培养学生的英语思维习惯，提高学生的跨文化交际能力。

3. 增强学生的自信心，使其敢于开口说英语。

教学内容：1. 常用口语表达及句型2. 跨文化交际中的礼貌用语及注意事项3. 情景模拟及角色扮演教学步骤：第一课时：一、导入1. 教师简要介绍本节课的教学内容，激发学生的学习兴趣。

2. 学生自由交流，分享自己感兴趣的英语话题。

二、课堂讲解1. 教师讲解常用口语表达及句型，如：How are you?、What's your name?、Nice to meet you!等。

2. 教师举例说明跨文化交际中的礼貌用语及注意事项，如：在询问对方年龄、收入等敏感话题时要委婉表达。

三、练习1. 学生分组进行口语练习，运用所学句型进行日常对话。

2. 教师巡回指导，纠正学生的发音、语调等问题。

四、情景模拟及角色扮演1. 教师设计情景，如：在机场接机、在餐厅点餐等，学生分组进行角色扮演。

2. 学生根据情景进行口语交流，教师点评并给予指导。

第二课时：一、复习1. 教师带领学生复习上一节课所学内容，巩固学生的口语表达能力。

2. 学生自由交流，分享自己的学习心得。

二、课堂讲解1. 教师讲解更多常用口语表达及句型，如：Excuse me, could you help me?、I'm sorry, but I can't...等。

2. 教师再次强调跨文化交际中的礼貌用语及注意事项。