book4 unit5 优质课_Body_Language

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人教版高中英语必修四 Unit 4 Body Language 教案

高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!You!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I give up!OK!You are asking help from this woman…You are saying “Will you give up!”…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteers will make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。

高中英语必修4-Unit4-Body-language说课稿

Unit 4 Body Language-Reading Communication: No Problem?Teacher: Cai QiulianCourse: EnglishTextbook: Senior English for China (Book 4), by Liu DaoyiTime Allotment: 1 period (40 minutes)Date: March 20, 2014Teaching aids: blackboard, Multi-media, Power Point, chalkI. Text Analysis （教材分析）This unit is about body language, and the text selected in the reading part demonstrates the difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students’ interest in learning this text. Reading skills and speaking training are designed around the text.II. Teaching Objectives （教学目标）By the end of the lesson, students will be able to:1. Language Skill Objective（语言技能目标）:develop reading ability （skimming and scanning）as well as speaking ability.2. Cultural Knowledge Objective（文化学问目标）: know about the cultural differences of using body language.3. Affective Objective（情感目标）:increase students’ awareness of using body language correctly in different cultures.III.Teaching Focuses and Difficulties（教学重点和难点）1.Teaching Focuses（教学重点）: the difference and similarity of body languagein many parts of the world.2.Teaching Difficulties（教学难点）:develop students’ reading abilities ofskimming and scanning and ask the students to show their opinions with fluent English.IV. Teaching Procedures（教学步骤）It involves five parts:Step1. Lead-in（导入）Step2. Pre-reading（读前活动）Step3. While- reading（阅读）Step4. Post-reading（读后活动）Step5. Homework assignment（家庭作业）The first periodStep 1. Lead-in （引入）8’1. Show them some pictures (facial expressions and gesture expressions) of body language then guess what do they mean. 给他们展示不同的国家习俗不同表情和动作的图片，以此来激发学生爱好，引入肢体语言这个文章主题。

(完整版)高中英语必修四Unit5课文详解Book4-unit5

必修四Unit 5 Theme Parks主题公园theme n.主题;题目central adj.中心的；中央的various adj. 不同的；各种各样的cartoon n.漫画；动画片be famous for以…闻名roller coaster 过山车whichever pron.无论哪一个；任何一个pirate n.海盗；盗版fantasy n.幻想；怪念头amusement n.消遣；娱乐swing n.秋千；vi. vt. 摇摆attraction n.有吸引力的事物；吸引no wonder难怪；不足为奇tourism n.旅游业wherever pron.无论在什么地方；各处shuttle n.往返汽车；航天飞机freeway n.高速公路unique adj.独一无二的；仅有的carpenter n.木匠craftsman n.匠人；能工巧匠engine n.引擎；发动机bald adj.秃头的preserve vt.保存；保留n.保护区length n.长度；长deed n. 行动；事迹knight n.骑士；爵士be modelled after根据…模仿；仿造wizard n.魔术师sword n.剑joust vi.(指中世纪骑士)骑着马用长矛打斗tournament n.锦标赛；联赛souvenir n.纪念品sneaker n.运动鞋settler n.移民者；殖民者athletic adj.运动的translator n.译员；翻译minority n.少数；少数民族Futuroscope n.观测未来（公园名，位于法国）jungle n.丛林diver n.潜水员creature n.生物；动物in advance 提前advanced adj.高级的；先进的brand n.商标；牌子get close to接近come to life活跃起来outing n.外出；短途旅行；远足admission n.允许进入；入场费承认brochure n.小册子；指南II. Reading THEME PARKS—FUN AND MORE THAN FUN主题公园——不单单是乐趣Which theme park would you like to visit?你愿意参观哪个主题公园？There are various kinds of theme parks, with a different park for almosteverything: food, culture, science, cartoons, movies or history.有各种各样的主题公园，主题公园里有不同的公园，每个公园里几乎有各种东西：饮食，文化，科学，动漫，电影或历史。

人教必修四Unit4-Body-language-词汇要点讲解

Please keep calm_i_n_th_e_f_a_ce of great danger.
(3)面对困难时，他们从不放弃而是努力寻找出路。
F_a_c_e_d_w_i_th_d_i_ff_ic_u_l_ti_es___,_they never give up but try their best to find a way out.
司机看错了一个重要的信号。
• I'm afraid you completely misread the situation. 恐怕你完全看错了形势。
• 3 facial 脸部的，面部的 • facial expression 面部表情 • facial tissues 面巾纸 • facial painting 脸谱 • facial cream 美容霜
ease. 他递给她一杯咖啡,让她放松下来。
with ease=easily轻易地
At ease ! 稍息！
10．lose face 丢脸；失面子 lose face with sb在…面前丢脸
lose heart 泄气，灰心 ; lose one’s heart to…爱上…
(1)save one's face
• 5 function n.作用，功能，职能 v.起作用
• The function of the government is to serve the people.
• 政府的职能是为人民服务。 • The sofa can also function as a bed.
这沙发也可以当床。
• Some English nouns function as verbs.
她从椅子上跳起来迎接她父亲。 greet sb with (a smile)用…向…问候 greeting(s) n.

新课标人教版必修四Book4 Unit5 Language points

• 2) amusement (n.) n. 消遣，娱乐(活动) • China’s Cultural Theme Park offers its visitors all kinds of amusement. • To her great amusement the actor’s wig(假发) fell off. • amuse oneself 消遣，自我娱乐 • The children amused themselves （消遣） by playing hide-and-seek games.
• 3无论你喜欢哪一个，不管你喜欢什么，都会有一个适合你的主题公园！ • Whichever and whatever you like, there is a theme
park for you.
• 有这么多引人入胜的东西，难怪哪里有迪斯尼乐园，哪里的旅游业就会发展。 • With all these attractions, no wonder tourism is • increasing whatever there is a Disneyland. • 1）(It is) No wonder (that)．.. 难怪……；……并不奇怪 • ①(It is) No wonder you were late! 难怪你来晚了！ • ②(It is) No wonder that he was so tired! 难怪他这么累！ got a headache • ③ No wonder you have_______________– you drank so much wine. • 你喝了那么多酒，难怪你头疼。 • ④He hasn't slept at all for three days. ______ he is tired out. • A．There is no point B．There is no need C C．It is no wonder D．There is no way

人教新课标必修四Unit4BodyLanguage[教案]

Body Language一、Teaching aims and demands1.Topics1）Talk about body language2）Describe gestures and facial expressions3）Practice making offers and requests4）Write an imaginary story2.Function：1. Learn to use the expressions to make offers and requests and show thanks：4.Grammar：The -ing Form （2）used as Subject, Object and Predicative二、Teaching Time：Six periods1st period ；Speaking →（Warming up与Speaking以及Workbook 中的Talking）2nd period；Listening →（Listening和Workbook 中的Listening）3rd period；Reading →（Pre-reading ,Reading，Post-reading）4th period；Language study→（Language study 与Workbook 中Practicing）5th period；Extensive Reading →（Integrating skills中Part I 与Workbook 中Reading）6th period；Writing →（Integrating skills中Part 2 writing与Workbook 中writing）三、Teaching procedures：Period 1（一）明确目标1. Learn body language.2. Study the language points connected with warming up. Listening and speaking.（二）整体感知Step 1 Greetings and Lead-in（p175）Step 2 Presentation.People communicate with each other in many ways：body language, writing, speaking, typing. Make a dialogue in pairs using body language.（三）教学过程Step 3 Warming-up（p176）Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.（1）Action show：Try to use your body to act out the next actionsStop! Come here. You are very good. It's ok. Bye-bye.（What is body language? Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.）（2）Match each picture with the correct emotion and the correct sentence.Possible answers：Picture 1：Confused；I don't know what to do.Picture 2：Angry；I can't believe she said that! That is so unfair!Picture 3：Sad；I've lost my wallet!Picture 4：Happy；I got an A in my exam!Picture 5：Tired；It's been a long day. I can't keep my eyes open.（3）Talk about the pictures1）How does the man in Picture 1 feel?He feels very confused because he doesn't know what to do.2）How does the man in Picture 2 feel?He feels very angry because he thinks it was unfair for Mary to say that to him.3）How does the man in Picture 3 feel? （He feels very sad because he has lost his wallet.）4）How does the man in Picture 4 feel? （He feels very happy because he has got an A in maths.）5）How does the man in Picture 5 feel?He feels very tired and he nearly cannot keep his eyes open.（4）Answer the questionsStep 4 Speaking（1）Choose one of the situation to act out using the useful expressions in the blanks：Situation1：An old man is carrying a very heavy suitcaseSituation2 ：Somebody is late for a flight and wants to go ahead of the queue.Situation3：An old and sick person is on a crowded bus and wants to sit down.（2）Phrases to accept offers/refuse offers：1）That's very nice of you. Thanks./ Yes, please.Thank you for your help. That's very kind.2）No, thanks. I can manage it myself. It's all right. Thank you. I can manage.（3）Sample：Situation 1Asking for helpO=old man P=PaulO：Excuse me, young man. Could you give me a hand with this, please? It's very heavy.P：Oh, of course, I'd be happy to. There we go.O：Thank you.P：You're welcome.O：Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P：Certainly. Where should I put it?O：Thank you. Just put it over there, please.P：There you are.O：Thank you, that's very nice of you.Offering helpP：That bag looks very heavy. Do you need some help with that?O：Oh, thank you. Could you please put it over there?P：No problem. There you are. Is there anything else I can do for you?O：No, thank you. Thanks you for all your help.P：Would you like some help?O：Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?P：Sure. My, this bag is heavy! Ah, there we go. Where shall I put it?O：Over there, please. Thank you so much!P：You're welcome.Situation 2J = Jim A = Passenger A B = Passenger BJ：Excuse me, but I'm late for my flight. Could I please go ahead of youA：Why sure. My flight doesn't leave for another hour. Are these bags yours? Shall I help you with that?J：No, thanks. I can manage it myself. （To the passenger standing at the check-in counter.）Hi.May I cut in front of you? I don't want to miss my plane.B：Go right ahead. I'm still looking for my ticket. Do you need some help with that bag?J：Yes. Could you please help me put it up here? Thank you.B：You're welcome.J：Oh no! I'm late for my flight.A：Excuse me, but did you say that you were late? Would you like to go ahead of me? My flight doesn't leave for another hour.J：Thank you, that's very nice of you! Could you help me with this bag, please?A：Sure. There you are. Would you like me to bring it up to the counter?J：Oh, no, thank you. I can manage it myself now.Situation 3（O = Old person；P = Passenger）O：Oh my, this bus is crowded. Excuse me, could you please help me with this bag?P：Certainly. There you are. Here, please take my seat, you look a bit tired.O：Thank you. Yes, I'm not feeling well today. I think I have a bit of cold. Could you please tell me when we reach Long Street? I'm afraid I can't see where we are when the bus is this crowded. P：Sure. I' ll let you know when we get there.P：Shall I help you with that?O：No thanks. I can manage it myself. But could please let me sit down for a while? I'm not feeling well.P：Oh, of course. Please take my seat.O：Thank you. That's very nice of you.P：Not at all.Step 5 Language points1．keep my eyes open使眼睛睁开着★ keep跟带形容词的复合结构，例如：①Good food keeps you healthy．好的食品使你健康。

Unit 4 (Book5)using language

scoop. Now comes the chance. Let’s go to
the text “ Getting the Scoop”
discuss and answer the following questions.
What is a scoop?
What is the scoop about? What should be a good scoop like?
Then the article was sent to the copyeditor and after that it was sent to the native speaker e___________ mployed by the newspaper to p___________ the style . olish Last of all ,the c_____________ editor hief read it and a_________ pproved it . After the news desk editor worked on all the stories and photos, all the information was then ready to be p___________ rocessed into film n____________ . egatives
3. What should a good scoop like? be accurate, concise with no wasted words or phrases He would have to be accurate. Concise too! Months of training had taught him to write with no wasted words and phrases

小学英语全英说课稿Book4Unit5B_人教四年级下Unit6Lesson6教学设计

小学英语全英说课稿Book4Unit5 B_人教四年级下Unit 6Lesson 6教学设计教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。

今天小编给大家带来小学英语全英说课稿Book4Unit5 B_人教四年级下Unit 6 Lesson 6教学设计，希望可以帮助到大家。

The Lecture Notes of 《 PEP Primary English 》Book4 Unit5 B Let’s talkLadies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, as king the price and inquiring the clothes size.First, let me talk about the teaching material.Part 1 Teaching Material:This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“We’ll take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lessonstandard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We' ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study.Next,the key points of this lesson:First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of … for … .” “We' ll take them.”To improve the Ss’ abilities in “shopping”;Secondly, teach the Ss how to study independently as well as by cooperation.Difficult points:The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.Part 2 Teaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely T otal Situational Action and Task-based Language T eaching.The former is a “scene —activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning Engl ish.Part 3 Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.Part 4 Teaching Process:In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide theteaching process into five steps.Step1 Warm-up.Sing a song: The coat in window.So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is … ?” And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice.1.Design: Look for Cinderella.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size… .”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and de monstrate the sentence pattern “How much are they?”With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are … .”In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of … for … .”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s d rills. Then achieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue.By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shalldivide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson,and arrange the homework.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5 Blackboard Design.Show on the CAI.(It’s a ….)Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.全英教案人教版小学英语四年级下Unit 6 Lesson 6教学设计1. Teaching aims Let the students to master : family, parents, uncle, aunt, baby, come, who, basketball player, people, member, only, puppy, gee, look, young brother, sister, father, mother, driver, doctor, farmer, nurse2. Teaching aids A projector ,a tape recorde, some pictures and photos3. Teaching steps 1)Greetings Say “Hello” to everybody, talk something about the weather and the date.Then sing a song named “ An apple a day makes a doctor away”. 2)Revision Do the exercise on page 76. Ask them to do it in groups and make some coments. Do the exercise “Let’s check” listening to the tape. Then check them in pairs. Do the exercise “Let’s find out” to see how many words can they find in the letters. Tell the main idea of the story in English and ask the students to read it by themselves. Ask them to circle the difficult words and expressions. Choose one or 2 students to come to the front to tell others the meaning of the story. Then the teacher correct him/her. Read the exercise “Good to know” and say sth about it. 3)Sing a song Learn a new song named “My fathe r is a doctor”by listening to the tape.4. Homework Let them to remember the new words in this unit and recite the texts in this unit.5. Teaching notes。

Unit 4 Body Language 教案2-公开课-优质课(人教必修4精品)

Unit 4 Body Language 教案2(SHOWING OUR FEELINGS<PART 2>) IntroductionThis period aims at training the students’ reading skill. The students have to get the general idea of how body language expresses our feelings. Having read the two articles, the students are expected to sum up the functions and similarities of body language. What’s more, the students are encouraged to express their feelings with body language.Teaching Important PointsDevelop the students’ reading skill to get all the needed inform ation.Train the students’ abilities to express their opinions of why body language is important. Teaching Difficult PointsHow to tell that the same body language shows different feelings in different cultures. Teaching MethodsReading skill directing.Task-based activity.Teaching AidsA tape-recorder, a projector, some slides and a multi-media computer.Three Dimensional Teaching AimsKnowledge and SkillsTrain the students’ abilities to know more body language.Enable the students to sum up the functions of body language.Train the students’ abilities to express their opinions on why body language is important. Process and StrategiesGet the students to learn about the functions and similarities of body language.Necessary explanation to help them get the main idea of the passage.Feelings and ValueBody language is an important non-verbal communication. Learning about the meanings ofsome body language in different cultures and applying it properly is of great help to our daily communication.Teaching ProceduresStep 1 lead inThe teacher describes some situations and the students are required to act them out.T: What gestures do we usually do in the following situations?1. I’m hungry.2. I’m full.T: You know a lot about gestures. Then can you figure out the meanings of the following gestures in the following pictures?What’s the matter?OK.Step 2 Pre-readingBefore reading the text, assign some questions for the students to discuss. So they may read the text later with their own questions in mind.T: I would like you to discuss the following questions with your group members. After 4 minutes, one from each group will present your discussion.Questions:1. What is the function of body language?2. What do you think the role of body languages is in our daily life?3. Is all the body language the same in the world? What do you know about them?After 4 minutes, ask some students to present their discussion.T: Now, who would like to express your idea? V olunteer!S: 1. I think the major function of the body language is to show all kinds of ideas, feelings, wishesor attitudes.T: Great! How about the second question?S: 2. Body language is as important as spoken language in our daily life.T: Good. I think sometimes, it’s even more important than spoken language. When you don’tunderstand a foreign language, body language can help you to communicate with the foreigners.How about the last question?S: 3. I don’t think all the body languages are the same in the world. The same body language canexpress different feelings or ideas in different cultures. For example, nodding the head means“yes” in many countries but in some Asian countries it means “no”.T: Well done! So we could summarize that communication is very important in our life,sometimes learning to get along well with others is more important than getting some more knowledge. So we should learn more body language, try our best to get along well with the peoplearound us.Step 3 First readingT: Let’s read a passage about how to show our feelings with body language. Read the passage anddecide which of these statements are true and which are false. Tick the correct box. If thestatement is false, explain why it is wrong.1. Body language is never as important as spoken language.2. If you are angry at a person, you might turn your back to him or her.3. You can threaten a person by refusing to speak.4. If you stand with your arms across your body, you are always protecting yourself from being physically attacked.5. If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.6. You should not greet your new boss by giving her or him a hug.7. Body language is the same all over the world.8. Most people can understand each other if they try.Step 4 Second reading (Group work)T: You are going to read the passage again and try to find some of the body language which showsimilar feelings or ideas and some which show different feelings or ideas in different cultures.1. frowning or turning one’s back tosomeoneto show anger2. closing one’s hand and shaking it atsomeoneto threaten that person3. nodding the head up and down to show agreement4. shaking the head to show disagreement or refusal5. looking away from a person oryawningto show no interest to the person6. standing, holding your arms acrossyour chestto protect yourself from an unwanted conversation 7. sitting, looking at and turning towardsthe person you are talking toto show you are interested8. rolling your eyes and turn your head away to show you do not believe what you hear or you do not like it1. children’s looking directly at an adultin Asia and South Americanot good behavior2. children’s not looking directly at the teacher in North America to get punishment from their teachers because they think the children are not telling the truth.1. a smile 1. A smile usually intends to put people at ease.2. A smile does not always mean that one is happy.3. A smile can hide other feelings, such as anger, fear or worry.4. If someone “loses face” they may smile to hide it.2. a hug to your boss or teacher probably not a good idea to show respect3. standing too close to your boss orteachernot acceptableStep 5 Further ReadingT: Just now we have learnt that body language has different meanings in different cultures. Now let’s learn more and get details of different body language. Before reading the text, first have alook at the exercises. The information was found in the notes left by an anthropologist. You need to arrange it so that it can be used in a report on international greetings. Organize the information so that it can be used to write a summary. I will give you 5 minutes to finish the task.After 5 minutes, the teacher asks some students to give their own answers.S: 1. It can be dangerous for you to meet people you do not know.S: 2. Many Asian people do not usually physically touch strangers.S: 3. If we show an open hand, it means that we are not holding anything dangerous.S: 4. The right hand is usually used because it is almost always the stronger.S: 5. People shake their hands when meeting people to show that they can be trusted.S: 6. To show respect Muslim people will touch their heart and mouth when greeting someone. Step 6 Post-reading discussionAfter reading the two passages, the students have a general knowledge on bod y language. It’s time for them to go fu rther to discuss the open questions and to express their opinions. The students are encouraged to discuss in groups so that they can communicate with their members and hear others’ opinions.1. How can we know other’s feelings, even if they do not speak to us?2. Why should we be careful of our own body language?3. Why is it important to watch others as well as listen to them?Step 7 Talking practiceSample descriptionsVarious answers are possible.1 Policemen catching a criminal:Three men ran towards the man who was carrying the bag. One of the three men pointed something at the man and moved his left arm up and down. The man with the bag dropped the bag and put his hands in front of him, palms forward. His mouth was open and he closed his eyes. The man who had been pointing at him reached out and grabbed one of the man's arms. He turned the man around and held both of the man's arms behind his back. Then he took out something from his pocket and put it on the man's wrists. Two of the three men put their hands on the man's shoulder and led the man away. The man hung his head.2 A person getting a taxi: A man was standing on the sidewalk. He was looking very carefully at the cars on the street. When a red car with a light on its roof came, he stepped forward,stretched out his right arm and waved it up and down. He kept his hand open, the palm of his hand facing down. The car stopped, he opened the door, sat down, put on his seat belt and the car drove off.3 Tai chi: This morning, I saw a group of people standing in a park. One of them stood in front the others and the rest were all watching him. He lifted one of his feet off the ground and moved his arms in a big circle. All the others did the same. Then the man lifted his foot higher and bent his knee. He put his left arm over his head and stretched out the other one. The others followed. Additional actions:Two people hugging each other: Two people saw each other on the street. They both stopped, made a strange noise, and then ran towards each other. They put their arms out and it looked like they were going to fight each other. When they got close, they put their arms around each other and jumped up and down.A person tying his or her shoes: I saw a girl walking. She stopped and bent down. She put her hand on each side of her foot and lifted two strings. Then she moved her hands in circles and crossed her arms. When she was finished, she stood up and walked away.Step 9 HomeworkT: Today, we have learnt so much about body language. Homework for today is to summarize what you have leant about body language and translate the five sentences on page 64.。

Unit 4 Body language Reading and writing 说课稿课件高中英语

Part1 Pre-reading
一导
二读
三思
四写
五评六移七省
As a student, what different feelings have you ever experienced in class?
一导
二读
三思
四写
五评六移七省
Kinds of body language
Eye contact 眼神接触
01 理论依据
本节课定位于高二学年第一学期，在通过通过必修一teenager life,language around the world,必修三diverse cultures以及本册U1people of achievement的基础学习后，已经对校园生活、文化差异和人物介绍有所了解。学生通过对教材第四单元的说明文(描写课堂肢体语言-如何读懂我的学生) 基于文本、深入文本和超越文本的阅读解读过程，实现从理解过渡到应用，最终实现迁移创新。学生的读写能力发展需要文本内容输入，根据内容设计写前、写中、写后活动，培养学生的学习策略，掌握阅读材料信息并运用这些表达方式描述肢体语言，表达自己的思想观点。
02 教分析
单元整体简介单元主题：人与社会---描述课堂肢体语言教学内容分析：该主题旨在体现肢体语言与学生的学习和教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。因此，学生先阅读文章，了解课堂中习以为常的肢体语言所传递的信号，学习简单描述肢体动作的表达，并将这些表达用于描写某人的肢体语言。活动主题在understand body language, explore body language之后，不仅对前期学习进行综合运用，也与单元引言中的What I hide by my language,my body utters相呼应.此外，整个单元按照“读”“听”“说”“写”四大版块编排。每个板块都以一种语言技能活动为主，兼顾对其他技能的培养，关注语言的理解性技能和表达性技能的协调发展。

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。

新视野英语教程教案book4unit5

潍坊科技职业学院教案Are Books an Endangered Species?ⅠLeading In1. Of the four Chinese classical novels, which have you already read?2. What kind of books do you like?II Key Points:1. It was just a small room that was dominated by a television set. Meaning: A television set occupied much of the space in this small room.2. My generation, the generation that came of age in the 1950s and 1960s, may be the last to appreciate being surrounded by millions of words working together to create plots of every kind.Meaning: My generation reached the age of adult in the 1950s and 1960s. And we may be the last generation who like being surrounded by a large number of books telling all kinds of stories.3. These days, in the 1970s, we are seeing a gradual, but unmistakable, movement away from such things.Meaning: These days, in the 1970s, there is a definite tendency, slow though it might be, that fewer and fewer people are buying and reading books.4. The book —a precious symbol of the permanence of thought, the handing down of wisdom from one generation to the next —may be a new addition to our list of endangered species.Meaning: The book is regarded as a valuable symbol of keeping human ideas for ever and of passing on knowledge from one generation to the next. Now it may well be another thing that is going to disappear, just like many other species.5. He says that he can certainly notice the changing of the tides just by looking at the things students are buying, and not buying, right now. Meaning: He says that he can surely notice the changing tendencies just by looking at what students are buying and not buying right now.6. Recently, the head of the University of Illinois's branch campus in Chicago reinforced the reality of such a problem in saying that 10 percent of the freshmen at his university could read no better than the average student in elementary school.Meaning: Recently, the president of the Chicago branch of the University of Illinois emphasized the existence of such a problem. He said that the reading ability of 10 percent of the first-year students at his university was only equal to that of average students in elementary school.7. As sad a statement as this is, there is something that will frighten you even more: of those same college freshmen, the chancellor reportedthat many had ranked in the top half of their high school classes! Meaning: While this concept might be a sad one, the president pointed out something even more shocking. That is, among the same freshmen at his university who were mentioned above, many were in the better half in their high school classes.8. A first-rate work of fiction, for instance, if it has any luck at all, will sell perhaps 3, 000 copies in its first run.Meaning: A well-written first class novel, for example, if it is lucky, will sell perhaps 3,000 copies in its first printing.9. To listen to a record, to sit through a movie, to watch cartoons, on television — these activities all require nothing of the cultural consumer, save his mere presence.Meaning: To listen to music, to watch movies, or to watch cartoons on television requires no intellectual efforts on the part of the audience; what these activities need is simply that you are present at such events. The "cultural consumer" refers to a person who pays for the music, movies and cartoons he/she finds entertaining.10. Reading a book, though, requires that the consumer become an active participant.Meaning: Reading a book, however, demands that you read actively. Please notice the subjunctive mood used in the that clause after "require". 在表示命令、决定、建议等词语（如insist, order, decide, suggest, demand, command, advise, instruct, request）之后的由“+that”引导的从句中，不管主语是什么人称，动词一律用“原型”或“should+原型”。

人教版高中英语必修四Unit 4《Body language》ppt公开课课件

Carried meaning – the same
Think about it!
What can we do to avoid misunderstanding caused by ways of greeting between people from different cultures?
1. Be friendly and understanding.
编者语
• 要如何做到上课认真听讲？
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我们都知道一个人的注意力集中时间是有限的，一节课45分钟如何保持时时刻刻都能认真听讲不走神呢？
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1、往前坐
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坐的位置越靠后，注意力就越难集中。老师不会注意到你的事实可以让你不再紧张，放心去做别的事情。坐在后面，视线分散，哪怕你是在看老师，如果有人移动，你的视线就会飘到那个同学的后脑勺上去，也就无法集中注意力。而且，坐在后面很
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2、不要看书，要看老师的眼睛
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只要老师不是在一味地读教材，那老师的“话”就不可能和你低头看着的教材上的“文字”一致。头脑聪明的学生，也许能做到既集中精神听老师的话，又集中精神看眼前书上的内容。可是实际上大部分的学生都做不到这一点。
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认真听讲的第一个阶段就是上课时间无条件地“往前看”，上课的时候看书往往很容易开小差。摒除杂念，将视线从摊在眼前的书上移开。老师讲课的时候只看前面，集中注意力听老师嘴里说出来的话，那才是认真听讲的态度。
2. Always wear a smile when greeting, for its something universal.
3. Combine spoken language and unspoken language to communicate better.