广东省高三上学期英语教学设计第12周：unit 4body language

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高中英语新人教版精品教案《unit 4 body language》

Unit 4 Bod Language
教学课例：Warming u munication without aing an word Ee contact or __________, ___________ and_______or the wa ou tand, are different ind of bod anguage
设计说明：进入主题后通过观看视频填空的形式让学生了解肢体语言的总体概念及分类。

视频采用的是夸张有趣的呈现方式，学生注意力容易被吸引。

从而达到进入课文学习的环节。

Ste munication
设计说明：本环节为精读，旨在培养学生的阅读技巧及合作学习能力。

首先针对每个段安排了4个不同的任务，任务形式不仅多样化而且接近高考题型避免学生觉得乏味。

例如填空题、对错题及问答题。

该环节采用竞赛的方式，每个学生回答完问题后有机会选择图片，每张图片后的分值不一样，最后根据答题情况统计各组分数进行奖励。

竞赛的形式激发学生浓厚的学习兴趣，在轻松愉快的氛围中学习。

Stemar
do ou earn from the tet
When in Rome, do a the Roman do
Ste mar for the net ca
the e让学进入学习状态，纸条游戏让学生体验肢体语言的魅力，视频观看了解肢体语言的整体概念，通过音频方式掌握文章的阅读技巧，很好的结合了听、说、读。

最后竞赛环节把整堂课的氛围推向高潮，学生踊跃发言，积极参加课堂活动，在快乐氛围中学习。

但本节课也还有一些瑕疵：由于准备时间有限，教师在细节上还应该更加仔细，课堂节奏偏快一点。

人教版高中英语必修4《Unit4Bodylanguage》教案

人教版高中英语必修4《Unit4Bodylanguage》教案人教版高中英语必修4《Unit 4 Body language》教案【一】教学准备教学目标1. 教学目标(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。

能够表达一些Body language.(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。

(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。

教学重难点教学重点和难点(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。

(2) 让学生合适地使用不同的身势语。

(3)课文中现在分词作定语和状语的长难句。

教学过程Step 1. Lead in(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?Then ask a student to answer.设计说明：引出本单元的话题。

(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。

Step 2. Fast reading1. Go through the passage quickly and find out the main idea of each paragraph.o Match the main idea of each para. with lines.(Para.1) A. Other examples of different greeting body language.(Para.2) B. Different people have different body language.(Para.3) C. Summary of body language.(Para.4) D. Meet the visitors at the airport.(Para.5) E. Examples of different greeting body language.2. Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。

高中英语人教版必修四单元教案：Unit4BodyLanguage

Unit 4 Body LanguagePart One: Teaching DesignTeaching goals1. Target Languagea. 重点词汇和短语重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysThe first period reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language?Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?Name Country Action MeaningMr GarciaJulia SmithAhmed AzizMadame Coulon5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to d o it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)I. Warming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。

高中英语 Unit 4《Body Language》教案(7) 新人教版必修4

Unit 4 Body language 教案示例（1）教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。

身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心自世界。

与有声语言一样身势语也是文化的载体，在跨文化交际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。

教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。

“热身”(Warming Up)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，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。

“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。

“阅读”(Reading)部分，以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异，而造成的一些小误会。

形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。

这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“你”的身份去观察、倾听在机场发生的一切。

“理解”(Comprehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。

“语言学习”(Learning about Language)部分要求学生根据英文释义填写本单元重点词汇，然后用课文中的词语填空和运用派生法变换词性。

Unit4 Body Language 单元整体教学设计-高中英语人教版(2019)选择性必修第一册

Unit4 Body Language 单元整体教学设计-高中英语人教版(2019)选择性必修第一册单元整体教学设计（视频+课件+教案）Unit 4 Body Language 教学设计一、教学目标1. 了解肢体语言在英语交流能力中的重要性。

2. 掌握一些基本的肢体语言，以及如何正确运用肢体语言进行交流。

3. 学习一些与肢体语言相关的常用英语词汇和表达方式。

4. 提高学生的观察和理解能力，增强他们的交流能力。

5. 培养学生自信和自尊心，争取利用肢体语言和表情来增强自己的信心和影响力。

二、教学重点1. 肢体语言的作用和类型。

2. 肢体语言的正确运用。

3. 常用英语词汇和表达方式。

三、教学难点1. 学生的情感态度和肢体语言。

2. 让学生在日常生活中更加注重他们的肢体语言。

四、教学过程设计Part 1. Warming-upStep 1. Lead-in(1) Name some popular body language movements and invite students to perform.(2) Explain the importance of body language in communication and how a person's movements and expressions reveal his attitude and feelings.Step 2. Discussion(1) Divide students into small groups and discuss how they feel when communicating without body language.(2) Allow groups to share their thoughts and discuss the importance of body language.Part 2. PresentationStep 1. Introduction(1) Use PowerPoint to display and explain some common body language movements.(2) Explain the differences between positive and negative body language in different situations.Step 2. Practice(1) Play a game of guessing game using body language movements.(2) Call on students to perform various body language movements and guess the meaning.Part 3. ProductionStep1. Role-play(1) Divide students into pairs and choose a situation in which body language can show their feelings such as “interview”,“making friends”etc.(2) Allow students to use body language to express themselves and evaluate their performance.Step2. Discussion and reflection(1) Ask students to share their experience of using body language to express themselves.(2) Encourage students to use positive body language in their daily lives and share their experiences.五、教学评价(1) 观察学生的参与度和表现度。

广东省肇庆市高中英语Unit4BodylanguageUsingLanguage教案新人教版必修42

Unit 4 Body language Using Language（授课日期：年月日星期班级）拟课时授课题目Unit4 Book4 Reading in Using Language第课时明确目标1、知识与技能：1). Enable the students to know more about body language.2). How we can “show our feelings” with the body language learned inthis unit or gained in our social life.2、过程与方法: Fast reading: dealing with the “true” or “false”questions.Discussion: the importance of body language.3、情感态度与价值观：To arouse Ss’ interest in learning about bodylanguage.重点难点重点：How b ody l anguage s hows t he s ame o r d ifferent f eelings a mong p eople from different cultures.难点：How to tell that the same body language shows different feelingsin different cultures.课型□讲授□习题□复习□讨论□其它教学内容设计教师自备内容StepⅠPre-reading1. What is the function of body language?2. How do you find body language in our daily life?3. H ow c an t he s ame b ody l anguage e xpress d ifferent f eelings o r i deasin different cultures?4. How can different body language express the same feeling or ideain different cultures?StepⅡFast readingTURE OF FALSE1. Body language is never as powerful as spoken language.2. If you are angry at a person, you might turn your back to himor her.3. You can threaten a person by refusing to speak.4. You should not greet your new boss by giving her or him a hug.5. Body language is the same all over the world.6. Most people can understand each other if they try.Then ask the students to do it one by one and ask them to explain why some of the statements are wrong.StepⅢFurther readingT: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible.T: What information have you got?S1: More about body language, sir. We have learned how people are communicating or getting a long with each other besides using s poken language. We are also asked to think about some new situations in which we will communicate in body language.S2: And we have to think about the following questions: It is known that a smile is a sign that people feel friendly and happy. But wehave to consider: 1. What if we don’t know who the new person is? 2. What if we are not introduced by a friend? 3. What if we are meeting a stranger in an unfamiliar place?S3: And the most important of all is that we have to makesure whether we can trust people we do not know, and we have to show that we are not dangerous.T: I am more than happy to hear you can get so much information fromthe passage when you do the reading! Now let’s act out some of the gestures in the reading material, OK?Some students are asked to act out the body language which appears in the reading text is: The Open Hand - A Universal Sign, such asa handshake, the traditional greetings in China, the Japanese wayto greet people, the ways Hindu people and Muslims use to greet people, and the way young people in the West use now.Several minutes later.T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.S4: It can be dangerous to meet people you do not know.S5: Many Asian people do not usually physically touch strangers.S6: I f w e s how a n o pen h and, i t m eans t hat w e a re n ot h olding a nything dangerous.S7: T he r ight h and i s u sually u sed b ecause i t i s a lmost t he s tronger.S8: People shake their hands when meeting to show that they can be trusted.S9: To show respect, people will touch their heart and mouth when greeting someone.Step IV HomeworkGet ready to retell the two reading passages learnt in this period.教学后记：。

人教版高中英语必修四Unit 4《Body language》word教学设计

教学设计Step1 Leading-in1. Games：一名学生表演（without speaking），其他学生猜的游戏---导入“body language”的话题。

2. Brainstorm: “body language”的定义、种类、作用。

Q1: What parts of our body do we usually use to express ourselves.Q2: What’s body language and what’s its function?3. Prediction: 观察课文中的图片，学生预测课文内容：Where? What? Understand well?Step2 Reading1.ScanningTask1：Match the right main idea of each part.(详细内容见课件)Task2：The text is mainly about different ____________ in different countries.2. Detailed reading（1）Para.1Time:________________ People:___________________Place:_______________ What to do:___________________________ （2）Para.2&3 match different ways of greeting (详细内容见课件)拓展活动：1. act: 学生表演Tony Garcia和Julia Smith见面的场景。

2. 推理判断：根据第三段判断作者的性别。

（3）True or false1. Englishmen often stand close to others or touch strangers as soon as they meet.2. Most people around the world now greet each other by kissing .3. Japanese will bow to others as greeting.(4) Para5. Answer two questions:1. What does the author think of these actions?2. Should we learn some international customs? Why?Step3 Summary学生填空改写文章One student and I represented our school _______ (greet) the international students. At the airport, Tony from Colombia __________(approach) Julia from Britain and kissed her. _______, Julia stepped back appearing _______ (surprise). It seemed that they greeted each other ____ different ways. People communicate not only with _______ (speak) language, ______ through physical distance, actions or posture. These actions are simply different ______(culture) customs. ________ (study) these customs can help avoid ________(difficult) in communication.step4 Application--Problem-solving小组合作，完成任务。

Unit 4 Body Language 教案高三英语一轮复习人教版必修四

高三年级英语集体备课教案3．on the contrary 相反地 4．be likely to 很可能……；有希望…… 5．in general 总的来说；通常 6．get close to 接近；靠近 7．as if 好像 8．at ease 舒适；快活；自由自在 9．turn one's back to 背对；背弃 10．lose face 丢脸三、经典句型1.The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. [点拨] the ＋序数词＋n .＋to do sth.2.Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people.[点拨] not all “并非所有的都……”，表示部分否定。

3.However, people from places like Spain ，Italy or South American countries approach others closely and are more likely to touch them. [点拨] be likely to do sth.“有可能做某事”。

Period twoListening and dictationPeriod three 核心知识精研(1)for various reasons 由于种种原因 (2)variety n .变化；多样性；种类⎭⎪⎬⎪⎫a variety of varieties of种类繁多的；各种各样的 (3)vary v t .& v i . 改变；变化；不同 vary from ... to ...从……到……不等；在……到……之间变动常考知识点击1．greet vi .& vt . 迎接；问候；致敬 2．lose face 丢脸；丢面子(1)save one's face 挽回面子 make a face 做鬼脸 (2)be faced with 面对 (3)face to face 面对面 face to face adj . 面对面的 in the face of 面对(问题、困难、危险等)。

学案12：Unit 4 Body language

Unit 4Body language基础要点详解1.represent vt.代表；描绘；表现；体现；象征(P26)Yesterday，another student and I，representing our university’s student association，went to the Capital International Airport to meet this year’s international students.昨天，我和另一个同学代表我们大学的学生会，到首都国际机场迎接今年的国际学生。

例句①(朗文P1734)Her greatest ambition was to represent her country at the Olympics.她最大的愿望是代表自己的国家参加奥运会。

②The competition attracted over 500 players representing 8 different countries.这次比赛吸引了代表8个不同国家的500多名运动员。

③You should represent your complaints to the management.你们应向管理阶层说明你们的不满。

④John represented his girlfriend to be a famous star.约翰宣称他的女朋友是明星。

2.curious adj.好奇的；求知的；古怪的(P26)After half an hour of waiting for their flight to arrive，I saw several young people enter the waiting area looking around curiously.等待了半个小时之后，我看到几个年轻人进入了等候区好奇地四处张望。

例句①(牛津P489)He is such a curious boy，always asking questions.他这个孩子求知欲很高，总是爱提问。

2024-2025学年高中英语上学期第12周教学设计

- 板书设计：
- 课堂练习：提供实际的口语表达和写作练习，让学生运用所学知识
- 课后作业：布置相关的练习题，让学生在课外巩固所学知识
⑧ 评价和反馈：
- 重点知识点：学生自我评价和同伴评价在描述人物性格特征词汇和短语学习中的应用
- 板书设计：
- 学生自我评价：鼓励学生检查自己在口语表达和写作中运用形容词和副词的比较级和最高级形式的准确性
四、教学方法与策略
1. 选择适合教学目标和学习者特点的教学方法：为了达到本节课的教学目标，将采用多种教学方法相结合的方式。首先，采用讲授法，为学生系统地介绍描述人物性格特征的词汇和短语，以及形容词和副词的比较级和最高级形式。其次，通过小组讨论和案例研究，让学生在实际语境中运用所学知识，提高他们的语言能力和思维品质。此外，运用项目导向学习，鼓励学生参与课堂活动，培养他们的自主学习和合作解决问题的能力。
③ 口语表达和写作运用：
- 重点句型：She is more outgoing than her sister. He is the most patient person I know.
- 重点词汇：compare, contrast, describe, express, illustrate, demonstrate
肯定学生的表现，鼓励他们继续努力。
布置作业：
根据本节课学习的描述人物性格特征的词汇和短语以及形容词和副词的比较级和最高级形式，布置适量的课后作业，巩固学习效果。
提醒学生注意作业要求和时间安排，确保作业质量。
六、知识点梳理
1. 描述人物性格特征的词汇和短语：
- 形容词：cheerful, outgoing, friendly, quiet, shy, patient, punctual, confident, humorous, moody, reserved, sociable, thoughtful, unpredictable

广东省肇庆市高中英语Unit4BodylanguageWordsandWarmingup教案新人教版

Unit 4 Body language Words and Warming up（授课日期：年月日星期班级）拟课时授课题目Unit4 Book4 Words and Warming up第课时明确目标1、知识与技能：1). Enable the students to understand what a certain gesture of the body languagemeans in a given situation.2). Enable the students to act out some meanings, requirements, requests orsituations given in the target language.3). Enable the students to express with the target language the meanings givenin body language.4). Help students to learn some useful words and expressions.2、过程与方法:1). Individual work, pair work and group work.2).Acting out by imitation, mime or with gestures and body movement.3、情感态度与价值观：Help the students learn how to express themselves in bodylanguage when needed.重点难点重点：1).Teach the students how to understand body language used in different countries or cultures as well as in different occasions.2).Teach the students how to use body language in the most appropriate occasions.难点：1).Enable the students to realize the importance of body language incommunication so that little or no misunderstanding may occur.2).Let the students know that there is both positive body language and negativebody课型□讲授□习题□复习□讨论□其它教学内容设计因材施教Step I Lead-inThe teacher shows some pictures on screen. These pictures are fromthe E vening P arty C elebrating t he c oming L unar N ew Y ear o f t he R oosterof 2005.T: Do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studiedvery hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and 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 important part in her life. We are all healthy people, sometimes wecan use body language to express ourselves. So we should pay more attention to learning body languages.Step II IntroductionT: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.Touch y our h ead /f ace /e yes /n ose /m outh /e ars /c heeks /f orehead/ shoulders / stomach / legs / feet / toes ...Shake your head / arm / hand ...Wave your arm / hand ...Open your eyes / arms /mouth ...Close your eyes / mouth ...Twist your wrist / waist.Cross your arms / fingers.Nod your head. Bow your head.Make a face to each other.Bend / cry / shout / scream / smile / laugh ...T: All right. Now let’s do them a little bit difficult. Let’s playa game together. Those who fail to follow the rule of the game willbe dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not,you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.3 or 5 minutes for the game.T: Ok. It’s time to take up the lesson. Please look at the screen.Let’s take a look at the following gestures(show the students some pictures of gestures).T: What are the actions (A handshake, A clap of hand, A V-shape of the fore-finger and middle finger, A half-closed hand with thumb down, A wrinkling of the brow in thought or displeasure or a scowl, Waving their hands)of the above gestures? What do they mean? Step ⅢPracticeT: Look at the pictures on Page 25.What are these people communicating?Step ⅣTime for FunT: N ow l et’s p lay a g ame i n g roups o f f our. O ne t hinks o f a s ituationand asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turnto think of some other situation for the others to show the actionsso that the game may go on for a few rounds. Clear?Ss: Yes. That’s funny!T: Try to make the situations as interesting and enjoyable as you can. A nd s how t he s ituation a s l ively a s p ossible. B esides, m ake s ure that everyone has a turn.Ss: All right.S1: What are you likely to do if it rains?(Actions) S2: reads a book;S3: puts on a raincoat;S4: cleans the house.S1: Ok. I think S3 seems the most likely, so it is his turn.Step V Role Play (Speaking task on P67)T: Now, there’s still a little time left. Let’s come to SpeakingTask on Page 67.StepⅥHomework1. Team work: Discuss the importance of body language.2. Go over the Reading:1) Communication: No Problem?2) Showing our feeling.T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster.I think that was the best program. Do you remember the name of this program?教学后记：。

高中英语示范教案Unit 4 Body languange Period

Suggested answers:
seemed that he avoidedgettingtoo close to her.
2.Readingislearning,but speaking the language is also a kind oflearning.
news that the Chinese team won the gold medal was veryencouraging.
Task-based activity.
Teaching Aids
A tape-recorder,a projector,some slides and a multi-media computer.
Three Dimensional Teaching Aims
Knowledge and Skills
counted the peopleenteringthe theatre,and there were 547 of them.
man with sun-glassesstandingnext to the car is a detective.
ill,he did not take part in the sports meeting.
Teaching Procedures
Step 1 Review and check the homework
T:In the last lesson we learned something about theas the attribute and a a sentence with this structure?
Teaching Important Points
Develop the students’reading skill to get all the needed information.

高中英语示范教案Unit 4 Body languange Period .

Process and Strategies
Train the students’listening skills.
Feelings and Value
After the study of this period the students are sure to understand the body language better and know how to use it in our daily life,thus avoiding some misunderstanding with others in communication.
Three Dimensional Teaching Aims
Knowledge and Skills
Get the students to improve their skills to get the key information and key words.
Help them to learn more about body language.
a)What Lin Pu says and does?
b)What the cyclist says and does?
c)What the policeman says and does?
Now,I will play the tapelistenlistening to it twice,you will be given three minutes to find out the correct order of the pictures.
After listening to the tape twice,ask the students to give their answers.

广东省肇庆市高中英语Unit4BodylanguageGrammar教案新人教版必修4(new)

Unit 4 Body language Grammar
（授课日期：年月日星期班级）
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广东省肇庆市高中英语Unit4BodylanguageLanguagePoints教案新人教版必修4

Unit 4 Body language Language Points（授课日期：年月日星期班级）拟课时授课题目Unit4 Book4 Language Points第课时明确目标1、知识与技能：Help students to learn some important expressions and sentence structure..2、过程与方法: Discussion and group work3、情感态度与价值观：Help students to have a deeper understanding of the passage.重点难点重点：To help students master some important points of the text.难点：Improve students’ comprehensive ability.课型□讲授□习题□复习□讨论□其它教学内容设计因材施教Step I: RevisionReview the new words of this part.Step II:Language pointsTask1: Explain some important sentences to the students.1. Major a.a major earthquake 大地震，a major problem 重大问题，a major subject 主修科目2.local a. local customs地方风俗，a local pain 局部疼痛，当地时间 local time3.represent v.represent a club as its chief executive以总经理的身份代表俱乐部，represent by signs 用符号代表4.curious a.be curious about other’s people business 对别人的事情太好奇5.Introduce v.introduce her as his daughter 介绍说她是自己的女儿，be introduced from… 从…传来的，introduce…to sb. 向某人介绍……6.approach v. & n.cautiously approached the house 小心地走近那房子,approach the manager about … 同经理谈……， approach the question as a scientist 从科学家的角度来处理这一问题，Snow announced the approach of winter. 雪宣告了冬季的来临。