高中英语必修4-Unit4-Body-language说课稿

Unit 4 Body Language-Reading Communication: No Problem?
Teacher: Cai Qiulian
Course: English
Textbook: Senior English for China (Book 4), by Liu Daoyi
Time Allotment: 1 period (40 minutes)
Date: March 20, 2014
Teaching aids: blackboard, Multi-media, Power Point, chalk
I. 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 language
in many parts of the world.
2.Teaching Difficulties（教学难点）:develop students’ reading abilities of
skimming 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 period
Step 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。

2. Presentation
Play the Finger-pointing game: a student act out the words showed on the PPT, then other group members guess what do they mean.
课堂设计了指手画脚这个嬉戏，让大家踊跃参加，活跃课堂气氛。

Step2. Pre-reading（读前活动）5’
Discuss the questions:
1. What do you think is the purpose of language?
2. How would you communicate with someone if you cannot speak? Give an example.
3. How many ways can you think of to greet someone if you CANNOT speak?
在阅读前让学生探讨三个问题：语言的作用、假如你不能说话怎么跟别人沟通，有几种方法？通过探讨对肢体语言的寓意有深化的了解。

Step3. While-reading （阅读）
1.Fast reading 8’（快速阅读）
Read the passage quickly then fill in the chart on page27 then
discuss the answers with your partners.
第三部分为阅读，分为快速阅读和精细阅读。

快速阅读后完成
后练习的表格。

快速阅读为了培育学生快速阅读技巧，让学生以最快的速度理解文章抓住中心主题。

2.Careful reading （精细阅读）10’
Read the text carefully then finish the exercises on the paper.
其次步我设计了5个细微环节问题，让学生带着问题阅读，让同学
得驾驭跳读等阅读技巧，培育他们的阅读实力。

Step4. Post-reading （读后活动）7’
1. Discussion.
Ask students discuss the following question:
What are the similarities and differences of body language between
China and other countries?
2. Summary
After learning the text, I hope the students can have a good
understanding of the importance of gestures in communication. Then introduce some right ways to communicate with people in other countries.
在读后的环节里我让学生通过探讨中国人常用的肢体语所表达的寓意和其他国家的不同，以此检测他们对已学文章的驾驭程度并加深肢体语言的理解，在最终给他们与外国友人正确沟通的方式，加强实际应用实力。

Step5. Homework（作业布置）2’
1. Recite the new words in the text.
2. Go over “Learning about language” 1. 2. And 3 on P28-29.
Blackboard design(板书设计) 一．Lead-in:
①show some pictures
②play a game
二．Pre-reading
Discuss 3 questions.
三．While reading:
①fast-reading:finish the chart
②careful-reading:do some reading exercises 四．Post-reading
Discussion.
五．Homework
①review new words
②finish the exercises on on P28-29。