高中英语必修4Unit4Bodylanguage说课稿上课讲义

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高一英语必修4 Unit 4 Body Language P- 公开课精品课件公开课精品课件

To M: Bows.
A man from Japan To F: Bows.
How do they behave when they meet people they know?
Person & country a man from Canada Suitable greeting To M: Shakes hands. To F: Shakes hands or kisses on
• What’s the purpose of language?
Can you answer the following questions?
• Besides language, is there any other way to communicate our ideas or feelings to others?
To F:
Nods.
Sum up or draw a conclusion of the text. The questions below may give you some hints. • Can we expect people everywhere to act the same? Why? Why do you think we need to study body language?
They shake hands & kiss each other twice on each cheek.
How do they behave when they meet people they know?
Person & country
a man from Columbia a woman from Britain

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。

高中英语必修四Unit4《Bodylanguage》教学课件

考点分层突破
·即学即练 (1)单句语法填空 ①To show this,she held up one chopstick, representing (represent) one person. ②She represents her mother as the kindest mother in the world.
基础自主梳理
【记一记】——词不离群
1. “in+n.”短语一览
①in general 总的来说;通常 ②in addition 另外,加之 ③in advance 预先, 事先 ④in brief 简单地说 ⑤in common 共用的,共有的 ⑥in debt 欠债 ⑦in difficulty 处境困难 ⑧in hand 在进行中,待办理 ⑨in person 亲自,本人 in time 及时 2.face短语盘点 ①save one's face 挽回面子 ②make a face 做个鬼脸 ③face to face 面对面 ④in the face of 面对 ⑤be faced with 面对
基础自主梳理
【句式再现】攻克句型对接高考
背句型(课本这样讲)
记公式(公式这样记)
仿句子(高考这样考)
1._T__h_e__f_i_r_s_t_p__e_r_s_o__n__t_o__a_r_r_iv__e_
was Tony Garcia from
Colombia, closely followed by Julia Smith from Britain.
基础自主梳理
【记一记】——词不离群 1.否定前缀mis①mislead误导 ②misjudge误判 ③mistrust不信任;怀疑 ④mishandle处理不当 ⑤misunderstand 误解 2. “主要的;重要的”形容词家族 ①major 主要的,重要的 ②main 主要的 ③chief 首要的 ④primary 主要的,首要的 ⑤important 重要的,重大的 ⑥leading 重要的,首位的 ⑦principle 主要的,首要的

重庆高中英语必修四 Unit4《Body language》全套教案

Unit 4 Body LanguageI 教学内容分析本单元的中心话题是“身体语言”。

身体语言的交流在不同的文化中所蕴涵的意义是不一样的。

这样，人们在互相交际时，就会出现这样或那样的问题或障碍。

本单元就是从该话题展开，通过一系列的交际误会的场景，形象地表现出话题的中心：身体语言本身没有对错或好坏之分，它们是在特定的文化发展规律过程中形成的。

Warming Up 部分由两部分组成。

练习1通过让学生讨论四幅照片交流对日常交际的看法。

然后让学生选择课本提供的15个日常交际用语中的一个，用身势语言表演出来，让同伴猜测其意义。

Pre-reading部分设计了四个问题。

这些问题集中引导学生思考“语言的目的”、“离开语言人们如何交流”、“有多少途径可用非语言手段向人问好”、“预测下面阅读课文的内容”等，这些问题既是对“热身”所引出的话题的总结，又承接了下一步的阅读教学。

Reading部分描写了作者在机场迎接外国客人的场景。

这几位来自不同国家的学生初次见面时，都按照自己国家的风俗习惯向对方问候，结果却遭遇了尴尬。

这一场景增加了文章的真实性和形象性，使读者仿佛身处其中，能引发读者的好奇心，为下面引出中心做好了铺垫。

Learning about Language 包括词汇和语法两部分。

词汇部分含有三个练习：从1至3分别为猜词义、用词填空。

语法部分分两步走：练习1要求学生从课文中找出含有v-ing形式的句子；然后在练习2中运用v-ing形式，做到了讲练结合。

Using Language 该部分包括四大块：阅读与交谈、写作、听写说和说写。

在这一部分学生的各项知识和技能得到了充分的提高。

阅读部分进一步阐述了身体语言的重大作用，并用具体的身体语言举例来告知学生们如何使用它们。

写作部分环节合理：先收集句子，然后表演，最后写下自己所观看到的主要内容。

第三部分先讲述了一场车祸，接着让学生根据图片来表演相关内容，听练结合，学以致用。

高中英语 Book4 Unit4body language 说课课件新人教必修4(通用)

1). Analysis of the teaching material 教材分析
The type of this class is an extensive reading class, which plays an important part in developing students’ reading ability. So,during the teaching process, the teacher should focus on developing the students’s reading ability by extensive reading, and get them to learn some reading skills such as skimming, scanning and so on. Moreover, the students should receive some moral education, let them know more about body language in cultures in different countries.
课前探索（Pre-class Exploration）：
Let students search for more information about body language which shows different meanings in different cultures and countries.
掌握该部分的重点词句
3.Let students read and understand the passage “Showing our feelings”.
让学生读懂本篇文章
Teaching difficult points （教学难点）

高中英语必修4Unit4Bodylanguage说课稿

高中英语必修4Unit4Bodylanguage说课稿Unit 4 Body Language-Reading Communication: No ProblemTeacher: 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 （教材剖析）This unit is about body language, and the text selected in thereading part demonstrates the difference and similarity of bodylanguage in many parts of the world. Through learning this passage, students are required to raise their awareness of using body languagein different parts of the world. As body language is closely related toour daily life, it is easy to arouse students’ interest in learn text. Reading skills and speaking training are designed around thetext.II. Teaching Objectives（教课目的）By the end of the lesson, students will be able to:1. Language Skill Objective （语言技术目标）: developreading ability（skimming and scanning）as well as speaking ability.2.Cultural Knowledge Objective （文化知识目标） : knowabout 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.Focuses and Difficulties （教课要点和难点）1.Teaching Focuses（教课要点）: the difference andsimilarity of body language in many parts of the world.2.Teaching Difficulties （教课难点） : develop students ’reading abilities of skimming and scanning and ask thestudents to show their opinions with fluent English.IV. Teaching Procedures （教课步骤）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.他们展现不一样的国家风俗不一样表情和动作的图片，以此来激发学生兴趣，引入肢体语言这个文章主题。

必修4_Unit4_Body_language_公开课课件

C．Darlene Coulon and George Cook. D．Ahmed Aziz and Julia Smith.
语篇 3．When a man from Colombia and a lady from 理解
France are introduced to each other，what will they do as greeting according to the text?
Part 2. (Para. 2~3) Part 3. (Para. 4) Part 4. (Para. 5) Summary of body language. Meet the visitors at the airport. People from different countries express greetings in different ways.
语篇理解
2 ． Which two persons will shake
hands after being introduced according to
the text?
A．Akira Nagata and George Cook.
B．Ahmed Aziz and Darlene Coulon.
Task 2 choose the best answers.
1. Which is the main idea of the text? A. There are different customs in different countries. B. Foreigners should follow the customs of the country where they are visiting. C. People use body movements to send messages and different body movements have different meanings. D. The importance of knowing customs.

高中英语《BodyLanguage》说课稿

⼀、教材分析 (⼀)教材内容分析本单元的中⼼话题是“肢体语⾔”，介绍了肢体语⾔在世界范围内的⼈们⽣活中所承担的不同⾓⾊及所起的重要作⽤，其中重点介绍了肢体语⾔在不同的⽂化背景下的不同含义及世界通⽤的肢体语⾔。

本单元的绝⼤部分内容都围绕这⼀中⼼话题展开的。

“热⾝”(Warming up)部分以五幅不同的⾯部表情导出本单元的话题之⼀：⾯部表情是传递某⼈内⼼情感的⼀种⽅式，使他们能在平时注意⾃⼰在与他⼈交往中注意⾃⾝的⾯部表情。

“听⼒”(Listening)部分是以听的形式进⼀步向学⽣介绍了肢体语⾔的交际功能，然后以选择的形式考查学⽣对听⼒材料信息的筛选能⼒，同时⼜要求学⽣把所听到的信息应运于讨论之中。

“⼝语”(Speaking)部分向学⽣提供三个情景，让学⽣通过编对话进⾏“请求帮助”和“提供帮助”的⽇常英语练习。

“读前”(Pre-reading)部分编者设计了三个问题，诱发学⽣思考如何⽤肢体语⾔进⾏交流。

激发学⽣进⾏阅读的欲望。

“阅读”(Reading)部分是⼀篇说明⽂，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。

全⽂可分为三⼤部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal. “读后”(Post-reading)部分设计了两种练习。

高中英语新课标必修4Unit4Bodylanguage教案

Unit 4 Body language Ｉ．单元教学目标技能目标 Skill Goals Talk about body language: cultural differences and intercultural communication Practise talking about prohibition & warning as well as obligation Learn to use the -ing form as the Attribute &Adverbial Learn Learn to to to write write write a a a diary diary diary that that that showing showing showing the the the observation observation observation of of of how how how body body body language language language helps helps helps in in communication II ．目标语言功能句式Talk about body language What is the purpose of language? What do you think “body language” means? How can you tell if someone is sad or happy even if they do not speak? How can you communicate a feeling to someone who does not speak your language? Why do we need to study body language? Talk about cultural differences & intercultural communication What do British people often do when they meet strangers? What do French people often do when they meet people they know? Why should we be careful about our own body language? Why is it important to watch others as well as listen to them? 词汇 1．四会词汇 Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad 2．认读词汇unspoken,, Jordan 3．词组be likely to, in general, not all, turn one ’s back to, lose face 语法 4．重点词汇 represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action The -ing form as the attribute && adverbial Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial. 1. The -ing form as the attribute They are visitors coming from several other countries, ... His nose touches Mr. Cook’s moving hand, ...This is an exciting experience for you, ... 2. The -ing form as the adverbial ... so you stand watching and listening. Four people enter looking around in a curious way. You see her step back appearing surprised, and take a few steps away from Mr. Garcia. The visitor from Japan comes in smiling at the same time as George Cook from Canada. Ⅲ．教材分析和教材重组1．教材分析本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。

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。

(完整版)Bodylanguage教学设计

Book4 Unit4 Body LanguageReading教课方案教材剖析：本单元的中心话题是“身势语”，阅读部分叙述了一个机场迎接客人的故事。

来自几个不一样国家的商人因为文化背景的差别，在首次会面时相互问候的方式截然不一样且发生了一些小误会，反应身世势语与文化背景的亲密关系，以及身势语在人们平时社交中的重要作用。

教课方案思想：READING是一篇介绍性（记述文）体裁的文章，主要介绍了各样文化背景下的“体态语”的异同，为学生供给了来自不一样国家、不一样语言文化背景的“体态语”及其在社交中的异同和影响的详细例证。

在教课过程中实行任务型教课，在讲堂中让学生达成依据阅读资料所设置的任务，从中学习语言知识以提升语言应用能力。

在部署小组活动时，让不一样学习种类的学生为一个学习小组，尽可能让全部学生都参加就任务活动中来 .掌握从兴趣出发的原则，采纳表演、猜想和议论等形式，使学生保持学习的热忱。

让学生在实践中掌握阅读技巧和方法，提升阅读能力。

教课中以学生体验为主，在语境中领会词义，培育学生爱思虑的好习惯。

英语学习不单是对语言的学习，更是对文化的学习。

教课目的：1.让学生经过阅读文章去认识不一样的文化、不一样的身势语。

同时，在阅读训练中浸透略读、查读等阅读技巧来培育学生展望内容、归纳粗心、查找特定信息、猜想生词、细节判断以及推理的能力。

2.身势语是传达社交信息的非语言手段。

帮助学生认识因为文化差别所带来的身势语的变化，减少在跨文化社交中产生的误会。

教课要点和难点：1.认识不一样文化中的身势语的不一样含义。

掌握略读、查读、猜生词及推理判断等阅读方法和技巧。

2.对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。

教课过程：Step 1 Leading-inT: Let's enjoy a video about " The Gold Rush" again.T:How do you think the character express his feelings?S:T:Yes, sometimes gestures and body language can help us to express ourself, too.Are all the gestures similar around the world?S:Look at the title and picture of the passage. Predict what you think he topic will be.Then skim the passage and check to see if your prediction was right.【设计说明】这项任务旨在经过回首上一单元的视频资料来显现和导入本单元的主题—— Body language，不单能提升学生对所学内容的兴趣，充足起到了热身的作用，并且能使学生经过对旧知识的回首进而自然过渡到对新知识的学习上来。

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!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.You!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 sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…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’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…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, volunteerswill 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.USA Nigeria rude Germany Japanone“great”or “good job”。

高中英语必修四《Bodylanguage》说课稿

高中英语必修四《Body Language》说课稿一、教学目标1.知识目标：o学生能够掌握课文中关于肢体语言的基本概念、分类及其在不同文化中的差异。

o学生能识别并理解常见的肢体语言信号，如面部表情、手势、姿态等。

o学生能够运用新学的词汇和句型描述和分析肢体语言现象。

2.能力目标：o提高学生的阅读理解能力，使他们能够准确捕捉文章中的关键信息和细节。

o培养学生的跨文化交际意识，使他们能够在不同文化背景下正确解读和运用肢体语言。

o通过小组讨论和案例分析，提升学生的合作学习能力和批判性思维能力。

3.情感态度价值观目标：o激发学生对多元文化的兴趣和尊重，培养开放包容的国际视野。

o增强学生的自我表达意识，鼓励他们通过肢体语言更自信地与他人交流。

o培养学生细致观察和同理心的能力，使他们在交流中更加敏感和体贴。

二、教学内容-重点内容：o肢体语言的基本概念和重要性。

o不同文化中的肢体语言差异及案例分析。

o识别和解读常见肢体语言信号。

-难点内容：o跨文化交际中肢体语言的细微差别和误读风险。

o运用新学词汇和句型准确描述肢体语言现象。

三、教学方法-讲授法：用于介绍肢体语言的基本概念和理论知识。

-讨论法：通过小组讨论，分析不同文化中的肢体语言差异。

-案例分析法：选取典型案例，让学生分析并解读肢体语言信号。

-多媒体教学法：利用视频、图片等多媒体资源，直观展示肢体语言。

四、教学资源-教材：高中英语必修四《Body Language》相关章节。

-教具：投影仪、电脑、白板。

-多媒体资源：肢体语言相关视频、图片、PPT课件。

-实验器材：无（本节课为理论教学，不涉及实验）。

五、教学过程六、课堂管理-小组讨论：每组分配明确的任务和角色，确保每个学生都有参与机会。

-课堂纪律：设定明确的课堂规则，如举手发言、尊重他人意见等。

-激励机制：通过表扬、小组竞赛等方式激励学生积极参与课堂活动。

七、评价与反馈-课堂小测验：通过选择题、填空题等形式，检测学生对知识点的掌握情况。

高中英语必修四Unit4 Body language说课课件一等奖核心素养说课比赛专用

Fast reading
Who are they and where do they come from?
Tony Garcia Julia Smith Akira Nagata George Cook Ahmed Aziz Darlene Coulon
Columbia Britain Japan Canada Jordan France
thinking quality
search for key information, make a conclusion
thinking logically, make judgement and express ideas
Teaching aims
cultural consciousn
ess
Match the main idea of each part with lines.
Part 1 (Para.1)
Part 2 (Para. 2~3)
Different people have different body language.
Summary of body language.
Part 3 (Para. 4)
0
4
Important &difficult points
0
5
Teaching methods
0
6
Teaching procedures
Analysis on the teaching material
•New Senior English for China Book 4 Unit 4 “Body Language”
2
Difficult points
1. read passage ,learn about cultural differences and intercultural communication

必修4Book4Unit4body language说课课件

Step 3 （15‘）
1Scanning Find out the main ideas of each paragraph
with students and then ask students to answer the questions. 2. Pair work
Read the article again to finish the chart in pair
I. Analysis of teaching material II. Analysis of and students III. Teaching methods IV. Teaching procedures
V. Blackboard design
IV. Teaching procedures
with whom we converse.
---
Jonathan Swift
礼貌周到是使同我们谈话的那些人感到自在的艺术。
——（英作家）斯威夫特
Step 6. Homework
1.Get ready to retell the text in your own words
2.Find out more information about the different body language in the world.
V. Blackboard design (板书设计)
Part 1: You are sent to CIA to meet this (Para. 1) year’s international students.
Part 2 (Paras. 2—3)
Examples of learned or cultural “body language”.