人教版新课标高一英语必修四第四单元公开课教学教材

Period 4人教版新课标高中英语必修四Unit4教案

4)介词＋复合宾语，即介词＋宾语＋宾补
这里的介词多为with，有时也用without，like等。宾语部分为名词或代词，宾补为分词∕不定式∕形容词∕副词∕介词短语。在功能上多作状语，表时间、条件、伴随、方式等。
A. lackedB. lacking ofC. lackingD. lacked in
6._______ such heavy pollutionalready, it may now be too late to
clean up the river.
A. Having sufferedB. SufferingC. To sufferD. Suffered
Our (being) over, we went to play soccer.
3)There be表存在时，也可构成独立主格结构。
There being no cause for fear, he returned to his hometown.
There being no buses(因为没有公交车), they walked to the theater.
教学方法
1讲授；2练习；
教学手段
Multimedia
板书或板图设计
手写部分
教学过程
环节
检测内容
检测结果
及补救措施
针对
教学
重难
点的
当堂
检测
反馈
1. The stranger said something in a _______ voice and the little girl was very much _______.
Given more time, I'll be able to do it better. (=If I am given more time,...)

新课标人教版高一英语必修四unit4教案

新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”，并学会掌握相关词汇和知识；2.学习阅读文学作品的技巧和方法；3.提高听力和口语能力，能够听懂和表述有关电影和小说的内容；4.培养学生的批判性思维能力。

教学内容本单元的教学内容主要包括以下四部分：1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下，讨论并了解本单元的主题和学习目标；2.学生们分组阅读一篇有关文学和电影的文章，并在小组内讨论文章的主要观点和结论；3.整个班级讨论文章的内容，并展示各个小组的不同观点。

Listening & Speaking1.给学生播放一段电影片段，并让他们在听完后就内容进行讨论和总结；2.给学生发放一份包括电影和小说内容的练习，并让学生用口语和同桌一起完成练习。

Speaking & Writing:1.学生被分成小组，每组产生一个代表，代表需要先介绍自己喜欢的电影，并谈论电影中的某些特点和值得推荐的原因；2.所有代表回到教室，并通过细节和观点进行辩论；3.接下来，学生们需要写一篇有关一部电影、小说或者文化作品的作文，并将这篇作文与同桌进行分享和讨论。

Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。

学生需要通过阅读和翻译文本，以及完成会话练习和语言表达作业来掌握这一难点。

教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见；2.通过听力和口语练习来检查学生的听力和口语能力；3.通过作文和语法作业来检测学生对知识点的掌握情况。

2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案

2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案Lead inMorning, class!I found you are busy preparing for the coming sports meet. I found I’m not in the list of the judge this year, which made me relaxed. I can enjoy your competition freely. What if it rains in the sports meet?What if our class wins the first place in the sport meet?We’re supposed to check some of the exercises, today. But unexpectedly, some teachers come to our class, so I made some adjustment. It becomes an “open class”. Let me introduce two of them to you.“This is Mrs. Ye. Hello! Mrs. Ye!”(shake hands)“This is Mrs. Li. Nice to see you! Mrs. Li!”(shake hands)What did I do to greet them just now? (Ss…)Hand-shaking is one of the most popular ways in the world to greet people.TitleI read about an article. The name is “The Open Hand – A Universal Sign”. I don’t quite understand the title at first sight. Who can explain it to me? (S1…S2…) What does “open” mean? Discuss with your partner and guess the meaning of the title.I make a fist, is it open? I hold a pen, is it open? If I close my hand, what can I hold? (weapon) Now, my hand is open, can I hold anything? Now, I approach you, do you feel safe? So, what does the open hand mean? The open hand is a sign of safety and friendliness.Structure of the passageTwo things are talked about in the text, they are:(1) Different ways of showing the open hand in different countries(2) The most popular way to show the open hand in the worldIf you are going to write the article with this title, which part will you write first? Why? (S1:…S2…)(1)(2): ways of greeting that are different from yours, more interesting, attract readers. Special to general.(2)(1): familiar and important things come first. General to special.Read the text fast and silently 3 minutes and find out which part is talked about first, and which, second.(Ss read silently and check)Para1Now close your books. Some questions are talked about in the first paragraph.Why do people smile?How do people shake hands?Smile and handshake – the two most popular ways of greetingWhy do people shake hands?Do not rely on your memory, but rely on the logical meaning, decide the order of the 4 questions in a text. Now think about it. (Ss think) Now exchange your ideas with your partner. (check the answer)The most popular way to show the open hand in the worldSmile and handshake – the two most popular ways of greetingWhy do people smile?Why do people shake hands?How do people shake hands?Now read paragraph1 carefully and silently for 2 minutes and find out 3 sentences to answer the three questions. One sentence for one question. (check the answers together)Some sentences have similar structures? Can you find them?What if…? What if…? What if…?We have to…, and we have to…It shows that…, and that…Repetition makes the meaning stronger, but they may not be the key sentence. And it is necessary to tell the key sentence from the supporting details.How do you understand some expressions in this paragraph?Stranger: someone we don’t knowUnfamiliar place: place we haven’t been to or know little aboutTrust: believe in, rely onBe armed (with): be equipped with weaponPractice explaining the meaning of the expressions. Aloud. (Ss practice. Cross out the explanation and practice together again)Para2Although handshake is widely used in the world, people in some Asian cultures do not always touch another person. So, how can they show their open hand? Please work together with your desk mate to find out how they greet people.ChineseJapaneseHinduMuslimYoung people in the west(Ask a group of Ss to demonstrate one by one. After one student’s demonstration, explain.) Chinese: Wrong! The textbook is not always correct. 作揖hand, mouse, earJapanese: slightly – a little, if the person is unfamiliar, if the person is important.Hindu: hands not too low, “bow” not “nod”Muslim: students more familiar, now only touch heartYoung people in the West: five fingers, Give me five!, support and victoryLet’s practice!Class, stand up! Turn around and face your desk mate. I’ll tell you where you are from, and you perform.1.both of you are from India2.both of you are Muslims3.both of you are young people in the West4.look at me, this one (left hand) is from china and this one is from JapanAre there any problems? If you are from different countries, maybe you’ll have to make adjustmentNow I’ll make the greetings and you explain how people from different cultures greet. Read out the sentences in the text aloud, please. (Do the movement, Ss explain)Although the body language is different, they have something in common. What do they have in common?If you look at the first sentence and the last sentence, you will find the first sentence tells the difference, and the last sentence tells the same meaning. (Opinion–supporting details-conclusion)Body language – differentCarried meaning – the sameDiscussionWhat can we do to avoid misunderstanding caused by ways of greeting between people from different cultures? (Discussion or S1…S2…)What can we do to avoid misunderstanding caused by waysof greeting between people from different cultures?Be friendly and understanding.Always wear a smile when greeting, for its something universal.Combine spoken language and unspoken language to communicate better.Learn more about cultural difference and make adjustment whenever necessary.My suggestion for leaning body language is thatWhen you see an English film or talk with native speakers,observe their facial expression and gestures. Keep a recordof what interests you most. Watch what people do as wellas what they say. You can learn more from actions than youcan from words.Bb designThe Open Hand – A Universal SignWhat if…? What if…? What if…? What if…?We have to…, and we have to…unexpectedlyIt shows that…, and that…make adjustmentopenweaponsafetyfriendliness。

高中英语人教版(新课程标准)必修4Unit 4【教案】

Unit 4 Body language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。

本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。

本课的READING材料处于教材的第三部分，是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。

学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解Communication: No problem?（交际，毫无问题可言吗？）这一主题。

课后COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

在READING前面有WARMING UP和PRE-READING 两部分。

W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。

新课标人教版高一英语必修四unit4教案讲课讲稿

Unit 4 Body LanguageThe first period readingStep I. Warming up Warming 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 Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking 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.2Talking 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 birthStep III. Reading11eading 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.2Read 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?3Reading 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.Step 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 checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand 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)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step 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；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 29 Turn to page 29. Do exercises No. 1 and 2。

人教版新课标高一英语必修四第四单元阅读课教学设计

人教版新课标高中英语必修四Unit 4 Body Language 阅读课漳浦龙湖中学授课班级：高二理科（1）班授课老师：陈亚妹一、教材分析1.教学内容分析本节课是这个单元的第三课时，为精读课。

课文是以作者去机场迎接外国学生为场景，讲述了几个不同国家的学生由于文化背景的差异，初次见面时互相问候的方式迥然不同所导致的误会。

形象地表明了身势语与文化背景的密切关系，以及身势语不同的文化内涵和在跨文化交际中的重要作用。

2.学生情况分析经过高一一学年的英语学习，一部分学生已经掌握了略读、跳读等一定的阅读技巧及阅读策略。

但还有一部分的学生基础不扎实，主动学习的积极性不高，因此，激发学生学习英语的兴趣至关重要。

高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因而在教学过程中，考虑学生的实际情况，要因材施教，设置学生感兴趣的教学活动，将传统的教学方法与现代化多媒体技术相结合，才能调动学生的英语学习热情。

二、教学目标分析1.知识与能力目标⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。

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

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

3. 学习策略目标通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。

4. 教学方法及教学手段⑴采用任务型教学方法，启发式教学，激发学生学习积极性，完成教学任务。

⑵运用现代化多媒体进行教学，丰富课堂内容，调动学生课堂气氛。

三、教学重点、难点1.教学重点使学生了解不同的文化背景的人，他们的身势语是不同的，尤其是打招呼的方式。

另外，在阅读的基础上，重视学生阅读方法和阅读技巧的引导，完成阅读能力的培养。

人教高中英语必修4Unit4 reading公开课课件

same way with touching or distance between people.
2.Englishmen dofnte'tn stand close to others
or touch strangers as soon as they meet.
3. Most people around the world now
2.How about greetings? How many ways can you think of to greet someone without using words?
Communication:No Problem?
The text is mainly about people from
Who are they and where are they from?
Who are they and where do they come from?
Tony Garcia Julia Smith Akira Nagata George Cook Ahmed Aziz Darlene Coulon
She _s_te_p_p_e_d__b_a_c_k___ appearing _s_u_r_p_r_is_e_d_ and put up her hands, as if _i_n_d_e_f_e_n_c_e_.
He _r_e_a_c_h_e_d_ his hand __o_u_t____ to the Japanese student. He __b_o_w_e_d__ so his nose _t_o_u_c_h_e_d_George’s _m__o_v_in_g_ __h__a_n_d__.
They shook hands and then kissed each other twice on each cheek, and this is the French custom when adults meet people they know.

人教版新课标高一英语必修四第四单元公开课

10. adult
成年人
11.crossroads
n.十字路口
a Japanese
George Cook (Canada)
Julia Smith (Britain)
Mr. Garcia (Columbia)
Listen to the recording and answer the following questions.
George Cook: He __r_ea_c_h_e_d___ his hand o_u_t______ to the Japanese. Akira Nagata: He ___b_o_w_e_d___ to George but his nose __t_o_u_c_h_e_d_ George’s __m_o_v_i_n_g____ hand.
2. Role play.
Ask some students work in groups and try to act out the story in the text. Different students represent different parts of the world, and use body language to greet each other.
Julia Smith
Britain
Akira Nagata
Japan
George Cook Ahmed Aziz Darlene Coulon
Canada Jordan France
Scanning Match the main idea for each part
Part1 (para1)
People from different countries have different body language.

高中英语人教新课标必修四unit4reading公开课

Thank You ! 不尽之处，恳请指正！
1.shakes hands and
(Columbia)
kisses others twice on
each cheek
Julia Smith (Britain)
2.bows 3.shakes hands
Visitor (Japan)
George Cook (Canada)
4.approaches others closely and touches their shoulder and kisses them on the cheek
Canada Jordan France
Scan the passage to check if you are
right ,and match the main idea of each part.
(PPaarrta11):
A) Summary of body language.
Part 2: (Para 2 and 3)
)
her on the _c_h_e_e_k___.
She _st_e_p_p_e_d__b_a_c_k___
Julia Smith from
appearing s_u_r_p_r_is_e_d__ and put up her hands,
(Britain) as if in d__e_f_e__n__c_e.
Akira Nagata
The second cultural mistake
from (Japan)
George Cook from (Canada)
He _b__o_w_e_d__ to Mr. Cook and his nose __to_u_c_h_e_d__ George’s _m__o_v_in_g_ __h_a_n_d___.

人教实验版必修4 高一英语Unit 4 Body Language reading公开课教学课件 (共28张PPT)

谓语）
The boy stood there_c_r_y_i_n_g___. (2)The boy is sitting before the computer__p_l_a_y_in__g__
(play) games. (用非谓语填空）
Consolidation
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Correct the mistakes in the sentences.
1. I stood for a minute watched them and then went
to greet them.
watching
2. Julia stepped back appearing surprising.
人教实验版必修4 高一英语 Unit 4 Body Language
单位：临朐第六中学教师：刘明堂
Learning objectives：
After the class, you will 1. know different body language. 2. grasp some language points. 3. communicate with people using
E. stand quite close to other men but will usually not touch women.
Read Para. 4&5 and decide whether the following
statements are true (T) or false (F).
1. All cultures don’t greet each other the same way.