人教版高中英语必修四教案：Unit+4+Body+language+Language+points2.doc
人教版高中英语必修四教案：Unit 4 Body language
Unit 4 Body languageⅠAims:T alk about body language: cultural differences and intercultural communicationPractise talking about prohibition & warning as well as obligationLearn to use the -ing form as the Attribute &AdverbialLearn to write a diary that showing the observation of how body language helps in communicationⅡStructures:Talk about body languageWhat 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 communicationWhat 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?ⅢKey new words:represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroadⅣKey expressions:represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, actionⅤ.Grammmar:The -ing form as the attribute && adverbialFinding out in the reading text sentences with present participle(s) used as the attribute or adverbPeriod 1-2 warming upStep I Lead-inThe teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.Ss: Yes, Thousands of Hands Kwan-yin.T: But do you know who she is? Yes, she was the leading dancer ofthe 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 studied very 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 we can 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 your head / face / eyes / nose / mouth / ears / cheeks / forehead / 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 ...It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:Action MeaningA handshake You are welcome.A clap of hand Come on; be cheerful.A V-shape of the fore-finger and middle finger May you succeed!Or congratulations on your success!A half-closed hand with thumb down I am not in favor of your idea or I’ll haveto refuse you.She is worried.A wrinkling of the brow in thought ordispleasure or a scowlTears coming out of his eyes. He is very sad.All smiles on her face She is very happy.Waving their hands They are waving goodbye to peoplearound.A hand stretched out forward with strength He is stopping a tank.They are cheering for the victory.People jump with their both hands stretchedopen in the air.Period 3-4 Reading1 Pre-reading1. What is the function of body language?2. How do you find body language in our daily life?3. How can the same body language express different feelings or ideas in different cultures?4. How can different body language express the same feeling or idea in different cultures?2 Fast 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 him or 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.Period 5-6 GrammarGrammarStructure Study一: V-ing 形式由“do＋ing” 构成, 其否定形式是“not doing”, V-ing 可以带宾语或状语构成V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。
人教版 高中英语 必修四 unit4 Body language教案
Teaching PlanModule4 Unit 4 Body languagePart1 .Analysis of the teaching materialSs have been learning how to communicate by speaking or writing, they are familiar with the words or voice, but sometimes body languages can express our feelings more directly. If we don’t notice them we may make misunderstanding. So it’s very important to learn the new lesson, lesson4 body language. Body language means the moving of eyes, head or hands while talking, even the distance between persons. In the new class, Ss are helped to learn the ways of body language and the expressions related to them. And by leaning the reading text, Ss are expected to learn the meanings of body language on different cultural background.1.Teaching aims1)K nowledge aims:To understand the meaning of body language.To memorize the new words, phrases and sentence patents.Ability aims:To be able to describe body language with the words learnt.Can recognize the differences under the same body language.2)E motion aims:To arouse the Ss’ interest in body language.To cultivate the Ss’ love for body language.2.Teaching difficult and important points1)The new words, phrases and sentences:2) The ability to describe and recognize body language.3.Teaching aidsa teaching planA multi-media systempptPart2. Teaching and learning methods1.Task-based method,2.Audio-visual(直观) methodPart3. Teaching stepsStep1: GreetingsGreet the whole class as usual.Step2: lead-in (Individual Work)1）Lead Ss know the topic of the lesson (body language)2）Lead Ss know the objectives of the lesson.Step3:Warm-up (individual Work and pair work)1）Show Ss some picturesT: What can you infer from the pictures in Ex1 on P25?2)Games (group work and pair work)Show Ss pictures of different body language, ask them to guess in English together.Invite some Ss act out body language in front of the classroom, others try to guess in English.Ask student go through the expressions in Ex2.Step4:Pre-reading (group work)Have Ss listen to the tape to get the general idea of the text.(the misunderstanding caused by body language)Step5: listening (group work)Have Ss listen to the tape twice and under the body language and the related feels.Check the answers with the CStep6 reading (individual work and group work)1)H ave Ss read the text and do Ex1 of the Comprehending. Check up with the C.2)H ave Ss discuss the questions of Ex2 of the Comprehending.Homework1, Go through the question1-3 of Pre-reading on P25.2, Listen and read the text on P26 two times.3, complete other Exes about new words.。
人教新课标英语必修4全册教案(Unit 4 Body Language)
人教新课标英语必修4全册教案(Unit 4 Body Language)一、教学目标1.掌握与身体语言相关的词汇和短语；2.学习运用不同的身体语言表达自己的情感和意图；3.能够理解并能运用与身体语言相关的语法结构；4.培养学生的说、听、写、读的能力；5.培养学生的团队合作与表达能力。
二、教学准备1.教材：人教新课标英语必修4全册；2.PowerPoint 展示课程教学内容；3.音频设备。
三、教学计划第一课时：词汇与短语教学1. 导入（5分钟）通过展示一些身体语言的图片，引发学生们对身体语言的兴趣，并让他们猜测图片中人物的情感和意图。
2. 新词学习（15分钟）在讲解的过程中，通过多媒体展示相关的图片或动作以加深学生们的理解与记忆。
- Body language：身体语言 - Gesture：手势 - Facial expression：面部表情 - Posture：姿势 - Maintain eye contact：保持眼神交流 - Nod：点头 - Shake hands：握手 - Hug：拥抱 - Bow：鞠躬 - Smile：微笑3. 短语学习（15分钟）•Get along with：与…相处融洽•Make friends with：与…交朋友•Show respect for：对…表示尊敬•Be fond of：喜欢•Play a role：起作用•Be ashamed of：以…为羞耻•Be confident in：对…有信心•Have a positive attitude：持积极态度•Pay attention to：注意4. 听力练习（15分钟）播放相关录音，要求学生根据所听内容填写相应的单词或短语。
可以将答案呈现在 PowerPoint 上进行批改，同时让学生自己检查正确率。
5. 小结（5分钟）对所学的新词和短语进行小结。
鼓励学生积极参与，对不清楚的地方进行反复澄清。
第二课时：语法与句型教学1. 导入（5分钟）通过一个与身体语言有关的小故事或情景，引发学生们对身体语言的思考和讨论。
新人教版高一英语必修四 Unit4 Body Language 教案
新人教版高一英语必修四Unit4 BodyLanguage 教案Unit4 Body Language一、Teaching aims and demands1）Talk about body language2）Describe gestures and facial expressions3）Practice making offers and requests4）Write an imaginary story：1. Learn to use the expressions to make offers and requests and show thanks：：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 Rea ding →（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! Com e 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 forMary 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 suitcase Situation2 ：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 f light. 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.）I cut in front o f 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 kn ow 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。
人教版高中英语必修四第4单元《body language-reading》教案
Unit4 Body Language金溪一中王萍丽课题Period 1 Warming up and Reading教学目标知识目标Get the students to learn some useful new words and expression.能力目标Develop the students’ reading ability ..情感目标Get the students to know how to greet each other in different cultures.教学重点Get the students to know basic knowledge about body language. 教学难点Develop the student s’ reading ability.教学过程Step1 Lead-inSignal to a student to close the door and ask the student the question:How do you know what I want you to do?Step2 Warming up1.What is body language?One form of communication without using any words2.Performing & GuessingStep3 Pre-reading DiscussionThere are many different ways to greet someone using words. How many ways can you think of to greet someone if you CANNOT speak? Share your ideas with your partner.Ways to greet someone without words: smile, wave, shake hands, hug, kiss, etc. Step4 Reading1.SkimmingWhat 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 language to send messages and people from different countries have different customs.D. The importance of knowing customs.2.Scanning(1)How many international students are there in the story?(2)Who are they and where do they come from?.3.Careful ReadingPara1When: yesterdayWho: another student and I,this year’s international studentsWhere:the Capital International AirportWhat to do: We would take them first to their dormitories and then to the student canteen.Para2Find out the two cultural mistakes the author found at the airport:Para3:Answer the following questions1.How do men from Muslim countries greet others?2.How did Tony and Darlene greet each other?Para 5:Fill in the blanksThese actions are not good or bad, but are simply ways in which .In general, studying international customs can certainly help avoid difficulties in today’s world of cultural crossroads!Step 6 Giving PerformancePlease act out according to the following situations(choose either one):Situation 1: You are meeting a British friend in the airport, and you are going to hug him. Imagine what will happen.Situation 2: You are visiting in another country, and you want to cut hair, but you have difficulty in communicating. How can you communicate with the barber with body language?Step7 Homework:1.Recite the new words in the text.2.2. Go over “Learning about language”1. 2. And 3 on P27-28.。
人教新课标英语必修4全册教案(Unit 4 Body Language)
人教新标英语必修4全册教案(Unit 4Bd Language)Unit4BdLanguage Partne:TeahingDesignTeahinggals1TargetLanguagea重点词汇和短语isunderstand,siilar,faial,expressin,agreeent,an,hes t,gesture,adult,punishb重点句型或交际用语Atutthefllingeanings,pleasePleaseguesshatIeanPlease shtheatins,usingbdlanguageNitisurturntshtheatin/ges turePleaseuseeitherspenrdsrbdlanguagetexpressuridea sPleaseusebthspenrdsandbdlanguagetexpressurideas2Ab ilitgalsaEnablethestudentstunderstandhataertaingestureftheb dlanguageeansinagivensituatinbEnablethestudentstatu tseeanings,requireents,requestsrsituatinsgiveninthe targetlanguageEnablethestudentstexpressiththetarget languagetheeaningsgiveninbdlanguage3Learningabilitg alsaHelpthestudentslearnhtexpresstheselvesinbdlangu agehenneededbHelpthestudentsunderstandthershenbdlan guageisbeingusedTeahingiprtantpintsaTeahthestudentshtunderstandbdlanguageusedindiffere ntuntriesrulturesasellasindifferentasinsbTeahthestu dentshtusebdlanguageinthestapprpriateasinsTeahingdi ffiultpintsaEnablethestudentstrealizetheiprtanefbdl anguageinuniatinsthatlittlernisunderstandingaurbLet thestudentsnthatthereisbthpsitivebdlanguageandnegat ivebdlanguageTeahingethdsaIndividualr,pairrandgruprbAtingutbiitatin,ierithge sturesandbdveentTeahingaidsAputer,apretrandsepituresTeahingpredures≈asThefi rstperidreadingAisThelpstudentsdevelptheirreadingab ilitThelpstudentslearnabutbdlanguagePreduresIaringu paringupbatingLatthelistfinterpretatinntherightside fthehartPerfrtheatinrthennverbalbehaviurntheleftsid eExaplesfBdLanguagearingupbdefining—hatisbdlanguage?IIPre-reading1LingandsaingLattheaninthepiturebelhatdeshesatubhisb dlanguage?Basiall,hthedIn?r,Idn’tnnthin!Theshuldersarehunhedandthehandsarepensignif ingabigquestinar2TalingandsharingBdlanguageisthequiet,seretandstperf ullanguagefall!Ardingtexperts,urnn-verballanguageuniatesabut0%fhat erealleanhilerdstheselvesntributeaere7%urbdiessendutessagesnstantlandftenedn'tregnizethate 'reuniatingaltrethanerealizeurunderstandingandusefn n-verbaluesinfaialexpressinarefailiartusnearlfrbirt hIIIReading1ReadingaludtthererdingNpleaselistenandreadaludtther erdingfthetextUNIATIN:NPRBLE?Paattentinttheprnuniat infeahrdandthepausesithineahsenteneIillplathetapeti eandushallreadaludtie,t2ReadingandunderliningNextuaretreadandunderlineallth eusefulexpressinsrllatinsinthepassageptheturntebaft erlassasher3ReadingtidentifthetpisentenefeahparagraphNextuarets ithetexttidentifthetpisentenefeahparagraph4ReadingandtransferringinfratinReadthetextagaintplet ethetablehereishe/shefr?hatdeshe/shedhenhe/sheeetse neattheairprtfrthefirsttie?NaeuntrAtineaningrGariau liaSithAhedAzizadaeulnReadingandunderstandingdiffiultsentenesAsuhavereadt hetextties,uansureltellhihsentenesarediffiulttunder standNputurquestinsnerningthediffiultpintstetheteah er6ReadingandtranslatingNit’stiettranslatethetextinthinese,sentenebsentenehillb ethefirsttdit?IVlsingdnlsingdnbdingexerisesTendthel essnuaretdtheprehendingexerisesN1and2npage26and27ls ingdnbheinghesefthefllingbasinn-verbaluesandu'llreg nizethatualreadspeaandtranslateuhfthelanguage“I’surprised!”I’shed!”“I’sad!”ThesendperidLearningabutLanguageIaringuparingupbdisveringuseful rdsandexpressinsTurntpage27anddexerisesN1,2,3and4fi rstheuransersagainsturlassates’IILearningabutgraar1ReadingandthiningTurntpage2andreadithethetextfUNIAT IN:NPRBLE?Asureadalng,paattentinttheusesfThe~ingfra stheAttribute≈Adverbial2DingexerisesN1and2npage29Turntpage29DexerisesN1and2。
高中英语人教版必修4Unit4教案
Unit 4 Body LanguageWarming up and reading白璐璐(一)there dimensional teaching aimsKnowledge and skill:1. Let the students know more about body language.2. Let the students can talk about body language freely.Ability aims:1. Encourage students to think about body language and talk about it.2. Learn to respect other cultures.3. Train students’ speaking ability through individual and group work.Emotional aims:1. To arise students’ interest in learning English.2. Let students have a better understanding of different customs.(二) Teaching important points1. Master language points and can use them to talk about body language.2. Learn to show respect to other cultures.(三) Teaching difficult points1. Talk about body language with partners by using new expressions.2. Have a better understanding of the whole passage.(四) Teaching methods1. Task-based teaching and learning.2. Pair work or group work to make every student learn in class.3. Asking-and- answering activity to help students understand the words andphrases.(五) Teaching aids:Blackboard and PPT(六) Teaching proceduresStep 1 GreetingToday we are going to use a different way to start our class, you guys need look at me and I will do some acting, you guys need do what I want you to do.Step 2 lead-in1. The definition of body language: a form of communication without using anywords.Body language: gesture, eye contact, facial expression, postureStep 3 warming up1. Different ways to meet or partShow some pictures about how to greet and how to say goodbye to each other.2. Do the gestureShow some picture about gesture and give the explanation of its different meanings. Step 4 ReadingTask 1 Fast readingRead the passage carefully and divide the passage into 4 parts. Match the main idea of each part.Para 1 A.Different people have different body language.Para 2&3 B. Summary of body language.Para 4 C. Meet the visitors at the airport.Para 5 D. People from different countries express greetings in differentways.Task 2 careful readingRead the first paragraph carefully and finish the T or F questions( T ) 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year'sinternational students.( F ) 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.( T ) 3. I stood for a minute watching them and then went to greet them.Read the second and third paragraph carefully and match the left with the right column.Mr Garcia (Columbia) Julia Smith (Britain)Darlene Coulon (France) Akria Nagata (Japan)George Cook (Canada) 1.shakes hands and kisses others twiceon each cheek2.approaches others closely andtouches their shoulder and kissesthem on the cheek3.does not stand very close to others ortouch strangers4.bows5.shakes handFind out the two mistakes the writer found in the airport: Mr. Garcia from He approaches Ms Smith(Columbia)________ The firstmistakeJulia Smith from She ______ ________ appearing_________Garcia.a Japanese He ________ to Mr. Cook and his nose _________ Mr.Cook’s _______ ________.The secondmistakeJapanese.Task 3. careful readingListen the rest part carefully and choose the right answer.1.Besides spoken language, people also use “unspoken language” through___.A.physical distanceB. actionsC. postureD. all above2. ___ prefer to bow rather than kiss others on the cheek.A.The FrenchB. The JapaneseC. The AmericanD. The Chinese3. Which countries approach others closely expect___.A. AmericaB. SpainC. ItalyD. England4. Why do we need study international customs?A.avoid difficultiesB. for funC.go to study abroadD. international communicationTask 4 Post readingAnswer the following questions1. “When in Rome, do as the Romans do.” What do you think this famous saying means?This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.2. Did any students have similar greeting customs? If so, which ones?Yes. Tony from Colombia and Darlene from France had a similar greeting custom—a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom—a handshake, but Ahmed shakes hands only with men.Step 5 DiscussionGive a speech about how different countries greet others. Your speech should include the following information.You may start like this:It is my great honor to give you a speech here.As we all know ,not all cultures greet each other the same way. In France, …It’s necessary to learn about some body language, because it can reduce some misunderstanding and avoid difficulties in communications.Step 6 Daily sentencesWhen in Rome, do as the Romans doStep 7 EntertainmentCan you guess what the following gesture from Japan means?Step 8 Homework➢Recite the new words of unit 4 and prepare for next period.➢Finish the exercise I on page 27➢内容总结➢➢。
高中英语必修四人教版教案：Unit 4 Body language Period 6 Learning about language
课堂检测
内容
Page 63Exercise 2
课后作业
布置
Memorize new words and expressions in this unit.
预习内容
教学重难点
Enable students to learn to use words and expressions correctly.
教学手段运用
教学资源选择
Atextbook
教 学 过 程
Teaching procedures:
Step I. Revision
Read the new words and expressions together.
in defence of, give up
believe in /trust , false
function, can’t …without
forfet to do
⑤there must be, misunderstanding
StepⅥ. Discussion(Group work)
Discuss their sentences in groups of six to see if there are any mistakes.
布置
Preview listening on page 31& page65 of workbook.
科目： 教师： 授课时间：第周 星期年月日
单元（章节）课题
Unit4 Body language
本节课题
Learning about Language (Discovering useful words and expressions)
(完整版)人教版高一英语必修四unit4Bodylanguage教案
人教版高一英语必修四unit4 Body language教案Part 1.Teaching goals: 教学目标1. 语言能力目标●Talk about body language: cultural differences andimprove the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
●进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。
3. 情感态度目标●要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。
●Body language is actions that human beings canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage plays important roles in communicating.Part 2.Teaching Important and difficult Points●重点词汇与短语greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, went to …After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s smiling face.3.Improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.4.let students learn about the words and expressions about body language.Part 2. Teaching Important Points:1．Teach the students how to understand body language used in different countries or cultures as well as in different occasions.2. How does body language differ among people fromdifferent cultures?Part 3. Teaching Difficult Points:1. Let the students know that there is both positive body language and negative body language.2.to grasp the main idea of the text.Part 4.Teaching Methods:。
人教英语必修四Unit4Bodylanguage教案7
Unit4 Body language学案Ⅰ. Teaching goals1. Target languagea. key wordsrepresent, association, dormitory, canteen, approach, cheek, defence, dash, likely.b. key sentences1. Yesterday, another student and I, representing our university’s student association, went to the Capital International Airport to meet this year’ international students.2. I saw several young people enter the waiting area looking around curiously.3. She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goalsa. Enable the students to realize the importance of body language.b. Enable the students to understand the text.3. Learning ability goalsHelp the students learn how to explain the common idea—“different cultures, different body languages” wi th the target language in this unit.Ⅱlearning steps.Step1. Lead inAsk some students to act out some body language, others guess their meanings.Step2. Skimming （2 mins）1. How many international students are there in the story?2. Who are they and where do they come from?NAME COUNTRYStep3. scanning1.Find out the two cultural mistakes in Para22. Fill in the table according to Para4.People in the country/areaWays to greet each otherEnglish peopleDo not stand _________to others or touch ________ when they meet. People from Spain, Italy and South Americancountriesothers closely andaremorelikelyto__________.JapaneseMost people around the world (Chinese)3. Divide this passage into four parts and summarize main idea of each part. Part1 ( para ): BackgroundPart2 ( para ); Part3 ( para ): Part4 ( para):Step4. Showing offSupposing you are Tony Garcia or George Cook, how should you behave correctly and properly? Make up your own dialogueGroup A :Tony Garcia: …… Julia Smith: …… GroupB:George Cook: …… Akira Nagata: ……Step5. DiscussionWork in groups of four and discuss this question: How do you behave to avoid communication difficulties ？Then report your opinions to the class.Tony GarciaJulia Smith The first mistakeHe approached Julia, ________ _____ _________and _______ her on the ________.She ______ ________ appearing _________ and put up her hands, as if ___ _______. The second mistakeAkira NagataGeorge CookHe________ his hand ________ to the Japanese student.He ________ so his nose ________George’s _______ ________.。
人教版英语必修四Unit 4 Body language教案(1)
高中英语模块四教学设计Unit 4 Body languageReading:Communication:no problem?教材：人教版《英语4[必修] New Senior English for China》一、教学对象分析本校为省普通高中达标校。
学生英语水平较为参差，且班级人数多。
二、教材内容分析本节课选自人教版高中英语必修4 Unit4 Body language，这节课课型是Reading。
因为是第四单元第一课时，它起着承上启下的作用。
三、教学目标主要教学目标有两个：1.成功导入单元中心话题“body language”2.阅读课文“Communication ：no problem?”找出不同文化信息及两个文化差错。
四、教学过程Step 1 Warming-up and lead-in (5 mins)教师设计一些小活动和学生进行互动，了解学生对肢体语言一些基本情况的熟悉程度，以此导入到本课的课题。
活动1 利用四张图片进行师生对话,引入肢体语言表达方式：脸部表情，手势，动作等。
活动2 师生一起做TPR(Total Physical Response) 活动。
目的在于复习一些身体部位的表达方法，为接下去的活动做好准备。
活动3 推荐四组学生上台根据图片提示做动作，让全班同学猜出它们的意思，进行全班互动。
活跃课堂气氛的同时，传达肢体语言在生活中的作用。
Activity 1:The teacher shows some pictures on screen.T:What does these pictures mean?Ss:crying,laughing,it’s happy/…,they are excited （to celebrate their success.）T: Great!Activity 2:T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.(the whole class together)Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ... (some students to come to perform)Shake your head / arm / hand ...Close your eyes / mouth ...Open your eyes / arms /mouth ...Nod your head.Some students to come to perform.1.Shake somebody’s hands.2.Touch the other’s shoulder.3. Cross your arms .4.Make a face to each other.5. Dance as you like .Step 2 Reading （20 mins）1.Warming-up利用教材SBP25 Warming-upEx.1所提供图片，两两对话。
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”。
人教版高中英语必修4教案 Unit 4 Body language
Part 11 Warming Up:1)What is body language?(spoken language, written language)T: do you know how many ways can we use to communicate with others in our daily life? It’s obvious that we could communicate with others by speaking, right? Except for speaking, also, we could communicate by the way of writing, what’s more, if we don’t use speaking and writing, we can choose to use our body language to convey information.T:OK, so do you know what is body language?Body language refers to various forms of nonverbal communication, which for a person may reveal clues as to some unspoken(无法言说，不言而喻的) intention or feeling through his physical behavior.2)look at the pictures on blackboard and discuss what are the meaning of these body languages.T: now I will show you some pictures about body language , and I hope you cold tell me the meaning of each picture, OK?T: you are so smart, and have you found the similarity of these body languages of each line, Yes, according to the given pictures, we could generally divided body language into three part:①body gesture ②body movement ③facial expressions3)Game: Conveying the information that is written on the cards to your partners with body language.And next, for better understanding and using body language, let us play a game, the players should act and guess the content of the cards. I will invite three groups to do the game here, four students a group, three perform, and one guess, clear?2 Pre-reading:1)A same body language maybe have different meaning in different countries.T:we all know that because of the different cultural background, a same body language maybe have very different meaning, such“OK”，in China, it means “yes”, but in Japan, it means “money”, in France, it means “nothing”, and in Italy it’s a impolite and dirty gestures.2)The same meaning could be conveyed by different body languages such as the way of greeting, what can the people do when they meet each other at the first time?T: A same body language maybe have different meaning, on the contrary, the same meaning also could be conveyed by different body languages such as the way of greeting, so what can the people do when they meet each other at the first time? T: We know in China, when we greet to someone at the first, we could shake or wave our hands right? but what are the ways in other more countries? Let us learn it from the reading material on textbook page 26.3 While-reading:1)Skin to find the main idea of this passageT: Now , I will give you three minutes to read the whole passage quickly and summarize the main idea, OK?(This passage shows body language differs from culture to culture. Not all people greet each other in the same way. So we should study international customs for better communication.)2)Fill the blank to find the ways to greet in different countries or areasOK, everybody, next I will give another five minutes to read the passage again and find out all the ways to greet others by using body language according to the blank4 Post-reading：1)Is the author male or female? How do you know that?T: OK, everyone, there is an inference question, “Is the author male or female? And how do you know that?”(male, because Ahmed Aziz only shake hands with men.2)Find out the two cultural mistakes in para 2.T：In para 2 the author has mentioned two cultural mistakes right? So the first is what? (when tony Garcia from Colombia, approached Julia Smith from Britain, touched her shoulder and kissed her on the cheek as greeting, however, Julia stepped back appearing surprised and put up her hands to defend)The second mistake is (George Cook, who came from Canada, reached his hand out to Akira Nagata from Japan for introducing himself, however, Akira bowed so his nose touched George’s hand)3)What can we learn from this text?T: Do you feel the embarrassed? , for decreasing this kind of cultural mistakes, what do we need to do?①Body language plays an important role in daily communication, so it is very important to understand and use it correctly.②We should study international customs and respect the different cultures in the world.③When in Rome, do as the Romans do.5 homework：Find more body languages differ from culture to culture.(4groups, one group finishes one together)Part 21 Review:Yesterday we’ve learned many body languages about greeting which is different in many cultures, still we can remember that, in Britain, people usually greet with shaking hands, ……And today we go further learn the body language which conveys an universal information.2 While-reading:T: Firstly, everybody please spends three minutes looking through the whole passage and finding the main idea, clear? OK, go ahead with your task.1)What is the main idea of the passage?T: Are you finished? Where can we find the main idea? Which paragraph?Some body languages or gestures are the same throughout the world.2)Fill the blank to summarize the feelings and the corresponding body languages T: So next, let us learn these body languages further and together, at the same moment, please find out the emotional meaning of each body language, clear?3)Discussion:T: All right, it has been quite clear to understand the same body language and its emotional meaning throughout the world. The last reading task, everybody please gives an example of a person whose body language is very impressive or important to you, and please tell the reasons.(4)Guess the order of the story on page 31, then listen to the tape of the story on page 65.T: So much for our reading , by this unit, we had learned a lot of body language as well as its cultural meaning and emotional meaning, right. OK, next it’s time to check your knowledge acquisition.4)Act one of the stories on page 31 and 65.3 Homework:Do the exercises in 三维设计。
人教高中英语必修四单元教案Unit 4 Body language
Unit 4 Body languageThe first period: Warming up and ListeningThe unit gives a general view of body language in a variety of situation. Body language is generally defined as the use of posture, gestures, and facial expressions that communicate attitudes, emotions and reactions. Verbal language expresses words, but body language expresses meaning and emphasis. In many cases, body language is in fact more powerful in expressing than verbal language is. V erbal language can be controlled more easily than body language, and can be used to detective and to misinform. It is important for students to understand their own body language and that of others. The two very general areas discussed in the unit are culture body language and personal body language. Both of these are in fact determined to some extent by social and cultural practices. Students should be encouraged to consider the differences between Chinese body language and Western body language and to think of what they have observed in films and in the behavious of foreign visitors. They should also be aware of the effect of their own body language (the messages they may be sending without knowing it).Teacher can show students some pictures to lead in the topic of the unit and have a free talk with them about body language. Then turn to Warming up, It provides two activities which will introduce students to the idea of body language and the ways they can communicate without speaking.The reading passage titled Communication: No Problem? introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although it may seem strange to them, all cultures should be respected.Important points:Let students read the passage and learn about cultural differences and intercultural communication.Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.Difficult points:Enable students to understand the passage and know about cultural differences and international communication.Let students learn how to use different reading skills for different reading purpose.Knowledge aims: some useful words and expressions: statement, greet, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, defence, major, misunderstanding, misunderstand, Jordan, dash, adult, spoken, unspoken, Spanish, Italy, likely, crossroads, defend against, be likely to, in general Function:1. Prohibition and warning(禁止和警告)Always stay…..Do not…….Stop!Keep away from……Go away. Don`t enter here.Watch out！Look out!Be careful!Be quiet!You may not…..You will be fined 2000 yuan.Don`t smoke here!Be careful! Don`t slip.2. Obligation (义务和责任)You must……You should never…….You will be……You will have to….You will need to…..Grammar:动词的-ing形式作定语和状语（the –ing form as the attribute and adverbial）Step 1 Leading inThe passage introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although some behavious may seem strange to them, all cultures should be respected. They should also know that there may be actions that they think are impolite or not respectful but are ordinary practices in other cultures.This unit is not a lesson in international courtesy but may help students understand that not all people express themselves the same way. The passage also introduces some grammatical structures which require attention.1. Play a song to students and ask them to act to the music.If you are happyIf you are happy and you know it, clap your hands.If you are happy and you know it, clap your hands.If you are happy and you know it, and you really want to show it.If you are happy and you know it, clap your hands.2. Introduce gestures.3. Introduce the facial expression.4. Introduce the postures.5. Introduce the eye contact.Ask students to use eyes to express their feelings in the following situations.Situation 1: Suppose today is your birthday, you receive a very big present. It is as big as you. So when you see the present, what is your response?Situation 2: Suppose you are walking on the street, some ugly guy comes to you and wants to talk to you to get your telephone number. What is your response?Situation 3: Suppose you are walking on the street, some handsome guy walks by you. What is your body language?6. Summarize what is body languageBody language is a form of communication without using any words and it can help us express our feeling. Ask students to look at the pictures and guess what the man means by his body language?Step 2 Skimming1. Ask students to read the text quickly and find the names of the personsStep 3 ScanningAsk students to read the text carefully and find out the action mentioned in the passage and then act them out in pairs. Show the following chart to help them find theStep 4 Intensive reading1. Ask students to look through all the questions in Exercise 2on page 27 and read the text silently to answer these questions by themselves.2. Ask students to read Paragraph 1-3 and find out the mistakes by using different body languages. How do the mistakes happen? (There are two mistakes: The first is Mr Garcia from Columbia approaches Ms Smith, touches her shoulder and kisses her on the cheek. Julia Smith from Britain steps back appearing surprised and takes a few steps away from Mr Garcia. The second mistake happens between a Japanese and a Canadian. Akira Nagata bows to Mr Cook and his nose touches Mr Cook`s moving hand, when Mr Cook from Canada reaches his hand out to the Japanese.)3. Ask students to read Paragraphs 4-5 and finish the following true or false.1). 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). People from Jordan will move very close to you as you introduce yourself to them.5). Some body languages in some countries are good while some countries` body languages are bad.(The answers: FFTTF)Step 5 Discuss and divide the passageAsk students to work in pairs to divide the passage into 4 parts and sum up the main idea of each part. Then get some of the groups to share their answers.Part 1(para 1): the main idea is that you are sent to Capital International Airport to meet students.Part 2(paras2-3): it mainly talks about the examples cultural “body language”.Part 3(para 4): it tells us that different people have different body language.Part 4(para 5): it is the summary of body language.Step 6 ConsolidationMy university has sent me to the Capital International Airport to meet some international students from many parts of the world, who are coming to study at Beijing University in China. The first one to arrive is Mr Garcia from Columbia with Julia Smith, a British lady, following behind closely. I introduced them to each other and I am surprised to see Mr Garcia comes up to Ms Smith. Just then, Akira Nagata from Japan, comes in and bows when the Conadian, Mr Cook reaches out his hand to him. It happens that Mr Cook`s hand touches Akira Nagata`s nose as he bows and they both apologize. So you see, people from different cultures may not greet others in the same way. English people usually do not stand very close to others or touch the strangers as people from Spain, Italy and South American countries do. Most people around the world shake hands when whey meet while Japanese people will bow. People from Jordan stand quite close to other men and shake hands and kiss others on the cheek. In a word, body language differs in different cultures and is widely used in communication.Body language is used by people for sending messages to one another. In many countries in the world, men kiss each other when they meet. In Britain, people usually shake hands when they need someone for the first time. They are not comfortable touching strangers. French people kiss each other hello and goodbye on the check more often than the British people. People from Arabian countries stand closer than people from Britain when they are talking. They might move very close to you as you introduce yourself to them. Body language is very general and not all members of all countries behave the same way. Using body language in a correct way will help you to better communication with other people.Step 7 HomeworkGo over the text and learn the useful new words and expressions by heart.Finish the exercises in Comprehending on page 27.Read the passage again and collect the information about body language in different cultures mentioned in the text.The second period: Learning about language: Important language pointsThe emphasis of this period will be put on the important new words, expressions and sentence patterns in the parts Warming up, pre-reading, Reading and Comprehending.Important points:Enable students to grasp the usage of such important new words and expressions as represent, approach, defend, be likely to, in general, etc.Get students to master the patterns “…. I saw several young people enter the waiting area looking around curiously.”And “Not all cultures greet each other thesame way, nor are they comfortable in the same way with touching or distance between people.”Difficult points:Let students learn the usage of the words: approach, be likely toGet students to understand some long and difficult sentences.Step 1 RevisionCheck the homework exercises.Ask some students to retell the passage Communication: No Problem?.Step 2 Practice for useful words and expressions1.represent: stand for or be a symbol or equivalent of sb. / sth. symbolize; be anexample of sth.We chose a committee to represent us.What does Y represent in this equation?This design represents a major new trend in modern art.2. approach: come nearer or nearer to sb. / sth. in space or timeWe approached the museum.It is not allowed to approach the forbidden area.Few writers even began to approach Skakespear`s greatness.I find him difficult to approach.The approach of winter brings cold weather.All approaches were blocked.2.defence: defending from attack; fighting against attackThe country`s defences are weak.They decided to defend their country against enemies.Defend …. against / from: protect …. from….3. introduce….to….He introduced his friend to me.Yao Ming is a person who needs no introduction.4. dash: move suddenly or quickly; rushThe secretary dashed into the room, grabbed the file and ran out again.5. not…nor…..For a whole week hr did not write to her nor give her a call.I don`t like the film. Nor does he.I am going to work today and nor is Maisie.6. likely;be likely to : that is expected; probableThe train is likely to be late.She is the most likely to win the prize.It is likely that….It is likely that she will ring me tonight.7. as well (as sb. / sth.): in additionAre they coming as well?He grows flowers as well as vegetables.8. in general: mainly; mostly; usuallyIn general, her work has been good, but this essay is dreadful.I like game in general, and especially football.I am glad to find myself in general accord with your opinions.9. avoid:I quickly walked to the other side of the street to avoid meeting her.To avoid car hitting the little boy, he had to make a sharp turn.Step 5 Using words, expressions and patternsDo exercises in Using words and expressions on page 63.Step 6 HomeworkFinish off the homework exercises.Learn the new words and expressions by heart.英语国家常见的体态语言1. 付帐(cash): 右手拇指, 食指和中指在空中捏在一起或在另一只手上作出写字的样子, 这是表示在饭馆要付帐的手势.2. 动脑筋(use your brains)或机敏一点: 用手指点点自己的太阳穴.3. 傻瓜(fool): 用拇指按住鼻尖摇动其他四指或十指分开. 也常常用十指对着太阳穴转动, 同时吐出舌头, 则表示所谈到的人是傻瓜, 痴呆.4. “讲的不是真话”(lying): 讲话时, 无意识的将一食指放在鼻子下面或鼻子边, 表示别人一定会理解为讲话人“讲的不是真话”令人难以置信.5. 自以为是(complacent assertion): 用食指往上摁鼻子, 还可以表示“不可一世”().6. 叫人安静(quietness): 闭住嘴, 拇指横掠过双唇.7. “别出声”(stop talking): 嘴唇合上, 将食指贴着嘴唇, 同时发出“”.8. 侮辱和蔑视(insulting and scorning): 用拇指顶住笔尖, 冲着被侮辱者摇动其他四指的手势.9. 赞同(agreement): 向上翘起拇指.10: 祝贺(congratulation): 双手在身前嘴部高度相搓的动作.11. 威胁(menace): 由于生气, 挥动一只拳头的动作似乎无处不有. 也可以是因受挫折而双手握着拳使劲摇动的动作.12. “绝对不行”(absolutely): 掌心向外, 两手臂在胸前交叉, 然后张开至相距一米左右.13. “完了”(that`s all): 两臂在腰部交叉, 然后再向下, 向身体两侧伸出.14. “害羞”(shame): 双臂伸直,向下交叉, 两掌反握, 同时脸转向一侧.15. 打招呼(greeting): 英语国家的人在路上打招呼, 常常要拿帽子表示致意.现在一般已经化为抬一下帽子, 甚至只是摸一下帽檐.16. 高兴或激动(happiness and excitement): 双手握拳向上举起, 前后频频用力摇动.17. 愤怒或急噪(anger and enxiousness): 双手臂在身体两侧张开, 双手握拳, 也常常头一扬, 嘴里咂咂有声, 同时还可以眨眨眼睛或者眼珠向上和向一侧转动, 也可以愤怒, 厌烦, 急噪.18. 怜悯, 同情(pity): 头摇来摇去, 同时嘴里还说That`s too bad. 或者Sorry to hear it.19. “太古怪了”(too queer): 在太阳穴处用食指画一圆圈.The third period: Learning about language: GrammarThis teaching period mainly deals with the grammar: the –ing form as the attributive and the adverbial.Important points: get students to learn the use of the –ing form as the attributive and adverbial.Difficult points: enable students to learn how to use the –ing form as the attributive and the adverbial.Step 1 Revision1. Check the homework exercises.2. Translate the following sentences:他们的责任就是为国抗敌. (defend ….against…)学校离商店不远. (close to)他把朋友介绍给我. (introduce)我今天不去上班, 玛丽也不去. (not …. nor)这趟火车很可能晚点. (likely)总的来说, 她的作品不错, 不过这篇文章糟透了. (in general)Step 2 Leading in1. Tell students to turn to page 26 and read the passage carefully to find out the sentences in which –ing form are used.1). Yesterday, another student and I, representing our university`s student association, went to the Capital International Airport to meet this year`s international students.2). After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.3). I stood for a minute watching them and then went to greet him.4). She stepped back appearing surprised and put up her hands, as if in defence.5). Then Akira Nagata from Japan came smiling, together with George Cook from Canada.6). Just at that moment, however, Akira bowed so his nose touched George`s moving hand.7). When Darlene Coulon from France dashing through the door, she recognized Tony Garcia`s smiling face.8). In the same way that people communicate with spoken, they also express their feelings using unspoken “language”through physical distance, actions or posture.2. Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these –ing form is being used in the situation. Have them try to sum up the rule of the –ing form as the attributive and the adverbial.Step 3 Grammar learning动词-ing形式作定语和状语的用法一.作定语如果动词-ing形式出现在名词前后, 并修饰该名词, 一般动词形式作定语. 此时, 该定语可变为一个介词短语(这是动名词作定语)或定语从句(这是现在分词作定语)A sleeping car = a car for sleepingHis nose touched George`s moving hand. (George`s moving hand = George `s hand, which was moving)1. 单独的动词-ing形式作定语, 一般放在被修饰名词的前面.He is a promising young man.It is a fascinating city.Wisconsin is the leading dairy state.They are visiting in a neighbouring town.2. 动词-ing形式可有自己的宾语或状语, 构成一个短语, 作定语, 放在所修饰的名词后面.There is someone knocking at the door.I know a man working in the factory.Do you know the man talking to her?The girl sitting beside me is my sister.二.作状语如果动词-ing形式用于修饰某动词或整个句子, 此时动词形式作状语, 一般即可变换为从句. 动词形式作状语可以表示时间, 原因, 条件, 结果, 以及行为方式或伴随等情况.1. 时间Hearing the news, we jumped with joy.Turning around, he saw a tiger running up.2. 原因Not knowing the way, he could not go there.Being excited, she could not go to sleep.3. 条件Working hard, you will succeed.Turning to the left, you will see the tower.4. 结果Unfortunately his father died, leaving the family even worse off.He was caught in the rain, thus making himself catch a cold.5. 行为方式或伴随情况A boy came running in.Following Tom, they started to climb over the wall.They stood there for an hour watching the game.She sat at the desk reading a newspaper.Step 4 Grammar practiceHave students underline the –ing form or its phrase in each sentence and tell whether it is used as the attributive or the adverbial. If it is used as the adverbial, tell what it is for.He was one of the leading composers of the time.Who is the girl standing on her hands?They built a road leading to the village.Who knows the missing words in the sentences?My aunt told us an amusing story.In our village live 350 families belonging to three nationalities.There is a car waiting at the door.Don not wake up the sleeping child.Traveling by jeep, we visited a number of cities.We couldn`t help them, being so poor ourselves.Coming down the mountain, we met Jim on the way.He worked the whole afternoon trying to repair the car.Not knowing the language, he couldn`t get a job.The manager came to us smiling.Having failed twice, they didn`t want to try again.Turning around, she saw a man following her.When leaving the airport, they waved to us again and again.While staying there, I learnt a lot from them.Turn to page 29. Ask students to do exercise 2 in Discovering useful structures.Turn to page 64. Ask students to do the exercises in Using structures.Step 5 Group workAsk students to work in groups of four to do the following.1. Add at least two more actions to these lists. Then combine the primary and secondary actions to make a sentence about a student in your group. That student must act out what you say.S: (the student`s name) walks around the desk jumping on one foot.S: the frowning girl, (the girl`s name), picked up her English textbook and threw it on the floor.2. After practicing with your group, make up a short act to perform for the class. One student describes what is happening while the other three act.Step 6 Closing down by a quiz1. The wild flowers looked like a soft orange blanket ----- the desert.A. coveringB. coveredC. coverD. to cover2. The secretary worked late into the night, ----- a long speech for the president.A. to prepareB. preparingC. preparedD. was preparing3. The visiting minister expressed his satisfaction with the talks, ---- that he had enjoyed his stay here.A. having addedB. to addC. addingD. added4. European football is played in 80 countries, ----- it the most popular sport inthe world.A. makingB. makesC. madeD. to make5. ------ up at his father, he asked what was the matter with him.A. having lookedB. lookingC. to lookD. look6. ------ from his clothes, he is not so poor.A. judgedB. judgingC. to judgeD. having judged7. ------ such heavy pollution already, it may now be too late to clean up the river.A. having sufferedB. sufferingC. to sufferD. suffered8. Would you tell us something about G3?Well, it is an international organization ---- the richest countries in the world, five of which are quite small and two of which are island states.A. is consisted ofB. consisting ofC. consists ofD. consisted of9. Hill often attends public lectures at the university of London chiefly ---- hisEnglish.A. to improveB. improvingC. to have improvedD. improved10. –Who brought these papers here on my table?--A student _____herself Joanna.A. callingB. callsC. calledD. being called11. ____ from what she said, I guessed Lily had not read the novel at all.A. To judgeB. JudgedC. JudgingD. Judge12. My uncle ____ in Australia sent me some presents, ____ a pair of shoes inA. lived; includedB. lives; had includedC. living; includingD. to live; to included13. The manager observed the goods, ____ that there was something wrong with some of them.A. having noticedB. noticingC. to noticeD. noticed14.The book, ____ the life of the teenagers born in the 1990s, was very popular among middle school students.A. showingB. being shownC. shownD. to show15. --- Do you know which one is our new headmaster, Jim.---- Yes. It is the man _____ in the armchair ___ a copy of China Daily.A. sits; readsB. sits; readingC. sitting; readsD. sitting; reading16. When ____ the differences between British English and American English. I find they mainly exist in spelling and pronunciation.A. compareB. being comparedC. comparedD. comparing17. ____ to arrive in Shanghai in one day, I had to take a plane.A. AskedB. Having askedC. To be askedD. Being asked18.____ to the right when you see a supermarket, and you will find the post office you are looking for.A. To turnB. TurnC. TurningD. Turned19. Another four skilled workers _____ it, the project was completed ahead of time.A. joinedB. had joinedC. joiningD. to join(The answers: ABCAB BABAA CCBAD DBBC)Step 7 HomeworkFinish off the workbook exercises.Preview the reading passage Showing our feelings on page 30, find the sentences in which the –ing form is used, and see if you can understand them.The forth period: Using language: Extensive reading We will deal with two passages: Showing our feelings in Using language on page 30 and The open hand—a universal sign in Reading task on page 66 to develop students` reading ability by reading extensively.Important points:Develop students` reading skills by extensive reading.Let students read and understand the passage Showing our feelings.Difficult points:Enable students to learn and use such strategies as skimming, scanning and so on to do their reading.Get students to learn to make a writing outline.Knowledge aims:Get students to learn the new words and expressions: unspoken, facial, function, ease, truly, false, anger, fist, yawn, subjective, hug, rank, at ease, lose face, turn one`sGet students to learn more about body language.Step 1 Revision1. Check the workbook exercises.2. Ask students to translate some sentences into English.1). 我们学校有一个游泳池.(There is a swimming pool in our school.)2). 这篇短文可用做听力材料.(This short passage can be used as listening material.)3). 中国是一个属于第三世界的发展中国家.(China is a developing country belonging to the third world.)4). 站在那边的哪个男孩是我的同学.(The boy standing over there is a classmate of mine.)5). 大家都认为他是个活字典.(He is regarded as a walking dictionary.)6). 回到家后, 他就开始做家庭作业.(Returning home, he began to do his homework.)7). 完成工作以后, 他就回家了.(Having finished his work, he went home.)8). 由于不知道他的电话号码, 我们无法与他取得联系.(Not knowing his phone number, we couldn`t get in touch with him.)9). 大雨滂沱, 造成了该地区洪水泛滥.(It rained heavily, causing severe flooding in that area.)10). 我踮着脚走近那扇小窗户.(Walking in tiptoe, I approached that little window.)Step 2 Warming upDescribe some situations and ask students to act them out.1). I am very happy.2). I am full.3). I am hungry.4). I want to sleep.5). You are great.Step 3 pre-reading1. Let students discuss the following questions:What is the function of body language?How do you think we show our feelings in our daily life?2.Ask students to turn to page 30 to prepare the new lesson.3.Topic sentences for SHOWING OUR FEELINGSParagraph 1: Of course, body language can e misread, but many gestures and actions are universal. Paragraph 2: The most universal facial expressions is,Paragraph 3: From the time we are babies, we show unhappiness or anger by frowning.Paragraph 4: There are many ways around the world to show agreement, but nodding the head up and down is used for agreement almost worldwide.Paragraph 5: How about showing that I am bored? Looking away from people or yawning will, in most cases, make me appear to be uninterested.Paragraph 6: Being respectful to people is subjective, based on each culture, but in general it is probably not a good idea to give a hug to a boss or teacher.Paragraph 7: With so many cultural differences between people, it is great to have some similarities in body language.Step 4 ReadingAsk students to read the passage fast to get the main idea and then finish the outline of the passage.1. The main idea:Different gestures stand for different feelings, wishes or attitudes. Body language has many universal gestures.2. Outline of the text:Para 1: showing happiness.Paras 2-5:Universal body language to show agreement and disagreement.Para 6: Universal body language to show boredom.Paras 7-8: Universal body language to show respect.3. T / F questions:Body language is never as important as spoken language.If you angry at a person, you might turn your back to him or her.You can threaten a person by refusing to speak.If you stand with your arms across your body, you are always protecting yourself from being physically attacked.If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.You should not greet your new boss by giving her or him a hug.Body language is the same all over the world.Most people can understand each other if they try.4. Let students to read the text carefully to get detailed information.1). Some questions:How can we know other`s feelings, even if they do not speak to us?Why should we be careful with our body language?Why is it important to watch as well as listen to others?What are some jobs in which using body language is extremely important?Step 5 Important language points1. ease: freedom from work, discomfort, pain or relaxedat ease: comfortable and unworried; completely relaxedtake one`s ease: stop working or worrying; relaxa life of easeease of mindHe handed her a cup of coffee to put her at ease.She felt completely at ease during the vocation.She sat down and took her ease by the fire.with ease: without difficultyHe passed the examination with ease.2. ease: relieve the pain from body, anxiety, discomfortTalking eased his anxiety.The relationship between the two countries has eased since the beginning of the talks on the border conflict.3. lose face: lose credit or reputationShe did not lose face though she lose her face.4.turn one`s back to:When she is angry, she always turns her back to me.5.turn one`s back on: avoid or reject sb. / sth.He turned his back on his family when he became famous.Step 6 Reading task1. Turn to page 66 to read the passage carefully to get some important detailedinformation.2. Let students organize the following information so that it can be used to writeStep 7 HomeworkLearn the useful new words and expressions by heart.Finish off the workbook exercises.The fifth period: Using language: Listening and speakingImportant points:Develop students` listening and speaking abilities.Enable students to master different listening skills.Difficult points:Get students to listen to and understand the listening materials.Let students learn the functional items for prohibition and warning as well as obligation.Knowledge aims:Get the students to learn some useful new words and expressions in the listening passages.Learn the following expressions:1). Prohibition and warning:You may not ……Always stay ……Keep away from …..Do not ……….Watch out …….Look out …..Be careful when …..You will be fined ………2). Obligation:You must …..You should never ….You will have to …..You will need to ….Step 1 Revision。
英语必修四人教版 Unit4 Body language教案设计
英语必修四人教版 Unit4 Body language教案设计ease/hide feelingsagreement disagree or refuse/threatennot interested interesteddo not believe love /likeshow respect2. Fast readingAsk Ss to read the passage quickly and summarize the main idea. Suggested Answers:We should understand the personal body language of the other people and know how to show our feelings.3. Intensive reading(1) Ask Ss to read the passage carefully and finish Ex1 on P30. And then ask Ss to explain the answers.(2) Ask Ss to read the text again and finish Ex2 on P30. And then ask Ss to discuss how important body language is in the following jobs. teaching, medical care, news,management(3) Ask Ss to compare the similarities and differences of some body languages and finish the form of Writing (Using Language) on P32. Step 2. Listening, writing and speaking (Using Language) Purpose: To help Ss improve the listening ability.1. Pre-listeningAsk Ss to look at the pictures on P31 to guess what has happened and let them know the characters in the pictures..●Lin Pu—the driver●the man who was knocked down—the cyclist● a policeman2. ListeningAsk Ss to look through Ex1 on P31 to make sure that they know what to listen to. Then play the tape once without stopping. (If the students haven’t got the correct order, play the tape once again). Then check the answers.3. WritingAsk Ss to retell the story and find out the actions in the listening text. Suggested Answer:Lin Pu , who is driving on the road in an old car from his brother in law, has just got his license. Being feeling nervous, he crashed a bicycle and knocked over a basket full of apples. A policeman came over and asked him to pay a fine. But Lin has no more money on him except the car. The policeman told him to pay the fine by the end of the month. The cyclist felt very angry and ordered Lin to pick up his apples and Lin did so.4. SpeakingDivide Ss into groups of three and then ask them to act out the story. Remind Ss to use body language in their acting.Step 3. Speaking and writing (Using Language)Purpose: To help Ss to use spoken language and body language.1. Speaking.(1)Ask Ss to imagine that they have a good friend named Lin Pei. Inthe past she was a good girl and very friendly. But now she is no longer friendly and doesn’t want to talk to anyone. She always looks sad and stays alone. She doesn’t do her homework and looks really bad.(2)Divide Ss into groups of two and ask Ss to discuss the followingquestions and then write down their answers.①What problem might Lin Pei have?②What could be her recent “body language” or behavior?(3)Ask each group to make up their dialogue and prepare to reportto the class. Ss can refer to the example given in Ex1 on P31.2. WritingAsk Ss to write some advice for Lin Pei, according to the dialogues they have made up. Remind Ss that they should explain in their advice how important body language is in showing feelings and in communication.Step 3. Homework1. Ask Ss to read the passage fluently and know the use of theimportant words and phrases of this part.2. Ask Ss to practice showing themselves by correct body language.3. Ask Ss to preview Listening task (Workbook) and Speaking task (Workbook).。
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株潭中学英语学科备课表（教案）
精美句子
1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡
烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了
6、朋友是什么？
朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
7、一粒种子，可以无声无息地在泥土里腐烂掉，也可以长成参天的大树。
一块铀块，可以平庸无奇地在石头里沉睡下去，也可以产生惊天动地的力量。
一个人，可以碌碌无为地在世上厮混日子，也可以让生命发出耀眼的光芒。
8、青春是一首歌，她拨动着我们年轻的心弦；青春是一团火，她点燃了我们沸腾的热血；青春是一面旗帜，她召唤着我们勇敢前行；青春是一本教科书，她启迪着我们的智慧和心灵。