高中英语人教版：必修四 unit 4 reading 学案
必修四unit4 导学案
Unit 4 Body LanguageReading: Communication: No Problem?Learning goals:学习目标1. Target language 目标语言Help students master some key words & expressions2. Ability goal 能力目标Enable students to improve the ability of reading.3. Emotional goal 情感目标Help the students get to know some body language by reading, discussingLearning important point 学习重点How to improve the students’ ability of reading body language.Learning difficult point 学习难点Get useful information from the textStep1:Fast readingRead the text quickly and try to write down the main idea.The text is mainly about different _____________in different countries.In order to avoid difficulties in today’s world of cultural crossroads, we should study _________________________.Step2：Careful-reading Para 1.1.Who did another student and I meet at the airport?2. Why were they visiting China?Task2. Find out the two cultural mistakes in Para2.Tony Garcia(Columbia )The first mistakeJulia Smith(Britain)George Cook(Canada)The second mistakeAkira Nagata(Japan)Para31.How do men from Middle Eastern and other Muslim countries greet others ?2. Is the author male or female? How do you know?3. How did Tony and Darlene greet each other?Fill in the table according to Para 4:Para51.What can certainly help avoid difficulties in today’s world of cultural crossroads?2.Listen to the tape and match the main idea of each part with lines.Part 1. (para. 1)Part 2 (para. 2 &3 )Part 3. (para. 4 ) Part 4. (para. 5)Different people have differentbody language.Summary of body language. language.Meet the visitors at the airport. People from different countries express greetings in different ways.Step3 Post-reading Group workAccording to the text, we have known some international customs. Now fill in the following blanks with the help of partners.Yesterday, another student and I, ①__________(represent) our university’s student association, ②______(go) to the Capital International Airport to meet this year’s international studentsto Beijing University.③______half an hour of waiting for ④_______flight to arrive, I saw several young people enter the waiting area looking around ⑤_________(curious)．The first person⑥__________(arrive) was Tony Garcia from Colombia. Tony approached Julia, touched her shoulder and kissed her ⑦___the cheek! She stepped back as if in defence. I guessed there was probably⑧__misunderstanding. As I get to know more international friends, I’ve learned people communicate with spoken language and⑨______ they also express their feelings using⑩_______(speak) “language”. In general, studying international customs can certainly help avoid difficulties in today’s world of cultural crossroads.Step4.SummaryWhat can you learn from this passage?_____________________________________________________________________ _____________________________________________________________________ Step5.Self-assessment (自我评价)1.Have you actively participated (参与)in the classroom activities?_____________________________________________________________________ _____________________________________________________________________ 2. What have you learned from your partners?_____________________________________________________________________ _____________________________________________________________________ 3.How many kinds of body languages have you learnt in this passage?Step6. Homework1.Underline some key words and expressions in the passage .2.Try your best to retell the passage in your own words.3. Surf the Internet to find more body languages from different countries.。
人教_高一英语必修四_Unit4_Reading_名师教学设计(一)
Unit4 Reading 名师教学设计Book4 Unit 4 Using LanguageShowing our feelingsBy Chen LvlanFrom Waihai Middle SchoolTeaching goals教学目标1. Target language目标语言a. 词汇和短语unspoken,facial,function,at ease,lose face,turn one’s back to,fist,subjectiveb. 重点句子Body language is one of the most powerful means of communication, ofteneven more powerful than spoken language.2. Ability goals能力目标a. Enable the students to know more about body language.b. Enable the students to understand better body language.3. Learning ability goals学能目标How we can “show our feelings” with the body language learned in this unit or gained in our social life.Teaching important pointsHow body language shows the same or different feelings among people from differen cultures.Teaching difficult points教学难点How to tell that the same body language shows different feelings in different cultures. Teaching methods教学方法Fast reading: dealing with the “true” or “false” questions.Discussion:the importance of body language.Teaching aids教具准备A recorder, a projector and a computer.Teaching procedures & ways教学过程与方式Step1 RevisionRevise some words and expressions.Step2 Warming upually what gestures we will do ?I am tired.I am full.I am hungry.2.The most universal facial expressionStep3 Pre-readingQuestion :Can you “read” a person’s feeling by seeing his/her facial expressions or ge stures?Step4 Skimming1.Divide the text into three parts and match the main idea with each part.2.Main idea4. Fill in the blanks below according to the text.Step5 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. If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.5. You should not greet your new boss by giving her or him a hug.6. Body language is the same all over the world.7. 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.Step6 Careful reading1.similar body language2.different body languageStep7 SummaryBody language is used by people to express _________ thoughts and opinions and __ _____________( communicte) with each other. ___________ you talk with others, yo u are not just using words, but also using _________(face) expressions as well as gest ures. Just like words, body language _________(vary)from culture to culture. For exa mple, in many countries, shaking one’s head means “yes”while ________ (nod)means “no”.__________ there’re many _____________(different) of our body language, some ge stures are universal. The smile is the best example. _______ can be used _________ ___(express )almost any emotion.Step8 Writing tasks1.Send a short message2.Send an e-mailStep9 Homework1. Finish your writing.2. Revise the knowledge about body language and reading passages in this unit.。
高中英语必修4 unit 4 阅读和写作教学案
PeriodIII Reading and writingTeaching aims: 1.understanding the new text to train the reading ability of the students2. 德育目标: 了解不同文化背景下人们的身体语言，学习使用恰当的身体语言进行交流。
I. Preparation for the text before class by oneself.★课文重点句子翻译1. 你不愿使老板失望，况且这对你是一次令人兴奋的经历，因此你站在一旁，观看着，倾听着。
_______________________________________________________________2. They will be meeting at a major hotel with local business people who represent the Chinese government._______________________________________________________________3. 不是所有人都以同样的方式寒暄。
接触陌生人时，距离太远太近都会使他们不舒服。
_______________________________________________________________4. Four people enter looking around in a curious way._______________________________________________________________5. 从西班牙，意大利或者南美洲国家来的人近距离接近对方，而且可能会用身体接触对方。
_______________________________________________________________6. 现在世界上多数人见面要握手相互问候，但有些文化背景下的人会采取另一些寒暄方式。
高中英语必修四Unit 4-教学设计
Unit 4 Body Language:Reading 体现学科核心素养的教学设计一、学课型：阅读课Body Language也是一种语言，既是语言那就能用于交流，本单元中的reading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。
旨在通过对本课的阅读和学习引导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。
二、教材分析：1、教学内容 Unit 4 Body language Reading "Communication: No problem?" (Module 4)2、教材处理该教材的阅读材料部分设计了导入、读前和读后练习。
笔者在实际教学中紧扣课文主题，结合读前和读后练习设计了导入、阅读、总结和作业四个主要教学步骤，旨在通过这些活动帮助学生掌握有效的阅读策略和技巧，同时提高学生的口语表达能力。
3、教学目标（1）知识目标①理解体态语的涵义、体态语的跨文化性；②理解体态语的文化差异。
（2）能力目标①能读懂、理解文章，按要求筛选和提取所需信息，从而提高阅读能力；②能就作者的某些观点发表意见，展开讨论；③在真实语言环境中进行跨文化交际，培养学生的语用能力。
（3）情感目标①了解并尊重异国文化，在英语交流中能理解并尊重他人的情感，体现国际合作精神，培养学生的跨文化意识。
②在有趣的话题激励下，师生互动、生生互动，调动学生的学习兴趣。
三、教学重点和难点（1）教学重点①帮助学生了解、掌握并且会正确使用日常生活中的一些常用身势语；②把握篇章中心内容，获取文章关键信息。
（2）教学难点①培养学生的阅读策略和技巧。
②了解由于文化背景的差异而造成见面问候方式不同的现象。
四、教学设计（一）总体设计本节课是阅读课，教学重点是培养学生的阅读策略和技巧，同时引导学生用所学语言知识及写作技巧完成课后的书面表达练习。
人教版高中英语必修四 Unit 4 Reading 教学设计
Part 3 Review
and homework
Akira Nagata – George Cook Ahmed Aziz – men/women Darlene Coulon – Tony Garcia
Study and respect different cultures
2. Role play the situation
For example: Tony Garcia from Colombia wants to material and find
touch Julia’s shoulder and kiss her cheek.
different cultural mistakes.
Q: Why Darlene Coulon kissed Tony Garcia?
-5-
-4-
Summarize the whole lesson
7'
Homework 1. Recite Para.5 2. Preview the passage Showing Our Feelings.
Blackboard Design
Unit 4 Body Language
Culture mistakes Study and respect When in Rome, do as Romans do
Time 3'
For example: People from Japan bow to others to greet them; People from Britain shake hands with others to greet them.
To arouse students’ intersts and introduce information of body language.
人教高中英语必修4Unit4reading导学案设计(无答案)
Learning Objectives:1.运用常见的动词和动词短语写出简单句；2.运用非谓语动词的形式完成句子；3.初步运用复合句；4.学会运用高级词汇生动的表达具体内容。
I. 讨论以下句子存在哪些问题并改正。
1. Most of them think take a nap at noon is beneficial.2. Most of people have the habit of take a nap after lunch.3. While having our dinner, the doorbell rang.4.To do well in college, good grades is essential.5.Having been told many times, but he still couldn't understand it.6.The keeper who had lived in the light tower for a long time, so he could keep calm in the storm.7.The hall is different from all other buildings ,it is made of glass.8.The old man thought of his son, tears came down from his face.9. We were driving out into the country, and we saw our English teacher riding in a bus, and the bus was crowded.II.欣赏下列句子，找出各个句子的亮点。
1.What a kind boy he is!2.It was this young boy that helped the old granny.3.Only in this way can you solve this problem.4. I saw a young lady walking slowly in the street with a handbag in her hand.5.Let’s come to the main teaching building, at the back of which stands the school library.6.We should do a favour to whoever needs help at present.7.The moment we reached the farm, we got down to harvesting.8.So long as we work harder at our lessons, we’ll catch up sooner or later.III．根据括号中的要求，运用非谓语动词或复合句翻译下列句子：1.**，女，3岁，黑色短发，穿着小裙子.（借助介词短语做定语）2.**，男, 16岁，开县人。
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➢➢。
人教社新课标高中英语必修四第四单元 阅读 导学案
编号：gswhyybx4 (002)文华高中高一英语必修4Unit4 Body LanguagePeriod 2 Reading 导学案班级姓名组名学习目标：1、能记住下列重点单词短语的发音、拼写及意思用法。
2、能运用恰当的阅读方式与技能来把握课文的内容并获取信息、处理信息。
3、能把握文章结构，了解各段段落大意。
学习重难点：1、能够理解文章主旨大意2、能够运用略读、寻读的阅读技巧来理解文章学法指导：自主学习，小组合作学习过程：【自主学习】Step1课前预习1、查字典,了解下列词的词性变化,并写出其正确形式.1. _____________n. 陈述；说明→____________vt. 陈述→_____________n. 州；国家；状态2．______________vt. & vi. 迎接；问候→_______________n. 问候；致敬3．______________vt. 代表；象征→_______________n. 表现；描述，描绘；表现形式4．_____________n. 社团；联系；联想→______________vt. 联合；结交；加入；联系6．__________________adj. 好奇的→__________________adv. 好奇地7．__________________vt. & vi. 接近；靠近；走近n. 接近；方法；途径8．__________________vt. 保护；保卫→__________________n. 防御；保卫9．__________________adj. 主要的→__________________n. 大多数；多数10．__________________vt. 误解；误会→__________________n. 误解；误会13．_________________adj. 口语的→________________adj. 未说出口的；非口语的14．__________________ adj. 可能的15．__________________n. 作用；功能；职能vi. 起作用；运转16．__________________n. 安逸；舒适vt. 减轻(痛苦、忧虑)17．_______________adv. 真实地；真诚地；真正地→______________adj. 真正的；真诚的18．__________________n. 怒气；怒火→__________________adj. 生气的20．__________________n. 等级；军衔vt. & vi. 将……分等级；属某等级2、阅读P26 Reading,找出下列短语。
高中英语必修四教学设计必修四 Unit4 阅读教学设计正式版
高中英语必修四教学设计必修四Unit4 阅读教学设计甘肃省定西市安定区东方红中学马鹏程一、教材分析人教版必修4 Unit 4 Body language，阅读部分COMMUNICATIONS:NO PROBLEM? 以机场迎接客人为场景，讲述了来自几个不同国家的学生由于文化背景的差异，在初次见面时互相问候的方式迥然不同而造成的一些小误会，形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这篇文章的写作方式颇有特色，可以让学生在阅读的过程中，很自然地以“你”自己的身份去观察、倾听在机场发生的一切。
二、学生情况分析所带班级学生层次差异大，一部分学生英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神在平时的教学中表现很好。
采用与新课标要求相一致的新的教学方式，即活动式的教学法，调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。
三、教学目标1. Train the students’ reading ability.2. Enable the students to realize the importance of body language and understand different body language in different cultures.3. Stimulate the students’ interest and love for learning body language as well as to learn verbal language.四、教学方法1. Fast reading to get general idea of the text.2. Careful reading to understand the passage better.五、教学步骤Teaching ProceduresStep 1 Lead-inUse some pictures of Tai Lihua to lead in the topic.Step 2 Pre-reading1. Play a guess game: ask some students to act out the meanings in chart on page25, and have the rest students guess the meaning from the body language.2. Play another guess game: show some pictures of gestures and make the students speak out the meaning that each picture stands for.Step 3 Predict what the reading passage is aboutAsks the students to predict what the reading passage talks about according to the title and illustrations of the passage. The teacher can give some clues by talking about the illustrations：1. Where are the people?2. What are they doing?Step 4 Skimming1. Let the students skim the whole passage to get the main idea, then evaluate their predictions. During this activity, the teacher should give some guidance on reading skills. (The main idea is often related to the title. While skimming the text, pay attention to the first paragraph, the last paragraph and the first sentence of every paragraph.)Main idea of the passage:Some examples of cultural “body language” in greetingpeople.2. Let the students skim the passage and divide it into different parts to find out the main idea of every part and the topic sentences.Part 1 (paragraph1) Meet business people from several countries.Part 2 (paragraphs 2~4) Not all cultures greet each other the sameway.Part 3 (paragraph 5) A conclusion of the passage.Step 5 Careful readingHow do they behave when they greet people? Ask the students to scan the second part and complete the chart with information from the passage.Ask the students to read carefully and finish the following tasks.Exercise1: What were the two mistakes that the author noticed?He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one mans nose touched the other mans moving hand.Exercise 2: Read the statements and decide whether it is true or false and give the reasons.1. Englishmen often stand close to others or touch strangers as soon as they meet. （F）2. Most people around the world now greet each other by kissing. （F）3. Japanese will bow to others as greeting. （T）4. People from Jordan will move very close to you as you introduce yourself to them. （T）六、教学反思：本教学设计中学生的活动都具有明确的目的和具体的操作要求，实现了英语在真实情境中的应用。
高中英语人教版必修四unit4教案
Background InformationAnalysis of the Teaching MaterialThis reading text is the key passage of Unit 3 which requires detailed reading. It mainly talks about a nonverbal master Charlie Chaplin’s personal experience, his major work and excellent personality.This passage talks about what makes Charlie Chaplin become a master of nonverbal humor. Besides, it can help to form a positive attitude towards hard situation.（价值取向）The writing genre of this passage is a narration. It develops the whole passage chronically (具体）and the main character’s major achievements.（structure）Analysis of the Students知识储备，阅读能力Teaching ObjectivesKey Points and Difficult PointsTeaching MethodsTeaching AidsTeaching ProcedureStep 1: Lead in1. Greeting with Ss.2. Show some famous nonverbals of Charlie Chaplin and invite Ss to guess who he is.Step 2: Pre-reading1. Read the title and the picture and encourage the Ss to guess what’s this passage about.2. Free talk “ how much do you know about Charlie Chaplin, and what words will you use to describe him?”Step 3: While reading1. Skim the passage and choose the best statement of what the passage is mainly about.2. Match each paragraph with the main idea.3. Scan 5 paragraphs and answer the following question.1) What kind of person do you think Charlie Chaplin is, why?2) What’s the image of the little tramp, can you perform some of his nonverbals?Step 4: Post-reading(output, interview拓展、海报）1. Work in pairs discuss these question about Charlie Chaplin.1) Do you think his poor childhood helped him in his work? Why?2) Why do you think he was so successful?3) What can we learn from him?Homework(写）办一个海报Find another master of humor that you like in China and write an article to introduce him and tell us why you like him, what he did and how did he sucess.Blackboard LayoutUnit 3 A Master of English HumorCharlie Chaplin Para1 high commentPerformer Para2 poor childhoodUnhappy childhood Para3 a successful image-the little tramp Talented Para4 tramp’s entertaining behavior Great confidence Para5 great achievemenThe little tramp 阅读通过形式去展现PoorHomelessMustacheLarge trousersWorn-out shoesSocial failureOptimismDeterminedTeaching reflectionAfter the class, I will reflect my class on the following aspects:。
【获奖教案】高一英语必修四unit4 reading 教案
Ways out
1.How to help the Ss use the linguistic knowledge to describe a scientist’s lifetime and improve their reading skills as well as language competence.
2.By telling students that Yuando not afraid to ask questions and when he met problems and difficulties, he would try his best to find out the answers.
Teaching objectives
Base on the analysis of material and learners, I plan my teaching objectives as followings: by this lesson, students are able to:
1.Linguistic competency:
Teaching methods / strategies
1.The teaching view ofconstructivism theoryholds that learners' knowledge is obtained through the construction of meaning with the help of others in a certain situation, such as the communication and cooperation between people, the use of necessary information, etc. Therefore, teaching should make learning happen in the situation similar to the real situation. Therefore, it advocates situational teaching
高中英语人教版必修四unit 4 Reading 导学案
Content
Unit4 Body language
Period OneReading
Teacher
Type
New lesson
Learning aims
Knowledge: Learn some new words and expressions
Step 4 .Summary
Rethink and ask questions
B.B writings
Teaching Introspection
(5)defend vt.n.___________
(6)adult n.(7)spoken adj.
(8)represent vt.(9)greet vt.&vi.
(10)dash vi.
(12)major adj.adv.___________
（13）flight n.____________
Phrases：
Ability: Grasp different reading skills
Moral:To know different ways of communication
Learning important points
Grasp the words and expressions
Grasp different reading skills
(1)防御，保卫……以免受
(2)很可能 ，有希望
(3)总的说来
Step2.Skimming
Read the passage carefully and analyse its structure. AFinish off the exercise1 on page 27.
人教新课标高一英语必修4第四单元阅读课教案
UNIT 4 BODY LANGUANGEREADINGCOMMUNICATION: NO PROBLEM?教材分析1. 教学内容分析：本节课是以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“我”的身份去观察、倾听在机场发生的一切。
2. 学生情况分析：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，因此教学应面向全体同学，争取做到人人基本达标。
本人所教班级的学生刚从初中升入高中不久，英语水平参差不齐，既有爱好学习英语的学生，也有纯粹为了考试的学生，更有对英语学习感到头痛的学生。
首先，激发学生学习英语的兴趣是至关重要的，只有感兴趣才会主动学习；其次，充分发挥学生的主动性，使学生熟悉如何利用听力，快速阅读，仔细阅读，讨论等教学手段来提高阅读能力；再次，调动学生的积极性，因材施教，将传统的教学方法和现代化多媒体技术相结合，使学生不管是课前，课堂上还是课后都热爱学习英语。
最后，钻研教材与教法，与学生多交流沟通，采取有效措施提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。
3. 本课地位•本课是阅读课, 重点培养学生的阅读能力，是本单元中的重点。
•在理解本课的基础上，可以更好的接受下一课对语言知识点的学习。
4. 本课教学目标•帮助学生了解不同文化背景的人们,对身体语言有不同的理解.•通过帮助学生完成快速阅读、精读等练习来进一步理解文章的细节，提高学生的阅读能力。
5. 本课重点难点•如何让学生提高阅读理解水平•通过本文的学习，学生应该掌握些什么。
教学方法•引入---从感官上了解什么是肢体语言•快速阅读---获得文章的大意•精读---深层理解文章•总结---对文章的整体把握•讨论---帮助学生更好地理解并运用所学知识教学用具•录音机•多媒体教学程序Step I. 引入请同学们观看一些录像和图片了解肢体语言的种类。
人教版英语必修四Unit 4(reading：n：no problem)教案
人教版英语必修四Unit 4(reading：n：no problem)教案In this unit。
we will be exploring the topic of body language。
Body language plays an ___。
and it varies from ___ some examples of body language that we use in our daily lives.Step 2 ReadingIn this reading。
we will explore the different roles and importance of body language in different parts of the world。
We will also look at some universal body language that is used around the world.Body language is an ___。
and it varies depending on the culture。
For example。
in some cultures。
it is customary to bowas a sign of respect。
___。
a handshake is ___ cultures。
directeye contact is considered a sign of honesty and confidence。
whilein others。
it may be seen as a sign of n.Despite these differences。
___ around the world。
For example。
a ___ friendliness。
___.Step 3 nNow that we have explored the different roles and importance of body language in different cultures。
高中英语 Unit4 warmingup reading导学案新人教版必修4
高中英语 Unit4 warmingup reading导学案新人教版必修4language第9周第2课时编号：35课题：Warming up& reading 编写人：班级__________ 姓名__________ 师评__________一、学习目标1、Get to know about the vocabulary in the text2、 Learn about body language used in daily communication2、 Learn about different body language to greet someone 二、学习重点 Understand the ways to greet someone from different countries三、学习方法1、Refer to the vocabulary in p98 to finish part12、 Use skimming & scanning to finish the reading tasks in part23、 Group discussion to finish part3四、学习过程Part1、自主学习1、Spell the words and read them out陈述____________ 问候_____________ 代表____________ 社团_____________宿舍____________ 食堂_____________ 航班_____________ 好奇的_____________哥伦比亚_____________ 接近_____________ 面颊____________ 主要的____________误解________________ 约旦_____________ 猛冲___________ 成人____________简单地_____________ 非口语的____________ 姿势___________ 西班牙____________意大利____________ 字路口______________2、 Translate the following phrases into Chinese防御_____________________ 很可能…、__________________ 总的来说______________3、Warming up1)List the ways of communicatingSpokenlanguage:________________ ringingWritten language: typing _______________Body language: gesture action facial expression2)List as many words about feelings as possibleembarrassed, depressed, thrilled, confident_________________________________________________________ ______________________________________________3)Match the facial expression with the proper words、Happy “I can’t believe what she said、That’s so unfair！”Angry “Ihave lost my wallet！”Sad “I got an A inmaths！”Confused “I don’t know what to do、”Part2、合作探究Task1、Use body language to express the following meaningsQuiet victory stop OK applause Go away、 Please be quiet !Come here! Say helloTask2、 Predicting: Look at the title of the passage and the picture on P26 and predict what is the textabout?____________________ Task3、 Read the text to finish the following exercises、A、 Fast reading(skimming)Fill in the following blanks:CharactersCountriesTony GarciaBritainGeorge Cook JapanJordanDarlence CoulonThe author(I)B、Careful reading1、Read para1-2 Find out the answers to the questions)1)Who will meet the international students at theairport?______________________________________________2)W hy are people visitingChina?___________________________________________________ 3)Find out the two mistakes the writer found in the airport:The first mistake:Mr、 Garciafrom______________、He approaches Julia Smith by _______ ______ _________ and _______ her on the ________、 Julia Smith from____________、She ______ ________ appearing_________ and put up __________ __________,as if in defence、The second mistake:Akira Nagatafrom___________、He ________ to George Cook and his nose _________ George’s _______ ________、George Cookfrom___________、He reached ________ _______ ________ to the Japanese student、2、 Read para3-4 and match the following properly、A、 Spain, Italy,South AmericansB、 BritainC、 FranceD、 JapanE、 Middle East, some Muslim countries1)Shake hands and stand quite close to other men、 Nods to women and do not shake hands with them ( )2) Shake hands and kiss each other twice on each cheek、( )3)Shake hands、 Do not stand very close to others or touch strangers as soon as they meet ( )4)Approach others closely and are more likely to touch them、 ( )5)Bow、 ( )3、 Read para5 and answer the following questionsDid they greet to each other in the sameway?__________________________________________________Par t3、课堂检测1)which way of greeting isgood?____________________________________________________ __2)What should we do if we visit a foreigncountry?_________________________________________________ _______。
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Unit4 Body language
reading
【学习目标】：Enable the students to realize the importance of body language.【学习重点】：Help to comprehend the text and grasp the main idea of the text.
【学习难点】：Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.
【教学过程】：
ⅠSkimming
1. How many international students are there in the story?
2. Who are they and where do they come from?
Ⅱ. scanning
1. Fill in the table according to Para4.
2. Find out the two cultural mistakes in Para2
沟通:没问题吗?
昨天,另一个学生和代表我们学校学生会,去首都国际机场迎接今年的国际学生。
他们都要在北京大学学习。
我们将他们先对他们的宿舍,然后到学生餐厅用膳。
半个小时后等待他们的飞行到达,我看见几个年轻人进入等候区好奇地环顾四周。
我看着他们站了一分钟,然后就去迎接他们。
第一个到的人是托尼·加西亚从哥伦比亚,其次是朱丽亚史密斯来自英国。
当我遇上他们,然后介绍他们认识对方,我很惊讶。
托尼接近茱莉亚,碰着她的肩膀并亲吻她的脸颊!她退后一步出现对此感到惊讶,并举起她的手,仿佛在后防线上。
我猜想那里可能是一个主要的误解。
然后从日本晶Nagata 笑着走进来,同乔治厨师来自加拿大。
当他们进行了介绍,乔治把手伸到日本的学生。
就在那时,然而,所以他的鼻子碰晶向乔治的移动的手。
他们互相道歉--另一种文化的错误!
艾哈迈德·阿齐兹,另一个国际学生,来自约旦。
我们昨天遇见的时候,他走得很接近我,就像我作了自我介绍。
我搬回了一点,但他走得更近了,问一个问题,然后跟我握了握手。
从法国来的时候Coulon 达琳冲穿过门的时候,她认识的托尼·加西亚的笑脸。
他们握了握手,然后吻了对方两颊,因为这是每一个成年人,在法国习俗遇到很多人,他们知道。
艾哈迈德Aziz.,恰恰相反,只是点了点头,女孩子。
男人从中东和其他穆斯林国家通常会站得很近,他
Tony Garcia Julia Smith
The first mistake
He approached Julia, ________ _____ _________and _______ her on the ________.
She ______ ________ appearing _________ and put up her hands, as if ___ _______.
The second mistake
Akira Nagata
George Cook
He________ his hand ________ to the Japanese student.
He ________ so his nose ________George’s
_______ ________.
对周围的人通常会说话但不能碰的女人。
当我了解更多的国际朋友,我了解更多的关于这一文化“身体语言”。
并非所有文化一样互相问候,也都以相同的方式舒适用触摸或距离人民之间的友谊。
同样的道理,非语言交际与语言表达他们的感情,他们也有种说不出的“语言”通过使用物理距离,动作或姿态。
英国人,例如,通常不站得很近或者触碰陌生人别人只要他们见面。
然而,人们从地方像西班牙、意大利或南美国家接触那些紧密联系,更容易接触。
现在世界上绝大多数人互握手,但是一些文化使用其他的问候,如日本,谁喜欢的弓。
这些举动不是好或坏,而仅仅是文化发展的方法。
我所看到的,然而,肢体语言文化习惯很一般--并不是所有成员的文化行为是相同的。
一般来说,学习国际海关一定可以帮助避免困难在当今世界的文化的十字路口。