人教新课标高中英语必修四Unit 4 Body language教案
高中英语人教版必修四单元教案：Unit 4 Body Language
Unit 4 Body LanguagePart One: Teaching DesignTeaching goals1. Target Languagea. 重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysThe first period reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language?Basically, how the ...... do I know? Or, I don’t know nothin!The shoulders are hunched and the hands are open signifying a big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to d o it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!”I’m shocked!”“I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)I. Warming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。
人教版高中英语必修四unit4Bodylanguage教案
人教版高中英语必修四unit4Bodylanguage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!You!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.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 sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’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…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 give up!OK!You are asking help from this woman…You are saying “Will you give up!”…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, volunteers will 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.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
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。
高中英语必修四《Bodylanguage》教案设计
高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。
o学生能够理解不同文化背景下肢体语言的差异和共性。
o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。
2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。
o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。
o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。
3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。
o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。
o鼓励学生积极参与课堂互动，培养合作学习的精神。
二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。
-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。
三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。
-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。
-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。
-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。
四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。
设定时间限制，避免讨论偏离主题。
2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。
3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。
七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。
高中英语人教新课标必修四 Unit 4 Body Language[教案]
![高中英语人教新课标必修四 Unit 4 Body Language[教案]](https://img.taocdn.com/s3/m/1ec6c38771fe910ef12df8b1.png)
Body Language一、Teaching aims and demands1.Topics1）Talk about body language2）Describe gestures and facial expressions3）Practice making offers and requests4）Write an imaginary story2.Function：1. Learn to use the expressions to make offers and requests and show thanks：4.Grammar：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 Reading →（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! Come 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 for Mary 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 suitcaseSituation2 ：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 flight. 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.）Hi.May I cut in front of 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 know 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4《Unit4Bodylanguage》教案
人教版高中英语必修4《Unit4Bodylanguage》教案人教版高中英语必修4《Unit 4 Body language》教案【一】教学准备教学目标1. 教学目标(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。
能够表达一些Body language.(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点教学重点和难点(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
(2) 让学生合适地使用不同的身势语。
(3)课文中现在分词作定语和状语的长难句。
教学过程Step 1. Lead in(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?Then ask a student to answer.设计说明：引出本单元的话题。
(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。
Step 2. Fast reading1. Go through the passage quickly and find out the main idea of each paragraph.o Match the main idea of each para. with lines.(Para.1) A. Other examples of different greeting body language.(Para.2) B. Different people have different body language.(Para.3) C. Summary of body language.(Para.4) D. Meet the visitors at the airport.(Para.5) E. Examples of different greeting body language.2. Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。
人教版必修4-Unit-4-Body-language教学设计及反思
人教版必修4 Unit 4 Body language教学设计及反思一、教学设计思想：1. 倡导并实施以学生为主体的课堂教学模式，教师发挥组织、引导和协助的作用。
2. 倡导并实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中学习语言知识以提高语言应用能力。
在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来。
3. 把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。
4. 让学生在实践中掌握阅读技巧和方法，提高阅读能力。
教学中以学生体验为主，在语境中体会词义，培养学生爱思考的好习惯。
5. 英语学习不仅是对语言的学习，更是对文化的学习。
二、教材内容分析：本单元的中心话题是“身势语”，阅读部分讲述了一个机场迎接客人的故事。
来自几个不同国家的商人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且发生了一些小误会，反映出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。
三、教学目的：1. 知识与能力让学生通过阅读文章去了解不同的文化、不同的身势语。
同时，在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。
2. 情感态度身势语是传递交际信息的非语言手段。
帮助学生了解由于文化差异所带来的身势语的变化，减少在跨文化交际中产生的误解。
四、教学重点和难点：1. 教学重点了解不同文化中的身势语的不同含义。
掌握略读、查读、猜生词及推理判断等阅读方法和技巧。
2. 教学难点对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。
五、教学方法：任务型教学问答讨论六、学法指导：教师在教学中渗透一些阅读方法，如略读和查读等。
七、教学步骤：Step 1 LeadinProvide some students with several pieces of paper on which some directions are written. For example:1. Show gestures for“Well done / OK / Be quiet / Stop”.2. Show expressions for being “happy / sad / frightened / angry / proud”.The students are asked to make a demonstration of those actions with body language.【设计说明】这项任务旨在通过学生的参与并以游戏的形式来展现和导入本单元的主题——Body language，不仅能提高学生对所学内容的兴趣，充分起到了热身的作用，而且能使学生通过对旧知识的回顾从而自然过渡到对新知识的学习上来。
高中英语新课标必修4 Unit 4 Body language教案
Unit 4 Body language1．教材分析本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
1.1 W ARMING UP 以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。
1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。
通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。
1.3 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，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。
1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
新人教版必修四Unit4BodyLanguage教案1
新人教版必修四Unit4BodyLanguage教案1Unit 4 Body LanguageI. Teaching aims and demands 教学目标和要求:1.Topics 话题Talk about body language2.Function: 交际功能提供和请求帮助(Making offers and requests)Can/Shall I help you with that? Could you help me with...? Would you like me to...?Do you need some help with that? Could you please...? No,thank you.Thanks for all your help. Would you like some help? No,thanks.I can manage it myself. Could you give me a hand with this? That's very nice of you. Is there anything else I can do for you?3.Vocabulary 重点词汇和短语unfair; customer; avoid; suitcase; ahead; manage; fold; vary; crazy; part; firm; handshake; bow; fist; bend; tap; gently; anger; useless; occur; focus; specific ahead of; give sb a hand; get through; tear down ;hold up; make a face; in order4.Grammar:语法动词-ing形式作主语、宾语和表语（2）1.用英语表达…做某事如何的?---动词-ing形式作主语2.有些及物动词后面需跟动词-ing形式作宾语3.绝大多数介词后面需跟动词-ing形式作宾语4.用英语表达'什么事是某事' ---动词-ing形式作表语II. Difficult pointsIII. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cardsⅣ. Main teaching methods 教法：1. The interaction between the teacher and the students, and among the students themselves; Attention to the students? listening, speaking, reading and writing; and so on.2. Listening-and–answering activity to help the students go through with the listening material.3. Use both individual work and group or pair work to make every student work and think in class V. Teaching procedure：Period 1第一节（一）明确目标1. Learn body language. Warming up to arouse the students love in talking.2. Do some listening to improve the students listening ability.3. Making simple dialogues to train the students speaking ability.(二) 整体感知Step 1 PresentationAsk some students to the front and act out the correct emotions.2. Ask students to make a dialogue in pairs using body language.（三）教学过程Step 2 Warming upGo through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.Answers (From left to right):1 Picture 1: Confused I don't know what to do.2: Angry I can't believe she said that! That is so unfair!3: Sad I've lost my wallet!4: Happy I got anA in my exam!5: Tired It's been a long day. I can't keep my eyes open.2 Various answers are possible but explanations for choices should refer to details in the pictures.3 Various answers are possible.Step 3 Listening comprehensionNow let s have some listening training.LISTENING TEXT:Part 1Which of the following is a form of communication?A Speaking to someone.B Standing in a comer at a party with your arms crossed.C Avoiding eye contact with the salesman when you are buying something.D All of the above.Speaking, or using language to communicate, is probably the best known form of communication. However, the body language used in answer B and the lack of eye.contact in answer C can say as much or more as speech.Let's take a closer look at answer B. You are at a party and see your friend Tom standing alone in a comer with his arms crossed. When you ask him if he is enjoying the party, he says, "Yes, I'm having a great time." Do you believe him? Probably not, because his body language is telling you that he doesn't like being there. If someone asks you later whether you think T om liked the party, you might say "He said he enjoyed it, but it didn't look like it."Now let's look at C. Imagine that you are a salesman at a store. You always greet your customers with a smile and then talk for a while. But what if one of your customers avoids making eye contact with you? Do you still speak to her? Probably not. By notlooking at you, she has told you that she doesn't want to talk to you.Part 2Body language can help you decide whether a person is telling the truth or not. If a person covers his or her mouth with his or her hand, or if he or she puts his / her finger over his / her mouth, he or she may be lying. If the person you are talking to touches his or her ears or neck, this is also a sign that he or she may not be telling you the truth. How can you tell if the person you are talking to is interested in what you are saying? Watching his or her body language will give you a good idea. Someone who is interested will lean forward in their seat and will look at you when you arespeaking. They may also nod their head to show that they are listening and agree with what you are saying.1 Answers to Part 1 : ID 2B 3AAnswers to Part 2: IB 2B2 Answers will vary but here are a few appropriate ways to communicate each feeling using body language.Enjoying sthsmiling, opening eyes wide, rocking one's head from side to sideLiking someonesmiling, hugging oneself, leaning one's head to one side, lowering with one's eyes, leaning forward or closerInterested in sthstaring a lot, putting a hand 10 your chin as in thought, leaning forward, opening eyes wide, shaping your mouth with a big 0, responding with the same expressions as the person who you're listening toDisagreementlooking away, putting one's head down into one's arms, talking to oneself, whistling, frowning, folding one's arms Not enjoying sthyawning, sighing, complaining, frowning, looking awayIn a hurrysighing, biting down with one's teeth, not standing still, tapping one's toes on the floor, looking toward the door Not interestedsame as not enjoyingWanting to talk to othersraising one's hand to be called on, trying to speak up, waving one's arms over one's head to }&et attention, jumping up and down, shaping one's mouth in a big 0Step 4 Speaking practiceSituation 1: An old man is carrying a very heavy suitcase.Asking for help(0 = Old man; P = Paul)0: 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.0: Thank you.P: You're welcome.0: Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P: Certainly. Where should I put it?0: Thank you. Just put it over there, please.P: There you are.0: Thank you, that's very nice of you.P: Dh, not at all.Offering helpP: That bag looks very heavy. Do you need some help with that?0: 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?0: No, thank you. Thanks for all your help.P: Woultl you like some help?0: 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'?0: Over there, please. Thank you so much!P: You're welcome.Situation.2:..Someone is late for a flight and wants to go ahead of the queue.(J = Jim; A = Passenger A; B = Passenger B)J: Excuse me, but I'm late for my flight. Could I please go ahead of you?A: 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.) Hi. May I cutin front of 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 helpme 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: An old and sick person is on a crowded bus and wants to sit down.(0 = Old person; P = Passenger)0: 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.0: Thank you. Yes, I'm not feeling well today. I think I have a bit of a 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 know when we get there.P: Shall I help you with that?0: No thanks. I can manage it myself. But could you please let me sit down for a while? I'm not feeling well.P: Oh, of course. Please take my seat.0: Thank you. That's very nice of you.P: Not at all.（四）总结扩展Step 5 Necessary language pointsToday we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.Listening and speaking听说要点1>What if a customer avoids making eye contact with you?What if ...? [用法]假使...呢?;若是...又怎么样?[举例]What if he doesn't come (What shall we do if he doesn't com)? 如果他不来，我们怎么办呢？What if it's true (Even if it's true, does it mattere)? 即使这是真的，又有什么关系吗？ avoid [用法]vt. 避免[举例]They all avoided mentioning that name. 他们都避免提及那名字。
人教版高中英语必修4教案Unit 4 Body language
人教版高中英语必修4教案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。
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 4Body Language)Unit 4 Body LanguagePart One: Teaching Design Teaching goals1. Target Languagea. 重点词汇和短语misunderstand, similar, facial, exagawgesture, adult, punishb. 重点句型或交际用语Act oullowing meanings, please.Please guess what I mean.Please show the ausing body language.Nowur tuw the action / gesture.Please uwords or body language to exur ideas. Please use bwords and body language to exur ideas.2. Ability goalsa. Enabludunderstand what a certain gestubody language means in a given situation.b. Enabludact ouanings, reququuations givarget languagabludxpress warget languaganings given in body language.3. Learning ability goalsa. Heludents learn how to exlves in body language when needed.b. Heludents understandwhen body language is being used.Teaching importaa. Teaudents how to understand body language used in duultures as well as in dasions.b. Teaudents how to use body languagappropriate occasions.Teaching difficula. Enabludalance of body languagunicaat littlunderstanding may occur.b. Ludw thabve body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitawith gestures and body movement. Teaching aidsA computer, aandures.Teaching procedures waysTd reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develading ability.To help students learn about body language. ProceduresI. Warming upWarming up by actingLook at the laght sidart. Paverbal behaviouleft side. Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the maure below. What day to you by his body language?Basically, howdo I know? Or, I don’t know nothin! The shoulders are hunched and the hands agnifying a big quark.2. Talking and sharingBody languagquandwerful language of all!According to exur non-verbal language communicates about 50% of what we really mean (valbutes 38%) while wordlvbute a mere 7%.Our bodies send out messagantly and often we don't recognize that we're communicating a lan we realize.Our understanding and u-verbal cues in facial exare familiar to us nearly from birthIII. Reading1. Reading alouddingNow please listen and read alouddingxt COMMUNICATION: NO PROBLEM?. Pay aunciaach word and the pauses within eaI will play the tape twice and you shall read aloud tw2. Reading and underliningNext you aad and underline all the useful exllocaassagur notebook after class as homewReading to idach paragraphNext you axt to idach paragraph.4. Reading and trag informationRead the text agalable. W/? What does he/ she do when he/at the a?NameCountryAaningMr GarciaJuliaAhmed AzizMadame Coulon5. Reading and understanding difficulAs you haveread the texu can surely tell ware difficult to understand. Now put your qug the difficulaReading and translatingNow it’anslaxbWho will bdo it?IV. Closing downClosing down by doing exTo end the lu are to dding exNo. 1 and 2 on page 26 and 27.Closing down bgllowing basic non-verbal cues and you'll recognize that you already speak and translate mulanguage.“I’m surprised!” I’d!” “I’m sad!”Td period Learning about Language(The ~ing form as the Attribute Adverbial)I. Warming upWarming up by discovering useful words and exTurn to page 27 and do exNo. 1, 2 ,3 andur answers against your classmates’.II. Learning about grammar1. Reading andgTurn to page 25 and read wxUNICATION: NO PROBLEM? As you read along, pay auses of The ~ing form as the Attribute Adverbial.(They are vgveral cou作定语；Four peopllooking around in a curious way. 作状语； This is an exciting exu. 作定语; You stand watching and listening. 作状语；……)2. Doing exNo. 1 and 2 on page 29Turn to page 29. Do exNo. 1 and 2。
高中英语必修四教案-Unit4Bodylanguage3-人教新课标
高中英语必修四教案-Unit4Bodylanguage3-人教新课标一、教学目标1.让学生掌握本课的生词和短语，并能熟练运用。
2.培养学生通过阅读获取信息、分析问题和解决问题的能力。
3.帮助学生了解身体语言在不同文化背景下的差异，提高他们的跨文化交际意识。
二、教学重点与难点1.生词和短语：shrug,ignore,apologize,gesture等。
2.句型：Howdoyouapologize?/Whatdoyoudowhenyouwanttoapologize?3.阅读技巧：猜词义、主旨大意、细节理解等。
三、教学过程1.导入教师通过图片展示不同的身体语言，引导学生讨论其含义。
学生分享自己在生活中遇到的身体语言误解的经历。
2.生词教学教师展示生词卡片，让学生跟读并模仿发音。
学生根据上下文猜词义，教师进行解释和拓展。
3.阅读教学学生阅读课文，了解身体语言在不同文化背景下的差异。
教师提问，检查学生对课文的理解。
学生分组讨论，分享自己的观点和感受。
4.语法教学教师通过例句讲解如何使用本课的句型。
学生进行句型练习，教师进行指导。
5.口语练习学生根据课文内容，模拟不同场景进行角色扮演。
教师进行点评，指导学生改进发音和表达。
6.课后作业学生完成课后练习，巩固所学知识。
四、教学反思1.本节课学生的参与度较高，课堂气氛活跃。
2.在生词教学中，教师应及时纠正学生的发音错误，提高他们的口语表达能力。
3.在阅读教学中，教师应引导学生关注课文细节，提高他们的阅读理解能力。
4.在口语练习中，教师应关注每个学生的表现，给予他们充分的指导和鼓励。
五、教学延伸1.举办一次关于身体语言的讲座，让学生更深入地了解身体语言在跨文化交际中的重要性。
2.创设更多真实的语言环境，让学生在实际生活中运用所学知识。
本节课通过学习身体语言这一主题，让学生了解到不同文化背景下身体语言的差异，提高了他们的跨文化交际意识。
在教学过程中，教师注重学生的参与和互动，培养了他们的口语表达能力和阅读理解能力。
高中英语 Unit 4《Body Language》教案(4) 新人教版必修4
Body language一、教学目标与要求通过本单元教学，使学生了解身势语在各国人民交往中的重要性。
了解在各国不同身势语所表示的不同的交际含义，并以此来学习一些国家的风俗习惯和文化背景，学会如何礼貌待人；学生能运用所学语言，对不同的身势语及其含义进行介绍；复习动词不定式作宾语、定语、表语和状语的用法；复习表述提供帮助积应答的用语；正确完成练习册安排的练习。
二、教学重点与难点1．重点词汇 manage；wave；nod；realize；agreement；disagreement；while；manners；communicate；make sb．…；body language；one another；not all…2．重要句型 1〕Although we may not realize it，when we talk with others we make ourselves understood not just by words． 2〕But not all body language means the same thing in different countries．3〕In some Asian countries，you must not touch the head of another person．4〕But English people do not like to be too close to one another unless there is a rea-son．3．语法复习动词不定式作宾语、定语、表语和状语。
〔The Infinitive〕 1〕 They don’t like to be too close to one another．2〕They will move back to keep a certain distance away．3〕Have you got anything to say？4〕 It’s a pleasure to meet you．5〕Waving one’s hand is to say “Goodbye〞．6〕I don’t know how to communicate with foreigners．4．日常交际用语提供帮助和应答〔Offers and responses〕1〕 Can I take those boxes for you？2〕Thanks．Thst’s very kind．3〕What about your bag？Would you like me to carry it？4〕No，thanks．I can manage it myself．5〕Is there anything else I can do for you？6〕No，thank you．Thanks for all your help．7〕Shall I show you how to use this electrical typewrit-er？8〕Thanks．I haven’t used this one before．三、课型〔一〕对话课Ⅰ．教具录音机、投影仪。
人教新课标英语必修4全册教案(Unit4BodyLanguage)
人教新课标英语必修4全册教案(Unit 4 Body Language) Unit 4 Bd LanguagePart ne: Teahing Design Teahing gals1 Target Languagea 重点词汇和短语isunderstand, siilar, faial, expressin, agreeent, an, hest, gesture, adult, punishb 重点句型或交际用语At ut the flling eanings, pleasePlease guess hat I eanPlease sh the atins, using bd languageN it is ur turn t sh the atin / gesturePlease use either spen rds r bd language t express ur ideasPlease use bth spen rds and bd language t express ur ideas2 Abilit galsa Enable the students t understand hat a ertain gesture f the bd language eans in a given situatinb Enable the students t at ut se eanings, requireents, requests r situatins given in the target languageEnable the students t express ith the target language the eanings given in bd language3 Learning abilit galsa Help the students learn h t express theselves in bd language hen neededb Help the students understand thers hen bd language is being usedTeahing iprtant pintsa Teah the students h t understand bd language used in different untries r ultures as ell as in different asinsb Teah the students h t use bd language in the st apprpriate asinsTeahing diffiult pintsa Enable the students t realize the iprtane f bd language in uniatin s that little r n isunderstanding a urb Let the students n that there is bth psitive bd language and negative bd languageTeahing ethdsa Individual r, pair r and grup rb Ating ut b iitatin, ie r ith gestures and bd veentTeahing aidsA puter, a pretr and se pituresTeahing predures ≈ asThe first perid reading(UNIATIN: N PRBLE?)AisT help students develp their reading abilit T help students learn abut bd language PreduresI aring uparing up b atingL at the list f interpretatin n the right side f the hart Perfr the atin r the nnverbal behaviur n the left sideExaples f Bd Languagearing up b defining—hat is bd language?II Pre-reading1 Ling and saingL at the an in the piture bel hat des he sa t u b his bd language?Basiall, h the d I n? r, I dn’t n nthin! The shulders are hunhed and the hands are pen signifing a big questin ar2 Taling and sharingBd language is the quiet, seret and st perful language f all!Arding t experts, ur nn-verbal language uniates abut 0% f hat e reall ean(vie tnalit ntributes 38%) hile rds theselves ntribute a ere 7%ur bdies send ut essages nstantl and ften e dn’t regnize that e’r lt re than e realizeur understanding and use f nn-verbal ues in faial expressin are failiar t usnearl fr birthIII Reading1 Reading alud t the rerdingN please listen and read alud t the rerding f the text UNIATIN: N PRBLE?Pa attentin t the prnuniatin f eah rd and the pauses ithin eah sentene I illpla the tape tie and u shall read alud tie, t2 Reading and underliningNext u are t read and underline all the useful expressins r llatins in thepassage p the t ur nteb after lass as her。
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 4Body Language)Unit4BodyLanguage Partone:TeachingDesignTeachinggoals1.TargetLanguagea.重点词汇和短语misunderstand,similar,facial,expression,agreement,y awn,chest,gesture,adult,punishb.重点句型或交际用语Actoutthefollowingmeanings,please.PleaseguesswhatIm ean.Pleaseshowtheactions,usingbodylanguage.Nowitisy ourturntoshowtheaction/gesture.Pleaseuseeitherspoke nwordsorbodylanguagetoexpressyourideas.Pleaseusebot hspokenwordsandbodylanguagetoexpressyourideas.2.Abi litygoalsa.Enablethestudentstounderstandwhatacertaingestureo fthebodylanguagemeansinagivensituation.b.Enablethes tudentstoactoutsomemeanings,requirements,requestsor situationsgiveninthetargetlanguage.c.Enablethestude ntstoexpresswiththetargetlanguagethemeaningsgivenin bodylanguage.3.Learningabilitygoalsa.Helpthestudent slearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguage isbeingused.Teachingimportantpointsa.Teachthestudentshowtounderstandbodylanguageusedin differentcountriesorculturesaswellasindifferentocca sions.b.Teachthestudentshowtousebodylanguageinthemo stappropriateoccasions.Teachingdifficultpointsa.Ena blethestudentstorealizetheimportanceofbodylanguagei ncommunicationsothatlittleornomisunderstandingmayoc cur.b.Letthestudentsknowthatthereisbothpositivebody languageandnegativebodylanguage.Teachingmethodsa.Individualwork,pairworkandgroupwork.b.Actingoutby imitation,mimeorwithgesturesandbodymovement.Teachin gaidsAcomputer,aprojectorandsomepictures.Teachingprocedu res&waysThefirstperiodreadingAimsTohelpstudents developtheirreadingability.Tohelpstudentslearnabout bodylanguage.ProceduresI.warmingupwarmingupbyacting Lookatthelistofinterpretationontherightsideofthecha rt.Performtheactionorthenonverbalbehaviourontheleftside.ExamplesofBodyLanguagewarmingupbydefining—whatisbodylanguage?II.Pre-reading1.LookingandsayingLookatthemaninthepicturebelow.whatd oeshesaytoyoubyhisbodylanguage?Basically,howthe.... ..doIknow?or,Idon’tknownothin!Theshouldersarehunchedandthehandsareope nsignifyingabigquestionmark.2.TalkingandsharingBodylanguageisthequiet,secretandmo stpowerfullanguageofall!Accordingtoexperts,ournon-verballanguagecommunicate sabout50%ofwhatwereallymeanwhilewordsthemselvescont ributeamere7%.ourbodiessendoutmessagesconstantlyandoftenwedon'tre cognizethatwe'recommunicatingalotmorethanwerealize. ourunderstandinganduseofnon-verbalcuesinfacialexpre ssionarefamiliartousnearlyfrombirthIII.Reading1.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextcommUNIcATIoN:NoPRoBLEm?.P ayattentiontothepronunciationofeachwordandthepauses withineachsentence.Iwillplaythetapetwiceandyoushall readaloudtwice,too.2.ReadingandunderliningNextyouaretoreadandunderlineal ltheusefulexpressionsorcollocationsinthepassage.cop ythemtoyournotebookafterclassashomework.3.ReadingtoidentifythetopicsentenceofeachparagraphNex tyouaretoskimthetexttoidentifythetopicsentenceofeac hparagraph.4.ReadingandtransferringinformationReadthetextagainto completethetable.whereishe/shefrom?whatdoeshe/shedo whenhe/shemeetsomeoneattheairportforthefirsttime?Na mecountryActionmeaningmrGarciajuliaSmithAhmedAzizma damecoulon5.ReadingandunderstandingdifficultsentencesAsyouhaver eadthetexttimes,youcansurelytellwhichsentencesaredi fficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstometheteacher.6.ReadingandtranslatingNowit’stimetotranslatethetextintochinese,sentencebysenten ce.whowillbethefirsttodoit?IV.closingdownclosingdow nbydoingexercisesToendthelessonyouaretodothecompreh endingexercisesNo.1and2onpage26and27.closingdownbyc heckingchecksomeofthefollowingbasicnon-verbalcuesan dyou'llrecognizethatyoualreadyspeakandtranslatemuch ofthelanguage.“I’msurprised!”I’mshocked!”“I’msad!”ThesecondperiodLearningaboutLanguageI.warmingupwarmingupbydiscover ingusefulwordsandexpressionsTurntopage27anddoexerci sesNo.1,2,3and4first.checkyouranswersagainstyourcla ssmates’.II.Learningaboutgrammar1.ReadingandthinkingTurntopage25andreadwithmethetexto fcommUNIcATIoN:NoPRoBLEm?Asyoureadalong,payattentio ntotheusesofThe~ingformastheAttribute&Adverbial .2.DoingexercisesNo.1and2onpage29Turntopage29.Doexerci sesNo.1and2。
高中英语人教新课标必修四Unit-4Body-language教案
Unit 4 Body language阅读课一、教学内容Pre-reading (p.25); Reading (p.26); Comprehending (p.27)二、教学目标1. 能力目标●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。
2. 语言目标●重点词汇与短语greet prediction represent association dormitory canteen flight curiouscuriouly Colombia approach cheek defend defence majormisunderstanding 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, wentto …After half an hour of waiting for their flight to arrive, I saw several young people enterthe 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 recognizedTony Garcia’s smiling face.三、教学步骤步骤一读前1. 引导学生回忆Warming Up部分和听力材料的内容，布置学生各组不同的任务归纳人和黑猩猩的相似之处。
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Book4 Unit4 Body LanguageReading教学设计教材分析：本单元的中心话题是“身势语”，阅读部分讲述了一个机场迎接客人的故事。
来自几个不同国家的商人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且发生了一些小误会，反映出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。
教学设计思想：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，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
在教学过程中实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中学习语言知识以提高语言应用能力。
在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来.把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。
让学生在实践中掌握阅读技巧和方法，提高阅读能力。
教学中以学生体验为主，在语境中体会词义，培养学生爱思考的好习惯。
英语学习不仅是对语言的学习，更是对文化的学习。
教学目标：1. 让学生通过阅读文章去了解不同的文化、不同的身势语。
同时，在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。
2. 身势语是传递交际信息的非语言手段。
帮助学生了解由于文化差异所带来的身势语的变化，减少在跨文化交际中产生的误解。
教学重点和难点：1. 了解不同文化中的身势语的不同含义。
掌握略读、查读、猜生词及推理判断等阅读方法和技巧。
2.对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。
教学过程：Step 1 Leading-inT: Let's enjoy a video about " The Gold Rush" again.T: How do you think the character express his feelings?S:T: Yes, sometimes gestures and body language can help us to express ourself, too.Are all the gestures similar around the world?S: Look at the title and picture of the passage. Predict what you think he topicwill be.Then skim the passage and check to see if your prediction was right.【设计说明】这项任务旨在通过回顾上一单元的视频材料来展现和导入本单元的主题——Body language，不仅能提高学生对所学内容的兴趣，充分起到了热身的作用，而且能使学生通过对旧知识的回顾从而自然过渡到对新知识的学习上来。
Step2 Fast-readingTask1 Skim the whole passage to get the main idea, then evaluateyour predictions.Which is the main idea of the text?A. There are different customs in different countries.B. Foreigners should follow the customs of the country where they are visiting.C. People use body movements to send messages and different bodymovements have different meanings.D. The importance of knowing customs.Task2 Skim the passage and divide it into three parts and matchthe main idea to every part .Part 1 (paragraph_______) A. Not all cultures greet each other the same way.Part 2 (paragraphs______) B. A conclusion of the passage.Part 3 (paragraph ______) C. Meet business people from several countries.【设计说明】略读是学生应掌握的一项基本的阅读能力，通过略读可以把握文章大意。
在完成阅读任务前，老师可给予学生一些阅读技巧方面的指导，如略读(skimming)文章标题、小标题以及每个段落第一行，关注文章中反复出现的关键词等。
通过不断掌握阅读技巧，学生快速获取文章信息的能力及阅读速度也会不断提高。
Step3 Careful-readingTask1：Scan the second part and complete the chart with information from the passage.Name Description Body language To whomTony Garcia everyoneNo touchingMan from JapanGeorge CookTo menTo womenShake hands and kiss twice on each other设计说明】扫读（查读）也是高中英语阅读训练中的一项基本阅读技巧，通过扫读可以帮助学生寻找特定信息来完成阅读理解的题目。
在完成阅读任务时，老师可给予学生一些阅读技巧方面的指导，如运用扫读(scanning)迅速浏览文章, 搜寻关键词等，同时注意文章中是否有表转折等关系的连词。
Task2：Read carefully and finish the following exercises.Exercise1: Answer the following questions.1.What were the two mistakes that the author noticed?2. Who seemed to prefer to keep physical distance from others? Who seemed to prefer closer physical distance?3. Did those people have similar greeting customs? If so, which ones?4. If you meet a foreigner who stands close to you to talk, where might the foreigner be from?Spain, Italy or South America.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.( )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.( )【设计说明】高考阅读理解题目中很多是细节判断题。
通过这个练习，可以加强学生对文章细节的判断和理解。
Step4 Post-readingActivity: Work in pairs, choose one scene, make a dialogue and act it out.Situation 1:Mr Garcia (Columbia, South America) and Julia Smith (Britain, Europe)Situation 2:George Cook (Canada, North America) and A Japanese (East Asia)Situation 3:A Chinese (East Asia) and Ahmed Aziz (Jordan, Middle East)Situation 4:Madame Coulon (France, West Europe) and Mr Garcia (Columbia, South America)【设计说明】学生既需要对文章内容有深入的理解，又要在实践中运用所学的知识。
这项任务可以很好地检测学生对文章理解和熟悉的程度，从而不断提高学生的口语表达能力Step5 HomeworkSurf the Internet to collect more information about body language in different countries.【设计说明】通过完成这项开放性作业，学生在巩固课本知识的同时又增加了新的信息量。
英语学习不应仅局限于对语言知识的学习，还应有对各国文化方面的了解。