高中英语必修四unit4教学设计
人教版英语必修四4Unit4(Showing Our Feelings)课程教学设计
Book4 Body LanguageShowing Our Feelings教学设计河北饶阳中学王晓莉一、教学内容(Teaching Content)人民教育出版社普通高中课程标准试验教科书英语必修四Body Language第三课时---Showing Our Feelings.二、教学设计(Teaching Plan)（1）教学思路本单元的中心话题是“身势语”，各项活动的设计都围绕着这个主题进行。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心世界。
与有声语言一样，身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，会在交际场合中起到意想不到的好效果。
通过本堂课的学习，学生们能够了解世界各地的人们表达各种各样的情感、愿望和态度，“读懂”我们周围人的意思。
整个教学过程以“ 以学生为学习主体” 为设计理念，采用设置任务和小组讨论的形式组织教学，将学生的自主学习调动起来并把这样的活动作为课堂的主体，引导学生完成学习任务。
（2）课前准备要求学生预习课文Showing Our Feelings，并找出我们周围人们是怎样表达快乐、不高兴、愤怒、厌烦等情感的。
三、学生情况分析我们的学生绝大多数来自农村，学习英语的条件有限，大部分是上了初中才开始学习英语，所以英语意识淡薄，知识薄弱。
面对这样一群孩子，吸引他们对英语的兴趣是关键，因此我在这节课中使用了大量的图片，一方面吸引他们的注意力，引起兴趣，另一方面很大限度地帮助了学生们对这篇课文的理解。
四、三维目标（Teaching Aims)（1）知识目标(Knowledge Aims)让学生了解“身势语”的概念，掌握身势语的不同文化涵义并正确地加以运用。
通过阅读熟悉本课的相关单词、短语及重点句型，如spoken, unspoken, likely, be likely to, in general, at ease, etc.（2）能力目标(Ability Aims)提高学生的阅读能力，训练学生skimming和scanning的阅读技巧，提高学生归纳总结、善于提取有用信息的能力; 在教学总过程中锻炼学生听、说、读、写各方面的技能，培养学生独立思考和合作学习的能力; 快速获取信息和处理信息的能力。
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”。
高中英语人教新课标必修四Unit-4Body-language教(学)案
Unit 4 Body language阅读课一、教学容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、归纳容等阅读技巧；培养学生把握篇章中心容、归纳段落大意、获取关键信息、并且能针对阅读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. 引导学生回顾Warming Up局部和听力材料的容，布置学生各组不同的任务归纳人和黑猩猩的相似之处。
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。
高中英语人教版必修四单元教案：Unit4BodyLanguage
Unit 4 Body LanguagePart One: Teaching DesignTeaching goals1. Target Languagea. 重点词汇和短语重点词汇和短语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?Name Country Action MeaningMr GarciaJulia SmithAhmed AzizMadame Coulon5. 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；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。
人教课标版高中英语必修四 Unit4 词汇 教案-新版
Unit4 词汇教学设计设计意图This is the first teaching period of this unit, aiming to help students get a basic understanding of the words and expressions. In this period, students mainly focus on the pronunciation, form and meaning of the vocabulary. The teacher’s task is to provide opportunities for students to read the new words and expressions.教学重点Get students to know the following words and expressions: greet, represent, association, flight, curious, approach, defend, major, misunderstand, adult, likely, function, ease, false, subjective, defend against, be likely to, in general, at ease, lose face, turn one’s back to.教学难点Get students to grasp the usage of the following words and expressions: represent, curious, approach, defend, be likely to, at ease, turn one’s back to.教学目标At the end of the class, the students will be able to:1. Get a basic understanding of the words and expressions in this unit.2. Spell the following words: represent, curious, approach, function, ease, rank, greet, association, defend, major, misunderstand.3. Use the following phrases: be likely to, in general, at ease, lose face, in most cases.诵读词汇Lead-inHello, everybody!Today we are going to learn the new words of Unit 4. First read after me.Let students read the new words and expressions by themselves for about 10 minutes. Then check to see if they can pronounce the words correctly.识记词汇1.连一连represent 好奇的curious 代表approach 靠近，接近function 作用，功能ease 错误的adult 安逸，舒适false 成年人lose face 防御defend…against 丢脸at ease 相反on the contrary 自由自在Suggested answers：represent 代表curious 好奇的approach 靠近，接近function 作用，功能ease 安逸，舒适adult 成年人false 错误的lose face 丢脸defend…against 防御at ease 自由自在on the contrary 相反2.根据释义写出单词(1) _____ action of defending oneself against an enemy’s attack(2) _____ might happen or probably will be true(3) _____ to be chosen to speak or act in place of someone(4) _____ to run or travel somewhere in a great hurry(5) _____ to come nearer to something or someone from a great distance(6) _____ either side of the face below the eye(7) _____ the act of flying, especially scheduled on a planeSuggested answers: (1) defence (2) likely (3) represent (4) dash (5) approach (6) cheek (7) flight精讲词汇1. approach(1) vt.接近，靠近The policeman approached the burning building.警察靠近着火的大楼。
高中英语必修四unit4教学设计新部编版
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 Body language教学设计节Step I Lead-inThe teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.Step II IntroductionT: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:Gesture Action MeaningA handshake You are welcome.A clap of hand Come on; be cheerful.A V-shape of the fore-finger and middle finger May you succeed!Or congratulations on your success!Ahalf-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.Awrinklingof the browin thoughtordispleasureor a scowlShe is worried.Tearscoming outof his eyes.He is very sad.All smiles on her face She is very happy.Waving their hands They are waving goodbye to people around.A hand stretched out forward with strength He is stopping a tank.People jump with their both hands stretched open in the air. They are cheering for the victory.Step Ⅲ Practice。
Unit-4-Reading-and-thinking-教案--高中英语人教版选择性必修第四册
Unit 4 Sharing Period 1: Reading and thinking 一、教学目标(1).To develop interest in volunteering work.(2).To develop dialectical view about the positive aspect and negative aspect in volunteering work.(3). To develop reading habits, like skimming, reading for details and how to analyze the passage structure.二、教学重难点To develop dialectical view about the positive aspect and negative aspect in volunteering work. To develop reading habits, like skimming, reading for details and how to analyze the passage structure (deep reading).三、教学过程Step 1 Lead in1.In recent years , Volunteering has been spread among Chinese people.Watch the video and talk what the volunteers are doing.2.As China is becoming more and more powerful, it has the ability to help more other countries in more aspects . Here is an example of China aid.Show the picture of open page.In order to build a shared future with mankind, It is everyone' s responsibility to help the needy.3.Here is another example to help the needy. A young Australian, Jo, worked for two years as a volunteer teacher in Papua New Guinea.Step 2 pre-reading(1)Brainstorm:What challenges will you face if you work a volunteer in Papua New Guinea?(2)Predicting: What the text is possibly about?Step3 while-reading1. Activity 1Skim and match the main idea with each paragraph.A What the author witnessed in Tombe's village.B Recieve a parcel from home.Would you like to become a volunteer teacher? Why or why not?四、教后反思（不少于100字）。
2019外研版高中英语选择性必修四Unit4 Understanding ideas 板块教学设计
1.Discuss the questions in pairs.
2.Share the answers. Make necessary supplements.
3. Read the text, and underline key words.
4. Do group report.
Activity 3
(Design 1)
anize group work. Each groupreadsthrough the choices and decides which one to choose.
教学目标
1.带领学生阅读课文，使学生能够熟悉话题语境，获取课文的主旨大意与核心信息；
2.引导学生感知课文的语篇结构及语言特点，学习和ቤተ መጻሕፍቲ ባይዱ握课文中与话题相关的表达方式，并能运用所学的表达方式就年轻人创业这一话题进行有效交流；
3.引导学生基于课文内容联系自身生活，从成功创业的主人公身上汲取积极的人生态度，学习她的个人品质，辩证地认识年轻人创业的问题，加深对单元主题的认知。
2.Ask students to read through the text and find support for their decisions.
3.Ask groups to share their decisions and reasons.
1. In groups, readthrough the choices and decide which one to choose.
2.Ask students to read the text. Arrange pair work to cooperate to complete the missing info for the blanks.
高中英语人教版必修四教学案：Unit4Section4含答案
答案：1～3Ⅰ．Matchthemainideawitheachpart ．1．Part1(P ara ． 2．Part2(Paras ． 1) 2～6) A ．Examplesofsomeuniversalbodylanguage ． B ．Bodylanguageissometimesmoreimportantthanspokenlanguage ．3．Part3(Para ．7) C ．Therearedifferencesinbodylanguage,andit'simportantforustoknowthem ．BACⅡ．Readthepassagecarefullyandchoosethebestanswers ．1．WhichofthefollowingaboutbodylanguageisTRUE?A ．Itismoreimportantthanspokenlanguage ．B ．Itisasimportantasspokenlanguage ．C ．Neitherspokenlanguagenorbodylanguageisimportant ．D ．Itislessimportantthanspokenlanguage ．2．Whymayapersonsmileifhelosesface?A ．Toshowhisanger ．B ．Tohidehisembarrassment ．C ．Tothreatenothers ．D ．Tolaughatothers ．3．Ifyouarenotinterestedinothers'talking,youmay________ ．A ．lookawayfromhimoryawnB ．turntowardandlookatsomethingC ．fixyourattentiononthespeakerD ．standatalittledistancewithopenhands4．SupposeyouareateacherinAmerica,you'lltellyourstudentsto________whenothersaretalking ．A ．avoidlookingatothersdirectlyB ．lookdirectlyatothersC ．glanceatothersD ．lookdownatothers5．Wecaninferfromthetextthat________．A ．wecancommunicatesuccessfullywithothersusingbodylanguageB ．peoplefromdifferentcountrieswillnotmisunderstandeachotherusingbodylanguageC ．weshouldtrytolearnmoreaboutother countries'customsD ．allaroundtheworld,peopleexpressthesameideasusingthesamebodylanguage 答案：1～5BBABCⅠ．单词拼写1．Themachinewon'tfunction(运行)properlyifyoudon'toilitwell ．2．Shegavefalse(虚假的)informationtotheinsurancecompany ．3．Themanwasshakinghisfist(拳)atusthroughthewindow．4．Theyhugged(抱)eachotherwhentheymetatthestation．5．Theyarepeopleofallranks(等)andclasses．6．Igavehimsomemedicinetoease(减)thepain．7．IfeltsosleepythatIcouldn'tstopyawning(打呵欠)．8．Asacritic,hiswritingisfartoosubjective(主的)．Ⅱ．拓展1．facialadj．面部的→facen．面部；2．trulyadv．真地；真地；真实地→trueadj．真的；真实的3．angern．怒气；怒火→angryadj．生气的；火的4．respectfuladj．恭顺的→respect v．&n．敬爱；恭顺5．easen．安适；舒坦vt．减(难过，)→easyadj．简单的[巧]派生Ⅲ．全短例facialtrulyangry律n．＋-ial→adj．adj．＋-ly→adv．n．＋-y→adj．1．atease舒坦；快活；逍遥自在2．loseface3．turnone'sbackto背；背弃4．giveahugtosb．抱某人5．nodthehead点点6．berespectfultosb．敬爱某人7．upanddown上上下下；来往返回8．lookawayfrom把眼光从⋯⋯上移开；不看9．inmostcases在大部分状况下1．[教材原句]Itispossibleto“read〞others even around if us,theydonotintendforusto catchtheirunspokencommunication．“懂〞我周人的心思是有可能的，即使他其实不想我捕获到他没有出来的信息。
2019外研版高中英语选择性必修四Unit4 Using language 板块教学设计
1.Carefully read the underlined sentences and try to understand the logic of them.
2.Rewrite the sentences using attributive clauses.
3.Show the sentences to the class.
4.Checkallthesentences.
5.Draw some rules about attributive clauses.
To practice more about writing attributive clauses.
3.Play the audio record.Ask students to fill in the blanks and answer the three questions.
4.Ask some students to read aloud the completed text and answers to the questions.
anize group work.Discuss and write about something recently bought. Use attributive clauses appropriately.
3.Ask students to exchange their works among group members. Try to improve their works.
anize group work to discuss Questions 1-4.
人教版高中英语必修四Unit 4《Body language》word教学设计
教学设计Step1 Leading-in1. Games：一名学生表演（without speaking），其他学生猜的游戏---导入“body language”的话题。
2. Brainstorm: “body language”的定义、种类、作用。
Q1: What parts of our body do we usually use to express ourselves.Q2: What’s body language and what’s its function?3. Prediction: 观察课文中的图片，学生预测课文内容：Where? What? Understand well?Step2 Reading1.ScanningTask1：Match the right main idea of each part.(详细内容见课件)Task2：The text is mainly about different ____________ in different countries.2. Detailed reading（1）Para.1Time:________________ People:___________________Place:_______________ What to do:___________________________ （2）Para.2&3 match different ways of greeting (详细内容见课件)拓展活动：1. act: 学生表演Tony Garcia和Julia Smith见面的场景。
2. 推理判断：根据第三段判断作者的性别。
（3）True or false1. 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) Para5. Answer two questions:1. What does the author think of these actions?2. Should we learn some international customs? Why?Step3 Summary学生填空改写文章One student and I represented our school _______ (greet) the international students. At the airport, Tony from Colombia __________(approach) Julia from Britain and kissed her. _______, Julia stepped back appearing _______ (surprise). It seemed that they greeted each other ____ different ways. People communicate not only with _______ (speak) language, ______ through physical distance, actions or posture. These actions are simply different ______(culture) customs. ________ (study) these customs can help avoid ________(difficult) in communication.step4 Application--Problem-solving小组合作，完成任务。
2020-2021新教材高中英语Unit4教案+作业 外研版选择性必修第四册
Unit 4 Everyday economics对比文也许你在考试、工作和日常生活中经常需要比较和对比事物，这时你撰写的文章就是对比文。
一般来说，这类文章通常是对事物的正反两个方面或者两种不同的观点进行对比，从而得出结论。
这类作文是以考生面临的两种选择为主题，最终以考生本人的选择和态度归结全文。
如果考生对选择的态度是明确的，即二者选其一，那么考生分别阐述两种不同的观点的时候应该有自己的主观倾向性。
比如：对赞成事物的优点要详写，缺点要略写；对反对的事物则反之，从而使自己的观点得以实现。
如果考生的态度是不明确的，即两者各有利弊，那么就不应该完全肯定某一个事物，也不应该彻底否认另一个事物。
如果个人看法与文章前面列举的某种观点相同或相似并且需要论述理由时，考生要避免简单地重复前面提到的论点。
[基本框架]开头：阐述标题中涉及的现象并且提出问题。
主体：两种选择以及其理由或者优缺点。
结尾：综合前面的分析，表明自己的态度或者做法，并且简述选择的理由。
[常用词块]1．an attempt to reach a consensus 达成共识的尝试2．oppose changing the law 反对改变这个法规3．a heated argument 一场激烈的争论4．be regarded as immoral 被认为是不道德的5．take account of environmental issues 考虑各方面的环境问题6．in favour of equal pay for equal work 支持同工同酬7．as far as sb.be concerned 就某人而言8．when it comes to (doing)sth.当涉及(做)某事时[常用语句]★精彩开头1．There is no consensus of opinions among people as to...人们对……没有共识。
2．When it comes to...，people's opinions/ideas/views vary from person to person.当涉及……，人们的观点因人而异。
人教版高中英语必修四unit 4 精品教案
人教版高中英语必修四unit 4 精品教案Unit 4 Body languageＩ．单元教学目标II．目标语言Ⅲ．教材分析和教材重组1．教材分析本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
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 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING 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。
2019新人教高中英语选择性必修四Unit4-Sharing单元词汇教案
2019新人教高中英语选择性必修四Unit4 Sharing单元词汇教案Teaching aims:By the end of this period, students will be able to:1. consolidate the key words and expressions such as parcel, secondary,wrinkle, forehead, sing a different tune, build a community with a shared future for mankind; learn to express yourselves by using them.2. use what you have learnt to describe difficulties, sites,people, and moods.3. apply the key words and expressions to your own lives.Teaching key and difficult points:1.Help students to learn the bold words and expressions of the unit.2.Exercises are expected to assist students to express themselves freely in English.3.How to use the words and phrases in real situations.Teaching procedures:StepⅠRevision1.What are the positive aspects of Jo’s voluntary work in the bush?2.What challenges did Jo meet when volunteering in the bush?StepⅠSelf-directed study—word groupsDivide the following words into groups. Explain how you have grouped them.Then add more words to the groups.jam laptop knee bacon textbook tablet paper rubber jaw wrinkle forehead saucer kettle pan jar grill corn cup leftover pencil muscle sweetsSuggested answers:Food: jam, bacon, corn, leftover, sweets, potato, cabbage, carrot, honey, pork, beef, appleHigh-tech: laptop, tablet, smartphone,computer, solar power generator, robot,3D printerHuman body: knee, jaw, wrinkle,forehead, muscle, bone, eye, neck,finger, heart, lung, footSchool supplies: textbook, paper, rubber, pencil, notebook, pen, crayon, ruler, marker, bookshelf, glueCooking and eating: saucer, kettle, pan,jar, grill, cup, spoon, fork, chopsticks, knife, bowl, plateStepⅠCollocations·描述困难:没有电、自来水和现代设备适应这些条件最有挑战性的科目肌肉酸痛双膝颤抖拖着身体•描述地点:用竹子搭建而成有着黏土地面和草屋顶一个遥远的村庄一个有草伸出来的竹屋唯一的财产成了马戏团美妙的景色一条在草丛中的土路一条背阴小路一座低矮的圆形竹屋•描述人物:跳出窗户齐声说“早上好”开始大喊大叫结实的下巴和布满皱纹的额头多次道别和紧紧的握手与……握手•描述心情:得到……真好我一直渴望……做……是一种荣幸•常用结构:老实讲产生任何影响拜访Suggested answers:•描述困难:no electricity or running water and no modern devices adapt to the conditionsthe most challenging subjectmuscles were achingknees were shakingdrag oneself•描述地点:be made of bamboowith clay floors and roofs of grassa remote villagea bamboo hut with grass sticking outthe only possessionsbecome a circusfantastic viewsa dusty track covered in weedsa shaded patha low, round bamboo hut•描述人物:jump out of the windowsa chorus of “good morning”started cryinga strong jaw and a wrinkled foreheadmany goodbyes and firm handshakesshake hands with...•描述心情:It was so nice to get ...I’ve been dying to...a privilege to ...•常用结构:to be honestmake any differencemake a visit toStepⅠThe usages of important words1.parcel n.包裹vt.打包【教材回顾】I just got a parcel from home!【词汇延伸】There’s a parcel and some letters for you.有你的一个包裹和几封信。
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Please guess what I mean.
Please show the actions, using body language.
教学难点及突破
Enable the students to understand what a certain gesture of the body language means in a giears coming out of his eyes.
He is very sad.
All smiles on her face
She is very happy.
Waving their hands
They are waving goodbye to people around.
教学过程
教学环节
老师指导与学生活动
设计意图
Step I Lead-in
The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.
A hand stretched out forward with strength
He is stopping a tank.
People jump with their both hands stretched open in the air.
They are cheering for the victory.
Unit 4 Body language教学设计
课题
Unit 4 Body language
三
维
教
学
目
标
知识与
能力
talk about body language: cultural differences and intercultural communication
备课时间
上课时间
过程与
方法
参看教学过程
A half-closed hand with thumb down
I am not in favor of your idea or I’ll have to refuse you.
A wrinkling of the brow in thought or displeasure or a scowl
Gesture
Action
Meaning
A handshake
You are welcome.
A clap of hand
Come on; be cheerful.
A V-shape of the fore-finger and middle finger
May you succeed!
Or congratulations on your success!
Step II Introduction
T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.
T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:
T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.
教学方法
Explanation and practice
学法指导
Individual work,pair work and group work.
情感态度价值观
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。
课 型
reading
教学重点及分析
StepⅢPractice
T: Look at Page 25.
What are these people communicating?
StepⅣTime for Fun
Step V Role Play (Speaking task on P67)
T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.