高中英语必修4 Unit4 Body language说课稿

高中英语必修4

U n i t4B o d y

l a n g u a g e说课稿work Information Technology Company.2020YEAR

Unit 4 Body Language-Reading Communication: No Problem? Teacher: Cai Qiulian

Course: English

Textbook: Senior English for China (Book 4), by Liu Daoyi

Time Allotment: 1 period (40 minutes)

Date: March 20, 2014

Teaching aids: blackboard, Multi-media, Power Point, chalk

I. Text Analysis （教材分析）

This unit is about body language, and the text selected in the reading part demonstrates the difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students’ interest in learning this text. Reading skills and speaking training are designed around the text.

II. Teaching Objectives （教学目标）

By the end of the lesson, students will be able to:

1. Language Skill Objective（语言技能目标）: develop reading ability （skimming and scanning）as well as speaking ability.

2. Cultural Knowledge Objective（文化知识目标）: know about the cultural differences of using body language.

3. Affective Objective（情感目标）:increase students’ awareness of using body language correctly in different cultures. III.Teaching Focuses and Difficulties（教学重点和难点）

1.Teaching Focuses（教学重点）: the difference and

similarity of body language in many parts of the world.

2.Teaching Difficulties（教学难点）:develop students’

reading abilities of skimming and scanning and ask the

students to show their opinions with fluent English.

IV. Teaching Procedures（教学步骤）

It involves five parts:

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Step1. Lead-in（导入）

Step2. Pre-reading（读前活动）

Step3. While- reading（阅读）

Step4. Post-reading（读后活动）

Step5. Homework assignment（家庭作业）

The first period

Step 1. Lead-in （引入）8’

1. Show them some pictures (facial expressions and gesture expressions) of body language then guess what do they mean. 给他们展示不同的国家习俗不同表情和动作的图片，以此来激发学生兴趣，引入肢体语言这个文章主题。

2. Presentation

Play the Finger-pointing game: a student act out the words showed on the PPT, then other group members guess what do they mean.

课堂设计了指手画脚这个游戏，让大家踊跃参与，活跃课堂气氛。

Step2. Pre-reading（读前活动）5’

Discuss the questions:

1. What do you think is the purpose of language?

2. How would you communicate with someone if you cannot speak Give an example.

3. How many ways can you think of to greet someone if you CANNOT speak?

在阅读前让学生讨论三个问题：语言的作用、如果你不能说话怎么跟别人交流，有几种方法？通过讨论对肢体语言的寓意有深入的了解。

Step3. While-reading （阅读）

1.Fast reading 8’（快速阅读）

Read the passage quickly then fill in the chart on page27 then discuss the answers with your partners.

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