人教新课标高一英语必修4第四单元阅读课教案
人教版高中英语必修4 Unit4 Reading 名师教学设计
Unit 4 Reading for information 名师教学设计一、教材分析1. 教学内容分析本节课是这个单元的第三课时，为精读课。
课文是以作者去机场迎接外国学生为场景，讲述了几个不同国家的学生由于文化背景的差异，初次见面时互相问候的方式迥然不同所导致的误会。
形象地表明了身势语与文化背景的密切关系，以及身势语不同的文化内涵和在跨文化交际中的重要作用。
2. 学生情况分析经过高一一学年的英语学习，一部分学生已经掌握了略读、跳读等一定的阅读技巧及阅读策略。
但还有一部分的学生基础不扎实，主动学习的积极性不高，因此，激发学生学习英语的兴趣至关重要。
高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因而在教学过程中，考虑学生的实际情况，要因材施教，设置学生感兴趣的教学活动，将传统的教学方法与现代化多媒体技术相结合，才能调动学生的英语学习热情。
二、教学目标分析1. 知识与能力目标⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。
⑵通过设计不同层次的阅读任务，帮助学生巩固、强化和提高略读、细读、理解大意、理解重点细节和猜测词义等阅读策略。
2. 情感态度目标通过对文章的理解及学生小组场景表演，让学生懂得交流与沟通不仅仅局限于语言，还可以借助肢体语言形象表达出自己的情感，不同的文化背景的人们对身势语有不同的理解。
3. 学习策略目标通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。
4. 教学方法及教学手段⑴采用任务型教学方法，启发式教学，激发学生学习积极性，完成教学任务。
⑵运用现代化多媒体进行教学，丰富课堂内容，调动学生课堂气氛。
一、教学重点、难点1.教学重点使学生了解不同的文化背景的人，他们的身势语是不同的，尤其是打招呼的方式。
另外，在阅读的基础上，重视学生阅读方法和阅读技巧的引导，完成阅读能力的培养。
2.教学难点⑴如何利用略读、细读等阅读技巧完成所给的阅读任务，通过这样的阅读手段形成阅读策略。
人教_高一英语必修四_Unit4_Reading_名师教学设计(一)
Unit4 Reading 名师教学设计Book4 Unit 4 Using LanguageShowing our feelingsBy Chen LvlanFrom Waihai Middle SchoolTeaching goals教学目标1. Target language目标语言a. 词汇和短语unspoken,facial,function,at ease,lose face,turn one’s back to,fist,subjectiveb. 重点句子Body language is one of the most powerful means of communication, ofteneven more powerful than spoken language.2. Ability goals能力目标a. Enable the students to know more about body language.b. Enable the students to understand better body language.3. Learning ability goals学能目标How we can “show our feelings” with the body language learned in this unit or gained in our social life.Teaching important pointsHow body language shows the same or different feelings among people from differen cultures.Teaching difficult points教学难点How to tell that the same body language shows different feelings in different cultures. Teaching methods教学方法Fast reading: dealing with the “true” or “false” questions.Discussion:the importance of body language.Teaching aids教具准备A recorder, a projector and a computer.Teaching procedures & ways教学过程与方式Step1 RevisionRevise some words and expressions.Step2 Warming upually what gestures we will do ?I am tired.I am full.I am hungry.2.The most universal facial expressionStep3 Pre-readingQuestion :Can you “read” a person’s feeling by seeing his/her facial expressions or ge stures?Step4 Skimming1.Divide the text into three parts and match the main idea with each part.2.Main idea4. Fill in the blanks below according to the text.Step5 Fast readingTURE OF FALSE1. Body language is never as powerful as spoken language.2. If you are angry at a person, you might turn your back to him or her.3. You can threaten a person by refusing to speak.4. If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.5. You should not greet your new boss by giving her or him a hug.6. Body language is the same all over the world.7. Most people can understand each other if they try.Then ask the students to do it one by one and ask them to explain why some of the statements are wrong.Step6 Careful reading1.similar body language2.different body languageStep7 SummaryBody language is used by people to express _________ thoughts and opinions and __ _____________( communicte) with each other. ___________ you talk with others, yo u are not just using words, but also using _________(face) expressions as well as gest ures. Just like words, body language _________(vary)from culture to culture. For exa mple, in many countries, shaking one’s head means “yes”while ________ (nod)means “no”.__________ there’re many _____________(different) of our body language, some ge stures are universal. The smile is the best example. _______ can be used _________ ___(express )almost any emotion.Step8 Writing tasks1.Send a short message2.Send an e-mailStep9 Homework1. Finish your writing.2. Revise the knowledge about body language and reading passages in this unit.。
人教版高中英语必修四 Unit 4 Reading 教学设计
Part 3 Review
and homework
Akira Nagata – George Cook Ahmed Aziz – men/women Darlene Coulon – Tony Garcia
Study and respect different cultures
2. Role play the situation
For example: Tony Garcia from Colombia wants to material and find
touch Julia’s shoulder and kiss her cheek.
different cultural mistakes.
Q: Why Darlene Coulon kissed Tony Garcia?
-5-
-4-
Summarize the whole lesson
7'
Homework 1. Recite Para.5 2. Preview the passage Showing Our Feelings.
Blackboard Design
Unit 4 Body Language
Culture mistakes Study and respect When in Rome, do as Romans do
Time 3'
For example: People from Japan bow to others to greet them; People from Britain shake hands with others to greet them.
To arouse students’ intersts and introduce information of body language.
新课标人教版高一英语必修四unit4教案
新课标人教版高一英语必修四 Unit 4 教案教学目标1.了解 Unit 4 主题是“小说和电影”，并学会掌握相关词汇和知识；2.学习阅读文学作品的技巧和方法；3.提高听力和口语能力，能够听懂和表述有关电影和小说的内容；4.培养学生的批判性思维能力。
教学内容本单元的教学内容主要包括以下四部分：1.Introduction & Reading: Introducing Literature and Films2.Listening & Speaking: Films and Novels3.Speaking & Writing: Discussing Favourite Filmsnguage study: Modal Verbs教学过程Introduction & Reading1.学生们在老师的带领下，讨论并了解本单元的主题和学习目标；2.学生们分组阅读一篇有关文学和电影的文章，并在小组内讨论文章的主要观点和结论；3.整个班级讨论文章的内容，并展示各个小组的不同观点。
Listening & Speaking1.给学生播放一段电影片段，并让他们在听完后就内容进行讨论和总结；2.给学生发放一份包括电影和小说内容的练习，并让学生用口语和同桌一起完成练习。
Speaking & Writing:1.学生被分成小组，每组产生一个代表，代表需要先介绍自己喜欢的电影，并谈论电影中的某些特点和值得推荐的原因；2.所有代表回到教室，并通过细节和观点进行辩论；3.接下来，学生们需要写一篇有关一部电影、小说或者文化作品的作文，并将这篇作文与同桌进行分享和讨论。
Language study本单元的语言学习环节将主要集中在Modal Verbs语法和习惯用法上。
学生需要通过阅读和翻译文本，以及完成会话练习和语言表达作业来掌握这一难点。
教学评估1.通过小组讨论和全班讨论来听取学生的观点和意见；2.通过听力和口语练习来检查学生的听力和口语能力；3.通过作文和语法作业来检测学生对知识点的掌握情况。
人教版高中英语必修四 Unit 4 Body Language Reading教案 (1)
（人教版）高中英语必修四 Unit 4 Body Language四、教学策略1. 运用导学案的形式，培养学生自主阅读的习惯。
2.学生通过听、说、读、写这四种基本形式，完成对课文由浅入深的理解.3.通过速读和细读形式，训练学生对课文信息的获取和处理能力。
4.利用视频教学，让学生对身势语在不同文化背景下呈现出不同含意有一个更加生动的了解。
五、教学重点和难点重点: 如何提高学生的阅读理解能力，培养学生捕捉关键句和查读寻找信息的能力。
根据英语课程标准关于语言技能的教学建议，略读与细读是阅读教学的基本技能之一，是学生必须掌握的。
难点：如何通过小组合作，对课文信息进行摄取和取舍，运用所学语言知识，运用各种“身势语”来进行交流。
根据英语课程标准，文化意识是内容标准之一，要求学生掌握一些行为规范、风土人情等方面的知识，这有利于培养学生的世界意识，有利于形成跨文化交际能力。
六、教学步骤 Teaching proceduresSteps Teacher’s activities Students’ activities AimsStep 1：Lead ine body language toact: I win and I’m happyto lead in this class.2.Ask students to enjoysome pictures andconclude what’s bodylanguage.3. Ask students to play agame.4.Ask students to enjoya video about differentcountries use differentbody languages toexpress the samemeaning.1. Look at what theteacher acts and guessher meaning.2.Enjoy the picturesand act body language .3.Watch the video anddraw a conclusionBy showing somepictures,acting andplaying the flash toarise students’interest in bodylanguage.Steps 2：Reading Task1: Skimming 1.Ask students to predictthe main idea by lookingat the title and thepicture on page 26.2.Ask students to dividethe passage into fourparts and match the mainidea of each part.3.Ask students to findhow many characters arementioned in ourpassage and who arethey in the picture.1.Work in groups anddiscuss to choose theright main idea as soonas possible.2.Skim the passage andmatch the rightanswers, then readtogether.3.Find the characters.Practic e students’skimming skills tohave a generalunderstanding aboutthe passage.Steps 3：Reading Task2:Detailed reading 1.Ask students to readpara.1 together andfind the information ofwhen、who、where andwhat.2.Ask students to listento para. 2-3，fill the tableabout Nationality andBody Language thenplay a game.3.Ask students to listento part3 and part4 andchoose the rightanswers.1.Read together andfind the four “wh”2.Listen to the tape andfind details to finish thetable.3.Work in pairs to actdifferent countries havedifferent greetingways,then other groupsguess which country arethe actors from.4.Listen to part 3-4 andchoose the rightanswers.By giving differenttypes of questionswhich are arrangedfrom the shallower tothe deepen,on onehand,students have adeeper understandingof the passage,on theother hand,theypractice readingskills,spoken Englishand Listening.Step4:Summary1.Play a flash aboutbody language.2.According to theflash and the passage,summarize the wholeclass. 1.Enjoy the flash andreview what they havelearned today.2.With the help of theteacher, summarize thewhole class and readthe summary.Deepen students’understanding ofbody language in theworld and build uptheir internationalcommunication。
新课标人教版高一英语必修四unit4教案讲课讲稿
Unit 4 Body LanguageThe first period readingStep I. Warming up Warming 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 Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking 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.2Talking 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 birthStep III. Reading11eading 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.2Read 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?3Reading 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.Step 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 checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand 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)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step 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 29 Turn to page 29. Do exercises No. 1 and 2。
人教版新课标高一英语必修四第四单元阅读课教学设计
人教版新课标高中英语必修四Unit 4 Body Language 阅读课漳浦龙湖中学授课班级：高二理科（1）班授课老师：陈亚妹一、教材分析1.教学内容分析本节课是这个单元的第三课时，为精读课。
课文是以作者去机场迎接外国学生为场景，讲述了几个不同国家的学生由于文化背景的差异，初次见面时互相问候的方式迥然不同所导致的误会。
形象地表明了身势语与文化背景的密切关系，以及身势语不同的文化内涵和在跨文化交际中的重要作用。
2.学生情况分析经过高一一学年的英语学习，一部分学生已经掌握了略读、跳读等一定的阅读技巧及阅读策略。
但还有一部分的学生基础不扎实，主动学习的积极性不高，因此，激发学生学习英语的兴趣至关重要。
高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因而在教学过程中，考虑学生的实际情况，要因材施教，设置学生感兴趣的教学活动，将传统的教学方法与现代化多媒体技术相结合，才能调动学生的英语学习热情。
二、教学目标分析1.知识与能力目标⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。
⑵通过设计不同层次的阅读任务，帮助学生巩固、强化和提高略读、细读、理解大意、理解重点细节和猜测词义等阅读策略。
2.情感态度目标通过对文章的理解及学生小组场景表演，让学生懂得交流与沟通不仅仅局限于语言，还可以借助肢体语言形象表达出自己的情感，不同的文化背景的人们对身势语有不同的理解。
3. 学习策略目标通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。
4. 教学方法及教学手段⑴采用任务型教学方法，启发式教学，激发学生学习积极性，完成教学任务。
⑵运用现代化多媒体进行教学，丰富课堂内容，调动学生课堂气氛。
三、教学重点、难点1.教学重点使学生了解不同的文化背景的人，他们的身势语是不同的，尤其是打招呼的方式。
另外，在阅读的基础上，重视学生阅读方法和阅读技巧的引导，完成阅读能力的培养。
人教课标版高中英语必修四 Unit4 Reading for information 教案-新版
Unit4 Reading for information 教学设计设计意图This is the second teaching period. In this period, the main task for the teacher to accomplish is to guide students to have a good understanding of the text. Various reading activities are designed for students to get the main idea and detailed information of the text. After that, the students are expected to practice, using the language.教学重点Get students to learn more about body language. They should be aware that different body language in different countries is not good or bad, but is simply ways in which cultures have developed. After learning the text, students are expected to:I. Have a good understanding of cultural differences and similarities in body language in different countries.II. Learn the key words and phrases by heart: represent, curious, approach, misunderstand, likely, in general, avoid.III. Learn to cooperate with others and develop the interest in learning about foreign cultures.教学难点Students are expected to distinguish the difference in body language in different cultures. And they should learn to cooperate with others and develop the interest in learning about foreign cultures.教学过程Step 1 Lead-inLook at my face. I am going to wear different expressions. Guess what they mean.（设计意图：通过观察老师的表情，学生们猜测这些表情所表示的含义，激发学生的学习兴趣，引出阅读话题。
高中英语必修四教学设计必修四 Unit4 阅读教学设计正式版
高中英语必修四教学设计必修四Unit4 阅读教学设计甘肃省定西市安定区东方红中学马鹏程一、教材分析人教版必修4 Unit 4 Body language，阅读部分COMMUNICATIONS:NO PROBLEM? 以机场迎接客人为场景，讲述了来自几个不同国家的学生由于文化背景的差异，在初次见面时互相问候的方式迥然不同而造成的一些小误会，形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这篇文章的写作方式颇有特色，可以让学生在阅读的过程中，很自然地以“你”自己的身份去观察、倾听在机场发生的一切。
二、学生情况分析所带班级学生层次差异大，一部分学生英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神在平时的教学中表现很好。
采用与新课标要求相一致的新的教学方式，即活动式的教学法，调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。
三、教学目标1. Train the students’ reading ability.2. Enable the students to realize the importance of body language and understand different body language in different cultures.3. Stimulate the students’ interest and love for learning body language as well as to learn verbal language.四、教学方法1. Fast reading to get general idea of the text.2. Careful reading to understand the passage better.五、教学步骤Teaching ProceduresStep 1 Lead-inUse some pictures of Tai Lihua to lead in the topic.Step 2 Pre-reading1. Play a guess game: ask some students to act out the meanings in chart on page25, and have the rest students guess the meaning from the body language.2. Play another guess game: show some pictures of gestures and make the students speak out the meaning that each picture stands for.Step 3 Predict what the reading passage is aboutAsks the students to predict what the reading passage talks about according to the title and illustrations of the passage. The teacher can give some clues by talking about the illustrations：1. Where are the people?2. What are they doing?Step 4 Skimming1. Let the students skim the whole passage to get the main idea, then evaluate their predictions. During this activity, the teacher should give some guidance on reading skills. (The main idea is often related to the title. While skimming the text, pay attention to the first paragraph, the last paragraph and the first sentence of every paragraph.)Main idea of the passage:Some examples of cultural “body language” in greetingpeople.2. Let the students skim the passage and divide it into different parts to find out the main idea of every part and the topic sentences.Part 1 (paragraph1) Meet business people from several countries.Part 2 (paragraphs 2~4) Not all cultures greet each other the sameway.Part 3 (paragraph 5) A conclusion of the passage.Step 5 Careful readingHow do they behave when they greet people? Ask the students to scan the second part and complete the chart with information from the passage.Ask the students to read carefully and finish the following tasks.Exercise1: What were the two mistakes that the author noticed?He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one mans nose touched the other mans moving hand.Exercise 2: Read the statements and decide whether it is true or false and give the reasons.1. Englishmen often stand close to others or touch strangers as soon as they meet. （F）2. Most people around the world now greet each other by kissing. （F）3. Japanese will bow to others as greeting. （T）4. People from Jordan will move very close to you as you introduce yourself to them. （T）六、教学反思：本教学设计中学生的活动都具有明确的目的和具体的操作要求，实现了英语在真实情境中的应用。
必修4 unit4 reading教学设计
Unit 4 Body languageWarming up and readingTeaching Aims and Demands 教学目标与要求Teaching key point 教学的重点Get students to read the passage and learn about cultural differences and intercultural communication.Improve the students’ reading ability by skimming-reading and scanning-reading.Teaching difficult point教学的难点1. To guide the students to understand the passage and know about cultural differences and intercultural communication.2. Get students to use different reading skills for different reading purposes.Teaching aims 教学目标Knowledge and ability aims1.Get students to learn some useful words and expressions in this part2.Get students to read the passage and learn about cultural differences and intercultural communication.3.Enable students to develop their reading ability and try to use some reading strategies such as guessing , key sentences, skimming, scanning and so on.Emotional aims1.Enable students to recognize different body language and try to use them correctly.2.Develop students’ sense of cooperative.Teaching Methods1.Task-based teaching and learning2.Cooperative learning3.DiscussionTeaching AidsThe multimedia and other normal teaching toolsTeaching ProceduresStep 1 Leading in and warming up1.If a person can not speak, how you can communicate with him or her.2.can you do some gestures?3.Can you do some movements with your partners to communicate? Step 2 Pre-readingLook the title and pictures of this reading passage, predict the main idea of the text,Step 3 ReadingSkimmingRead the text quickly and answer two questions.1. what did the author do yesterday?2. Did any students have the same greeting customs?Then read this text quickly again , finish the following exercise.Suggest answers:China Columbia Britain Canada Japan Jordan France Scanning1.Give students 5min to read this text carefully again, and finish thefollowing exercise.( according to 1-2-3para)Suggest answers1). Stood watching greet moved back2). approached touched kissed cheek3). Stepped surprised put up defence4). Reached his hand out5). Bowed6). Moved close came closer nodded7). Shook hands and kissed2.Ask students to read Paragraphs 4-5 and finish the following true or false exercises1).Englishmen often stand close to others or touch strangers as soon as they meet2).Most people around the world now greet each other by kissing3).Japanese will bow to others as greeting4).People from Jordan will move very close to you as you introduce yourself to them5).Some body language in some countries are good while some countries’ body languages are bad.Suggested answers 1. F 2. F 3. T 4.T 5. FStep4课堂检测连线Part1( para1) A. It mainly talks about the examples cultural“body language”Part2.(para2-3) B. It tells us that different peoples havedifferent body language.Part3(para4) C. It is the summary of body language.Part4( Para5) D. The main idea is that you are sent toCapital International Airport to meetstudents.Step5 SummaryToday we have learned a text about body language, It plays an important role in daily communication, so it is very important to understand and use it correctly.Step6 Homework1. Finish off page 27 exercises2. Preview the next lesson( Important language points)。
必修四Unit4阅读教学设计
必修四Umt4阅读教学设汁一. 教材分析人教版必修4 Unit 4 Body language＞阅读部分communications : no problem以机场迎接客人为场景，讲述了來自几个不同国家的学生由于文化背呆的差片，在初次见面时互相问候的方式迥然不同而造成的一些小误会，形彖地表明了身势语与文化背景的密切关系.以及身势语在人们日常交际中的重要作用。
这篇文草的写作方式颇有特色，可以让学生在阅读的过程中.很自然地以“你”自己的身份去观察、倾听在机场发生的一切。
二、学生情况分析所带班级学生层次差异大.一部分学生英语基础较差，但是大部分学生的思维活动.学习热悄.表现欲望和合作精神在平时的教学中表现很好。
采用与新课标要求相一致的新的教学方式.即活动式的教学法, 调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。
三、教学目标1・ Train the students * reading ability.2・Enable the students to realize the importance of body language and understand different body language m different cultures・3・ Stimulate the students' interest and love for learning body language as well as to learn verbal language・四、教学方法1・ Fast reading to get general idea of the text・2・ Careful reading to understand the passage better.五、教学步骤Teaching ProceduresStep 1 Lead-inUse some pictures to lead in the topic.Step 2 Pre-reading1・ Play a guess game: ask some students to act out the meanings in chart on page25, and have the rest students guess the meaning from the body language・2・ Play another guess game： show some pictures of gestures and make the students speak out the meaning that each picture stands for・Step 3 Predict what the reading passage is aboutAsks the students to predict what the reading passage talks about according to the title and illustrations of the passage・ The teacher can give some clues by talking about the illustrations：1・ Where are the people?2・ What are they doing?Step 4 Skimming1・Let the students skim the whole passage to get the mam idea, then evaluate their predictions ・ During this activity, the teacher should give some guidance on reading skills・(The mam idea is often related to the title・ While skimming the text, pay attention to the first paragraph, the last paragraph and the first sentence of every paragraph・)Main idea of the passage：Some examples of cultural "body language M in greeting people・2・ Let the students skim the passage and divide it into different parts to find out the main idea of every part and the topic sentences・Part 1 (paragraphl) Meet business people from several countries・Part 2 (paragraphs 2、4) Not all cultures greet each other the same 审ay.Part 3 (paragraph 5) A conclusion of the passage・Step 5 Careful readingHow do they behave when they greet people? Ask the students to scan the second part and complete the chart with information from the passage・Ask the students to read carefully and finish the following tasks・Exercisel: What were the two mistakes that the author noticed?He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable・ He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one mans nose touched the other mans moving hand・Exercise 2： Read the statements and decide whether it is true or false and give the reasons ・1・ Englishmen often stand close to others or touch strangers as soon as they meet・(F)2・ Most people around the world now greet each other by kissing・(F)3・ Japanese will bow to others as greet ing・ (T》4・ People from Jordan will move very close to you as you introduce yourself to them・(T)六. 教学反思：木教学设计中学生的活动都具有明确的目的和具体的操作耍求.实现「英语在真实情境中的应用。
高中英语 book4 unit4 Reading Comprehension教案 新人教版必修4
Book 4 Unit 4 Body LanguageStep I Warming up1.Look at the pictures below on P25, please guess what they are municating. Discussyour ideas with your partner, then write them down.Picture 1._____________________________________________________Picture 2_____________________________________________________Picture 3_____________________________________________________Picture 4_____________________________________________________2.What do you think is the purpose of language?_____________________________________________________Step IIIReading1.Read the whole text quickly, then finish the following.(1)How do people use unspoken language?A.By the movements of their bodies.B.By eye contact.C.By keeping physical distances, actions or posture.D.By moving their hands.(2)How does Mr Garcia greet Ms Smith?A.He shakes hands with her.B.He touches her shoulder and kisses her.C.He smiles at her.D.He bows to her.(3)People from___ seldom touch strangers, while people from__ are more likely totouch.A.England; Spain, Italy and South American countriesB.France; Spain, America and EnglandC.Spain; Italy, England and South American countriesD.Spain; Italy, England and America(4)Will Ahmed Aziz stand very close to Madame Coulow when they are talking? Why?A.Yes, he will. Because he knows her well.B.No, he won’t. Because he doesn’t know her.C.Yes, he will. Because it is the custom of his country.D.No, he won’t. Because it is the custom of his country.(5)How many visitors are there in the passage?A. 8B. 7C. 6D.5II Detailed readingPara.1What did the author and his classmate do yesterday?_____________________________________________________Para. 2 & 3Read Para2 and plete the chart.(课本P27 1)Para.41.Pick out the topic sentence.____________________________________________________2.How do people municate with each other?____________________________________________________________3.People from European countries don’t usually stand very close to others or touchstrangers as soon as they meet. (T/F)Para.5Do you agree with the author’s statement that body language is not good or bad? Why or why not?_______________________________________________________________________________。
Unit4阅读课教案高中英语人教版
Unit4阅读课教案一、Teaching Objectives:1. Students will be able to understand and analyze the events of the Tangshan earthquake.2. Students will be able to identify the causes and effects of natural disasters.3. Students will be able to express their opinions on how to deal with such disasters.二、Teaching Key Points:1. The unusual occurrences in the countryside, including the cracking well walls and nervous animals, were warning signs of an impending earthquake.2. The devastating earthquake that struck Tangshan at 3:42 am on July 28, 1976, caused widespread destruction and loss of life.3. The army sent troops to assist with rescue efforts and provide support for those affected by the earthquake.4. The city slowly began to recover as people worked together to rebuild and overe the challenges they faced.三、Teaching Procedures:1. Introduction (5 minutes)●Begin the lesson with a brief overview of the Tangshan earthquake and its impacton the munity.●Ask students if they have heard or experienced any natural disasters in their ownlives and what they think about them.2. Reading prehension (15 minutes)●Have students read the passage carefully, highlighting or underlining any keypoints or questions they may have.●After reading, ask students to share what they learned from the passage andanswer any questions from their peers.3. Analysis (15 minutes)●Discuss the causes and effects of the earthquake, including the warning signsmentioned in the text and the impact on infrastructure, agriculture, and human life.●Encourage students to think critically about how they would react in a similarsituation and what actions could be taken to prevent future disasters.4. Writing Activity (10 minutes)●Ask students to write a short essay on one of the following topics:⏹How can we better prepare for natural disasters?⏹What can we do to help those affected by a disaster?●Encourage students to use evidence from the text to support their arguments andto vary their sentence structures and vocabulary.5. Conclusion (5 minutes)●Review the main points of the lesson and emphasize the importance ofunderstanding and responding to natural disasters.●Ask students to reflect on what they learned today and how they can apply it intheir own lives.Homework:1. Have students research a natural disaster that occurred in their own country or region and write a report summarizing the causes, effects, and response strategies used by local authorities.2. Ask students to discuss with their families or classmates how they would handle a similar situation in case of a natural disaster and why it is important to have such plans in place.。
人教新课标高一英语必修4第四单元阅读课教案
UNIT 4 BODY LANGUANGEREADINGCOMMUNICATION: NO PROBLEM?教材分析1. 教学内容分析：本节课是以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“我”的身份去观察、倾听在机场发生的一切。
2. 学生情况分析：高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因此教学应面向全体同学，争取做到人人基本达标。
本人所教班级的学生刚从初中升入高中不久，英语水平参差不齐，既有爱好学习英语的学生，也有纯粹为了考试的学生，更有对英语学习感到头痛的学生。
首先，激发学生学习英语的兴趣是至关重要的，只有感兴趣才会主动学习；其次，充分发挥学生的主动性，使学生熟悉如何利用听力，快速阅读，仔细阅读，讨论等教学手段来提高阅读能力；再次，调动学生的积极性，因材施教，将传统的教学方法和现代化多媒体技术相结合，使学生不管是课前，课堂上还是课后都热爱学习英语。
最后，钻研教材与教法，与学生多交流沟通，采取有效措施提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。
3. 本课地位•本课是阅读课, 重点培养学生的阅读能力，是本单元中的重点。
•在理解本课的基础上，可以更好的接受下一课对语言知识点的学习。
4. 本课教学目标•帮助学生了解不同文化背景的人们,对身体语言有不同的理解.•通过帮助学生完成快速阅读、精读等练习来进一步理解文章的细节，提高学生的阅读能力。
5. 本课重点难点•如何让学生提高阅读理解水平•通过本文的学习，学生应该掌握些什么。
教学方法•引入---从感官上了解什么是肢体语言•快速阅读---获得文章的大意•精读---深层理解文章•总结---对文章的整体把握•讨论---帮助学生更好地理解并运用所学知识教学用具•录音机•多媒体教学程序Step I. 引入请同学们观看一些录像和图片了解肢体语言的种类。
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UNIT 4 BODY LANGUANGE
READING
COMMUNICATION: NO PROBLEM?
江西省赣州市第四中学341000
欧阳芳
教材分析
1. 教学内容分析：
本节课是以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“我”的身份去观察、倾听在机场发生的一切。
2. 学生情况分析：
高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因此教学应面向全体同学，争取做到人人基本达标。
本人所教班级的学生刚从初中升入高中不久，英语水平参差不齐，既有爱好学习英语的学生，也有纯粹为了考试的学生，更有对英语学习感到头痛的学生。
首先，激发学生学习英语的兴趣是至关重要的，只有感兴趣才会主动学习；
其次，充分发挥学生的主动性，使学生熟悉如何利用听力，快速阅读，仔细阅读，讨论等教学手段来提高阅读能力；再次，调动学生的积极性，因材施教，将传统的教学方法和现代化多媒体技术相结合，使学生不管是课前，课堂上还是课后都热爱学习英语。
最后，钻研教材与教法，与学生多交流沟通，采取有效措施提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。
3. 本课地位
•本课是阅读课, 重点培养学生的阅读能力，是本单元中的重点。
•在理解本课的基础上，可以更好的接受下一课对语言知识点的学习。
4. 本课教学目标
•帮助学生了解不同文化背景的人们,对身体语言有不同的理解.
•通过帮助学生完成快速阅读、精读等练习来进一步理解文章的细节，提高学生的阅读能力。
5. 本课重点难点
•如何让学生提高阅读理解水平
•通过本文的学习，学生应该掌握些什么。
教学方法
•引入---从感官上了解什么是肢体语言
•快速阅读---获得文章的大意
•精读---深层理解文章
•总结---对文章的整体把握
•讨论---帮助学生更好地理解并运用所学知识
教学用具
•录音机
•多媒体
教学程序
Step I. 引入
请同学们观看一些录像和图片了解肢体语言的种类。
通过这些活动引起学生对身势语探究的兴趣，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.展示图片和录像，使学生初步理解什么是身势语及其种类。
2.展示一些图片，使学生进一步理解同一种身势语在不同的国家有不同的含义。
3.老师提问让学生回答，引入本节课的主题：Are there any problems when people from
different countries communicate with each other?
Step II. 听力
请同学们听录音，并且找出文中的人物和他们来自哪里。
因为文中的人物多且来自不同的国家，通过这个环节可以让学生理清人物关系。
➢How many characters are mentioned in the passage? Answer: Seven.
➢Who are they and where are they from?
Step Ⅲ. 快速阅读
请同学们快速阅读文章，完成一个关于段落大意的练习。
此环节让学生从整体上初步理解文章的脉络，培养学生快速获得信息的能力。
Part 1 People from different countries have different body language. ( 1 )
Part 2 Summary of body language.
( 2-4 )
Part 3 I went to the Airport to meet the international students.
( 5 )
Step Ⅳ. 仔细阅读
请同学们仔细阅读文章，并且针对每个段落做一些相关的练习来进一步理解文章的内容。
这个环节使得学生对身势语在不同的国度有不同的表示有更深层次的理解。
Paragraph 1:
Time: yesterday
People: another student and I, this year’s international students
Place: the Capital International Airport
What to do: We would take them first to their dormitories and then to the student canteen. Paragraph 2:
The teacher asks students to find out the two mistakes that the author noticed.
The first misunderstandinge:
Tony Garcia: He approached Julia, touched her shoulder and kissed her on the cheek.
Julia Smith: She stepped back appearing surprised and put up her hands as if in defence.
The second misunderstanding:
George Cook: He reached his hand out to the Japanese.
Akira Nagata: He bowed to George but his nose touched George’s moving hand .
Paragraph 3&4:
The teacher asks students to fill in the following form.
Paragraph 5:
The teacher asks students read it and answer the following questions:
1. What’s the author’s attitude towards body language?
He thinks these actions are not good or bad, but are simply ways in which cultures have developed.
2.What’s the benefit of studying international customs?
It can help avoid difficulties in today’s world of cultural crossroads.
Step V. 讨论
请同学们就身势语是否重要来讨论，并且让学生举出生活中的实例出来。
这个环节帮助学生进一步熟悉和理解文化差异并且让学生把所学内容通过语言和肢体的形式展示出来，起到巩固和实践的作用。
讨论内容如下：
Please give some examples in our daily life and try to act them out with your partners.
Step Ⅵ. 家庭作业
1.熟读课文
2.找出文中重难点词句和表达
教学评价设计
教学反思
《英语课程标准》提出，要“发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程……”以及“侧重提高阅读能力，特别注重开发和利用课程资源，创造机会，使学生积极、主动的用英语去思维，去交流。
”本节课就是要求学生在提高阅读能力的同时理解身势语与文化背景的密切关系，培养学生的自主学习能力；运用“讨论式”的英语教学模式和采用“任务型”英语教学途径，培养学生的听说读写能力，突出阅读技能训练、学习策略的培养，从
而使学生领会语言信息的输入与输出，并引导学生独立思考，以讨论、合作学习的方式完成阅读任务。
通过本节课的学习，同学们对中西方文化以及各国文化的差异有所了解，对今后如何学习这门课程有一定的帮助。
当然，我也从中得到一些反思：
通过设计图表、故事结构图、问答等手段，有效地帮助学生理解建构知识，发展阅读能力，提高阅读兴趣，形成最佳动态生成。
若采用任何单一方式，效果则不会这么好。
多媒体教学的使用还要注意适当和适度，并不是所有的教学内容都需要通过多媒体教学来实现。
运用多媒体的出发点和落脚点是为了提高教学效果，但运用多媒体教学不是提高教学效果的唯一途径和手段，教学中不能为了使用多媒体而去使用多媒体，有些简单易懂的概念、原理、问题等通过多媒体手段反而会浪费时间、降低效率，所以我们应针对教学内容采取与之相应的教学方式，合理地利用各种教学媒体，包括传统教学手段，取长补短，这样才能发挥各种教学方法的综合功能，取得最佳效果，帮助学生有效生成。
课堂教学确实是一门艺术。
帮助学生有效生成的过程中教师要注意各个细节，但教学反思毫无疑问是非常有效和必要的手段之一。
教师应经常进行教学反思，让学生插上有效生成的翅膀，高高地飞翔。