人教版英语必修四4Unit4(Showing Our Feelings)课程教学设计

Book4 Body Language

Showing 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。

（3）情感态度与价值观(Emotional Attitude and Point of Value)

通过学生参与英语教学活动，增强其学习英语的主动性和积极性；通过对世界各国身势语及其情感表达方式的介绍，开拓学生的视野；通过自主学习和合作学习，使学生们能够了解世界各地的人们表达各种各样的情感、愿望和态度的方式，并对以后的工作生活产生一定的影响。

五、教学重难点（Teaching Key and Difficult Points）

Teaching Key Points：

1. Let the students read the passage Showing Our Feelings and learn some information about body language and the ways to show our feelings.

2. Get students to learn different reading skills.

Teaching Difficult Points:

1. Develop students’ reading ability.

2. Enable students to learn to talk about the ways to show our feelings.

六、教学方法(Teaching Methods)

1. Task-based teaching and learning.

2. Cooperative learning.

3. Group work / Discussion.

七、教学设备（Teaching Aids）

1. Computer ( PPT and video )

2. Blackboard

八、教学过程(Teaching Procedures)

Step I Lead-in (3 minutes)

We are going to learn Showing Our Feelings. Before we start, I’d like to know the following things:

Question: How do people communicate with others?

Speaking ringing writing typing

Spoken language Written language

Body movements Body language

Game

The teacher will do the action and the students speak out the meaning of the action.

Body Language

How are they feeling?

surprise anger fear happy sorrow disgust contempt happy sad angry confused

●[设计说明]

使用多媒体播放身势语的图片，形象、直观、生动，能吸引学生的注意力，激发学生的兴趣。同时，引出了本课时的话题body language and the ways to show our feelings. 根据学生对这些问题的回答教师可以推断出学生对将要学的内容是否有所了解，再适当加以讲解，使学生对什么是body language加深印象，从而引出本篇课文的话题show our feelings。

Step Ⅱ Pre-reading (5 minutes)

Get the students to talk about the following questions.

1.What is the function of body language?

2. Do you find body language is important in our daily life?

●[设计说明]

本环节让学生讨论身势语的功能，起到热身和预测课文内容的作用。同时结合上节课的内容，让学生表演来自不同国家的学生初次见面如何打招呼，讨论为何引起误会，从而让学生感知了解不同文化背景下身势语的含义的重要性。

Step III While reading (5 minutes)

Task 1 Fast reading

Read the passage as quickly as you can and make a choice.

Which of the following can best express main idea?

A. Only gestures without spoken language may cause misunderstanding.

B. Some body language or gestures are the same throughout the world.

C. Different gestures stand for different feelings, wishes or attitudes.

D. It is about how to communicate with others.

Task 2 Skimming

Divide the text into three parts and match the main idea with each part.

Part 1 Examples of some universal body language.

(Para ? )

Part 2 Body language is sometimes more important

(Para ? ) than spoken language.

Part 3 There are differences in body language, and it’s

(Para ? ) important for us to know them.

然后让学生研究讨论如何解答主旨大意题（How to find the main idea of a passage?）

Tips: Not too general, not too specific!

Skills: Find out topic sentences/key sentences/the body part

[设计说明]本篇文章一共分成7 个自然段，学生通过仔细阅读对文章内容有了更深的了解，本题在课件中可用连线的方式展示，加深学生对课文的认识和了解程度。同时，让学生在实践的过程中讨论，得出如何找文章的主旨大意题的解题策略。

Task 3 Careful reading (1)

Listen to the tape of the passage and try to fill in the blanks.

similar body language

Para 2 1.smile and truly happy to show ________

Para 3 2._______ or turning one’s ______ to someone to show anger

Para 4 3.nodding the head ______________ to show _________

Para 5 4. ______________________ or yawning to show bored attitude Para 6 5.standing a little distance to show ________

Careful reading (2)

Discuss the following questions with your partner and find the answers using phrases.

1. Why did people give false smile sometimes?

2. What will someone do to threaten others?

3. If you are interested in something, what will you do? And if not, what will you do?

hide the feelings lose face make a fist and shake it

turn toward and look at turn the head away

Careful reading (3)

Read the passage again and decide whether the sentences are True or False.(See Page 30.)

1. Body language is never as important 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.

然后让学生研究讨论如何解答事实细节题

Tips: Put yourself in the writer’s shoes!

Skills:句子的表述通常不是用文章的原话，而是使用同义词语来表达。

认真读题，并“从原文中来到原文中去”，在理解的基础上做出答案。请勿脱离文章根据自己的主观或其他知识判断。

[设计说明] 在学生对课文有了大致了解之后，采用听录音、讨论和细读的方式捕捉课文的重要信息，并设计填空题、问答题和判断改错题，由词汇到语块再到语句，问题设置由浅入深，层层递进，旨在检查学生对重要信息的捕捉能力，同时也让学生研究探讨阅读中事实细节题的解题策略。

本环节调动全班同学共同参与课堂活动，激发学生阅读的兴趣，同时使学生在小组合作和交流中开拓思维和创新能力。

问题的设置立足于课文内容，但又不局限于课文，引导学生学习新知识时能配合其中的趣味性和导向性，培养学生的问题意识，激发其探究动机，使其产生明确而强烈的学习期待心理，从而促使学生学习的热情有增无减。同时教师指导学生在阅读文章时注意欣赏文章中的优美语句，在日后的写作中可以借用。Step IV Post reading (5 minutes)

(I) Competition : Acting and Guessing

The whole class is divided into two groups: boys and girls. In either group, choose two students to perform. One uses the body language to express an action , and the other speaks out the action. Each pair needs to guess six words in 60 seconds. Then the group that gets the higher score will be the winner.

anger agreement not interested in sb protect yourself

threaten not believe or dislike

threaten not agree/refuse to do interested not believe or dislike anger protect yourself

(II) Summary

Finally, ask the students to fill in the blanks to summarize the whole text.

Body language is used by people to _______ their thoughts and opinions and to _________ with each other. When you talk with others, you are not just using

words, but also using facial expressions as well as ________. Just like words,

body language _____ from culture to culture. For example, in many countries, shaking one’s head means “no” while ______ means “yes”.

[设计说明]

竞赛环节的设置旨在让学生学以致用，体会身势语在不同文化背景下的应用，同时也会提高学生的参与热情。

最后的总结是本节课的小结，一方面检测学生对课文内容的理解，对重点词的把握，另一方面也在让学生学会如何总结、归纳文章的重点内容，同时提高学生的写作水平。

Step V Homework

Watch the video and write a passage about the body language, referring to the following information.

Forms of body language Feelings or attitudes

frown and turn back anger

smile put sb at ease / hide other feelings

nod the head up and down agreement

shake the head not agree / refuse to do

look away from sb or yawn not interested in sb

hold your arms across your chest protect yourself

interested

look at and turn toward the person you

are talking to

roll your eyes and turn your head away not believe or dislike

[设计说明]

把写作留作课下作业，旨在培养学生把基础语块连词成文、模仿写作的能力。

Step VI. Self-evaluation(学生评价) (2 minutes) ：

1.自我评价

Self-evaluation Form

2. 小组互评

九、教学反思

本课时设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。

1.从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。任务设计要符合学生的实际水平，难易要适中。而且设计活动时要考虑活动与教学目标是否真正一致，避免活动流于形式，单纯地追求“快乐”。

2. 在教学中有效地使用图片能大大提高学生对学习的兴趣。在使用中，要根据实际需要做好筛选工作，用最恰当的表达最多的内容。

3. 在实现一个个任务的过程中，老师应该对学生加以引导，包括必要的简单示范，帮助学生完成学习任务，让学生体现到成功的喜悦。

总体上，本设计以活动为中心，将英语学习与现实生活紧密结合，环环相扣，从易到难，从语言知识到篇章结构，将阅读技能的训练贯穿整个课堂教学。

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Unit 1 achievement n. 成就；功绩 △Joan of Arc 圣女贞德 △Elizabeth Fry 伊丽莎白.弗赖伊 （英国慈善家） △Quaker n. 教友派信徒；贵格会会员welfare n. 福利；福利事业 project n. 项目；工程；规划 institute n. 学会；学院；协会 △China Welfare Institute 中国福利基金会specialist n. 专家；专业工作者specialize vi. 专攻；专门从事；专注于 △Jane Goodall 简.古道尔(英国动物学家) △chimp n. （非洲）黑猩猩 connection n. 连接；关系 human being 人类 △Jody Williams 乔迪.威廉斯 （美国诺贝尔和平奖得者）campaign n. 运动；战役 vi. 作战；参加运动 △landmine n. 地雷 organization n. 组织；机构；团体 △Gombe National Park 贡贝国家公园behave vt. & vi. 举动；（举止或行为）表现behaviour (=behavior) 行为；举止；习性shade n. 荫；阴凉处 vt. 遮住光线 move off 离开；起程；出发 worthwhile adj. 值得的；值得做的 nest n. 巢；窝 bond n. 联系；关系；结合；纽带observe vt. 观察；观测；遵守observation n. 观察；观测 childhood n. 童年；幼年时代 outspoken adj. 直言的；坦诚 respect vt. & n. 尊敬；尊重；敬意 argue vt. & vi. 讨论；辩论；争论 argument n. 争论；争辩；争吵 entertainment n. 款待；娱乐；娱乐表演 lead a … life 过着……的生活 crowd n. 人群；观众 vt. 挤满；使拥挤 crowd in （想法、问题等）涌上心头； 涌入脑海 inspire vt. 鼓舞；激发；启示 inspiration n. 灵感；鼓舞 support n. & vt. 支持；拥护 look down upon/on 蔑视；瞧不起 refer vi. 谈到；查阅；参考 refer to查阅；参考；谈到 audience n. 观众；听众；读者 by chance碰巧；凑巧 come across （偶然）遇见；碰见 △career n. 事业；生涯 rate n. 比率；速度 sickness n. 疾病；恶心 intend vt. 计划；打算 emergency n. 突发事件；紧急情况 generation n. 一代；一辈 △determination n. 决心；果断 kindness n. 仁慈；好意 considerate adj. 考虑周到的 consideration n. 考虑；体谅 deliver vt. 递送；生（小孩儿）；接生； 发表（演说等） carry on 继续；坚持 modest adj. 谦虚的；谦让的；适度的Unit 2 statistic n. （常用pl statistics）数据；统计； 统计数字；统计资料 sunburnt adj. 晒黑的 struggle vt. & vi. 斗争；拼搏；努力decade n. 十年；十年期 super adj. 特级的；超级的 △hybrid adj. 混合的；杂种的 n. 杂交种；混血儿output n. 产量；输出 △strain n.（植物的）品种；种类 crop n. 庄稼；农作物；产量 hunger n. 饥饿；欲望 vt. & vi. （使）饥饿 disturbing adj. 引起烦恼的；令人不安的expand vt. & vi. 使变大；伸展circulate vt. & vi. 循环；流传

人教版高中英语必修4课文原文Unit1--5

必修4 Unit 1 A STUDENT OF AFRICAN WILDLIFE It is 5:45 am and the sun is just rising over Gombe National Park in East Africa. Following Jane's way of studying chimps, our group are all going to visit them in the forest. Jane has studied these families of chimps for many years and helped people understand how much they behave like humans. Watching a family of chimps wake up is our first activity of the day. This means going back to the place where we left the family sleeping in a tree the night before. Everybody sits and waits in the shade of the trees while the family begins to wake up and move off. Then we follow as they wander into the forest. Most of the time, chimps either feed or clean each other as a way of showing love in their family. Jane warns us that our group is going to be very tired and dirty by the afternoon and she is right. However, the evening makes it all worthwhile. We watch the mother chimp and her babies play in the tree. Then we see them go to sleep together in their nest for the night. We realize that the bond between members of a chimp family is as strong as in a human family. Nobody before Jane fully understood chimp behaviour. She spent years observing and recording their daily activities. Since her childhood she had wanted to work with animals in their own environment. However, this was not easy. When she first arrived in Gombe in 1960, it was unusual for a woman to live in the forest. Only after her mother came to help her for the first few months was she allowed to begin her project. Her work changed the way people think about chimps. For example, one important thing she discovered was that chimps hunt and eat meat. Until then everyone had thought chimps ate only fruit and nuts. She actually observed chimps as a group hunting a monkey and then eating it. She also discovered how chimps communicate with each other, and her study of their body language helped her work out their social system. For forty years Jane Goodall has been outspoken about making the rest of the world understand and respect the life of these animals. She has argued that wild animals should be left in the wild and not used for entertainment or advertisements. She has helped to set up special places where they can live safely. She is leading a busy life but she says: "Once I stop, it all comes crowding in and I remember the chimps in laboratories. It's terrible. It affects me when I watch the wild chimps. I say to myself, 'Aren't they lucky?" And then I think about small chimps in cages

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THEME PARKS— FUN AND MORE THAN FUN 主题公园——不单单是乐趣 Which theme park would you like to visit你愿意参观哪个主题公园There are various kinds of theme parks, with a different park for almost everything: food, culture, science, cartoons, movies or history.有各种各样的主题公园，主题公园里有不同的公园，每个公园里几乎有各种东西：饮食，文化，科学，动漫，电影或历史。 【注释：various adj.不同的；各种各样的；多方面的many and various各种各样的； a variety of/ varieties of种种；vary between …and…由…到…情况不等；vary from…to 由…到…情况不等；vary from不同于；vary in sth.在某方面不同；eg. 1) There’s a variety of dishes on the meanu.菜单上有种类繁多的菜肴。2）The menu varies with the season.菜单随季节而变动。3）Class numbers vary between 25 and 30.班级的数目从25到30不等。 考题：1．There are________flowers and trees shown in the park and ________ people go to have a look. A．a plenty of；many B．varieties of；various C．various；many D．quite a few；quite a little】 Some parks are famous for having the biggest or longest roller coasters, others for showing the famous sights and sounds of a culture.一些公园以拥有最大的或最长的过山车而出名，别的公园则以展示令人满意的文化视听而出名。

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新人教版高中英语课文译文 必修四 第一单元卓有成就的女性 Reading 非洲野生动物研究者 清晨5点45分，太阳刚从东非的贡贝国家公园的上空升起，我们一行人准备按照简研究黑猩猩的方法去森林里拜访它们。简研究这些黑猩猩家族已经很多年了，她帮助人们了解了黑猩猩跟人类的行为是多么的相似。我们当天的首相任务就是观察黑猩猩一家是如何醒来的。这意味着我们要返回前一天晚上我们离开时黑猩猩睡觉的大树旁。大家坐在树荫下等待着，这时候黑猩猩睡醒了，准备离开。然后这群黑猩猩向森林深处漫步而去，我们尾随其后。在大部分时间里，黑猩猩或互相喂食，或彼此擦身，这在它们的家族里是爱的表达方式。简预先提醒我们，到下午的时候我们就会又脏又累。她说对了，但是到了傍晚时分我们就觉得这一切都是值得的。我们看到黑猩猩妈妈跟她的幼子们在树上玩耍，后来看见它们一起回窝里睡觉了。我们明白了黑猩猩家庭成员之间的联系像人类家庭一样紧密。 在简之前没有人完全了解黑猩猩的行为。她花了多年的时间来观察并记录黑猩猩的日常活动。从孩提时代起，简就想在动物生活的环境中研究它们。但是，这不是一件简单的事。当她1960年最初来到贡贝时。对女性来说，住进大森林还是很稀罕的事情。她母亲头几个月来帮过她的忙，这才使她得以开始自己的计划。她的工作改变了人们对黑猩猩的看法。比方说，她的一个重要发现是黑猩猩猎食动物。而在此之前，人们一直认为黑猩猩只吃水果和坚果。她曾经亲眼看到

过一群黑猩猩捕杀一只猴子，然后把它吃掉。她还发现了黑猩猩是如何交流的，而她对黑猩猩身势语的研究帮助她勾勒出黑猩猩的社会体系。 40年来，简·古道尔一直在呼吁世人了解并尊重这些动物的生活。她主张应该让野生动物留在野外生活，而不是用于娱乐或公告。她还为黑猩猩建起了可以安全生活的专门的保护区，她的生活是忙忙碌碌的，然而，正如她所说的：“我一旦停下来，所有的一切就会涌上心头。我就会想起实验室的黑猩猩，太可怕了。每当我看着野生黑猩猩时，这个念头总是萦绕着我。我会对自己说：…难道它们不幸运吗？?然后我就想起了那些没有如何过错却被关在笼子里的小 黑猩猩。一旦你看到这些，你就永远不会忘记……。” 简已经得到了她想要得到的一切：在动物的栖息地工作：获得博士学位；还向世人证明女人和男人一样也能在森林里生活。她激励着人们为妇女们的成就而喝彩。 Using Language 为什么不继承她的事业？ 上学时我喜欢英语、生物和化学，但是我进大学该选哪门专业呢？直到有一天晚上坐在电脑旁研究中国的伟大女性时，我才有了答案。 很偶然地，我看到了一篇关于林稚巧大夫的文章。她是妇科专家，1901年生，1983年去世。林稚巧似乎一直都在为自己选择的事业而奔忙，去国外留学，写了很多书和文章。其中有一本书引起了我的注意。这是一本小书，介绍如何从妇女怀孕到护理婴儿的过程中降低死亡率，她提出了一些可以遵循的简单的做法，保持婴儿清洁和健康，让他们远离疾病。她为什么要写这些东西呢?林稚巧认为哪些妇女会需要这些忠告呢？我仔细地看了这篇文章，了解到那是为农村妇女写的。也许是她们在遇到紧急情况时找不到医生。

人教版高中英语必修4课文原文Unit1--5

必修 4 Unit 1 A STUDENT OF AFRICAN WILDLIFE It is 5:45 am and the sun is just rising over Gombe National Park in East Africa. Following Jane's way of studying chimps, our group are all going to visit them in the forest. Jane has studied these families of chimps for many years and helped people understand how much they behave like humans. Watching a family of chimps wake up is our first activity of the day. This means going back to the place where we left the family sleeping in a tree the night before. Everybody sits and waits in the shade of the trees while the family begins to wake up and move off. Then we follow as they wander into the forest. Most of the time, chimps either feed or clean each other as a way of showing love in their family. Jane warns us that our group is going to be very tired and dirty by the afternoon and she is right. However, the evening makes it all worthwhile. We watch the mother chimp and her babies play in the tree. Then we see them go to sleep together in their nest for the night. We realize that the bond between members of a chimp family is as strong as in a human family. Nobody before Jane fully understood chimp behaviour. She spent years observing and recording their daily activities. Since her childhood she had wanted to work with animals in their own environment. However, this was not easy. When she first arrived in Gombe in 1960, it was unusual for a woman to live in the forest. Only after her mother came to help her for the first few months was she allowed to begin her project. Her work changed the way people think about chimps. For example, one important thing she discovered was that chimps hunt and eat meat. Until then everyone had thought chimps ate only fruit and nuts. She actually observed chimps as a group hunting a monkey and then eating it. She also discovered how chimps communicate with each other, and her study of their body language helped her work out their social system. For forty years Jane Goodall has been outspoken about making the rest of the world understand and respect the life of these animals. She has argued that wild animals should be left in the wild and not used for entertainment or advertisements. She has helped to set up special places where they can live safely. She is leading a busy life but she says: "Once I stop, it all comes crowding in and I remember the chimps in laboratories. It's terrible. It affects me when I watch the wild chimps. I say to myself, 'Aren't they lucky?" And then I think about small chimps in cages though they have done nothing wrong. Once you have seen that you can never forget ..." She has achieved everything she wanted to do: working with animals in their own