人教版高一英语必修四unit4Bodylanguage教案

人教版高一英语必修四unit4 Body language教案

Part 1.Teaching goals: 教学目标

1. 语言能力目标

●Talk about body language: cultural differences and

improve the students’reading ability, such as skimming, scanning,get the detailed information

and understand the main idea of the text.

●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。

3. 情感态度目标

●要学生明白身势语是不同文化的载体，在跨文化交际中起到非

常重要的作用，了解肢体语言在不同含义，可以帮助学生在日

常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。

●Body language is actions that human beings can express

themselves and communicate with others without words,

with which people can avoid difficulties when they fully understand the body language when they communicate with

others. Body language plays important roles in

communicating.

Part 2.Teaching Important and difficult Points

●重点词汇与短语

greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroads

defend 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, went to …

After half an hour of waiting for their flight to arrive, I saw several young people enter the 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 recognized Tony Garcia’s smiling face.

3.I mprove the students’ reading abil ity, such as skimming, scanning,get the detailed information and understand the main idea of the text.

4.let students learn about the words and expressions about body language.

Part 2. Teaching Important Points:

1．Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

2. How does body language differ among people from different cultures?

Part 3. Teaching Difficult Points:

1. Let the students know that there is both positive body language and negative body language.

2.to grasp the main idea of the text.

Part 4.Teaching Methods:

1.Question-and-answer activity teaching method

2.Pair work, individual work method and group work method

3. Acting out by imitation, mime or with gestures and body movement

Part 5.Teaching aids

1.Multimedia

2.the blackboard

Part 6.Teaching process and ways

Step I Waming up

Ask students something about QQ and then show them a series of pictures of a QQ catoon character and ask them to explain the picture. Students learn that what is body language and how useful body language is in our dailylife.

Step II Pre-reading

1.Discuss the fuction of the body language

2.Tell students the background of the article and let they

pretend to be the person in the article.

Step III While-reading

1.scanning

①give students two questions before reading. 1 what is the topic of the article?

2. what is the problem when these people meet?

②Give students 2min to scan the article and think about the two questions.

find out the main ideas of each paragragh with students and then ask students to answer the questions.

2.pair work

read the article again to finish the chart in pair

person country Suitable greeting

Mr Garcia

Julia Smith

Japanese

Geroge Cook

Ahmed Aziz

Modame coulon To a man:

To a woman:

And then check the answers and the customs of greeting of

different countries.

Step IV Post-reading

1.Let students imitate the greetings in pair and show their

imitation to the whole class.

2.group work

i Read the text carefully and try to discuss those questions in group of four.

Why are the people visitng China?

Why is Julia Smith surprised?

What do French people ofen do when they meet people they know? Why do you think we need to study body language?

Is the main character male or female? How do you know?

ii Ask students to share their opinion with us and check the answers together.

Step V

List and explain some setences about body language

Do in Rome as the Romans do.

[谚]入国问禁, 入乡随俗。

Manners make the man.

礼貌造就人。

Good manners are the art of making those people easy with whom we

converse.

---Jonathan Swift

礼貌周到是使同我们谈话的那些人感到自在的艺术。

——（英作家）斯威夫特

part7 Homework

Get ready to retell the text in your own words

Find out more information about the different body language in the world.

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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《Unit5Themeparks》教案

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教师提问学生“Haveyoubeentoathemepark?”与“Whatcanyoudoinathemepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。 T:Hello,class.Todaywearegoingtotalkaboutthemeparks.First ,Iwouldliketoaskyou: ①IsourWestLakeParkathemepark?WhataboutJingqiWaterPark? ②Haveyoubeentoathemepark? ③Whatcanyoudoinathemepark? S1:Westlakeisnotathemepark.JingqiWaterParkisathemepark. S2:IhavebeentoHongkongDisneyland.Inathemeparkwecandoalot ofactivities. T:Exactly,inthethemeparkwecantakeroller-coaster,free-falldrop,swingingship,Ferriswheel,merry-go- roundandsoon.Inaword,therearevariousrideswecantakeinathemep ark.Well,whatdoes“ride”mean? S3:游乐设施 T:Yes.Hereitisanoun,meaning“供乘骑的游乐设施”. (2)揭题 教师引导学生对课文题目进行预测。 T:Withtheserides,thereisnodoubtthatwewillhavegreatfunina themepark,right?Justlikethetitleofthisarticlesuggest:Themep arks– fun.Butwhatabout“morethanfun”?Whatdoesitmeaninyouropinion? S4:“morethanfun”meansyoucanalsogetalotofinformation.

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let students master the differences and similarity of body language in different parts of the world. 五、教学难点 1. develop students’ reading ability 2. ask the students to show their opinions in English. 六、教学方法 1. task-based teaching and learning 2. discussion 七、教学过程 Step 1warming up 1.首先由“waysofcommunicating”引出“bodylanguage”,包括facialexpression,gesture,action.接着通过一些图片来表现例外的肢体语言。这个环节主要是为了引起学生的阅读兴趣。 2.让学生观察课本P25的四幅图片并表述其肢体语言所传达的含义。 Step 2pre-reading 1.通过提问“H ow many ways can you think of to greet someone if you cannot speak?”引出本篇文章的主题。向学生展示一些图片，以便学生更清撤地了解例外地区表示问候的肢体语言。 2.Predicting.让学生借助文章的题目和图片，预测文章的主题和主要内容，对文章有初步的了解。 Step 3 Reading 1.Answer two questions. How many international students are there in the story?