高中英语必修四人教版教案：Unit+4+Body+language+Period+4+language+points(2).doc

Unit 4 Body languageⅠAims:T alk about body language: cultural differences and intercultural communicationPractise talking about prohibition & warning as well as obligationLearn to use the -ing form as the Attribute &AdverbialLearn to write a diary that showing the observation of how body language helps in communicationⅡStructures:Talk about body languageWhat is the purpose of language?What do you think “body language” means?How can you tell if someone is sad or happy even if they do not speak?How can you communicate a feeling to someone who does not speak your language?Why do we need to study body language?Talk about cultural differences & intercultural communicationWhat do British people often do when they meet strangers?What do French people often do when they meet people they know?Why should we be careful about our own body language?Why is it important to watch others as well as listen to them?ⅢKey new words:represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroadⅣKey expressions:represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, actionⅤ.Grammmar:The -ing form as the attribute && adverbialFinding out in the reading text sentences with present participle(s) used as the attribute or adverbPeriod 1-2 warming upStep 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.Ss: Yes, Thousands of Hands Kwan-yin.T: But do you know who she is? Yes, she was the leading dancer ofthe 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.Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...Shake your head / arm / hand ...Wave your arm / hand ...Open your eyes / arms /mouth ...Close your eyes / mouth ...Twist your wrist / waist.Cross your arms / fingers.Nod your head. Bow your head.Make a face to each other. Bend / cry / shout / scream / smile / laugh ...It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures: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!A half-closed hand with thumb down I am not in favor of your idea or I’ll haveto refuse you.She is worried.A wrinkling of the brow in thought ordispleasure or a scowlTears 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 peoplearound.A hand stretched out forward with strength He is stopping a tank.They are cheering for the victory.People jump with their both hands stretchedopen in the air.Period 3-4 Reading1 Pre-reading1. What is the function of body language?2. How do you find body language in our daily life?3. How can the same body language express different feelings or ideas in different cultures?4. How can different body language express the same feeling or idea in different cultures?2 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. You should not greet your new boss by giving her or him a hug.5. Body language is the same all over the world.6. 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.Period 5-6 GrammarGrammarStructure Study一: V-ing 形式由“do＋ing” 构成, 其否定形式是“not doing”, V-ing 可以带宾语或状语构成V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。

Teaching PlanModule4 Unit 4 Body languagePart1 .Analysis of the teaching materialSs have been learning how to communicate by speaking or writing, they are familiar with the words or voice, but sometimes body languages can express our feelings more directly. If we don’t notice them we may make misunderstanding. So it’s very important to learn the new lesson, lesson4 body language. Body language means the moving of eyes, head or hands while talking, even the distance between persons. In the new class, Ss are helped to learn the ways of body language and the expressions related to them. And by leaning the reading text, Ss are expected to learn the meanings of body language on different cultural background.1.Teaching aims1)K nowledge aims:To understand the meaning of body language.To memorize the new words, phrases and sentence patents.Ability aims:To be able to describe body language with the words learnt.Can recognize the differences under the same body language.2)E motion aims:To arouse the Ss’ interest in body language.To cultivate the Ss’ love for body language.2.Teaching difficult and important points1)The new words, phrases and sentences:2) The ability to describe and recognize body language.3.Teaching aidsa teaching planA multi-media systempptPart2. Teaching and learning methods1.Task-based method,2.Audio-visual(直观) methodPart3. Teaching stepsStep1: GreetingsGreet the whole class as usual.Step2: lead-in (Individual Work)1）Lead Ss know the topic of the lesson (body language)2）Lead Ss know the objectives of the lesson.Step3:Warm-up (individual Work and pair work)1）Show Ss some picturesT: What can you infer from the pictures in Ex1 on P25?2)Games (group work and pair work)Show Ss pictures of different body language, ask them to guess in English together.Invite some Ss act out body language in front of the classroom, others try to guess in English.Ask student go through the expressions in Ex2.Step4:Pre-reading (group work)Have Ss listen to the tape to get the general idea of the text.(the misunderstanding caused by body language)Step5: listening (group work)Have Ss listen to the tape twice and under the body language and the related feels.Check the answers with the CStep6 reading (individual work and group work)1)H ave Ss read the text and do Ex1 of the Comprehending. Check up with the C.2)H ave Ss discuss the questions of Ex2 of the Comprehending.Homework1, Go through the question1-3 of Pre-reading on P25.2, Listen and read the text on P26 two times.3, complete other Exes about new words.。

高中英语人教版必修4Unit4教案Unit 4: Body LanguageWarming Up and ReadingBy XXXnal Teaching Aims:Knowledge and Skills:1.To increase students' XXX.2.To enable students to discuss body language with ease.Ability Aims:1.XXX.2.XXX.3.XXX' XXX through individual and group work. XXX:1.To XXX interest in learning English.2.XXX diverse customs.XXX:1.Mastery of language points and their n in XXX.2.Development of respect for other cultures.Teaching Difficult Points:1.n of body language with partners XXX.2.XXX.XXX:1.Task-XXX and learning.2.Pair and group work to engage all students in the learning process.different ways.Task 2 Detailed readingRead XXX:1.What is body language?2.What are some examples of body language?3.How do people from different countries XXX?Step 5 Asking-and-answering activityDivide the class into pairs and ask them to discuss the following ns:1.What are some common gestures in your culture?2.How do you express XXX?3.XXX because of body language?Step 6 nToday we have learned about body language and how it varies in different XXX to pay n to your own body language and the body language of others。

Unit 4 Body LanguagePart One: Teaching Design (第一部分：教学设计)1． A sample lesson plan for 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 signifyinga 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 werealize.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 eachparagraphNext 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?5. 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 do 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 checkingCheck 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!”2．A sample lesson plan for Learning about Language(The ~ing form as the Attribute & Adverbial)AimsTo help students learn about The ~ing form as the Attribute & Adverbial.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressions Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Checkyour 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；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。

新人教版高一英语必修四Unit4 BodyLanguage 教案Unit4 Body Language一、Teaching aims and demands1）Talk about body language2）Describe gestures and facial expressions3）Practice making offers and requests4）Write an imaginary story：1. Learn to use the expressions to make offers and requests and show thanks：：The -ing Form （2）used as Subject, Object and Predicative二、Teaching Time：Six periods1st period ；Speaking →（Warming up与Speaking以及Workbook 中的Talking）2nd period；Listening →（Listening和Workbook 中的Listening）3rd period；Reading →（Pre-reading ,Reading，Post-reading）4th period；Language study→（Language study 与Workbook 中Practicing）5th period；Extensive Rea ding →（Integrating skills中Part I 与Workbook 中Reading）6th period；Writing →（Integrating skills中Part 2 writing 与Workbook 中writing）三、Teaching procedures：Period 1（一）明确目标1. Learn body language.2. Study the language points connected with warming up. Listening and speaking.（二）整体感知Step 1 Greetings and Lead-in（p175）Step 2 Presentation.People communicate with each other in many ways：body language, writing, speaking, typing. Make a dialogue in pairs using body language.（三）教学过程Step 3 Warming-up（p176）Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.（1）Action show：Try to use your body to act out the next actionsStop! Com e here. You are very good. It’s ok. Bye-bye.（What is body language? Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.）（2）Match each picture with the correct emotion and the correct sentence.Possible answers：Picture 1：Confused；I don’t know what to do.Picture 2：Angry；I can’t believe she said that! That is so unfair!Picture 3：Sad；I’ve lost my wallet!Picture 4：Happy；I got an A in my exam!Picture 5：Tired；It’s been a long day. I can’t keep my eyes open.（3）Talk about the pictures1）How does the man in Picture 1 feel?He feels very confused because he doesn’t know what to do.2）How does the man in Picture 2 feel?He feels very angry because he thinks it was unfair forMary to say that to him.3）How does the man in Picture 3 feel? （He feels very sad because he has lost his wallet.）4）How does the man in Picture 4 feel? （He feels very happy because he has got an A in maths.）5）How does the man in Picture 5 feel?He feels very tired and he nearly cannot keep his eyes open.（4）Answer the questionsStep 4 Speaking（1）Choose one of the situation to act out using the useful expressions in the blanks：Situation1：An old man is carrying a very heavy suitcase Situation2 ：Somebody is late for a flight and wants to go ahead of the queue.Situation3：An old and sick person is on a crowded bus and wants to sit down.（2）Phrases to accept offers/refuse offers：1）That’s very nice of you. Thanks./ Yes, please.Thank you for your help. That’s very kind.2）No, thanks. I can manage it myself. It’s all right. Thank you. I can manage.（3）Sample：Situation 1Asking for helpO=old man P=PaulO：Excuse me, young man. Could you give me a hand with this, please? It’s very heavy.P：Oh, of course, I’d be happy to. There we go.O：Thank you.P：You’re welcome.O：Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P：Certainly. Where should I put it?O：Thank you. Just put it over there, please.P：There you are.O：Thank you, that’s very nice of you.Offering helpP：That bag looks very heavy. Do you need some help with that?O：Oh, thank you. Could you please put it over there?P：No problem. There you are. Is there anything else I can do for you?O：No, thank you. Thanks you for all your help.P：Would you like some help?O：Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?P：Sure. My, this bag is heavy! Ah, there we go. Where shall I put it?O：Over there, please. Thank you so much!P：You’re welcome.Situation 2J = Jim A = Passenger A B = Passenger BJ：Excuse me, but I’m late for my f light. Could I please go ahead of youA：Why sure. My flight doesn’t leave for another hour. Are these bags yours? Shall I help you with that?J：No, thanks. I can manage it myself. （To the passenger standing at the check-in counter.）I cut in front o f you? I don’t want to miss my plane.B：Go right ahead. I’m still looking for my ticket. Do you need some help with that bag?J：Yes. Could you please help me put it up here? Thank you.B：You’re welcome.J：Oh no! I’m late for my flight.A：Excuse me, but did you say that you were late? Would you like to go ahead of me? My flight doesn’t leave for another hour.J：Thank you, that’s very nice of you! Could you help me with this bag, please?A：Sure. There you are. Would you like me to bring it up to the counter?J：Oh, no, thank you. I can manage it myself now.Situation 3（O = Old person；P = Passenger）O：Oh my, this bus is crowded. Excuse me, could you please help me with this bag?P：Certainly. There you are. Here, please take my seat, you look a bit tired.O：Thank you. Yes, I’m not feeling well today. I think I have a bit of cold. Could you please tell me when we reach Long Street? I’m afraid I can’t see where we are when the bus is this crowded.P：Sure. I’ ll let you kn ow when we get there.P：Shall I help you with that?O：No thanks. I can manage it myself. But could please let me sit down for a while? I’m not feeling well.P：Oh, of course. Please take my seat.O：Thank you. That’s very nice of you.P：Not at all.Step 5 Language points1．keep my eyes open使眼睛睁开着★keep跟带形容词的复合结构，例如：①Good food keeps you healthy．好的食品使你健康。

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。

Unit 4 Body language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。

这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。

本课的READING材料处于教材的第三部分，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Communication: No problem?（交际，毫无问题可言吗？）这一主题。

课后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。

在READING前面有WARMING UP和PRE-READING 两部分。

W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING 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。

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 andimprove 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 canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage 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 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, 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.Improve the students’ reading ability, 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 fromdifferent 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:。

Unit4 Body language学案Ⅰ. Teaching goals1. Target languagea. key wordsrepresent, association, dormitory, canteen, approach, cheek, defence, dash, likely.b. key sentences1. Yesterday, another student and I, representing our university’s student association, went to the Capital International Airport to meet this year’ international students.2. I saw several young people enter the waiting area looking around curiously.3. She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goalsa. Enable the students to realize the importance of body language.b. Enable the students to understand the text.3. Learning ability goalsHelp the students learn how to explain the common idea—“different cultures, different body languages” wi th the target language in this unit.Ⅱlearning steps.Step1. Lead inAsk some students to act out some body language, others guess their meanings.Step2. Skimming （2 mins）1. How many international students are there in the story?2. Who are they and where do they come from?NAME COUNTRYStep3. scanning1.Find out the two cultural mistakes in Para22. Fill in the table according to Para4.People in the country/areaWays to greet each otherEnglish peopleDo not stand _________to others or touch ________ when they meet. People from Spain, Italy and South Americancountriesothers closely andaremorelikelyto__________.JapaneseMost people around the world (Chinese)3. Divide this passage into four parts and summarize main idea of each part. Part1 ( para ): BackgroundPart2 ( para ); Part3 ( para ): Part4 ( para):Step4. Showing offSupposing you are Tony Garcia or George Cook, how should you behave correctly and properly? Make up your own dialogueGroup A :Tony Garcia: …… Julia Smith: …… GroupB:George Cook: …… Akira Nagata: ……Step5. DiscussionWork in groups of four and discuss this question: How do you behave to avoid communication difficulties ？Then report your opinions to the class.Tony GarciaJulia Smith The first mistakeHe approached Julia, ________ _____ _________and _______ her on the ________.She ______ ________ appearing _________ and put up her hands, as if ___ _______. The second mistakeAkira NagataGeorge CookHe________ his hand ________ to the Japanese student.He ________ so his nose ________George’s _______ ________.。