高中英语《book4 unit4 bodylanguage》优质课教案、教学设计

高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe 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 deafand 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 importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!You!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I give up!OK!You are asking help from this woman…You are saying “Will you give up!”…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteers will make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。

Book 4 Unit4 Body Language教学内容：巩固unit4复习过的知识点，在此基础上，针对高考II卷填空、改错、写作题型设题训练教学目标：扎实掌握unit4知识点，争取让学生实现知识点的灵活运用教学重、难点：(1)由知识点到II卷题型的运用；(2)由知识点到写作的运用教学过程：Step1:针对上节课复习的语言点，让学生自己讲并回顾重点句子。

Step2:结合上节课复习的unit4语言点，听写单词和句子并自我检查.I check yourself(1) Words(2)Sentences①令他非常高兴地是，尖子生将代表他学校在大会上做演讲。

②对外部世界好奇是件很好的事情，因为我认为好奇心是最好的老师。

③她一看到母亲，就给了母亲一个大大的拥抱。

④随着高考的临近，一些学生变得越来越焦躁。

⑤面对困难，他们从不放弃，而是尽全力寻找出路。

⑥你有可能享受到人生中最美丽的时光。

1. 2.⑦总的说来，李老师是我见过的最好的老师。

⑧他总是第一个承受苦难，最后一个享受安逸的人。

Step3:根据unit4语言点，将语言点融入到语法填空题型，让学生进一步巩固基础。

II blank-fillingI know you have always been crazy western culture. It is good to be(curiosity) about the world around you, because I think curiosity is the best teacher. Much to our delight, our dear English teacher Lisa willrepresent motherland-UK to make a speech about western culture. The speech will be given in the library Jan 12, from 9 to 11 am . With the time (approach), I think you must be more and more excited. The moment you see her, you will give her big hug. Generally speaking, she is the best teacher we (meet). She is always the first to bear hardships and the last (enjoy) comforts. (face) with difficulties, she never gives up tries her best to find a way out. So you are likely to enjoy the most beautiful speech about western culture by Lisa.Step4:从上一题型中，抽出学生的易错点，变成改错题型，让学生继续练习。

高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。

o学生能够理解不同文化背景下肢体语言的差异和共性。

o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。

2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。

o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。

o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。

3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。

o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。

o鼓励学生积极参与课堂互动，培养合作学习的精神。

二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。

-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。

三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。

-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。

-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。

-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。

四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。

设定时间限制，避免讨论偏离主题。

2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。

3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。

七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。

Unit 4 Body Language教学设计Wanning up and ReadingTeaching AimsTo help students develop their reading ability.To help students learn about body language.Teaching ProceduresL Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the non verbal behaviour on the left side.Examples Of Body LanguageI-INTERPRETATIONNONVERBAL BEHAVIOR厂Confide neeBrisk, erect walkrReadiness, aggressionStanding with hands on hipsrBoredomSitting with legs crossed, foot kickingslightly厂Open, relaxedSitting, legs apart厂Defe nsive nessArms crossed on chestDejectio n rWalki ng with hands in pockets,厂shoulders hunchedEvaluation, thinking1Hand to cheekrRejection, doubt, lying Touching, slightly rubbing nose厂Doubt, disbeliefRubbing the eye厂An ger, frustrati on, apprehensi on Hands clasped behind back厂Apprehe nsionLocked an kiesrBoredomHead resting in hand, eyes downcastrAn ticipatio nRubbing hands厂Confide nee, superioritySitting with hands clasped behind head,legs crossed厂Sincerity, openness, innocence Open palmNegative evaluationrPinching bridge of nose, eyes closedrImpatie neeTappi ng or drummi ng fin gers厂AuthoritativeSteepli ng fin gers厂Lack of self-c on fide nee; in security Patting/fondling hair厂InterestTilted head厂Trying to make a decision Stroking chinDisbeliefrLooking down, face turned awayInsecurity, nervousness i-Biting nails厂IndecisionPulling or tugging at earWarming up by defining—What is body language?describes all forms of human communication that are not Ianguage.。

高中英语新人教版必修四(Reading)教学设计高陵县第三中学高一英语组薛龙I。

Teaching Aims1。

Knowledge aimsa. Useful new words and expressionsmisunderstand，similar, facial，expression，agreement，yawn，chest，gesture，adult, punishb。

Spoken languageAct out the following meanings，please.Please guess what I mean.Please show the actions，using body language。

Please use either spoken words or body language to express your ideas.2。

Ability aimsa. Develop the students’different reading abilities and let them learn differentreading skills：skimming, scanning。

b. Help the students understand others when body language is being used.3. Emotional aimsa. Let the students know the different body language in different countries。

b. Stimulate the students’ interest and love for learning body language as well asto learn verbal language。

II. The Analysis of Teaching ContentThis teaching period is the second teaching period：Extensive Reading in Unit4 in New Senior English For China Student’s Book 4, in which students can getthe basic information about the body language in different culture throughdifferent reading skills.The students are quiet familiar with the learning material. However，they don't have enough knowledge about the background of different cultures。

人教版高二英语必修四《Unit4 Body Language》说课稿一、课程背景《Unit4 Body Language》是人教版高中英语必修四教材中的一单元，该单元主要讲述了人类沟通中非语言形式的表达，即身体语言。

通过学习本单元，学生将能够了解和运用身体语言传达信息，提高交际能力。

本节课是该单元的第一课时，通过介绍和讨论身体语言的基本概念与意义，引导学生探索不同文化背景下的身体语言差异。

二、教学目标本节课的教学目标主要包括：1.知识与技能目标：•了解身体语言的概念与作用；•掌握身体语言的基本表达方式；•探索不同文化背景下的身体语言差异。

2.过程与方法目标：•运用合作学习的方法，培养学生的协作能力；•运用讨论与思考的方法，激发学生的思维能力；•运用情境教学的方法，增强学生的实际应用能力。

3.情感与态度目标：•培养学生的跨文化交际能力；•提高学生的自信心与表达能力；•培养学生的尊重和理解不同文化的意识。

三、教学重难点1.教学重点：•身体语言的概念与作用；•身体语言的基本表达方式。

2.教学难点：•跨文化背景下的身体语言差异。

四、教学过程1. 导入与热身（5分钟）•引入话题：通过展示几张国际知名人物的照片，让学生观察并讨论他们的身体语言，引起学生对身体语言的兴趣。

2. 知识讲解与学习（10分钟）•引入身体语言的概念：通过简明扼要的定义，介绍身体语言是指在交际中通过身体姿势、面部表情、眼神等非语言方式传达信息的方式。

•身体语言的作用：通过结合具体例子，讲解身体语言在人际交往中的重要作用，如传达情感、强调重点、交流意图等。

•身体语言的基本表达方式：结合PPT展示示例图片，讲解基本的身体语言表达方式，如手势、肢体动作、面部表情等。

3. 分组讨论与活动（25分钟）•分组讨论：将学生分为小组，每个小组选取一个国家或地区进行研究，探讨该地区的身体语言差异，并结合具体案例进行讨论。

鼓励学生主动参与，提高讨论的深度与广度。

My teaching plan for Unit4 Body LanguageThe teaching material is from new senior English for China students’ Book4, Unit4 Body Language. And this lesson, we are going to focus on the reading part.1.Preliminary Analyze of the teaching materialAnalysis of the teaching materialThe central topic of this unit is “body language”, which involves warming-up, pre-reading, reading, comprehending parts. Based on this topic, the contents are all designed to enhance the students’ language k nowledge and skills. However, the text shows some cultural mistakes happen between different countries. In this way, the students could realize the significance of using “body language” and at the same time, learn about the diversity of international customs.Analysis of the studentsStudents at this level usually focus on the study of language itself. However, they do not know much about the cultural background of another country. So in this lesson, we should provide the students some cultural knowledge concerning body language. What’s more, since they have already learnt some reading techniques in senior one, we should help them to review these techniques in order to activate their new thoughts in their ways of reading.2.Teaching Objective:Knowledge aims:1.Let the students learn about some words and expressions of body language2.Let the students know more about different body languages in different countriesAbility aims:1. Encourage students to think about body language and talk about it.2. Train the students to learn about the reading techniques: skimming, scanning and put them into actual reading task. Therefore, they can get the main idea of the passage of some specific information out of the reading materials quickly.Emotional aims:1.To raise the awareness of studying international customs and learn to respect other cultures.2.I mprove the students’ knowledge on cross-cultural communication in order to avoidmisunderstandings.3. Teaching important points:a. Master language points and practical reading skills.b. Teach the students how to understand body language used in different countries or cultures and under different circumstancesTeaching difficult points:a. Teach the students how to use body language in the most appropriate occasions.b. Let the students have a better understanding of the whole passage, including the structure and the contentsc. Let the students learn about the writing structure4. Teaching method and teaching aids:1. Task-based teaching approach2. Asking-and- answering activity to make the students clear about the structure of the passage and how to get the most important information out of the reading materials.Teaching aids:1. PPT document2. The blackboard5. Teaching procedures:Step 1 GreetingGood morning, the whole class, nice to meet you all again. Today we are going to use a different way to start our class, let’s play some guessing game. Do u like guessing games? Firstly, look at some facial expressions and tell me what his feeling is. Then the whole class need to look at me and I will do some acting, you guys need guess what meanings I try to convey.Step 2 Warming up and lead-inThis part is designed to raise the stud ents’ interest in body language and l ead to the reading part naturally.The teacher will1. Show some pictures concerning facial expressions and act up some gestures which have different interpretation in different countries. Then, the students should guess the meanings of them.2. Let the s tudents think about how to guess someone’s meanings even if people don’t speak.3．Talk about the definition of body language: a form of communication without using any words. Body language includes gesture, eye contact, facial expression, posture.Step 3 Reading1.ReviewReview two reading techniques, skimming and scanning as a guidance to be used in their reading tasks later. And then make an example to help the students better understand the use of these reading techniques.2.Task 1 Fast readingThis part is designed to help the students to grasp the most important information out of a reading setion.While reading, please try to divide the whole passage into several parts and find out the main idea of each part.Para 1 A. Different people have different body language.Para 2&3 B. Summary of body language.Para 4 C. Examples of learned or cultural “body language”Para 5 D. You are sent to Capital International Airport to meet this year’s international student3.Task 2 Further readingTrain the students’ ability of finding out some specific information from the passage.Read paragraph 2~3 and try to answer the following questions.How many students are there in the story?How many cultural mistakes mentioned in the second paragraph?Step 4 Post reading thoughtsLet the students reflect on what reading techniques have they adopted in their reading process. And then the teacher summarized some important suggestions for them. In this way, the students could bear this reading skills in their mind.1. Skim the text quickly to get the main idea of the passage.2. Read the passage with the question in your mind.3. Try to anticipate how the answer will appear and what clues you might use to help you locate the answer.Step 5 Extensive ReadingA passage about body language is prepared as the students’ supplement reading materials. Thus, we could cultivate the students’ mind by forming habits of extracurricular readings.Step 6 HomeworkThese are designed to consolidate the students’ Reading skills and abilities and use them in their writing tasks.1. Bear the reading techniques we learnt in mind, read the passage and finish the exercises.2. Search for further information, imitate the structure of the passage and write an essay about what you have found.6. Blackboard Design1. Non-verbal Communication: powerful2. Reading TechniquesSkimming：Read to get the main ideaScanning: Read with a question in my to find an answer 3. The structure of this passagePart1: IntroductionPart2: ExamplesPart3: Summary。

Unit 4 Body language1．教材分析本单元以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。

1.1 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。

同时，学生在听、说、做（即表演“体态语”的动作）中能够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。

1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。

通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

1.3 READING 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“交际，毫无问题可言吗？”这一主题。

1.4 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。