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高一英语教案：Report on body language

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第1页 共3页 高一英语Report on body language

Period 5 Task

Teaching aims:

1. Learn how to anticipate a response

2. Learn hoe to formulate written questions

3. Learn how to conduct a survey and how to write a report

Procedures:

Skills Building1: Anticipating a response

1. Have the Ss to guidelines on page32. Make sure that they understand

how to predict the answers to the questions while listening.

2. Read the statements 1 to 9. Let the Ss decide if the statements are true

or false.

Listening. Finish the exercise on page 32.

Ans. 1T 2F 3F 4F 5T 6F 7F 8T 9T

Step 1: Filling in a chart

1. Ask Ss to say what these common gestures in the chart mean in China.

And ask them to predict what they mean in America.

2. Have Ss listen to a recording and confirm their predicted answers.

Finish the chart on page 33.

1.good 2.telling the true 3.Yes 4.No 5.Hello or goodbye

6.crazy 7.where you are(you place) 8. good job 9.Ok

第2页 共3页 Skills building 2: Formulating written questions:

1. Read the guidelines on page 34 to make sure that they know what to.

2. Help the Ss to analyse why the questions should be asked like that.

Finish the rest two.

st night, we watched a television show on CCTV8. Did you see it ?

If so, did you like it?

3.I finished a book last night. How about you? What happened in the

last book you read?

Step2: Surveying your classmatesTake the first one as an example

and ask them to finish the rest in pairs.

Sample answers:

1a 2b 3a 4a 5a 6b 7a

Skills building 3: Organizing a report

1. Read the four points at the top of page 36 check out the tips. Put

emphasis on the four main sections.

2. Have the Ss go over the guidelines; work in groups to check their

answers to find the appropriate sections for these sentences and

number them in the logical order.

Answer 8 4 2 6 3 5 1 9 7

Step 3: writing a report on body language

1. Now the Ss are going to write a report on body language in China with

the information they gathered in Step1 and Step2.

第3页 共3页 2. When writing, they may refer to the structure ------ Get the Ss to go

through the second part on page37 to get the general idea for each

section.

Introduction

Procedures/Method

Results/Findings

Conclusion

Homework:

1. Read A on page 99

2. Finish B on Page 99

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人教版高中英语必修四 Unit 4 Body Language 教案

人教版高中英语必修四 Unit 4 Body Language 教案

1 高中英语教学设计

教学课题 SEFC Book4, Unit4 Body Language Warming-up & Speaking

(新课标高一英语必修4第四单元第一课时)

课程类型 授课地点

教学目标

Teaching Objectives

A. Language Knowledge Objectives

1. The students can know the context meaning of the new words and phrases in the process of the class

with the help of the teacher’s interpretation

Words and phrases

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish, curious

B. Ability Objectives

1. Students will know the importance of body language by knowing the great role it plays in real life communication.

2. Students will have a better understanding towards body language and the meaning of some body language that

usually seen by watching, describing others’ body language and their own practicing.

3. Students will know that some body language has different meaning under different cultural context and that people

英语report简单范文高一

英语report简单范文高一

英语report简单范文高一

The importance of English language proficiency cannot be

overstated in today's globalized world. As the lingua franca of

international business, academia, and communication, mastering the

English language has become a crucial skill for students and

professionals alike. In this report, we will explore the key elements of

a simple English report for high school students, highlighting the

essential components and providing guidance on effective writing

techniques.

One of the primary purposes of an English report is to demonstrate

the writer's ability to research, analyze, and present information in a

clear and concise manner. For high school students, this type of

assignment serves as an excellent opportunity to develop critical

thinking, research, and writing skills that will be invaluable in their

Body Language教案(北师大版)

Body Language教案(北师大版)

1 / 10Unit 1 Language

Lesson 1 Body language

【教学内容】

本单元的中心话题是“身势语”。“热身” 部分以列表对比的形式引导学生了解有声语言与

身势语之间的对应关系。“对话” 部分建议学生结合身势语和有声语言把一些动作表演出来，

既有趣味性，又有体验实践性。“听力” 部分是以听的形式进一步向学生介绍了肢体语言的交

际功能以及部分东西方手势语的区别。

【教学重点】

a．帮助学生了解、掌握日常生活中常用的一些身势语。

b．让学生能结合口语及身势语来表达自己的思想。

c．训练学生通过听、说练习提高自己的听力水平。

【教学难点】

a．身势语的中外文化的区别及其动作的正确表达 。

b．学生课外查阅资料的能力培养。

【教学目标】

1．理论依据

新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和

技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开

发思维能力和提高人文素养的过程。

2．语言知识与技能目标

a．熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。

b．学生之间能交流、合作，共同就 given topics较好地完成一些开放性话题。

c．使学生能根据key words把相关事实和信息联系起来。

3．情感态度与文化意识目标

a．充分发挥情感教学的优势。

b． 加强学生的团体协作意识。 2 / 10c．了解东、西方文化的区别。

【教学方法】

1．“任务型”教学的设计理念。

2．英语教学和情感教育的有机结合 。

3．利用现代教育技术，拓宽学生学习学习和运用英语的渠道。

【设计构想】

英语作为基础教育课程之一，历来备受重视。面对新形式及新的时代要求，更应该以培养创新精神和实践能力为重点，强调新课程要促进每一位学生个体的身心发展，培养并促进学生良好品德的行成，从而使学生们能更好的适应日新月异的社会和时代。然而，我们学生的英语能力相对比较薄弱，底子不够雄厚，学英语的态度也不够重视，导致整体的英语水平不高。因此，我们教师应切实提高学生的基础知识和基本技能，尤其是英语交际能力, 并且在此基础上扩充学生学英语的知识面，鼓励学生在课外进行大量的英语阅读，首当其冲的就是要引起学生对学英语的兴趣。为了这样的最终目的，教师的备课，钻研教材，教师的教学设计就显得举足轻重。

新教材人教版高中英语选择性必修第一册Unit 4 Body Language重点单词短语句式详解

新教材人教版高中英语选择性必修第一册Unit 4 Body Language重点单词短语句式详解

Unit 4 Body Language

重点单词

1 interaction n.交流；相互影响

典型例句

There is a need for more interaction between staff and children.

教工与学生之间需要更多的交流。

There is an interaction between physical and emotional illness.

身体疾病与心理疾病之间存在着相互影响。

They are experts on human-computer interaction.

他们是人机交互专家。

思维拓展

interaction between sb./sth.＝interaction with sb./sth. 与……的交流；与……相互影响

interact vi.交流；相互影响

interact with sb.与某人交流；与某人沟通

interact with sth.与……相互影响

Teachers have a limited amount of time to interact with each child.

教师和每个孩子沟通的时间有限。

Perfume interacts with the skin's natural chemicals.

香水和皮肤的天然化学物质相互作用。

2 appropriate adj.合适的；恰当的

典型例句

It is an appropriate time to make a speech.

这是发表演讲的合适时间。

This is an appropriate request for them.

这对他们来说是个正当的要求。

思维拓展

be appropriate for/to对……合适

It is appropriate for sb.to do sth.适合某人做某事

It is appropriate(that)……是合适的