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人教新课标英语必修4全册教案(Unit 4 Body Language)

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人教新课标英语必修4全册教案(Unit 4

Body Language)

Unit4BodyLanguage

Partone:TeachingDesignTeachinggoals1.TargetLanguage

a.重点词汇和短语misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punishb.重点句型或交际用语Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoals

a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoalsa.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpoints

a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpointsa.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethods

a.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.Teachingaids

Acomputer,aprojectorandsomepictures.Teachingprocedures&waysThefirstperiodreadingAimsTohelpstudentsdeveloptheirreadingability.Tohelpstudentslearnaboutbodylanguage.ProceduresI.warmingupwarmingupbyactingLookatthelistofinterpretationontherightsideofthechart.Performtheactionorthenonverbalbehaviourontheleftside.ExamplesofBodyLanguagewarmingupbydefining—whatisbodylanguage?II.Pre-reading1.

LookingandsayingLookatthemaninthepicturebelow.whatdoeshesaytoyoubyhisbodylanguage?Basically,howthe......doIknow?or,Idon’tknownothin!Theshouldersarehunchedandthehandsareopensignifyingabigquestionmark.2.

TalkingandsharingBodylanguageisthequiet,secretandmostpowerfullanguageofall!

Accordingtoexperts,ournon-verballanguagecommunicatesabout50%ofwhatwereallymeanwhilewordsthemselvescontributeamere7%.

ourbodiessendoutmessagesconstantlyandoftenwedon'trecognizethatwe'recommunicatingalotmorethanwerealize.ourunderstandinganduseofnon-verbalcuesinfacialexpressionarefamiliartousnearlyfrombirthIII.Reading1.

ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextcommUNIcATIoN:NoPRoBLEm?.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.

ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.copythemtoyournotebookafterclassashomework.3.

ReadingtoidentifythetopicsentenceofeachparagraphNextyouaretoskimthetexttoidentifythetopicsentenceofeachparagraph.4.

ReadingandtransferringinformationReadthetextagaintocompletethetable.whereishe/shefrom?whatdoeshe/shedowhenhe/shemeetsomeoneattheairportforthefirsttime?NamecountryActionmeaningmrGarciajuliaSmithAhmedAzizmadamecoulon5.

ReadingandunderstandingdifficultsentencesAsyouhavereadthetexttimes,youcansurelytellwhichsentencesaredifficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstometheteacher.6.

ReadingandtranslatingNowit’stimetotranslatethetextintochinese,sentencebysentence.whowillbethefirsttodoit?IV.closingdownclosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1and2onpage26and27.closingdownbycheckingchecksomeofthefollowingbasicnon-verbalcuesandyou'llrecognizethatyoualreadyspeakandtranslatemuchofthelanguage.“I’msurprised!”

I’mshocked!”

“I’msad!”Thesecondperiod

LearningaboutLanguageI.warmingupwarmingupbydiscoveringusefulwordsandexpressionsTurntopage27anddoexercisesNo.1,2,3and4first.checkyouranswersagainstyourclassmates’.II.Learningaboutgrammar1.

ReadingandthinkingTurntopage25andreadwithmethetextofcommUNIcATIoN:NoPRoBLEm?Asyoureadalong,payattentiontotheusesofThe~ingformastheAttribute&Adverbial.2.

DoingexercisesNo.1and2onpage29Turntopage29.DoexercisesNo.1and2。III.ReadyusedmaterialsforThe~ingformastheAttribute&Adverbial...whenweuseaverbin-ingformmorelikeaverboranadjective,itisusuallyapresentparticiple:.Anthonyisfishing.Ihaveaboringteacher.Inthislesson,wewilllookattheuseofverbsinthe~ingform...1.The~ingform作定语2The~ingform作状语IV.closingdownbydoingaquizToendtheperiodyouaregoingtotakeaquizon~ingwords.~INGwoRDS

Highlightallthewordsendingin'-ing'.

makelistsofallthedifferentcategoriesof'-ing'words;thatis,theirdifferentfunctionsinthesentence.

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人教版 高中英语必修4全套教案 全册教学设计

人教版 高中英语必修4全套教案 全册教学设计

人教版 高中英语必修4全套教案 全册教学设计

篇1

一、教学目标

（一）语言能力目标

1. 学生能够熟练掌握必修4教材中的重点单词、短语和句型，如“starve”“be

satisfied with”“lead a...life”等，能够准确地在口语和书面表达中运用。就像我之前遇到的一个学生，他在写作文描述贫困地区孩子的生活时，一开始只会用简单的词汇，经过学习后，就能自如地使用“lead a tough life”这样的短语，使文章增色不少。

2. 提高学生的英语听说读写综合能力，在听力练习中能听懂有关文化习俗、人物传记等话题的内容；在阅读方面，能够理解不同体裁文章的主旨大意并获取关键信息；在写作上，能够根据给定话题，用所学的词汇和句型写出结构清晰、内容丰富的短文。

（二）文化意识目标

1. 了解不同国家的文化习俗、社会现象等。例如，学习关于英国的戏剧文化时，学生能够明白戏剧在英国文化中的重要地位以及一些著名剧作家的贡献。

2. 培养学生对文化差异的敏感性和包容性，尊重不同文化背景下人们的生活方式和价值观。

（三）思维品质目标

1. 培养学生的逻辑思维能力，在分析文章结构、组织语言表达观点时能够有条理。

2. 激发学生的创新思维，鼓励他们在英语学习中尝试不同的学习方法和表达方式。

（四）学习能力目标

1. 帮助学生掌握有效的英语学习策略，如词汇记忆方法、阅读技巧等。

2. 提高学生自主学习的能力，能够独立完成预习、复习等学习任务。

二、教材分析

人教版高中英语必修4教材内容丰富多样。

（一）内容结构

1. 教材包含多个单元，每个单元围绕一个主题展开，如人物、文化、科技等。以第一单元为例，主题是“Women of achievement”，通过介绍不同领域的杰出女性，包括她们的生平事迹、贡献等，让学生在学习英语的同时，了解到女性在社会发展中的重要作用。

2. 每个单元又分为不同的板块，如Warming Up、Pre - reading、Reading、Comprehending等。这些板块循序渐进，从导入话题到深入阅读、理解，再到语言知识的学习和运用，形成一个完整的学习流程。

2020高考英语一轮复习Unit4Bodylanguage教学案新人教版必修4

2020高考英语一轮复习Unit4Bodylanguage教学案新人教版必修4

Unit 4 Body language

三言 两语

1．Last week，I had an interview with

Professor Zhang，an expert on reading body

gestures，concerning the issue of body

language.

2．Body language can help us not only

reveal the message and secrets hidden

behind but also better communicate with

others.

3．I found that the first impression begins

with a handshake that sets the tone of rest

of the interview. 1．盯着别人的脸看是不可取的，这样会引起别人的厌恶。

It is not suggested that we fix our eyes

on others' faces，which would arouse

people's dislike．

2．他的话表明这种交流方式很重要，我们应该更多地使用肢体语言。

What he had said suggests that the means

of communication is so important that we

should use more body language.

[单词 拼写应用]

核

心

单

词 1．dormitory n．宿舍

2．major adj.主要的

3．approach vt.&vi.接近；靠近；走近

n．接近；方法；途径

4．likely adj.可能的

5．hug vi.&vt.拥抱

6．function n．作用；功能；职能

vi.起作用；运转

7．represent vt.代表；象征 [语境运用] 用所给词的适当形式填空

boo4 unit4教案

boo4 unit4教案

1 课题

Book4 Unit4 of Body language

第一课时教案

高中人教版英语必修四第四单元阅读：Reading: Cmmunication: No Problem?

教 学 程 序

能

力

要

求 (一) 知识目标

1. Get students to learn the useful words and expressions in this part.

2. Let students learn an important way about communication-body

language..

(二)能力目标

Develop students’ reading ability and let them learn different reading

skills.

(三)情感目标

Equip students to know something about Body language in the world.

二、教学重点、难点

1．重点：reading comprehension

2．难点：the main idea of the passage and the meaning of each

Paragraph..

引 课

前

预

习 I.Guess the meaning of the following ficial expressions

2 II.Try to use you body to act out the next actions!

Stop! Come here. You are very good.

It’s OK. Bye-bye. Go away Number 8

III.Discussion:

What’s the purpose of language?

IV. What is body language?

Unit4 Body Language How Do I Know My Students？教案

Unit4 Body Language How Do I Know My Students？教案

新人教版（2019）英语选择性必修一

Unit4 Body Language

Period5 How Do I Know My Students？教学设计

课题 Period5 How Do I Know

My Students？ 单元 Unit4 学科 English 年级 Senior

Grade 2

教材分析 This part is a reading passage about body language.The writer is a educator. In

his class, he often looks at the students’ body language to recognise whether they

are interested in the class or not, thus inspiring us the importance of the body

language.

学习目标

与核心素养 Knowledge objectives: grasp and use new words and phrases about expressing

body language.

Skill objectives: master how to distinguish body language.

Emotional objectives: learn to explore body language and improve the ability to

assess body language.

重点 How to assist students to express himself with the related words and expression.

难点 Some expressions related to body language .