人教社新课标高中英语必修四第四单元 Language points 导学案

人教版高中英语必修四unit4Bodylanguage教案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”。

高中英语必修4 Unit 4 教案一、教学目标1.掌握本单元的主要词汇和短语，并能正确运用于实际语境中。

2.理解并正确运用本单元的重点语法，包括虚拟语气、倒装句等。

3.通过学习本单元的阅读材料，培养学生的阅读理解能力和批判性思维能力。

4.提高学生的口语表达能力，能够以流利、准确、有逻辑性的方式与他人交流。

5.培养学生的合作意识和团队精神，培养学生的自主学习能力。

二、教学内容本单元主要包括以下几个部分：1.词汇与短语：词汇与短语的学习及运用。

2.语法：虚拟语气的用法、倒装句的用法。

3.阅读：阅读技巧的培养、理解文章的主旨和细节信息。

4.口语：提高学生的口语表达能力，培养学生的听说能力。

5.写作：通过写作提高学生的写作能力，培养学生的创造性思维。

三、教学重点1.词汇与短语的掌握及运用。

2.虚拟语气的正确使用。

3.阅读技巧的培养。

四、教学步骤第一课时：课前导入1.向学生介绍本单元的主题，引起学生的兴趣。

2.给学生呈现一些与本单元主题相关的图片，让学生进行讨论。

3.向学生提出一个问题，引导他们思考本单元的学习目标。

第二课时：词汇与短语学习1.给学生呈现本单元的词汇和短语，帮助他们掌握词汇的拼写和词义。

2.进行词汇和短语的操练，包括填空、连线和造句等活动。

第三课时：语法学习1.介绍虚拟语气的基本概念和用法，帮助学生理解虚拟语气的意义和作用。

2.通过例句和练习，让学生掌握虚拟语气的具体用法。

第四课时：阅读技巧培养1.向学生介绍阅读技巧的重要性，引导他们了解如何提高阅读理解能力。

2.给学生呈现一篇有关本单元主题的阅读材料，让学生独立阅读并回答相关问题。

3.分析阅读材料的结构和语言特点，引导学生从不同角度理解文章的意义。

第五课时：口语表达能力培养1.给学生提供一些与本单元主题相关的情景，让学生进行角色扮演并进行对话练习。

2.引导学生用所学到的词汇和短语进行口语表达，改进他们的口语表达能力。

第六课时：写作能力培养1.向学生介绍本单元写作任务的要求和目标。

• 昨天, 我和另一个学生代表我们学生会, 到首都国际机场迎接今年 的国际学生。（Page26）
• 1) represent 动词, “代表” 如：。. • 能被_______________________________________________ ______________
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• 9. as if • 10. reach out one’s hand • 11. shake hands with • 12. on the contrary • 13. nod at sb. • 14. be likely to do • 15. greet each other • 16.as well • 17. in general • 18. cultural crossroads
• 我看见几个年轻人走进了等候区, 好奇地向四处张望。 （P26）
• curious adj. 好奇的; 有求知欲的; 奇怪的 curiosity n. 好奇心
• 【固定搭配】 • out of curiosity 出于好奇 • be curious about sth 对某事感到好奇 • be curious to do sth 很想做某事; 渴望做某事
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用curious的适当形式完成下列句子
1）I am _c_u_r_io_u_s__ about what has happened. 2）A deer behind the tree looked at us __c_u_r_io_u_s_ly__. 3）She has burning __c_u_ri_o_s_it_y_ to know what’s going on. 4）They were __cu_r_io_u_s__ to know where he had gone.