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高中英语人教新课标必修四Unit 4Body language教案


Unit 4 Body language 阅读课
一、教学内容 Pre-reading (p.25); Reading (p.26); Comprehending (p.27) 二、教学目标
1. 能力目标 ? 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。 2. 语言目标 ? 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 crossroads defend 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.

三、教学步骤 步骤一 读前
1. 引导学生回顾 Warming Up 部分和听力材料的内容, 布置学生各组不同的任务归纳人和黑 猩猩的相似之处。

I. Pre-reading
1.Review
1) When we humans are worried or frightened, we sometimes … Chimps however … 2) When we are angry, we often …Chimps however … 3) When we want to feel safe and protected, we … Chimps however … 4) When we want to show that we accept and love someone, we … Chimps however …

1

2. 分组讨论下列问题。

Pre-reading
2. Discuss the questions:
? What do you think is the purpose of language? ? How would you communicate with someone if you cannot speak? Give an example. ? How many ways can you think of to greet someone if you CANNOT speak?

3. 让学生阅读文章的标题,并结合图片预测文章的内容。

Pre-reading
3. Make predictions:
? Look at the title and picture of the passage on the next page. What do you think the topic will be? ? Where do these people come from? From only one country? Why or why not? ? How do you think they will communicate ?

Pre-reading

3. Make predictions: 设计意图: 在教师的巡回指导下,通过让学生回顾上节课所学内容,巩固所学知识,为引

出阅读课的话题作好铺垫; 通过小组讨论激发学生的学习欲望, 引导学生对事件的发展进行 on the next page. What do you think the topic will be? 预测,自然引出本课的学习内容。

? Look at the title and picture of the passage

步骤二

? Where do these people come from? From only one country? Why or Why not? ? How do you think they will communicate ?

阅读和理解

1. 跳读:让学生在限定时间内快速阅读文章,要求他们在阅读过程中找出时间、人物、事 件等关键线索。研究文章的结构关系,找出每部分的主题句。注意提醒学生对他们不认 识的生词要根据上下文或者构词法等原则进行猜测。要求同学回答下列问题。
Pre-reading

3. Make predictions:
? Look at the title and picture of the passage on the next page. What do you think the topic will be?

? Where do these people come from? From 1. Skim the passage only one country? Why or Why not?

II. Reading
and find out:

What is the main ? How do you think they1) will communicate ? idea of the text? 2) How many parts can we divide the passage into? 3) What’s the main idea for each part?

2

Reading
1) What is the main idea of the text?
The passage introduces some examples of cultural body language when greeting people.

Reading
3) What’s the main idea for each part?
Part 1 (para. 1) Part 2 (para. 2 and 3) You are sent to Capital International Airport to meet some international students. Examples of learned or cultural “body language”. Different people have different physical ways to greet others. Learning about their customs can help avoid difficulties in communication.

2) How many parts can we divide the passage into?
? Part 1 (para. 1) ? Part 2 (para. 2 and 3 ) ? Part 3 (para. 4 and 5 )

Part 3 (para. 4 and 5)

设计意图:训练学生快速寻找段落中心、理解文章大意的能力;通过回答问题训练学生的
归纳能力, 为进一步学习和理解文章打好基础。 通过提醒他们对不认识的生词进行猜测有意 The passage introduces some examples of cultural body language when greeting people. 识地培养他们连贯阅读的习惯。
2) How many parts can we divide the passage into?
? Part 1 (para. 1) 2. 找读: 让学生再次在限定时间内快速阅读一遍文章, 找出不同的国家见面时问候的方式, ? Part 2 (para. 2 and 3 ) ? Part 3 (para. 4 and 5 ) 结合“理解”部分的练习 1 完成下面两个表格(答案以斜体字标出) 。这一阶段也要注 意提醒学生对他们不认识的生词要根据上下文或者构词法等原则进行猜测。

Reading

1) What is the main idea of the text?

Reading
Reading 2. Scan the text and find out:
Country / Area Britain

Reading
Name Tony Garcia Julia Smith Akira Nagata George Cook Ahmed Aziz Darlene Coulon Description man from Colombia woman from Britain man from Japan man from Canada man from Jordan woman from France Body language Kiss on the cheek no touching bowing shaking hands shaking hands nodding shake hands and kiss twice on each cheek To whom everyone everyone everyone everyone to man to woman people she knows

1) What is Shake the hands. main of the Do idea not stand very close text? to others or
Shake hands.

Ways to greet each other

Canada Japan

touch strangers when theysome meet. examples of The passage introduces cultural body language when greeting people.

Spain, Italy, South American countries

? Part 1 them. (para. 1) France ? Part 2 (para. Shake hands kiss3 each 2 and and ) other twice on each cheek. Middle East, some Shake hands and stand quite close to other men. Nod ? Part 3 (para. 4 and 5 ) Muslim countries to women but do not shake hands with them.

2) How many parts can we divide the Bow. passage Approach into? others closely and are more likely to touch

设计意图:找读是为了捕捉文章中一些具体的信息,能帮助学生进一步理清文章的主要脉
络、了解篇章结构,使学生迅速捕捉关键信息的能力得到提高。通过提醒他们对不认识的生 词进行猜测有意识地培养他们连贯阅读的习惯。 3. 精读:通过前两次的阅读以及对生词词义的猜测,教师指导完成 p.28 练习 1。教师可以 把词汇和英语释义分别写在纸条上,一些学生拿有生词,另一些学生拿有英文释义,让 一名拿有生词的学生把纸条贴到黑板上并进行朗读,另一名拿有英文释义的学生也把纸 条贴到黑板上并朗读,以此类推。接下来让学生仔细阅读课文并完成课本中的阅读理解 问题。

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Reading
3.

Reading
4. Use the passage to help you answer the following

questions.
1) Is the author of this passage male or female? How do you know? The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author. 2) What were the two mistakes that the author noticed? He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not expected. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the other man’s hand.

3) Who seemed to prefer to keep more physical diastance from others? Who seemed to prefer closer physical distance ? The British woman, Julia and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man Ahmed, seemed to prefer closer physical distance. 4) Did any students have similar greeting customs? If so, which one? Yes. Tony from Colombia and Darlene from France had a similar greeting custom — a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom — a handshake, but Ahmed shakes hands only with men.

Reading

Reading
5) “When in Rome, do as the Romans do.” What do you think this famous saying means? This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs. 6) Do you agree with the author’s statement that body language is not good or bad? Why or why not?

设计意图:通过词汇练习检查学生在跳读和找读过程中猜测生词词义的效果,并帮助学生
进一步理解生词, 为精读扫除词汇障碍。 让学生利用生词和释义配对的方式进行活动会使得 整个掌握生词词义的过程不沉闷, 学生可以在有趣的环境中学习生词。 在精读的过程中回答 问题训练学生的分析内容能力、判断能力和归纳能力,同时也增强他们对文章的深入理解。 为下面更细致地学习课文打下好的基础。

步骤三 读后
小组活动:把学生分为四人小组,根据文章的自然段把文章分为五个部分,要求每组用 自己的话复述段落,尽量用到新单词和短语,然后进行小组活动示范。在每个小组进行汇报 的同时,要求其他学生记录。如果时间允许,这个活动可轮流进行。复述时,可以第一人称 来进行,因为是复述过去事情,注意用过去时态。

设计意图:由于文章较长,先让学生进行段落内容的复述,一方面促进他们的合作学习能
力,另一方面可让学生先建立信心。然后再根据具体情况要求学生对整篇文章进行复述;用 自己的话进行复述并且尽量用到新单词是为了使学生有意识地根据新学到的知识和文章的 内容要点复述课文,进一步巩固语言知识,也锻炼他们组织语言以及表达的能力。

步骤四 小结与作业
1. 教师调动学生对本课所学的知识进行总结,可以让学生充当“小老师”的角色。如果一 个学生总结不全面,由他来调动其他的学生补充。教师把总结的内容写在黑板上并让学
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生记录以便回家复习。 2. 收交 “学生小组课堂评价学生记录 表” 和 “教师对小组评价学生记录 表”录入评价分数。 (参考第一单 元的评价表) 3. 完成 p.27 练习 3。

口语和写作课
一、教学内容 Speaking and writing (p.31); Writing task (p.67) 二、教学目标
1. 能力目标 ? 能够通过观察对他人的身体语言进行描述、对身体语言的含义进行判断并提出看 法。 ? 能够在日常生活中有效地表达自己的观点。 ? 能够以书信的形式写出个人判断和理由。 2. 语言目标 ? 重点词汇与短语 notice upset frown impatient ill offer embarrassed something wrong, keep one’s face down, as if ? 重点句子结构与用法 I think that there’s something wrong with … I noticed this morning that you seemed very upset. When I saw her in class, she … I tried to talk to her, but she … The teacher asked her for … Is there anything wrong? What do you think is wrong? I really would like to help you if I can.

三、教学步骤 步骤一 口语
1. 把学生分成两个大组,每个大组再分成两人 小组或四人小组进行讨论。两个大组分别讨

I. Speaking
Discuss with your partners what body language or behaviour shows you are upset or happy. Make a list. Act them out and let your partner guess your mood.

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论人在沮丧、高兴时会有哪些身体语言方面的表现,并在纸上列出关键信息。 2. 选出优秀小组向全班汇报,要求学生尽量运用身体语言形象生动地对所汇报的内容进行 展示。教师加以总结。

设计意图:复习本单元关于身体语言方面的知
识点, 让学生能够对所学知识进行归纳, 并且运 用这些知识表达自己的观点。 3. 分小组讨论完成 p.31 练习 1。教师要注意引 导学生尽可能用到书中给出的功能项目。在 小组讨论时,要注意提醒学生最后要列出自 己的观点或看法,并提供论据和说明,为下 一步的写作做好准备。 4. 各小组向全班汇报交流讨论情况,由教师汇 总讲评。

Speaking
One of your classmates came in this morning looking very upset about something, but you cannot imagine what it is. Discuss with a partner what body language or behaviour made you think there was a problem. A: I think that there’s something wrong with Lin Pei. When she came in today, she kept her face down and wouldn’t speak. B: Yes, when I saw her in class, she …

步骤二 写作
1. 计划 1)了解任务:让学生两人一组讨论如何写关 心他人的信: How to write a letter of concern? 要求学生仔细阅读写作要求,做到理清思 路、紧扣主题。 2)确定内容和框架:让学生讨论有关内容和 框架的问题,有了大概的了解后,要求学 生各自把想写的内容简单列出,计划要写 几个段落,把这些问题放在哪个段落陈述, 标上数字。 3) 教师对学生讨论的结果进行讲评。

II. Writing
? Your classmate left very quickly after class, so you want to write to him/her a short letter to ask about what is wrong and whether you can help. ? Use the following ways to help you:

II. writing
? Your classmate left very quickly after class, so you want to write to him/her a short letter to ask about what is wrong Writing and whether you can help. ? Use the following ways to help you:

Writing
1. Think about these before writing:
1) Whom is the letter written to? The letter is written to one of my classmates who left in a hurry just now and may need my help. 2) How about the language used in the letter? (formal or informal?) Informal. It should sound like speaking to a friend.

3) When writing such a letter, how would you address her/him? And what about the ending?
Dear Lin Pei, (Body) Yours, Xiao Ling

设计意图:写作计划是开展写作的重要准备阶段,因此它在具体的写作中起到指导性的作
用。 让学生先进行小组讨论有助于学生在交换意见的同时获取更多的写作信息, 学生在合作 过程中形成对写作内容和格式的清晰认识, 然后再各自列出想写的内容, 使学生在前面活动
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的基础上进入独立写作的准备阶段。 2. 写初稿 1) 让学生按照课本中提供的写作要点,在 20 分钟内独立完成初稿。向学生再次说明正 文部分的描述是三段,另外要注意新建的开头和结尾。

Writing
2. Organizing ideas:
1st paragraph: describe the body language that you noticed 2nd paragraph: ask if something is wrong; perhaps make some guesses 3rd paragraph: offer to help; remind him/her that you are a good friend

Writing
3. Words and expressions:
1st paragraph: seem upset, as if, cry, put your head down 2nd paragraph: ( has been) ill, do housework, tired 3rd paragraph: come, help … with, good friends

2) 修改后写第二稿,让学生对照“检查清单”检查自己的初稿,然后对检查出的问题 Writing 进行修改,写出第二稿。 “检查清单”建议如下:
2. Organizing ideas: 1st paragraph: describe the body language that you noticed 2nd paragraph: ask if something is wrong; perhaps make some guesses 3rd paragraph: offer to help; remind him/or her that you are a good friend

设计意图:起草和编辑修改应该由学生独立完成,它是写作计划的具体落实,也是写作中
的具体步骤。计划的框架要靠具体的内容来支撑,起草就是按照计划将具体内容写出来。当 然,编辑修改是对起草内容的改进和完善,修改在写作过程中起到十分重要的作用,一篇文 章在完成之前需要反复修改。 3) 征求别人意见,鼓励学生开展“同伴互检” (Peer revision) 。让学生把经过“自检” 的第二稿和同伴互相交换,请同伴评论,说明喜欢其中哪些部分,并提出修改意见。 4) 完成定稿,学生根据同伴的意见和建议做进一步的修改,写出最后一稿。教师可选 择几个学生的文章进行全班交流(如使用投影或学生板书、口述) ,给予学生一定的 评价标准,鼓励学生发表意见,然后再分析讲解。如果有条件,可以把所有同学的

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文章复印一份,整理成一本“关心他人短文集”供全班同学阅读。

Writing
Sample letter:
Dear Lin Pei, I noticed this morning that you seemed very upset. It looked as if you had been crying. When I asked you what was wrong, you put your head down. I’m sorry if I embarrassed you. I just want to help. Is there anything wrong? I heard that your mum has been ill and that you are very tired doing all the housework. Is that true? I would really like to help you if I can. Can I help you with your housework or with your homework? Remember we are good friends. Yours, Xiao Ling

设计意图:科学而完整的写作步骤对于提高学生的写作能力是至关重要的。采用“同伴互
检”的方式能够进一步促进合作学习,让学生养成对所写作文精益求精的习惯,同时也认识 到自己的不足。 经过修改后再次写作并完成定稿, 这个过程使学生在头脑里对所写内容再次 进行了加工,形成了更加完善的认识。这样写出来的文章才会比较成熟,有助于增强学生对 写作的信心。

步骤三 小结和作业
1. 让学生在笔记本上归纳本单元的知识 点(参照 p.32 的 Summing up) 。 2. 完 成 自 我 评 价 ( p.68 Checking yourself) 。 3. 收交 “学生小组课堂评价学生记录表” 和“教师对小组评价学生记录表” ,录 入评价分数。 4. 让学生设计身体语言的信息卡。根据 课堂上练习写作的步骤,采取小组合 作的方式完成 p.67 练习册 Writing Task 的内容,下节课进行展示。

III. Homework
1) Complete p.32 “Summing Up” 2) Complete p.68 “Checking yourself” 3) Design information card of body language. Complete p.67 Writing Task

设计意图:在每个单元结束前,让学生
归纳知识点是很重要的。 这不仅培养学生自主学习的良好习惯, 还会让学生学会总结自己在 本单元的学习中学会了哪些、掌握了哪些、还有什么不足等,以便使他们在今后的学习中不 断改进和完善。 在课下完成写作任务是为了让学生进一步进行小组合作学习, 探讨科学的写 作步骤以及掌握具体的写作技巧。

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