高中英语人教版必修四Unit_4_Body_Language (2).doc

Unit 4 Body Language一、 教案背景1，面向学生： 中学 2，学科：英语 3，课时：1课时4，学生课前准备：（1）听录音，预习本课单词。预习课文，了解课文大意。（2）复习以前学过的单词 。二、教学课题 高中英语人教版必修四Unit 4 Body Language让学生了解有关body language 的相关知识。二、 教材分析本节课是人教版必修四Unit 4 Body Language中的warming up ,pre-reading ,reading and comprehending 部分。Warming up 部分提供了一些人们日常交流的图片，让学生积极讨论然后对于图片上的情景进行描述，说明在什么场合用这些手势，接下来给出日常交流的陈述，让他们用肢体语言表现出来。在reading 部分的一片叙述型的记叙文，进一步了解body language 这一话题。Comprehending 部分主要设置了三个练习，对于文章整体的把握和细节的理解，从而帮助学生更好地理解课文内容。重点词汇和短语unfair; customer; avoid; suitcase; ahead; manage; fold; vary; crazy; part; firm;handshake; bow; fist; bend; tap; gently; anger; useless; occur; focus; specificahead of; give sb a hand; get through; tear down ;hold up; make a face; in order难点：（1）How to develop the students reading ability . (2) Let the students learn the writing structure.语言知识目标：Let the students learn about the words and expressions of body language.语言技能目标：Develop the students reading ability and let them learn different reading skills: skimming, scanning, get the main idea and get the detailed information etc.情感态度目标：(1）Let the students know some information about body language.(2) Let the students know the different body language in different countries.(3) Develop the students ability of cooperative learning.让学生掌握本篇文章当中的单词，词组以及重要表达，训练学生掌握理解文章细节的阅读能力。帮助学生在体验中学会与人合作的能力。三、教学方法（1）The interaction between the teacher and the students, and among the students themselves; Attention to the students listening, speaking, reading and writing; and so on.（2） Listening-andanswering activity to help the students go through with the reading material.（3） Use both individual work and group or pair work to make every student work and think in classPWP approach 在阅读中使用检索读的学习策略四、 教学过程Step 1 Warming upTask1. Brainstorm: the words of emotions/feelings of human beings As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Lets brainstorm emotions weve learned so far.happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.Task2. Now lets look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way。Possible answers: Picture 1: Confused; I dont know what to do. Picture 2: Angry; I cant believe she said that! That is so unfair! Picture 3: Sad; Ive lost my wallet! Picture 4: Happy; I got an A in my exam! Picture 5: Tired; Its been a long day. I cant keep my eyes open.From ones facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand. 【活动设计说明】通过互动表演以及头脑风暴使学生对body language 有了初步了解，而且通过这些活动调动学生的兴趣，为reading 做好铺垫。Step 2 Pre-readingT: Our text is about a special means of communicationBody Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?Ss: Yes.1. What is the purpose of language?2. How can you tell if someone is sad even if they do not speak?3. What would you do if you need the others help urgently while you two speak different languages?4. Give an example of how you can communicate a feeling to someone who does not speak your language.After a few minutes.T: Now whod like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.T: Perfect! Body language is used anytime and anywhere to convey peoples ideas, feelings, information, and so on and so forth. Next question?S2: .S3: T: Very good. S4: T: You are smart! T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.【活动设计说明】 通过设置一些与body language 相关的问题，学生们积极思考通过回答问题的形式锻炼学生的语言表达能力和发挥他们的想象力。Step 3 While-readingTask1. Scanning While reading, please try to divide the whole passage into several parts and find out the main idea.Part 1( para 1 ) You are sent to Capital International Airport to meet this years international students.Part 2 (para. 2 and 3 )Examples of learned or cultural “body language”.Part 3. (para. 4 ) Different peoples have different body languages.Part 4. (para. 5) Summary of body language.师生共同总结每段的中心Task2.Read the text carefully, then decide if the following statements are true (T) or false (F). Englishmen often stand close to others or touch strangers as soon as they meet. Most people around the world now greet each other by kissing.Japanese will bow to others as greeting. People from Jordan will move very close to you as you introduce yourself to them. Some body languages in some countries are good while some countries body language are bad.【活动设计说明】找段落大意，了解文章的写作手法和理解文章的细节信息，是在阅读过程中要训练学生的方法。这样能够帮助学生从整体上把握文章，并能培养学生迅速捕捉整体信息的能力。在Task 2部分通过判断对错的训练让学生能更进一步了解文章的细节信息，知道不同的国家不同的文化影响body language 也是不同的。Step 4 Post readingGet the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.Task1.Discussion T: Is the author of this passage male or female? How do you know? S: The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.T: What were the two mistakes that the author noticed? S: He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one mans nose touched the other mans hand. T: Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance?S: 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. T: Did any students have similar greeting customs? If so, which ones? S: 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.【活动设计说明】这一部分是读后提问，通过讨论的方式，让学生能够充分发挥想象力，大胆的用语言表达出来，锻炼学生的语言表达能力，引导学生深刻的思考能力，使学生能全面的了解课文内容。Task2.Group work “ When in Rome, do as the Romans do.” What do you think this famous saying means?Do you agree with the authors statement that body language is not good or bad? Why or w