高中英语人教新课标必修四Unit 4Body language教案

1、 高中英语人教新课标必修四 教案Unit-4Body-language Unit 4 Body language 阅读课 Pre-reading (p.25); Reading (p.26); 容一、教学内 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 ass

2、ociation dormitory canteen curiouly flight curious Colombia cheek approach defence defend major misunderstanding Jordan dash adult spoken Spain Italy likely crossroads 2 defend against be likely to in general ? 重点句子结构与用法 Yesterday, another student and I, representing our universitys student associat

3、ion, 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 N

4、agata from Japan came in smiling, together with Japanese student. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcias smiling face. 三、教学步骤 步骤一 读前 3 部分和听力材料1. 引导学生回顾Warming Up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-reading1.Review 1) When we humans are worried or f

5、rightened,Chimps however we sometimes Chimps 2) When we are angry, we often however 3) When we want to feel safe and protected, Chimps however we 4) When we want to show that we accept and love someone, we Chimps however 2. 分组讨论下列问题。 Pre-reading 2. Discuss the questions:What do you think is the purp

6、ose of ? language?How would you communicate with someone ? if you cannot speak? Give an exampleHow many ways can you think of to greetsomeone if you CANNOT speak? 4 让学生阅读文章的标题，并结合图片预测文3. 章的内容。 Pre-reading3. Make predictions:Look at the title and picture of the passage ?the think do you the next page

7、. What on topic will be? From come from? Where do these people ?only one country? Why or why not? How do you think they will communicate ? Pre-reading3. Make predictions:通过让学生回顾上在教师的巡回指导下，设计意图：Look at the title and picture of the passage ?the think you page. What do next on the topic will be? 为引出阅读课

8、的巩固所学知识，节课所学内容，From from? come these Where ?do people only one country? Why or Why not? 通过小组讨论激发学生的学习欲话题作好铺垫；How do you think they will communicate ?自然引出引导学生对事件的发展进行预测，望， 本课的学习内容。 阅读和理解步骤二 跳读：让学生在限定时间内快速阅读文章，要1. 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 5 注意提醒学生对他们不认识的生词的主题句。要要根据上下文或者构词法等原则进行猜测。 求同学回

9、答下列问题。 II. Reading 1. Skimthe passageand find out: 1) What is the main idea of the text?2) How many parts can we divide the passage into? 3) Whats the main idea for each part? ReadingReading3) Whats the main idea for each part?1) What is the main idea of the text?You are sent to Capital Internationa

10、l The passage introduces some examples of Airport to meet some international cultural body language when greeting people.Part 1 (para. 1)students.2) How many parts can we divide the Part 2 (para. 2 and 3)body “Examples of learned or cultural passage into?.language”?Part 1 (para. 1)Different people h

11、ave different physical ways to greet others. Learning about ?Part 2 (para. 2 and 3 )Part 3 (para. 4 and 5)their customs can help avoid difficulties Part 3 (para. 4 and 5 )?in communication. Reading训练学生快速寻找段落中心、理解文章大设计意图：1) What is the main idea of the text?The passage introduces some examples of cul

12、tural body language when greeting people.意的能力；通过回答问题训练学生的归纳能力，2) How many parts can we divide the passage into?Part 1 (para. 1)通过提醒他为进一步学习和理解文章打好基础。?Part 2 (para. 2 and 3 )Part 3 (para. 4 and 5 )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。 让学生再次在限定时间内快速阅读一遍 2.找读： 6 文章，找出不同的国家见面时问候的方式，结（答1完成下面两个表格合“理解”部分的练习。这一阶段也要注

13、意提醒学案以斜体字标出） 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。 ReadingReading2. Scan the text and find out:To whomNameDescriptionBody languageWays to greet each otherCountry / Areaeveryoneman from Kiss on the cheekTony GarciaShake hands. Do not stand very close to others or BritainColombiatouch strangers when they mee

14、t.everyoneJulia Smithno touchingwoman from BritainCanadaShake hands.Akira Nagataeveryoneman from JapanbowingJapanBow.George Cookshaking handseveryoneman from CanadaSpain, Italy, South Approach others closely and are more likely to touch American countries them. Ahmed Azizshaking handsman from Jordan

15、to manto womannoddingFranceShake hands and kiss each other twice on each cheek.Darlene shake hands and people she woman from Middle East, some Shake hands and stand quite close to other men. Nod Coulonknowskiss twice on each FranceMuslim countries to women but do not shake hands with them. cheek 找读是

16、为了捕捉文章中一些具体的信息，设计意图：了解篇能帮助学生进一步理清文章的主要脉络、使学生迅速捕捉关键信息的能力得到提章结构，通过提醒他们对不认识的生词进行猜测有意高。 识地培养他们连贯阅读的习惯。 通过前两次的阅读以及对生词词义的猜精读：3. 教师可以把词练习1。p.28测，教师指导完成一些学生拿有汇和英语释义分别写在纸条上，生词，另一些学生拿有英文释义，让一名拿有另生词的学生把纸条贴到黑板上并进行朗读， 7 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。 8 ReadingReadingUse the passage to he

17、lp you answer the following 4. 3.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 kiss

18、ed the Britishwoman, but in her culture, a kiss from a stranger is notexpected. He also noticed that the Japanese manbowed just as the Canadian man started to shake hands,s hand.so one mans nose touched the other man ReadingReadingWho seemed to prefer to keep more physical diastance3)from others? Wh

19、o seemed to prefer closer physical What do you ”“5) When in Rome, do as the Romans do.distance ?think this famous saying means?The British woman, Julia and probably the CanadianThis saying means that when we are in a certain man, George, seemed to prefer to keep more physicalplace, we should follow

20、the customs of the people who distance from others. The Colombian man, Tony, andlive in that place, not our own customs.the Jordanian man Ahmed, seemed to prefer closerphysical distance.s statement that body 6) Do you agree with the author4) Did any students have similar greeting customs? If so, lan

21、guage is not good or bad? Why or why not?which one?Yes. Tony from Colombia and Darlene from France had a kiss. George from Canada a similar greeting custom and Ahmed from Jordan also had a similar greeting a handshake, but Ahmed shakes hands onlycustom with men.通过词汇练习检查学生在跳读和找读过设计意图：并帮助学生进一步理程中猜测生词词

22、义的效果，让学生利用生词为精读扫除词汇障碍。解生词，和释义配对的方式进行活动会使得整个掌握生学生可以在有趣的环境中词词义的过程不沉闷，在精读的过程中回答问题训练学生的学习生词。同时也增分析内容能力、判断能力和归纳能力，为下面更细致地学习强他们对文章的深入理解。 课文打下好的基础。 9 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。 由于文章较长，先

23、让学生进行段落内容的设计意图：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生记录 10 以便回家复习。“学生小组课2. 收交 堂评价学生记录 “教师对小表”和组评价学生记录表”录入评价分 （参考第一单数

24、。 元的评价表） 3练习。 3.完成p.27 口语和写作课 Writing (p.31); writing Speaking and 一、教学内容task (p.67) 二、教学目标 11 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 ones face down, as if ?

25、 重点句子结构与用法 I think that theres 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. 12 三、教学步骤 口语步骤一

26、 大学把生分成两个1. I. Speakingbody what Discuss with your partners 组，每个大组再分成language or behaviour shows you are upset or happy.两人小组或四人小组your Act them out and let Make a list. partner guess your mood.进行讨论。两个大组 分别讨论人在沮丧、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。选出优秀小组向全班汇报，要求学生尽量运2. 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。复习本单元关于身

27、 设计意图：Speaking让体语言方面的知识点，morning came Oneof your classmates in this looking very upset about something, but you cannot imagine what it is. Discuss with a partner what body 学生能够对所学知识进language or behaviour made you think there was a problem.s something wrong with Lin Pei. A: I think that thereface her

28、 she she When came in today, kept 并且运用这些知行归纳，t speak.down and wouldnB: Yes, when I saw her in class, she 识表达自己的观点。 。教师要注意引p.31练习1分小组讨论完成3. 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。 13 各小组向全班汇报交流讨论情况，由教师汇4. 总讲评。 步骤二 写作 1. 计划II. WritingYour classmate left very quickly after

29、?让学生1）了解任务：class, so you want to write to him/her a short letter to ask about what is wrong 两人一组讨论如何and whether you can help.Use the following ways to help you: ?写关心他人的信： a How to write 要求学生仔细阅读写concern? of letter 作要求，做到理清思路、紧扣主题。）确定内容和框架：让学生讨论有关内容2要求和框架的问题，有了大概的了解后，计划要学生各自把想写的内容简单列出，把这些问题放在哪个段落陈写几个

30、段落， 述，标上数字。 14 WritingWriting1. Think about these before writing:3) When writing such a letter, how would you 1) Whom is the letter written to? address her/him? And what about the ending?The letter is written to one of my classmates who left in a hurry just now and may need my Dear Lin Pei,help.2) H

31、ow about the language used in the letter? (Body)(formal or informal?)Yours,Informal. It should sound like speaking to a Xiao Lingfriend. 教师对学生讨论的结果进行讲评。3) 因写作计划是开展写作的重要准备阶段，设计意图：让学生此它在具体的写作中起到指导性的作用。先进行小组讨论有助于学生在交换意见的同时学生在合作过程中形成对获取更多的写作信息，然后再各自列出想写作内容和格式的清晰认识，使学生在前面活动的基础上进入独立写的内容， 写作的准备阶段。 2. 写初稿让学

32、生按照课本中提供的写作要点，在1) WritinWritin2. Organizing ideas3. Words and expressionsdescribe the body language1st paragraphseem upset, as if, cry,1st paragraphthat you noticeput your head dowask if something is wrong;2nd paragraph( has been) ill, do housework2nd paragraph:perhaps make some guessetireoffer to help; remind him/he3rd paragraphwith,3rd paragraphcome, helpthat you are a good friengood friend 15 Writin2. Organizing ideasdescribe the body language1st paragraph: 分钟内独立完成初稿。向学生再次说20另外要注意新明正文部分的描述是三段， 建的开头和结尾。 修改后写第二稿，让学生对照“检查清2) 单”检查自己的初稿，然后对检查出的“检查清 问题进行修改，写出第二稿。 单”建议如下： 16 它起草和编辑修改应该由学生独立完成，设