人教版高中英语必修四 Unit 4 Body Language 教案
1 高中英语教学设计
教学课题 SEFC Book4, Unit4 Body Language Warming-up & Speaking
(新课标高一英语必修4第四单元第一课时)
课程类型 授课地点
教学目标
Teaching Objectives
A. Language Knowledge Objectives
1. The students can know the context meaning of the new words and phrases in the process of the class
with the help of the teacher’s interpretation
Words and phrases
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish, curious
B. Ability Objectives
1. Students will know the importance of body language by knowing the great role it plays in real life communication.
2. Students will have a better understanding towards body language and the meaning of some body language that
usually seen by watching, describing others’ body language and their own practicing.
3. Students will know that some body language has different meaning under different cultural context and that people
from different culture have quite different greeting customs by teacher’s presentation, their own role-playing,
which can provide them a good foundation for their understanding of the reading part.
学
情
分
析
Analysis For Students
A. Analysis On the Students Cognitive Features
This unit is in Book 4, which is a book of senior middle school English for students of grade one aged around 16.
Their thinking pattern is still in the process of transition from relying mainly on experience to induction and analysis.
When they are learning abstract ideas like the importance or the concept of something, they would like to step from
their perceptual stage of cognition and experiences. Thus when the teacher is presenting the importance and the concept
of body language in this part, he should lay great emphasis on the related knowledge the students already have stored in
their mind and try to associate them with the real life to provide the students a better and easier understanding.
.
2 B. The Knowledge Base of the Students
The topic of this unit is “body language”. For senior middle school students nowadays, they should have a good
understanding towards it. Because they see lots of people everyday, they made friends with people of different
characters. They tirelessly play various tricks with their parents and teachers and, in a word, they are good at reading
people’s mind through their facial expressions, eyes, gestures and postures. And in this lesson, what they’ll do is to
realize the importance of body language and give it a definition, thus it won’t be very hard for them.
However, in terms of the knowledge of the diversity of the meaning of the same body language under different
cultural context, they are no experts. They haven’t got enough chance to experience that much, which makes this point
the teacher’s emphasis.
C. Analysis On the Non-Intellectual Factors Involved
The non-intellectual factor the teacher should pay attention to here is that students of 16 are paying more attention
on their own images and they don’t like to show themselves as often as they were primary school students or junior
middle school students unless they are sure they can do a great job according to the reports of adolescent psychology.
However, this lesson involves lots parts that need the students’ participation by using their body language like
imitation, role-playing and making dialogue with body language. Thus, it is crucial that the teacher can do class
management very well and stimulate the students’ willing and passion in participation as soon as possible and a active
atmosphere is just important.
教学内容分析
Analysis On the Teaching Contents
The central topic of this unit is “body language”, upon which the whole unit develops. Body language is one
important aspect of non-verbal communication; it can express one’s mind and mood silently. At the same time it is
affected by cultural factors, and the same posture, question, facial expression or eye contact of a person can be
interpreted quite differently under different cultural context. These two points make the core purpose of learning this
unit to remind the students that they pay enough attention on their own as well as others’ body language when they
communicate with others in daily life to achieve their communicative goals, also they should try their best to reduce or
avoid misunderstandings in cross-cultural communication by using their knowledge on the diversity of the meaning of
the same body language under different culture context.
As the beginning part of the whole unit, the warming up part should give the students an overall impression of the
topic that they will discuss in detail later in their study, and here the teacher can firstly try to make the students know
the importance of body language, the meaning of some body language that often seen and try to give a definition to
body language. Also the teacher should give some examples of the diversity of the meaning of body language in
高中英语人教版必修四单元教案：Unit 4 Body Language
Unit 4 Body Language
Part One: Teaching Design
Teaching goals
1. Target Language
a. 重点词汇和短语
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult,
punish
b. 重点句型或交际用语
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using body language.
Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals
a. Enable the students to understand what a certain gesture of the body language
means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations
given in the target language.
c. Enable the students to express with the target language the meanings given in body
高中英语人教版必修四单元教案：Unit 4 Body Language 2
Unit 4 Body Language
Part One: Teaching Design
Teaching goals
1. Target Language
a. 重点词汇和短语
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult,
punish
b. 重点句型或交际用语
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using body language.
Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals
a. Enable the students to understand what a certain gesture of the body language
means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations
given in the target language.
c. Enable the students to express with the target language the meanings given in body
人教版高中英语必修4精品教案Unit 4 Body Language
Unit 4 Body Language
Warming Up, Pre-reading and Reading
Teaching goals
1. Target Language
a. 重点词汇和短语
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult,
punish
b. 重点句型或交际用语
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using body language.
Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals
a. Enable the students to understand what a certain gesture of the body language
means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations
given in the target language.
c. Enable the students to express with the target language the meanings given in body
人教版 高中英语 必修四 unit4 Body language教案
人教版 高中英语 必修四 unit4 Body language教案
1 / 4 Teaching Plan
Module4 Unit 4 Body language
Part1 .Analysis of the teaching material
Ss 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 aims
1) Knowledge aims:
To understand the meaning of body language.
高中英语必修4 Unit4BodyLanguage公开课教案
高二英语 Unit4 Body Langue公开课教案
Period 1 Warming up and Reading
教师 :吴雄英 2014-9-24
Analysis of teaching material.
本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。
Teaching aims and demands
1.Knowledge aims
Learn and master the new words and expressions in this period.
2.Ability aims
a. Help the students learn how to express themselves in body language when
needed.
b. Help the students understand others when body language is being used.
c. Train the students’ reading abilities-----skimming and scanning.
人教高中英语必修四 unit4 body language 知识点
必修四 unit 4 body language 知识点
1. represent vt. 象征；代表；（尤指以绘画，雕刻等）表现；描绘；描写
representative n. 代表；众议员 adj. 典型的；有代表性的
辨析
represent/stand for/on behalf of
represent 指“代表某人/某个团体/政府等，或指某种标志代表什么，某物表现/描绘的是什么”。
stand for 通常指字母、数字、符号等代表/象征什么。
on behalf of 指代表/代替某人，只能作状语。
2. approach vt.接近，走进;着手处理 n. 接近，临近；方法，途径
辨析
approach/way/method/means
approach “方法”，还有“接近”的意思。an approach to(介词)“……的方法”。
way 构成in the way“用这种方法”， the way to do/the way of doing (to为不定式)“做某事的方法”。
method 构成with a method “用一种方法”。
means 意为“方式，方法”。单复数同形，构成by means of “通过……方法”。
3. defend v. 防护；辩护；防守；保卫
defence n. 保卫，防御；防卫设备;(被告的)答辩；辩护 常用结构：
defend oneself 自卫，辩护
defend oneself from/against 保护自己免受……
in defence of 保卫……；为……辩护
注意： defence后接“入侵者”或“造成危害者”时用介词 against；若后接“被保护者”时用介词 of。
4. major adj. 主要的； vi. 主修
majority n.大多数 minority n.少数，少数民族
5. misunderstand-misundstood-misunderstood vt. 误解，误会
人教版高一英语必修四unit4Bodylanguage教案
人教版高一英语必修四unit4 Body language教案
Part 1.Teaching goals: 教学目标
1. 语言能力目标
Talk about body language: cultural differences and
improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.
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。
3. 情感态度目标
要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。
Body language is actions that human beings can express
themselves and communicate with others without words,
with which people can avoid difficulties when they fully
understand the body language when they communicate with
others. Body language plays important roles in
communicating.
Part 2.Teaching Important and difficult Points
高中英语人教新课标必修四Unit 4Body language教案
1 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.
人教版高中英语必修四Unit 4 Body language
必修4 Unit 4 Body language
词汇
_________ adj.主要的 __________ adj. 地方的 __________ adj. 好奇的 __________ vt. 介绍
__________ vt./vi 接近__________vt. 接触 __________ n. 陌生人 __________ adj.口头的
__________ vt. 表达 __________ n. 活动 __________ adj.可能的 __________ adj.总体的
__________vt. 避免 __________ vt. 误解 __________adj. 相似的 __________ vt.代表
__________ vt.惩罚 __________ n./adj. 成人 __________ n. 协议 __________ adj. 面部的
短语
________________________ 采取行动 ________________________ 使……平静|安逸
________________________准备好做…… ________________________接近
________________________介绍 ________________________. 很可能
________________________ 乐意干…… ________________________ 尊敬某人
________________________ 派某人做…… ________________________ 正视某人
________________________ 向某人点头 ________________________伸手
________________________ 和某人握手 ________________________ 面部表情
[高中英语]人教新课标英语必修四Unit 4 Body Language教案
Unit 4 Body Language
Warming Up, Pre-reading and Reading
Teaching goals
1. Target Language
a. 重点词汇和短语
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult,
punish
b. 重点句型或交际用语
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using body language.
Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals
a. Enable the students to understand what a certain gesture of the body language
means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations
given in the target language.
c. Enable the students to express with the target language the meanings given in body