高中英语必修4unit4bodylanguage说课稿
高中英语必修4Unit4Bodylanguage说课稿上课讲义
Unit 4 Body Language-Reading Communication: No Problem? Teacher: Cai Qiulian Course: EnglishTextbook: Senior English for China （Book 4）, by Liu Daoyi Time Allotment: 1 period （40 minutes）Date: March 20, 2014 Teaching aids: blackboard, Multi-media, Power Point, chalkI. Text Analysis （教材分析）This unit is about body language, and the text selected in the reading part demonstratesthe difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students in learning this text. Reading skills and speaking training are designed around the text.II. Teaching Objectives （教学目标）By the end of the lesson, students will be able to:1. Language Skill Objective （语言技能目标）: develop reading ability （skimming and scanning）as well as speaking ability.2. Cultural Knowledge Objective （文化知识目标）: know about the cultural differences of using body language.3. Affective Objective （情感目标）: increase students ' awareness of using body language correctly in different cultures.III. Teaching Focuses and Difficulties （教学重点和难点）1. Teachi ng Focuses （教学重点）：the differe nee and similarity ofbody language in many parts of the world.2. Teaching Difficulties （教学难点）： develop students ' readingabilities of skimming and scanning and ask the students to showtheir opinions with fluent English.IV. Teaching Procedures （教学步骤）It involves five parts：Stepl. Lead-in （导入）Step2. Pre-readi ng （读前活动）Step3. While- reading （阅读）Step4. Post-readi ng （读后活动）Step5. Homework assig nment（家庭作业）The first periodStep 1. Lead-in （引入）8'1. Show them some pictures （facial expressi onsand gesture expressi ons） of body Ian guage the n guess what do they mean.给他们展示不同的国家习俗不同表情和动作的图片，以此来激发学生兴趣，引入肢体语言这个文章主题。
人教新课标英语必修4全册教案(Unit 4 Body Language)
人教新课标英语必修4全册教案(Unit 4 Body Language)一、教学目标1.掌握与身体语言相关的词汇和短语；2.学习运用不同的身体语言表达自己的情感和意图；3.能够理解并能运用与身体语言相关的语法结构；4.培养学生的说、听、写、读的能力；5.培养学生的团队合作与表达能力。
二、教学准备1.教材：人教新课标英语必修4全册；2.PowerPoint 展示课程教学内容；3.音频设备。
三、教学计划第一课时：词汇与短语教学1. 导入（5分钟）通过展示一些身体语言的图片，引发学生们对身体语言的兴趣，并让他们猜测图片中人物的情感和意图。
2. 新词学习（15分钟）在讲解的过程中，通过多媒体展示相关的图片或动作以加深学生们的理解与记忆。
- Body language：身体语言 - Gesture：手势 - Facial expression：面部表情 - Posture：姿势 - Maintain eye contact：保持眼神交流 - Nod：点头 - Shake hands：握手 - Hug：拥抱 - Bow：鞠躬 - Smile：微笑3. 短语学习（15分钟）•Get along with：与…相处融洽•Make friends with：与…交朋友•Show respect for：对…表示尊敬•Be fond of：喜欢•Play a role：起作用•Be ashamed of：以…为羞耻•Be confident in：对…有信心•Have a positive attitude：持积极态度•Pay attention to：注意4. 听力练习（15分钟）播放相关录音，要求学生根据所听内容填写相应的单词或短语。
可以将答案呈现在 PowerPoint 上进行批改，同时让学生自己检查正确率。
5. 小结（5分钟）对所学的新词和短语进行小结。
鼓励学生积极参与，对不清楚的地方进行反复澄清。
第二课时：语法与句型教学1. 导入（5分钟）通过一个与身体语言有关的小故事或情景，引发学生们对身体语言的思考和讨论。
bodylanguage说课稿
unit 4 Body language说课稿我今天说课的内容是新人教版高一英语必修4 unit 4 Body language的warming-up and speaking部分。
一、教材分析：本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，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。
其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。
本单元的绝大部分内容都围绕这一中心话题展开的。
本课内容主要以肢体语言为主，贴近学生实际生活，是学生每天都能看到接触到的知识内容，符合学生的学习需要，迎合学生好动、好说的心理，可充分调动学生手、口、脑以及全身的反应能力，给学生充分发挥的空间。
二、说教学目标：根据学生的知识基础，接受能力以及教材对学生的要求，我制定以下三点目标：１、知识目标：能理解、会用重点、难点词汇词组２、能力目标：能在教师创设的多种环节中熟练应用所学知识，培养学生动手、动脑、动口的综合能力。
进行“请求帮助”和“提供帮助”的日常英语的句型３、德育目标：Do in Rome asλ Rome does [as the Romans do].[谚]入国问禁, 入乡随俗。
Manners make theλ man. 礼貌造就人。
通过课堂活动意识到body language在跨文化交际中的重要作用三、说教学方法：根据教学内容的选择和学生实际情况，根据新颁布的《普通高中英语课程标准（实验稿）》所倡导的教学原则，确定本节课主要采用合作学习教学法（Cooperative Learning Approach）、直观教学法、交际教学法（Communicative Approach）、以及情感激励教学法(Affective Motivation)等教学方法。
人教版高中英语必修4《Unit4Bodylanguage》教案
人教版高中英语必修4《Unit4Bodylanguage》教案人教版高中英语必修4《Unit 4 Body language》教案【一】教学准备教学目标1. 教学目标(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。
能够表达一些Body language.(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点教学重点和难点(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
(2) 让学生合适地使用不同的身势语。
(3)课文中现在分词作定语和状语的长难句。
教学过程Step 1. Lead in(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?Then ask a student to answer.设计说明：引出本单元的话题。
(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。
Step 2. Fast reading1. Go through the passage quickly and find out the main idea of each paragraph.o Match the main idea of each para. with lines.(Para.1) A. Other examples of different greeting body language.(Para.2) B. Different people have different body language.(Para.3) C. Summary of body language.(Para.4) D. Meet the visitors at the airport.(Para.5) E. Examples of different greeting body language.2. Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。
Unit 4 Body language 说课稿
Unit 4 Body languageWarming up & listening王婷0905020198 I Brief analysis of the teaching materialThe theme of unit 4--- Body language is the importance of body language in our communication. The focus of this period is what a certain gesture of the body language means in a given situation. In this period, students can learn the variety of body language and their meanings. The pictures in Warming Up provide the students with opportunities to work out the relative meanings of certain gestures. The Listening material is a story, which describes an accident happened in the road。
After the study of this period, students will improve their speaking and listening abilities and realize how to use different body language in the different occasions.II Teaching goals1 Knowledge goalsEncourage the Ss to activate the relevant vocabulary:facial, expression, agreement, yawn, misunderstand, delighted,punish, chest, adult, gesture, similar.2 Ability goals(1) Develop the Ss` abilities of speaking, listening and writing.(2) Help the Ss to make better use of sentence structure to talk about body language. 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.3 Emotion goalsCultivate Ss` sense of cooperation.III Important points and difficult points1. Teaching important points(1)Teach the students how to understand body language used in different countries or cultures as well as in different occasions.(2) Teach the students how to use body language in the most appropriate occasions.2. Teaching difficult points(1) Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.(2) Let the students know that there is both positive body language andnegative body language.IV Teaching Approaches(1)The Ss-centered Approach is adopted while the teacher is the guideand the organizer.(2)The Task-based Approach is adopted to design some tasks in each stepof the lesson.(3)The situational Approach is used to arouse the Ss` interest in English learning.V Teaching Aids: Multi-media computerVI Teaching ProceduresVII SummaryThe design of this lesson is based on Task-based Learning Approach and Situational Learning Approach. The teaching procedures carry on from the basic task to the advanced one in a relaxed atmosphere. The Ss play the principal part in every activity while the teacher is the guide and organizer. Make sure all the Ss work in all the activities and are encouraged to learn by doing and do by learning. In this way, theywill take a more active part in the tasks and become more confident. As a result, every student will raise their English level and improve their integrating abilities.。
重庆高中英语必修四 Unit4《Body language》全套教案
Unit 4 Body LanguageI 教学内容分析本单元的中心话题是“身体语言”。
身体语言的交流在不同的文化中所蕴涵的意义是不一样的。
这样，人们在互相交际时，就会出现这样或那样的问题或障碍。
本单元就是从该话题展开，通过一系列的交际误会的场景，形象地表现出话题的中心：身体语言本身没有对错或好坏之分，它们是在特定的文化发展规律过程中形成的。
Warming Up 部分由两部分组成。
练习1通过让学生讨论四幅照片交流对日常交际的看法。
然后让学生选择课本提供的15个日常交际用语中的一个，用身势语言表演出来，让同伴猜测其意义。
Pre-reading部分设计了四个问题。
这些问题集中引导学生思考“语言的目的”、“离开语言人们如何交流”、“有多少途径可用非语言手段向人问好”、“预测下面阅读课文的内容”等，这些问题既是对“热身”所引出的话题的总结，又承接了下一步的阅读教学。
Reading部分描写了作者在机场迎接外国客人的场景。
这几位来自不同国家的学生初次见面时，都按照自己国家的风俗习惯向对方问候，结果却遭遇了尴尬。
这一场景增加了文章的真实性和形象性，使读者仿佛身处其中，能引发读者的好奇心，为下面引出中心做好了铺垫。
Learning about Language 包括词汇和语法两部分。
词汇部分含有三个练习：从1至3分别为猜词义、用词填空。
语法部分分两步走：练习1要求学生从课文中找出含有v-ing形式的句子；然后在练习2中运用v-ing形式，做到了讲练结合。
Using Language 该部分包括四大块：阅读与交谈、写作、听写说和说写。
在这一部分学生的各项知识和技能得到了充分的提高。
阅读部分进一步阐述了身体语言的重大作用，并用具体的身体语言举例来告知学生们如何使用它们。
写作部分环节合理：先收集句子，然后表演，最后写下自己所观看到的主要内容。
第三部分先讲述了一场车祸，接着让学生根据图片来表演相关内容，听练结合，学以致用。
【1】unit4 body language说课稿
Unit 4 Body Language一、说教材（一）说教材的地位和作用本课是人民教育出版社高二英语必修4第四单元第一课时的内容。
本单元的中心话题是“Body Language”,主要讲cultural differences and intercultural communication. 本课是本单元的第一课时，讲述作者在接待国际交流生的过程中所观察到的学生们彼此打招呼的不同方式所引发的一系列趣事，由此而引入熟悉各国不同肢体语言文化差异的必要性。
它为第二课时更为全面的showing our feeling with body language的学习作铺垫。
本课时的学习不但能使学生学习掌握新单词和短语，熟悉用动词的-ing格式作定语来修饰名词或作副词来修饰动词，还能帮助学生熟悉各国不同的肢体语言文化，开拓视野，激发学生深入了解异国文化的兴趣，引导积极主动探索更多的相关知识，更为实际的是，有利于学生的人际交往。
（二）教学目标：根据《课程标准》，本单元要求依据高二年级学生特点确定以下目标：1、知识与技能（1）学生能理解和掌握本单元重点单词和短语。
如词汇：representing，association，canteen，flight，approached, defence, dashing, adults, cheek等；如短语major misunderstanding, be likely to do, in general等；（2）熟悉用动词的-ing的用法；（3）能够尽可能多的掌握更多的异国文化。
2、过程与方法（1）通过例句呈现及引导学生根据文章内容猜测新词在语境中的含义来引导学生自主掌握新词及短语；（2）通过讲解和练习结合的方式使学生掌握verb-ing 的用法；（3）通过presentation 和 group work的方式使学生能够尽可能多的掌握课堂内外的异国文化知识。
3、情感、态度与价值观提高学生对于英语学习和运用的热情与兴趣，同时更好的理解文化差异促进跨文化交流意识的养成。
高中英语《BodyLanguage》说课稿
⼀、教材分析 (⼀)教材内容分析本单元的中⼼话题是“肢体语⾔”，介绍了肢体语⾔在世界范围内的⼈们⽣活中所承担的不同⾓⾊及所起的重要作⽤，其中重点介绍了肢体语⾔在不同的⽂化背景下的不同含义及世界通⽤的肢体语⾔。
本单元的绝⼤部分内容都围绕这⼀中⼼话题展开的。
“热⾝”(Warming up)部分以五幅不同的⾯部表情导出本单元的话题之⼀：⾯部表情是传递某⼈内⼼情感的⼀种⽅式，使他们能在平时注意⾃⼰在与他⼈交往中注意⾃⾝的⾯部表情。
“听⼒”(Listening)部分是以听的形式进⼀步向学⽣介绍了肢体语⾔的交际功能，然后以选择的形式考查学⽣对听⼒材料信息的筛选能⼒，同时⼜要求学⽣把所听到的信息应运于讨论之中。
“⼝语”(Speaking)部分向学⽣提供三个情景，让学⽣通过编对话进⾏“请求帮助”和“提供帮助”的⽇常英语练习。
“读前”(Pre-reading)部分编者设计了三个问题，诱发学⽣思考如何⽤肢体语⾔进⾏交流。
激发学⽣进⾏阅读的欲望。
“阅读”(Reading)部分是⼀篇说明⽂，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。
全⽂可分为三⼤部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal. “读后”(Post-reading)部分设计了两种练习。
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Unit 4 Body Language-Reading Communication: No Problem? Teacher: Cai Qiulian
Course: English
Textbook: Senior English for China (Book 4), by Liu Daoyi Time Allotment: 1 period (40 minutes)
Date: March 20, 2014
Teaching aids: blackboard, Multi-media, Power Point, chalk
I. Text Analysis （教材分析）
This unit is about body language, and the text selected in the reading part demonstrates the difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students’ interest in learning this text. Reading skills and speaking training are designed around the text.
II. Teaching Objectives （教学目标）
By the end of the lesson, students will be able to:
1. Language Skill Objective（语言技能目标）:develop reading ability （skimming and scanning）as well as speaking ability.
2. Cultural Knowledge Objective（文化知识目标）:know about the cultural differences of using body language.
3. Affective Objective（情感目标）:increase students’ awareness of using body language correctly in different cultures.
Focuses and Difficulties（教学重点和难点）
1.Teaching Focuses（教学重点）: the difference and
similarity of body language in many parts of the
world.
2.Teaching Difficulties（教学难点）:develop
students’ reading abilities of skimming and
scanning and ask the students to show their opinions
with fluent English.
IV. Teaching Procedures（教学步骤）
It involves five parts:
Step1. Lead-in（导入）
Step2. Pre-reading（读前活动）
Step3. While- reading（阅读）
Step4. Post-reading（读后活动）
Step5. Homework assignment（家庭作业）
The first period
Step 1. Lead-in （引入）8’
1. Show them some pictures (facial expressions and gesture expressions) of body language then guess what do they mean. 给他们展示不同的国家习俗不同表情和动作的图片，以此来激发学生兴趣，引入肢体语言这个文章主题。
2. Presentation
Play the Finger-pointing game: a student act out the words showed on the PPT, then other group members guess what do they mean.
课堂设计了指手画脚这个游戏，让大家踊跃参与，活跃课堂气氛。
Step2. Pre-reading（读前活动）5’
Discuss the questions:
1. What do you think is the purpose of language?
2. How would you communicate with someone if you cannot speak? Give an example.
3. How many ways can you think of to greet someone if you CANNOT speak?
在阅读前让学生讨论三个问题：语言的作用、如果你不能说话怎么跟别人交流，有几种方法？通过讨论对肢体语言的寓
意有深入的了解。
Step3. While-reading （阅读）
1.Fast reading 8’（快速阅读）
Read the passage quickly then fill in the chart on page27 then
discuss the answers with your partners.
第三部分为阅读，分为快速阅读和精细阅读。
快速阅读后完成
后练习的表格。
快速阅读为了培养学生快速阅读技巧，让学生以最快的速度理解文章抓住中心主题。
2.Careful reading （精细阅读）10’
Read the text carefully then finish the exercises on the paper.
第二步我设计了5个细节问题，让学生带着问题阅读，让同学
得掌握跳读等阅读技巧，培养他们的阅读能力。
Step4. Post-reading （读后活动）7’
1. Discussion.
Ask students discuss the following question:
What are the similarities and differences of body language between
China and other countries?
2. Summary
After learning the text, I hope the students can have
a good
understanding of the importance of gestures in communication. Then introduce some right ways to communicate with people in other countries.
在读后的环节里我让学生通过讨论中国人常用的肢体语所表达的寓意和其他国家的不同，以此检测他们对已学文章的掌握程度并加深肢体语言的理解，在最后给他们与外国友人正确交流的方式，加强实际应用能力。
Step5. Homework（作业布置）2’
1. Recite the new words in the text.
2. Go over “Learning about language” 1. 2. And 3 on
P28-29.
Blackboard design(板书设计)
一．Lead-in:
①show some pictures
②play a game
二．Pre-reading
Discuss 3 questions.
三．While reading:
①fast-reading:finish the chart
②careful-reading:do some reading exercises 四．Post-reading
Discussion.
五．Homework
①review new words
②finish the exercises on 1.2.3 on P28-29。