高中英语《book4 unit4 bodylanguage》优质课教案、教学设计
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!You!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I give up!OK!You are asking help from this woman…You are saying “Will you give up!”…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteers will make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
高中英语_book4 unit4 bodylanguage教学设计学情分析教材分析课后反思
Book 4 Unit4 Body Language教学内容：巩固unit4复习过的知识点，在此基础上，针对高考II卷填空、改错、写作题型设题训练教学目标：扎实掌握unit4知识点，争取让学生实现知识点的灵活运用教学重、难点：(1)由知识点到II卷题型的运用；(2)由知识点到写作的运用教学过程：Step1:针对上节课复习的语言点，让学生自己讲并回顾重点句子。
Step2:结合上节课复习的unit4语言点，听写单词和句子并自我检查.I check yourself(1) Words(2)Sentences①令他非常高兴地是，尖子生将代表他学校在大会上做演讲。
②对外部世界好奇是件很好的事情，因为我认为好奇心是最好的老师。
③她一看到母亲，就给了母亲一个大大的拥抱。
④随着高考的临近，一些学生变得越来越焦躁。
⑤面对困难，他们从不放弃，而是尽全力寻找出路。
⑥你有可能享受到人生中最美丽的时光。
1. 2.⑦总的说来，李老师是我见过的最好的老师。
⑧他总是第一个承受苦难，最后一个享受安逸的人。
Step3:根据unit4语言点，将语言点融入到语法填空题型，让学生进一步巩固基础。
II blank-fillingI know you have always been crazy western culture. It is good to be(curiosity) about the world around you, because I think curiosity is the best teacher. Much to our delight, our dear English teacher Lisa willrepresent motherland-UK to make a speech about western culture. The speech will be given in the library Jan 12, from 9 to 11 am . With the time (approach), I think you must be more and more excited. The moment you see her, you will give her big hug. Generally speaking, she is the best teacher we (meet). She is always the first to bear hardships and the last (enjoy) comforts. (face) with difficulties, she never gives up tries her best to find a way out. So you are likely to enjoy the most beautiful speech about western culture by Lisa.Step4:从上一题型中，抽出学生的易错点，变成改错题型，让学生继续练习。
高中英语必修四《Bodylanguage》教案设计
高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。
o学生能够理解不同文化背景下肢体语言的差异和共性。
o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。
2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。
o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。
o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。
3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。
o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。
o鼓励学生积极参与课堂互动，培养合作学习的精神。
二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。
-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。
三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。
-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。
-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。
-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。
四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。
设定时间限制，避免讨论偏离主题。
2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。
3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。
七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。
Unit4BodyLanguage教案人教必修四.doc
Unit 4 Body Language教学设计Wanning up and ReadingTeaching AimsTo help students develop their reading ability.To help students learn about body language.Teaching ProceduresL Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the non verbal behaviour on the left side.Examples Of Body LanguageI-INTERPRETATIONNONVERBAL BEHAVIOR厂Confide neeBrisk, erect walkrReadiness, aggressionStanding with hands on hipsrBoredomSitting with legs crossed, foot kickingslightly厂Open, relaxedSitting, legs apart厂Defe nsive nessArms crossed on chestDejectio n rWalki ng with hands in pockets,厂shoulders hunchedEvaluation, thinking1Hand to cheekrRejection, doubt, lying Touching, slightly rubbing nose厂Doubt, disbeliefRubbing the eye厂An ger, frustrati on, apprehensi on Hands clasped behind back厂Apprehe nsionLocked an kiesrBoredomHead resting in hand, eyes downcastrAn ticipatio nRubbing hands厂Confide nee, superioritySitting with hands clasped behind head,legs crossed厂Sincerity, openness, innocence Open palmNegative evaluationrPinching bridge of nose, eyes closedrImpatie neeTappi ng or drummi ng fin gers厂AuthoritativeSteepli ng fin gers厂Lack of self-c on fide nee; in security Patting/fondling hair厂InterestTilted head厂Trying to make a decision Stroking chinDisbeliefrLooking down, face turned awayInsecurity, nervousness i-Biting nails厂IndecisionPulling or tugging at earWarming up by defining—What is body language?describes all forms of human communication that are not Ianguage.。
教学设计7：Unit 4 Body Language
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 other’s help urgently while you two speak different languages?
Possible answers:
Pto do.
Picture 2:Angry; I can’t believe she said that! That is so unfair!
Picture 3:Sad; I’ve lost my wallet!
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).
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; specific ahead of; give sb a hand; get through; tear down ;hold up; make a face; in order
必修四第四单元Body-Language教学设计
高中英语新人教版必修四(Reading)教学设计高陵县第三中学高一英语组薛龙I。
Teaching Aims1。
Knowledge aimsa. Useful new words and expressionsmisunderstand，similar, facial，expression，agreement，yawn，chest，gesture，adult, punishb。
Spoken languageAct out the following meanings，please.Please guess what I mean.Please show the actions，using body language。
Please use either spoken words or body language to express your ideas.2。
Ability aimsa. Develop the students’different reading abilities and let them learn differentreading skills：skimming, scanning。
b. Help the students understand others when body language is being used.3. Emotional aimsa. Let the students know the different body language in different countries。
b. Stimulate the students’ interest and love for learning body language as well asto learn verbal language。
II. The Analysis of Teaching ContentThis teaching period is the second teaching period：Extensive Reading in Unit4 in New Senior English For China Student’s Book 4, in which students can getthe basic information about the body language in different culture throughdifferent reading skills.The students are quiet familiar with the learning material. However，they don't have enough knowledge about the background of different cultures。
高中英语 Book4 Unit4body language 说课课件 新人教必修4(通用)
1). Analysis of the teaching material 教材分析
The type of this class is an extensive reading class, which plays an important part in developing students’ reading ability. So,during the teaching process, the teacher should focus on developing the students’s reading ability by extensive reading, and get them to learn some reading skills such as skimming, scanning and so on. Moreover, the students should receive some moral education, let them know more about body language in cultures in different countries.
课前探索（Pre-class Exploration）：
Let students search for more information about body language which shows different meanings in different cultures and countries.
掌握该部分的重点词句
3.Let students read and understand the passage “Showing our feelings”.
让学生读懂本篇文章
Teaching difficult points （教学难点）
人教版高二英语必修四《Unit4 Body Language》说课稿
人教版高二英语必修四《Unit4 Body Language》说课稿一、课程背景《Unit4 Body Language》是人教版高中英语必修四教材中的一单元，该单元主要讲述了人类沟通中非语言形式的表达，即身体语言。
通过学习本单元，学生将能够了解和运用身体语言传达信息，提高交际能力。
本节课是该单元的第一课时，通过介绍和讨论身体语言的基本概念与意义，引导学生探索不同文化背景下的身体语言差异。
二、教学目标本节课的教学目标主要包括：1.知识与技能目标：•了解身体语言的概念与作用；•掌握身体语言的基本表达方式；•探索不同文化背景下的身体语言差异。
2.过程与方法目标：•运用合作学习的方法，培养学生的协作能力；•运用讨论与思考的方法，激发学生的思维能力；•运用情境教学的方法，增强学生的实际应用能力。
3.情感与态度目标：•培养学生的跨文化交际能力；•提高学生的自信心与表达能力；•培养学生的尊重和理解不同文化的意识。
三、教学重难点1.教学重点：•身体语言的概念与作用；•身体语言的基本表达方式。
2.教学难点：•跨文化背景下的身体语言差异。
四、教学过程1. 导入与热身（5分钟）•引入话题：通过展示几张国际知名人物的照片，让学生观察并讨论他们的身体语言，引起学生对身体语言的兴趣。
2. 知识讲解与学习（10分钟）•引入身体语言的概念：通过简明扼要的定义，介绍身体语言是指在交际中通过身体姿势、面部表情、眼神等非语言方式传达信息的方式。
•身体语言的作用：通过结合具体例子，讲解身体语言在人际交往中的重要作用，如传达情感、强调重点、交流意图等。
•身体语言的基本表达方式：结合PPT展示示例图片，讲解基本的身体语言表达方式，如手势、肢体动作、面部表情等。
3. 分组讨论与活动（25分钟）•分组讨论：将学生分为小组，每个小组选取一个国家或地区进行研究，探讨该地区的身体语言差异，并结合具体案例进行讨论。
鼓励学生主动参与，提高讨论的深度与广度。
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Book 4 Unit4 Body Language
教学内容：巩固 unit4 复习过的知识点，在此基础上，针对高考II卷填空、改错、写作题型设题训练
教学目标：扎实掌握 unit4 知识点，争取让学生实现知识点的灵活运用
教学重、难点：(1) 由知识点到II卷题型的运用；(2) 由知识点到写作的运用教学过程：
Step1: 针对上节课复习的语言点，让学生自己讲并回顾重点句子。
Step2:
结合上节课复习的 unit4 语言点，听写单词和句子并自我检查.
I check yourself
(1)Words
①令他非常高兴地是，尖子生将代表他学校在大会上做演讲。
②对外部世界好奇是件很好的事情，因为我认为好奇心是最好的老师。
③她一看到母亲，就给了母亲一个大大的拥抱。
④随着高考的临近，一些学生变得越来越焦躁。
⑤面对困难，他们从不放弃，而是尽全力寻找出路。
⑥你有可能享受到人生中最美丽的时光。
1. 2.
⑦总的说来，李老师是我见过的最好的老师。
⑧他总是第一个承受苦难，最后一个享受安逸的人。
Step3:根据unit4 语言点，将语言点融入到语法填空题型，让学生进一步巩
固基础。
II blank-filling
I know you have always been crazy western culture. It is good to be
(curiosity) about the world around you, because I think curiosity is the best teacher. Much to our delight, our dear English teacher Lisa will
represent motherland-UK to make a speech about western culture. The speech will be given in the library Jan 12, from 9 to 11 am . With the time (approach), I think you must be more and more excited. The moment you see her, you will give her big hug. Generally speaking, she is the best teacher we (meet). She is always the first to bear hardships and the last (enjoy) comforts. (face) with difficulties, she never gives up tries her best to find a way out. So you are likely to enjoy the most beautiful speech about western culture by Lisa.
Step4:从上一题型中，抽出学生的易错点，变成改错题型，让学生继续练习。
1.I know you have always been crazy about west culture.
2.It is good to be curious about the world around you because I think curiosity is a best teacher.
3.The speech will give in the library on Jan 12, from 9 to 11 am.
4.Generally speaking, she is the best teacher we have had met.
Step5: 呈现语法填空全文，让学生通读并猜测作文题目。
假设你是李华，你的好友小红对西方文化很感兴趣，写信告诉她你们最爱的
外教Lisa 将做一次关于西方文化的讲座。
具体要求：(1)
写出讲座时间、地点、内容
(2)简要介绍Lisa
(3)120 字左右，开头已给出，不计入总词数
Dear Hong,
I know you have always been crazy about western culture...
Step6:分析2017 年写作题目，总结特点
(2017 全国课标Ⅰ) 假设你是李华，正在教你的英国朋友Leslie 学习汉语。
请你写封邮件告知下次上课的计划。
内容包括：①时间和地点②内容：学习唐诗③
课前准备：简要了解唐朝历史
(2017 全国课标Ⅱ) 假设你是李华，想邀请外教Henry 一起参观中国剪纸艺术
展。
请你给他写封信，内容包括：①展览时间和地点②展览内容
(2017 全国课标Ⅲ) 假设你是李华，你所在的乒乓球队正在招收新队员。
请你给留学生朋友Eric 写封邮件邀请他加入。
内容包括：①球队活动②报名方式及截止日期Step7: 学生利用这节课所学的内容，引申出作文。
假设你是李华，你的好友Tom 对Body Language 很感兴趣，写信告诉他你们
高中时的王老师将做一次关于Body Language 的讲座。
内容包括：(1)写出讲座时间、地点、内容
(2)简要介绍王老师
(3)120 字左右
( 本单元参考知识点：be crazy about, be curious about, with...approaching,
generally speaking, be likely to do)
III writing
IV homework
Correct mistakes in your writing to achieve a better one.。