高中英语人教版必修4 Unit4 Body language《Using LanguageⅠ》优质课公开课教案教师资格证面试试讲教案
人教版高中英语Book 4 Unit 4 Body Language Reading I教学课件 (共49张PPT)
Thousands of Hands Kwan-yin
Do you know who she is? She was the leading dancer of the program. Her name is Tai Lihua. She is a deaf girl, but she is a wise, diligent girl. She is deaf and dump, so body language plays a very important part in her life.
Written language
writing typing
Body language gesturing
Warming ቤተ መጻሕፍቲ ባይዱp – II ( 3m )
Guess
Good!
Guess
Bad!
Guess
Me?
Guess
I don’t know!
Pre-reading – I ( 5m )
Let’s enjoy a short film
3 Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance?
4 Did any students have similar greeting customs? If so, which ones?
Japan
Bow
Canada
Jordan(Middle East, some Muslim Countries)
Shake hands.
Shake hands and stand quite close to other men. Nod to women but do not shake hands with them.
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.。
高中英语必修4·Unit·4·Body·Language(using·language)(人教新课标)
Columbia
Julia Smith
Britain
Akira Nagata
Japan
George Cook Ahmed Aziz Darlene Coulon
Canada Jordan France
Homework
Imagine that you are abroad but you know little local language. One day,you go to a restaurant to have something to eat. Try to use body language as much as possible to let the waiter know what you mean.
Matching the people and their different Part 2 ways of greeting (para2&3)
Mr Gaisses others twice on
each cheek
Julia Smith (Britain)
• 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. F
• 3. I stood for a minute watching them and then went to greet them. T
• Careful reading para1
• Judge the following sentences T or F
• 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. T
人教新课标英语必修4全册教案(Unit 4 Body Language)
人教新标英语必修4全册教案(Unit 4Bd Language)Unit4BdLanguage Partne:TeahingDesignTeahinggals1TargetLanguagea重点词汇和短语isunderstand,siilar,faial,expressin,agreeent,an,hes t,gesture,adult,punishb重点句型或交际用语Atutthefllingeanings,pleasePleaseguesshatIeanPlease shtheatins,usingbdlanguageNitisurturntshtheatin/ges turePleaseuseeitherspenrdsrbdlanguagetexpressuridea sPleaseusebthspenrdsandbdlanguagetexpressurideas2Ab ilitgalsaEnablethestudentstunderstandhataertaingestureftheb dlanguageeansinagivensituatinbEnablethestudentstatu tseeanings,requireents,requestsrsituatinsgiveninthe targetlanguageEnablethestudentstexpressiththetarget languagetheeaningsgiveninbdlanguage3Learningabilitg alsaHelpthestudentslearnhtexpresstheselvesinbdlangu agehenneededbHelpthestudentsunderstandthershenbdlan guageisbeingusedTeahingiprtantpintsaTeahthestudentshtunderstandbdlanguageusedindiffere ntuntriesrulturesasellasindifferentasinsbTeahthestu dentshtusebdlanguageinthestapprpriateasinsTeahingdi ffiultpintsaEnablethestudentstrealizetheiprtanefbdl anguageinuniatinsthatlittlernisunderstandingaurbLet thestudentsnthatthereisbthpsitivebdlanguageandnegat ivebdlanguageTeahingethdsaIndividualr,pairrandgruprbAtingutbiitatin,ierithge sturesandbdveentTeahingaidsAputer,apretrandsepituresTeahingpredures≈asThefi rstperidreadingAisThelpstudentsdevelptheirreadingab ilitThelpstudentslearnabutbdlanguagePreduresIaringu paringupbatingLatthelistfinterpretatinntherightside fthehartPerfrtheatinrthennverbalbehaviurntheleftsid eExaplesfBdLanguagearingupbdefining—hatisbdlanguage?IIPre-reading1LingandsaingLattheaninthepiturebelhatdeshesatubhisb dlanguage?Basiall,hthedIn?r,Idn’tnnthin!Theshuldersarehunhedandthehandsarepensignif ingabigquestinar2TalingandsharingBdlanguageisthequiet,seretandstperf ullanguagefall!Ardingtexperts,urnn-verballanguageuniatesabut0%fhat erealleanhilerdstheselvesntributeaere7%urbdiessendutessagesnstantlandftenedn'tregnizethate 'reuniatingaltrethanerealizeurunderstandingandusefn n-verbaluesinfaialexpressinarefailiartusnearlfrbirt hIIIReading1ReadingaludtthererdingNpleaselistenandreadaludtther erdingfthetextUNIATIN:NPRBLE?Paattentinttheprnuniat infeahrdandthepausesithineahsenteneIillplathetapeti eandushallreadaludtie,t2ReadingandunderliningNextuaretreadandunderlineallth eusefulexpressinsrllatinsinthepassageptheturntebaft erlassasher3ReadingtidentifthetpisentenefeahparagraphNextuarets ithetexttidentifthetpisentenefeahparagraph4ReadingandtransferringinfratinReadthetextagaintplet ethetablehereishe/shefr?hatdeshe/shedhenhe/sheeetse neattheairprtfrthefirsttie?NaeuntrAtineaningrGariau liaSithAhedAzizadaeulnReadingandunderstandingdiffiultsentenesAsuhavereadt hetextties,uansureltellhihsentenesarediffiulttunder standNputurquestinsnerningthediffiultpintstetheteah er6ReadingandtranslatingNit’stiettranslatethetextinthinese,sentenebsentenehillb ethefirsttdit?IVlsingdnlsingdnbdingexerisesTendthel essnuaretdtheprehendingexerisesN1and2npage26and27ls ingdnbheinghesefthefllingbasinn-verbaluesandu'llreg nizethatualreadspeaandtranslateuhfthelanguage“I’surprised!”I’shed!”“I’sad!”ThesendperidLearningabutLanguageIaringuparingupbdisveringuseful rdsandexpressinsTurntpage27anddexerisesN1,2,3and4fi rstheuransersagainsturlassates’IILearningabutgraar1ReadingandthiningTurntpage2andreadithethetextfUNIAT IN:NPRBLE?Asureadalng,paattentinttheusesfThe~ingfra stheAttribute≈Adverbial2DingexerisesN1and2npage29Turntpage29DexerisesN1and2。
高一英语必修四unit4-Body-language-reading公开课课件
Darlene Coulon (France)
does not stand very close to others or touch strangers
Akira Nagata (Japan) George Cook (Canada) Julia Smith (Britain)
Tony Garcia (Columbia)
Part 1 : (Para1)
A) Summary of body language.
Part 2: (Para 2 and 3)
Part 3: (Para 4 )
Part 4: (Para 5)
B) Different peoples have different body language. C) You are sent to Capital International Airport to meet international students. D) Examples of learned or cultural “body language”.
gesture
eye contact
posture facial expression
Different ways to meet or part
handshake a loving hug a kiss on the cheek
two palms together nose- kiss
bowing
Fast reading: find the characters and where they are from?
Name Tony Garcia
Julia Smith
Country
Columbia
人教版高中英语必修4教案Unit 4 Body Language
Unit 4 Body LanguageWarming Up, Pre-reading and ReadingTeaching goals1. Target Languagea. 重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 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 goalsa. 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 language.3. Learning ability goalsa. 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.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1.Looking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin!The shoulders are hunched and the hands are open signifying a big question mark.2.Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4.Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?5.Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6.Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”Unit 4 Body LanguageVocabulary and Useful Expressions（一）明确目标1. Learn about the useful words and expression in the reading text.2. Learn how to use "had better", "should" and "ought to" while giving advice.3. Discuss the answers to all the exercises in the Students’Book.（二）整体感知Step 1 PresentationIn this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.（三）教学过程Step 2 Language points in the reading text1>Like spoken language, body language varies from culture to culture.vary [用法]vt.1. 使不同;变更;修改2. 使多样化 vi.1. 变化;呈多样化[(+in/on/with)][举例]He never varied his habits. 他从未改变过自己的习惯。
人教版高中英语必修四Unit 4《Body language》ppt公开课课件
Based on the logical meaning, decide the order of the 4 questions in a paragraph. Para1: The most popular way to show the open hand in the world
* Why do people smile? * How do people shake hands? * Smile and handshake – the two most popular ways of greeting * Why do people shake hands?
* Chinese * Japanese * Hindu * Muslim * Young people in the West
Carried meaning – the same
Think about it!
What can we do to avoid misunderstanding caused by ways of greeting between people from different cultures?
Order?
Para1: The most popular way to show the open hand in the world
1.Smile and handshake – the two most popular ways of greeting 2. Why do people smile? 3. Why do people shake hands? 4. How do people shake hands?
Para2:
* Chinese * Japanese * Hindu * Muslim * Young people in the West
高中英语新课标必修4Unit4Bodylanguage教案
Unit 4 Body language Ｉ．单元教学目标 技能目标 Skill Goals Talk about body language: cultural differences and intercultural communication Practise talking about prohibition & warning as well as obligation Learn to use the -ing form as the Attribute &Adverbial Learn Learn to to to write write write a a a diary diary diary that that that showing showing showing the the the observation observation observation of of of how how how body body body language language language helps helps helps in in communication II ． 目标语言功 能句式Talk about body language What is the purpose of language? What do you think “body language” means? How can you tell if someone is sad or happy even if they do not speak? How can you communicate a feeling to someone who does not speak your language? Why do we need to study body language? Talk about cultural differences & intercultural communication What do British people often do when they meet strangers? What do French people often do when they meet people they know? Why should we be careful about our own body language? Why is it important to watch others as well as listen to them? 词 汇 1． 四会词汇 Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad 2． 认读词汇unspoken,, Jordan 3． 词组be likely to, in general, not all, turn one ’s back to, lose face 语法 4． 重点词汇 represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action The -ing form as the attribute && adverbial Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial. 1. The -ing form as the attribute They are visitors coming from several other countries, ... His nose touches Mr. Cook’s moving hand, ...This is an exciting experience for you, ... 2. The -ing form as the adverbial ... so you stand watching and listening. Four people enter looking around in a curious way. You see her step back appearing surprised, and take a few steps away from Mr. Garcia. The visitor from Japan comes in smiling at the same time as George Cook from Canada. Ⅲ． 教材分析和教材重组1． 教材分析本单元以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。
人教版英语必修四Unit 4 Body language教案(1)
高中英语模块四教学设计Unit 4 Body languageReading:Communication:no problem?教材：人教版《英语4[必修] New Senior English for China》一、教学对象分析本校为省普通高中达标校。
学生英语水平较为参差，且班级人数多。
二、教材内容分析本节课选自人教版高中英语必修4 Unit4 Body language，这节课课型是Reading。
因为是第四单元第一课时，它起着承上启下的作用。
三、教学目标主要教学目标有两个：1.成功导入单元中心话题“body language”2.阅读课文“Communication ：no problem?”找出不同文化信息及两个文化差错。
四、教学过程Step 1 Warming-up and lead-in (5 mins)教师设计一些小活动和学生进行互动，了解学生对肢体语言一些基本情况的熟悉程度，以此导入到本课的课题。
活动1 利用四张图片进行师生对话,引入肢体语言表达方式：脸部表情，手势，动作等。
活动2 师生一起做TPR(Total Physical Response) 活动。
目的在于复习一些身体部位的表达方法，为接下去的活动做好准备。
活动3 推荐四组学生上台根据图片提示做动作，让全班同学猜出它们的意思，进行全班互动。
活跃课堂气氛的同时，传达肢体语言在生活中的作用。
Activity 1:The teacher shows some pictures on screen.T:What does these pictures mean?Ss:crying,laughing,it’s happy/…,they are excited （to celebrate their success.）T: Great!Activity 2:T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.(the whole class together)Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ... (some students to come to perform)Shake your head / arm / hand ...Close your eyes / mouth ...Open your eyes / arms /mouth ...Nod your head.Some students to come to perform.1.Shake somebody’s hands.2.Touch the other’s shoulder.3. Cross your arms .4.Make a face to each other.5. Dance as you like .Step 2 Reading （20 mins）1.Warming-up利用教材SBP25 Warming-upEx.1所提供图片，两两对话。
高中英语新人教版精品教案《Book 4 Unit 4 Body language》
Unit 4 Bod Language Reading教学设计一、教学内容分析Unit 4 Bod Language Reading人教版新课标高中英语必修四第四单元课文，为本单元的第二课时，为本单元的精读课文。
阅读局部以机场迎接客人为场景，讲述了来自几个不同国家的学生由于文化背景的差异，在初次见面时互相问候的方式迥然不同，而造成一些小误会。
本课文重点在于形象地说明了身势语与文化背景的密切关系，以及身势语不同的文化内涵和在跨文化交际中的重要作用。
二、学生情况分析本次教学对象为高二学生，从学生的生活环境来说，我们处于一个偏远县城，学生对于这方面的认知是有限的，所以通过阅读局部的学习可以帮助学生更好的理解身势语，运用根本的身势语。
从阅读技能来说，经过高一的学习，一局部学生已经掌握了略读、跳读等一定的阅读技巧及阅读策略。
但还有一局部的学生根底不扎实，主动学习的积极性不高，因此，激发学生学习英语的兴趣至关重要。
因而在教学过程中，考虑学生的实际情况，要因材施教，设置学生感兴趣的教学活动，将传统的教学方法与现代化多媒体技术相结合，才能调动学生的英语学习热情。
三、教学目标分析【知识和技能】⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。
⑵通过设计不同层次的阅读任务，帮助学生稳固、强化和提高略读、细读、理解大意、理解重点细节和猜想词义等阅读策略。
【过程和方法】通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。
【情感态度价值观】通过对文章的理解及学生小组场景表演，让学生懂得交流与沟通不仅仅局限于语言，还可以借助肢体语言形象表达出自己的情感，不同的文化背景的人们对身势语有不同的理解。
四、教学重点难点分析【Ste eworour bet to rete the ore bod anguage from different countrie〔设计意图：作业1为学生创造了稳固课文、运用语言的时机，引导学生对已有的知识进行加工整合，有利于学生思维能力和语言表达能力的提高。
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高中英语人教版必修4Unit4 Body language《Using LanguageⅠ》优质课公开课教案教师资格证面试试讲教案
1教学目标
知识目标(knowledge aims:
Enable students to learn how to use the present participles and the past participles as attribute corre ctly.students can master the difference between them clearly.
能力目标(ability aims:)
Make sure students can use the present participles and the past participles as attribute correctly and freely.
情感目标(emotional aims)
Get students to be interested in grammar learning.
Train the students’ ability to cooperate with others.
2学情分析
学情分析(the analysis of students)
Students always feel this items abstract and difficult,so it is necessary to make it interesting and vi vid.in order to let it easy to understand,we should make more humorous examples and connect it with our
daily life.
3教学重难点
教学重点(Teaching important points):
Get students to learn how to use he present participles and the past participles as attribute correctl
y.
教学难点(Teaching difficult points)
To master the difference between the present participles and the past participles as attribute .
4教学过程
1【导入】lead in
Show the students some pictures one by one and ask “ what is this?”“ two broken cups”“fal len leaves”“falling leaves”“ a running horse”. Explain these phrases to students.
“ two broken cups” means “ two cups that are broken”.。