高中英语人教新课标必修四Unit 4Body language教案.pdf

《高中英语人教新课标必修四Unit 4Body language教案.pdf》由会员分享，可在线阅读，更多相关《高中英语人教新课标必修四Unit 4Body language教案.pdf（9页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Unit 4 Body languageUnit 4 Body language阅读课阅读课一、教学内容一、教学内容Pre-reading(p.25);Reading(p.26);Comprehending(p.27)二、教学目标二、教学目标1.1.能力目标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。2.2.语言目标语言目标重点词汇与短语greetpredictionrepresentassociationdormito

2、rycanteenflightcuriouscurioulyColombiaapproachcheekdefenddefencemajormisunderstandingJordandashadultspokenSpainItalylikelycrossroadsdefend againstbe likely toin general重点句子结构与用法Yesterday,another student and I,representing our university s student association,wentto After half an hour of waiting for

3、their flight to arrive,I saw several young people enterthe 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 Nagata from Japancame in smiling,together with Japanes

4、e student.When Darlene Coulon from France came dashing through the door,she recognizedTony Garcias smiling face.三、教学步骤三、教学步骤步骤一步骤一 读前读前1.引导学生回顾 Warming Up部分和听力材料的内容，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-readingI.Pre-reading1.Review1.Review1)When we humans are worried or frightened,1)When we humans are worri

5、ed or frightened,we sometimeswe sometimes Chimps howeverChimps however 2)When we are angry,we often2)When we are angry,we often ChimpsChimpshoweverhowever 3)When we want to feel safe and protected,3)When we want to feel safe and protected,wewe Chimps howeverChimps however 4)When we want to show that

6、 we accept and4)When we want to show that we accept andlove someone,welove someone,we Chimps howeverChimps however 12.分组讨论下列问题。Pre-readingPre-reading2.Discuss the questions:2.Discuss the questions:What do you think is the purpose ofWhat do you think is the purpose oflanguage?language?How would you c

7、ommunicate with someoneHow would you communicate with someoneif you cannot speak?Give an example.if you cannot speak?Give an example.How many ways can you think of to greetHow many ways can you think of to greetsomeone if you CANNOT speak?someone if you CANNOT speak?3.让学生阅读文章的标题，并结合图片预测文章的内容。Pre-rea

8、dingPre-reading3.Make predictions:3.Make predictions:Look at the title and picture of the passageLook at the title and picture of the passageonon thethe nextnext page.page.WhatWhat dodo youyou thinkthink thethetopic will be?topic will be?WhereWhere dodo thesethese peoplepeople comecome from?from?Fro

9、mFromonly one country?Why or why not?only one country?Why or why not?How do you think they will communicate?How do you think they will communicate?Pre-readingPre-reading3.Make predictions:3.Make predictions:设计意图：设计意图：在教师的巡回指导下，通过让学生回顾上节课所学内容，巩固所学知识，为引出阅读课的话题作好铺垫；通过小组讨论激发学生的学习欲望，引导学生对事件的发展进行onon thet

10、he nextnext page.page.WhatWhat dodo youyou thinkthink thethetopic will be?topic will be?预测，自然引出本课的学习内容。WhereWhere dodo thesethese peoplepeople comecome from?from?FromFrom Look at the title and picture of the passageLook at the title and picture of the passage步骤二步骤二阅读和理解阅读和理解How do you think they wil

11、l communicate?How do you think they will communicate?1.跳读：让学生在限定时间内快速阅读文章，要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，找出每部分的主题句。注意提醒学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。要求同学回答下列问题。only one country?Why or Why not?only one country?Why or Why not?II.ReadingII.Reading1.Skim1.Skim the passagethe passage and find out:an

12、d find out:1)What is the main idea of the text?2)How many parts can we divide the passageinto?3)Whats the main idea for each part?2ReadingReading1)What is the main idea of the text?The passage introduces some examples ofThe passage introduces some examples ofcultural body language when greeting peop

13、le.cultural body language when greeting people.ReadingReading3)Whats the main idea for each part?Part 1(para.1)Part 1(para.1)Part 2(para.2 and 3)Part 2(para.2 and 3)You are sent to Capital InternationalYou are sent to Capital InternationalAirport to meet some internationalAirport to meet some intern

14、ationalstudents.students.Examples of learned or culturalExamples of learned or cultural“bodybodylanguagelanguage”.Different people have different physicalDifferent people have different physicalways to greet others.Learning aboutways to greet others.Learning abouttheir customs can help avoid difficu

15、ltiestheir customs can help avoid difficultiesin communication.in communication.2)How many parts can we divide thepassage into?Part 1 (para.1)Part 1 (para.1)Part 2(para.2 and 3)Part 2(para.2 and 3)Part 3(para.4 and 5)Part 3(para.4 and 5)Part 3(para.4 and 5)Part 3(para.4 and 5)ReadingReading设计意图：设计意图

16、：训练学生快速寻找段落中心、理解文章大意的能力；通过回答问题训练学生的归纳能力，为进一步学习和理解文章打好基础。通过提醒他们对不认识的生词进行猜测有意The passage introduces some examples ofThe passage introduces some examples ofcultural body language when greeting people.cultural body language when greeting people.识地培养他们连贯阅读的习惯。2)How many parts can we divide thepassage int

17、o?Part 1 (para.1)Part 1 (para.1)2.找读：找出不同的国家见面时问候的方式，让学生再次在限定时间内快速阅读一遍文章，Part 2(para.2 and 3)Part 2(para.2 and 3)Part 3(para.4 and 5)Part 3(para.4 and 5)结合“理解”部分的练习 1 完成下面两个表格（答案以斜体字标出）。这一阶段也要注意提醒学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。1)What is the main idea of the text?ReadingReading2.Scan the text and find

18、 out:2.Scan the text and find out:Country/AreaCountry/AreaBritainBritainWays to greet each otherWays to greet each otherShake hands.Do not stand very close to others orShake hands.Do not stand very close to others ortouch strangers when they meet.touch strangers when they meet.Shake hands.Shake hand

19、s.Bow.Bow.Approach others closely and are more likely to touchApproach others closely and are more likely to touchthem.them.Shake hands and kiss each other twice on each cheek.Shake hands and kiss each other twice on each cheek.Shake hands and stand quite close to other men.NodShake hands and stand

20、quite close to other men.Nodto women but do not shake hands with them.to women but do not shake hands with them.ReadingReadingNameNameTony GarciaTony GarciaJulia SmithJulia SmithDescriptionDescriptionman fromman fromColombiaColombiawoman fromwoman fromBritainBritainman from Japanman from Japanman fr

21、om Canadaman from Canadaman from Jordanman from Jordanwoman fromwoman fromFranceFranceBody languageBody languageKiss on the cheekKiss on the cheekno touchingno touchingbowingbowingshaking handsshaking handsshaking handsshaking handsnoddingnoddingshake hands andshake hands andkiss twice on eachkiss t

22、wice on eachcheekcheekTo whomTo whomeveryoneeveryoneeveryoneeveryoneeveryoneeveryoneeveryoneeveryoneto manto manto womanto womanpeople shepeople sheknowsknowsCanadaCanadaJapanJapanSpain,Italy,SouthSpain,Italy,SouthAmerican countriesAmerican countriesFranceFranceMiddle East,someMiddle East,someMuslim

23、 countriesMuslim countriesAkira NagataAkira NagataGeorge CookGeorge CookAhmed AzizAhmed AzizDarleneDarleneCoulonCoulon设计意图：设计意图：找读是为了捕捉文章中一些具体的信息，能帮助学生进一步理清文章的主要脉络、了解篇章结构，使学生迅速捕捉关键信息的能力得到提高。通过提醒他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。3.精读：通过前两次的阅读以及对生词词义的猜测，教师指导完成p.28 练习 1。教师可以把词汇和英语释义分别写在纸条上，一些学生拿有生词，另一些学生拿有英

24、文释义，让一名拿有生词的学生把纸条贴到黑板上并进行朗读，另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。3ReadingReading3.3.ReadingReading4.4.Use the passage to help you answer the followingUse the passage to help you answer the followingquestions.questions.1)Is the author of this passage male or female?1)Is the author

25、of this passage male or female?How do you know?How do you know?The author is male.Ahmed Aziz will not shake handsThe author is male.Ahmed Aziz will not shake handswith women,but he shakes hands with the author.with women,but he shakes hands with the author.2)What were the two mistakes that the autho

26、r noticed?2)What were the two mistakes that the author noticed?He noticed that the Colombian man kissed the BritishHe noticed that the Colombian man kissed the Britishwoman,but in her culture,a kiss from a stranger is notwoman,but in her culture,a kiss from a stranger is notexpected.He also noticed

27、that the Japanese manexpected.He also noticed that the Japanese manbowed just as the Canadian man started to shake hands,bowed just as the Canadian man started to shake hands,so one manso one man s nose touched the other mans nose touched the other man s hand.s hand.3)3)Who seemed to prefer to keep

28、more physical diastanceWho seemed to prefer to keep more physical diastancefrom others?Who seemed to prefer closer physicalfrom others?Who seemed to prefer closer physicaldistance?distance?The British woman,Julia and probably the CanadianThe British woman,Julia and probably the Canadianman,George,se

29、emed to prefer to keep more physicalman,George,seemed to prefer to keep more physicaldistance from others.The Colombian man,Tony,anddistance from others.The Colombian man,Tony,andthe Jordanian man Ahmed,seemed to prefer closerthe Jordanian man Ahmed,seemed to prefer closerphysical distance.physical

30、distance.4)Did any students have similar greeting customs?If so,4)Did any students have similar greeting customs?If so,which one?which one?Yes.Tony from Colombia and Darlene from France hadYes.Tony from Colombia and Darlene from France hada similar greeting customa similar greeting custom a kiss.Geo

31、rge from Canadaa kiss.George from Canadaand Ahmed from Jordan also had a similar greetingand Ahmed from Jordan also had a similar greetingcustomcustom a handshake,but Ahmed shakes hands onlya handshake,but Ahmed shakes hands onlywith men.with men.ReadingReadingReadingReading5)5)“When in Rome,do as t

32、he Romans do.When in Rome,do as the Romans do.”What do youWhat do youthink this famous saying means?think this famous saying means?This saying means that when we are in a certainThis saying means that when we are in a certainplace,we should follow the customs of the people whoplace,we should follow

33、the customs of the people wholive in that place,not our own customs.live in that place,not our own customs.6)Do you agree with the author6)Do you agree with the author s statement that bodys statement that bodylanguage is not good or bad?Why or why not?language is not good or bad?Why or why not?设计意图

34、：设计意图：通过词汇练习检查学生在跳读和找读过程中猜测生词词义的效果，并帮助学生进一步理解生词，为精读扫除词汇障碍。让学生利用生词和释义配对的方式进行活动会使得整个掌握生词词义的过程不沉闷，学生可以在有趣的环境中学习生词。在精读的过程中回答问题训练学生的分析内容能力、判断能力和归纳能力，同时也增强他们对文章的深入理解。为下面更细致地学习课文打下好的基础。步骤三步骤三 读后读后小组活动：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

35、，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。设计意图：设计意图：由于文章较长，先让学生进行段落内容的复述，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。步骤四步骤四 小结与作业小结与作业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4生记录以便回家复习。2.收交“学

36、生小组课堂评价学生记录表”和“教师对小组评价学生记录表”录入评价分数。（参考第一单元的评价表）3.完成 p.27 练习 3。口语和写作课口语和写作课一、教学内容一、教学内容Speaking and writing(p.31);Writing task(p.67)二、教学目标二、教学目标1.1.能力目标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。2.2.语言目标语言目标重点词汇与短语noticeupsetfrownimpatientillofferembarrassedsomethin

37、g wrong,keep ones face down,as if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,sheI tried to talk to her,but sheThe teacher asked her for Is there anything wrong?What do you think is wrong?I really would like to help you i

38、f I can.三、教学步骤三、教学步骤步骤一步骤一 口语口语1.把学生分成两个大组，每个大组再分成两人小组或四人小组进行讨论。两个大组分别讨I.SpeakingI.SpeakingDiscusswithyourpartnerswhatbodylanguage or behaviour shows you are upsetor happy.Make a list.Act them out and let yourpartner guess your mood.5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。2.选出优秀小组向全班汇报，要求学生尽量运用身体语言形象生动地对

39、所汇报的内容进行展示。教师加以总结。设计意图：设计意图：复习本单元关于身体语言方面的知识点，让学生能够对所学知识进行归纳，并且运用这些知识表达自己的观点。3.分小组讨论完成 p.31 练习 1。教师要注意引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。4.各小组向全班汇报交流讨论情况，由教师汇总讲评。SpeakingSpeakingOne of your classmates came in this morninglooking very upset about something,but you can

40、notimagine what it is.Discuss with a partner what bodylanguage or behaviour made you think there was aproblem.A:I think that theres something wrong with Lin Pei.When she came in today,she kept her facedown and wouldnt speak.B:Yes,when I saw her in class,she 步骤二步骤二 写作写作1.计划1）了解任务：让学生两人一组讨论如何写关心他人的信：H

41、ow to write a letter of concern?要求学生仔细阅读写作要求，做到理清思路、紧扣主题。2）确定内容和框架：让学生讨论有关内容和框架的问题，有了大概的了解后，要求学生各自把想写的内容简单列出，计划要写几个段落，把这些问题放在哪个段落陈述，标上数字。3)教师对学生讨论的结果进行讲评。II.WritingII.Writing Your classmate left very quickly afterclass,so you want to write to him/her ashort letter to ask about what is wrongand wheth

42、er you can help.Use the following ways to help you:WritingWriting1.Think about these before writing:1.Think about these before writing:1)Whom is the letter written to?The letter is written to one of my classmateswho left in a hurry just now and may need myhelp.2)How about the language used in the le

43、tter?(formal or informal?)Informal.It should sound like speaking to afriend.WritingWriting3)When writing such a letter,how would youaddress her/him?And what about the ending?Dear Lin Pei,(Body)Yours,Xiao Ling设计意图：设计意图：写作计划是开展写作的重要准备阶段，因此它在具体的写作中起到指导性的作用。让学生先进行小组讨论有助于学生在交换意见的同时获取更多的写作信息，学生在合作过程中形成对写作

44、内容和格式的清晰认识，然后再各自列出想写的内容，使学生在前面活动6的基础上进入独立写作的准备阶段。2.写初稿1)让学生按照课本中提供的写作要点，在 20 分钟内独立完成初稿。向学生再次说明正文部分的描述是三段，另外要注意新建的开头和结尾。WritingWriting2.Organizing ideas:2.Organizing ideas:1st paragraph:describe the body languagethat you noticed2nd paragraph:ask if something is wrong;perhaps make some guesses3rd para

45、graph:offer to help;remind him/herthat you are a good friendWritingWriting3.Words and expressions:3.Words and expressions:1st paragraph:seem upset,as if,cry,put your head down2nd paragraph:(has been)ill,do housework,tired3rd paragraph:come,help with,good friends2)修改后写第二稿，让学生对照“检查清单”检查自己的初稿，然后对检查出的问题

46、WritingWriting进行修改，写出第二稿。“检查清单”建议如下：2.Organizing ideas:2.Organizing ideas:1st paragraph:describe the body languagethat you noticed2nd paragraph:ask if something is wrong;perhaps make some guesses3rd paragraph:offer to help;remind him/or herthat you are a good friend设计意图：设计意图：起草和编辑修改应该由学生独立完成，它是写作计划的

47、具体落实，也是写作中的具体步骤。计划的框架要靠具体的内容来支撑，起草就是按照计划将具体内容写出来。当然，编辑修改是对起草内容的改进和完善，修改在写作过程中起到十分重要的作用，一篇文章在完成之前需要反复修改。3)征求别人意见，鼓励学生开展“同伴互检”（Peer revision）。让学生把经过“自检”的第二稿和同伴互相交换，请同伴评论，说明喜欢其中哪些部分，并提出修改意见。4)完成定稿，学生根据同伴的意见和建议做进一步的修改，写出最后一稿。教师可选择几个学生的文章进行全班交流（如使用投影或学生板书、口述），给予学生一定的评价标准，鼓励学生发表意见，然后再分析讲解。如果有条件，可以把所有同学的7文

48、章复印一份，整理成一本“关心他人短文集”供全班同学阅读。WritingWritingSample letter:Sample letter:Dear Lin Pei,I noticed this morning that you seemed very upset.It looked asif you had been crying.When I asked you what was wrong,youput your head down.Im sorry if I embarrassed you.I just want tohelp.Is there anything wrong?I hea

49、rd that your mum has been illand that you are very tired doing all the housework.Is that true?I would really like to help you if I can.Can I help you with yourhousework or with your homework?Remember we are goodfriends.Yours,Xiao Ling设计意图：设计意图：科学而完整的写作步骤对于提高学生的写作能力是至关重要的。采用“同伴互检”的方式能够进一步促进合作学习，让学生养成

50、对所写作文精益求精的习惯，同时也认识到自己的不足。经过修改后再次写作并完成定稿，这个过程使学生在头脑里对所写内容再次进行了加工，形成了更加完善的认识。这样写出来的文章才会比较成熟，有助于增强学生对写作的信心。步骤三步骤三 小结和作业小结和作业1.让学生在笔记本上归纳本单元的知识点（参照 p.32 的 Summing up）。2.完 成 自 我 评 价（p.68Checkingyourself）。3.收交“学生小组课堂评价学生记录表”和“教师对小组评价学生记录表”，录入评价分数。4.让学生设计身体语言的信息卡。根据课堂上练习写作的步骤，采取小组合作的方式完成p.67 练习册 WritingTas