Unit 4　Body language教案教学设计精品07（人教版高中英语必修四)6页

必修4Unit4BodylanguageTheFirstPeriodSpeakingTeachinggoals教学目标1.TargetLanguage目标语言a.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Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.Teachingimportantpoints教学重点a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpoints教学难点a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethods教学方法a.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.Teachingaids教具准备Acomputer,aprojectorandsomepictures.Teachingprocedures&ways教学过程与方式StepILead-inTheteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.Ss:Yes,ThousandsofHandsKwan-yin.StepIIIntroductionT:Nowlet’sdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.Touchyourhead/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/feet/toes...Shakeyourhead/arm/hand...Waveyourarm/hand......T:Allright.Nowlet’sdothemalittlebitdifficult.Let’splayagametogether.Thosewhofailtofollowtheruleofthegamewillbedroppedout.Thegameis:“Simonsays”.Forexample,ifIsay “Simonsays,touchyourhead”,thenyoutouchyourhead.Ifnot,youshouldn’ttouchyourheadbutremainstill.Clear?Ready?Nowlet’sstart.3or5minutesforthegame.T:Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:T:Whataretheactionsoftheabovegestures?Whatdotheymean?S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.StepⅢPracticeT:LookatPage25Whatarethesepeoplecommunicating?StepⅣTimeforFunT:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?Ss:Yes.That’sfunny!T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.Ss:Allright.S1:Whatareyoulikelytodoifitrains?(Actions)S2:readsabook;S3:putsonaraincoat;S4:cleansthehouse.StepVRolePlay(SpeakingtaskonP67)T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.Homework1.Teamwork:Discusstheimportanceofbodylanguage.2.GoovertheReading:1)Communication:NoProblem?2)Showingourfeeling.T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?ThesecondperiodReadingTeachinggoals教学目标1.Targetlanguage目标语言a.词汇和短语major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy b.重点句子Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.Shesteppedbackappearingsurprisedandputupherhands,asifindefence.2.Abilitygoals能力目标a.Enablethestudentstorealizetheimportanceofbodylanguage.Whatisthepurposeoflanguage?Whatisthepurposeofbodylanguage?Howcanyoutellifsomeoneissadeveniftheydonotspeak?Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?b.Enablethestudentstounderstandthetext.Wherearethevisitorsfrom?HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?3.Learningabilitygoals学能目标Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.Teachingimportantpoints教学重点Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?Teachingdifficultpoints教学难点Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.Teachingmethods教学方法Skimmingmethod,task-basedmethod,role-playmethod.Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingprocedures&ways教学过程与方式StepⅠRevisionFreetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.StepⅡPre-readingT:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?Ss:Yes,sir/madam.T:Verygood.Wehavegottwo“mindreaders”inourclass;I’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right? S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewaytoT:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.StepⅢWhile-reading1.ScanningWhilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.Part1Para1YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.Part2(para.2and3)Examplesoflearnedorcultural“bodylanguage”.Part3.(para.4)Differentpeopleshavedifferentbodylanguages.Part4.(para.5)Summaryofbodylanguage.Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).StepIVPostreading1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.2.Whatwerethetwomistakesthattheauthornoticed?HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.StepⅤHomework1.Getreadytoretellthetextinyourownwords.TheThirdPeriodReading(II)Teachinggoals教学目标1.Targetlanguage目标语言a.词汇和短语unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjectiveb.重点句子Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.2.Abilitygoals能力目标 a.Enablethestudentstoknowmoreaboutbodylanguage.Whatisthefunctionofbodylanguage?Whatisthesimilarityofbodylanguage?Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?Whatisthedifferenceofbodylanguagebetweenvariouscultures?b.Enablethestudentstounderstandbetterbodylanguage.Whatistheproperattitudetowardsbodylanguage?Whatwouldhappenifweknewnothingaboutbodylanguage?3.Learningabilitygoals学能目标Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.Teachingimportantpoints教学重点Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.Teachingdifficultpoints教学难点Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.Teachingmethods教学方法Fastreading:dealingwiththe“true”or“false”questions.Discussion:theimportanceofbodylanguage.Teachingaids教具准备Arecorder,aprojectorandacomputer.Teachingprocedures&ways教学过程与方式1Pre-reading1.Whatisthefunctionofbodylanguage?2.Howdoyoufindbodylanguageinourdailylife?3.Howcanthesamebodylanguageexpressdifferentfeelingsorideasindifferentcultures?4.Howcandifferentbodylanguageexpressthesamefeelingorideaindifferentcultures?2FastreadingTUREOFFALSE1.Bodylanguageisneveraspowerfulasspokenlanguage.2.Ifyouareangryataperson,youmightturnyourbacktohimorher.3.Youcanthreatenapersonbyrefusingtospeak.4.Youshouldnotgreetyournewbossbygivingherorhimahug.5.Bodylanguageisthesameallovertheworld.3FurtherreadingT:Wehavejustreadapassageentitled“ShowingOurFeelings”,whichtellsusmoreaboutbodylanguage.Nowlet’sreadanotherpassageintheWorkbookonP66.Thetitleofthereadingtextis:TheOpenHand-AUniversalSign.Youwillbegiven3minutestoreadthroughthetextasquicklyasyoucan,tryingtogetasmuchinformationfromthetextaspossible.Ss:Yes,Sir.T:Whatinformationhaveyougot?S1:Moreaboutbodylanguage,sir.Wehavelearnedhowpeoplearecommunicatingorgetting alongwitheachotherbesidesusingspokenlanguage.Wearealsoaskedtothinkaboutsomenewsituationsinwhichwewillcommunicateinbodylanguage.S2:Andwehavetothinkaboutthefollowingquestions:Itisknownthatasmileisasignthatpeoplefeelfriendlyandhappy.Butwehavetoconsider:1.Whatifwedon’tknowwhothenewpersonis?2.Whatifwearenotintroducedbyafriend?3.Whatifwearemeetingastrangerinanunfamiliarplace?S3:Andthemostimportantofallisthatwehavetomakesurewhetherwecantrustpeoplewedonotknow,andwehavetoshowthatwearenotdangerous.Homework1.Readaloudallthereadingtextsinthisunit.2.Getreadytoretellthetworeadingpassageslearntinthisperiod.TheFourthPeriodGrammarStructureStudy一:V-ing形式由“do＋ing”构成,其否定形式是“notdoing”,V-ing可以带宾语或状语构成V-ing短语,没有人称和数的变化,但有时态和语态的变化。V-ing形式在句中作定语和状语是本单元的学习重点。1.作定语V-ing形式可以单独充当名词的前置修饰语,这时有两种情况。1)-ing形式表示“供作......之用”的意思,这类作定语的-ing形式过去叫动名词。Aswimmingpool=apoolforswimming2)-ing形式表示“......的”意思,过去叫现在分词Asleepingchildworkingpeopletherisingsun-ing形式短语作定语时一般放在它所修饰的名词之后,相当于一个定语从句。如:Theyarevisitorscomingfromseveralcountries.Theboystandingthereisaclassmateofmine.2.作状语可以表示时间,原因,结果,条件,行为方式或伴随动作等。AttentionPlease-ing形式作状语时,它的逻辑主语必须与主句的主语是一致的。Timepermitting,Iwillpayavisittothewholecity.　(分词的逻辑主语是time,而句子的主语是I,两者不构成主谓关系,所以只能用独立主格结构,也就是给现在分词补充一个主语。)HomeworkDo“UsingStructures”onPage64.