高中教案教案

Unit 4 Body Language The first period 教案。

一名優(yōu)秀的教師在教學(xué)時(shí)都會提前最好準(zhǔn)備，作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生們充分體會到學(xué)習(xí)的快樂，幫助高中教師提前熟悉所教學(xué)的內(nèi)容。那么一篇好的高中教案要怎么才能寫好呢？考慮到您的需要，小編特地編輯了“Unit 4 Body Language The first period 教案”，供大家借鑒和使用，希望大家分享！

Unit4BodyLanguage
Thefirstperiod
Teachingaims
1Describegesturesandfacialexpressions
2Trainthestudents’listeningability
3Practisemakingoffersandrequests
TeachingImportantPoints
1Trainthestudents’listeningability
2Learnhowtoaskforhelpandofferhelp
TeachingDifficultPoints
1Learntodescribegesturesandfalialexpressions
2Finishthetaskofspeaking
Teachingmethods
1Listening,speakingandwriting
2Individual,pairorgroupwork
3Watchandsay
TeachingAids
1Acomputerformacromediause
2Ataperecorder
3Theblackboard
TeachingProcedures
Step1Lead-in
Wecancommunicatewitheachotherinmanywayssuchasspeaking,writing,surfing
theIntenetandbodylanguage.Todaywe’llstudyoneofformsofcommunication——bodylanguage
Whatisbodylanguage?
Bodylanguageisthemovementsorpositionsofourbody,wecanusethemtoshowotherpeoplewhatwearethinkingorfeeling.
Nowlet’slearnaboutsomegestures.
Step2Warmingup
1Matcheachpicturewiththeemotionandthecorrectsentence.
2Justimagineyouarethepersonwhoisinthepicture,pleaseexpressthefeelingwithoneortwosentences.
Step3listening
1Listentothetapeandchoosethebestanswertothefollowingquestions.
Part1(1)D(2)B(3)A
Part2(1)B(2)B
2Useyourbodylanguagetoactthemout
Step4Speaking
1Studysomeusefulexpressionsandlearntoaskforhelpandofferhelp.
2Actoutthesituations
Situaton1Anoldmaniscarryingaveryheavysuitcase
Situation2Somebodyislateforaflightandwantstogoaheadofthequeue
Situation3Anoldandsickpersonisonacrowdedbusandwantstositdown.
Step5Summary
Todaywe’velearnedhowtocommunicateusingbodylanguage.Wehavealsolearnedsomephrasestomakeoffersandrefuseoffers.Afterclasstrytoreviewthem.
Step6Homework
1Practisespeaking
2Prpareforreading
Step7TheDesignofthewritingontheblackboard.

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Unit 4 body language Period 1教案

一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，減輕高中教師們在教學(xué)時(shí)的教學(xué)壓力。那么一篇好的高中教案要怎么才能寫好呢？小編特地為大家精心收集和整理了“Unit 4 body language Period 1教案”，相信您能找到對自己有用的內(nèi)容。

Unit4bodylanguage
Period1
Teachingaimsanddemands
1.TraintheSs’listeningability2.TraintheSs’speakingability
3.Talkaboutbodylanguage
StepI.Warmingup
T:whenwecommunicatewithothers,wecanusebothwordsandbodylanguage,suchasthemovementsofourhead,hands,eyesandsoon.Forwhatdoweusebodylanguage?(Tomakeourselveswellunderstoodandexpressourselvesclearlyandvividly.)Whatbodylanguagedoyouuseinthefollowingsituations?
1.toshowyourwelcome----smile,handshake,hug,kissetc.
2.tosaygoodbye----waveone’shand
3.toshowagreement----nodone’shead
4.toshowdisagreement----shakeone’shead
Lookatthepicturesinwarmingup.Whatexpressioncanweseeontheperson’sface?
1.Matcheachpicturewiththeemotionandthesentence.
Picture1.ConfusedIdon’tknowwhattodo.
Picture2.AngryIcan’tbelieveshesaidthat!Thatissounfair!
Picture3.SadI’velostmywallet!
Picture4.HappyIgotanAinmyexam!
Picture5.TiredIt’sbeenalongday.Ican’tkeepmyeyesopen.
2.Whatmakesyouthinkthatthepersoninthepictureisfeelingacertainway?
Variousanswersarepossible.
3.Lookatyourclassmates.Canyoutellhowtheyarefeelingtodaybythewaytheysitorstand?
Variousanswersarepossible.
StepII.Listening
AsktheSswhatbodylanguagetheyusetoshowtheydislikeapartyandwanttoleave.Theymaymime.
Nowwearegoingtohearaboutwaysthatpeopleusebodylangueindifferentsituations.Listentothetapeandchoosethebestanswerstothequestionsinpart1.(Keys:DBA)
Listenagainandfinishpart2(Keys:BB)
StepIII.Speaking
1.Discusswithyourpartnerhowyoucanusebodylanguagetocommunicatethefollowingideas?
?Youareenjoyingsomething.
Smiling,openingone’seyeswide,rockingone’sheadfromsidetoside
?Youarenotenjoyingsomething.
Yawning,sighing,complaining,frowning,lookingaway
?Youlikesomeone.
Smiling,huggingoneself,leaningone’sheadtooneside,loweringwithone’seyes,leaningforwardorcloser
?Youwanttoleavebecauseyouareinahurry.
Sighing,bitingdownwithone’steeth,notstandingstill,tappingone’stoesonthefloor,lookingtowardthedoor
?Youareinterestedinwhatsomeoneissaying.
Staringalot,puttingahandtoyourchinasinthought,leaningforward,openingeyeswide,shapingyourmouthwithabigO,respondingwiththesameexpressionsasthepersonwhoyou’relisteningto
?Youarenotinterested.
Sameasnotenjoyingsomething.
?Youdisagreewithwhatsomeoneissaying.
Lookingaway,puttingone’sheaddownintoone’sarms,talkingtooneself,whistling,frowning,foldingone’sarms
?Youwouldliketotalktosomeone.
Raisingone’shandtobecalledon,tryingtospeakup,wavingone’sarmsoverone’sheadtogetattention,jumpingupanddown,shapingone’smouthinabigO.
2.(1)AsktheSswhatexpressionscanbeusedtoaskforhelp,offerhelp,accepthelpandrefusehelp.
Askingforhelp:Couldyouhelpmewith…?
Couldyouplease…?
Couldyougivemeahandwiththis?
I’dlikeyouto…
Offeringhelp:Can/ShallIhelpyouwiththat?
Doyouneedsomehelpwiththat?
Wouldyoulikesomehelp?
Wouldyoulikemeto…?
IsthereanythingelseIcandoforyou?
Acceptinghelp:Thanks./Thankyouforyourhelp.
Yes,please.That’sverykind/niceofyou.
Refusinghelp:Nothankyou.Thanksforallyourhelp.
No,thanks.Icanmanageitmyself.
That’sveryniceofyou.It’sallright,thankyou.
(2)Workwithyourpartnerandmakeupdialoguesaccordingtothefollowingsituations.
1)Anoldmaniscarryingaveryheavysuitcase.
2)Youarelateforaflightandwanttogoaheadofthequeue.
3)Beingoldandsick,youareonacrowdedbusandyouwanttositdown.
StepIV.Languagepoints.
1.avoidvt.避免avoid+n./doingsth.
Itriedtoavoidmeetinghimbecausehealwaysboredme.
我試著避免碰見他，因?yàn)樗屛覅挓?br> You’dbetterfastenthebelttoavoidbeinghurtincaseofanaccident.
你最好系上安全帶，避免在事故中受傷。
avoidvt.避免，躲避；預(yù)防，防止
avoidsth/avoiddoingsth
Youcanavoiddangerbybeingcareful.
Itooktheotherdirectionsoastoavoidmeetingher.
Hetoldalieinordertoavoidbeingpunished.
Ijustavoidedrunningoverthecat.我差點(diǎn)兒軋著貓。
Trytoavoidaccidents.盡量防止發(fā)生事故。
2.aheadof提前，超出，在。。。。。。前面
Ourcompanyisaheadofothermakersofsparepartsfortheairplane.我們公司飛機(jī)零部件制造業(yè)績超出其他公司。
Tohisgreatjoy,theworkersfinishedtheirworkaheadoftime.
Walkstraightaheaduntilyoureachtheriver.
Theroadaheadwasfullofcattle,whichblockedtheirway.前方的路上滿是牛，擋住了他們的路。
----Doyoumindmyusingyourdictionary?
----No.Pleasegoahead
Homework:Preparereading.Learnthenewwordsandexpressionsbyheart.
Thesecondperiod
Teachingaims:
1.Togetsstounderstandwhatbodylanguageisandhowbodylanguagediffersfromculturetoculture.
2.Todevelopss’abilityofcommunicationbymasteringcorrectgestures.
3.Toimprovess’abilityofreadingcomprehensionthroughreadingactivitiesandgraspingthespiritofthereadingpassage.
Teachingimportantanddifficultpoints:
1.Knowingwhatbodylanguageisandhowtocommunicatewithothersbyusingbodylanguage.
2.Learningthefollowingusefulwordsandexpressionsthroughthepassagereading:express,vary,opposite,universal,teardown,getthrough,aworldofstrangers…
3.Learningaboutthefollowingsentences:
1)Makingeyecontact—lookingdirectly…
2)Pressingone’spalmstogetherand…
3)Perhapsthebestexampleofuniversallyunderstandbodylanguageisthesmile…
Teachingmethods:
1.Fastreadingtoimprovethess’readingability.
2.Pairworkorgroupworktogeteverystudentactiveinclass.
3.Inductivemethodtomakethessunderstandthetextbetter.
Teachingprocedures:
Step1GreetingsandDailyspeech
Step2Pre-reading
Askingsstodiscussthefollowingquestionswiththeirpartners.
1.Canyouguesswhatsomeoneisthinkingorfeelingbylookingathisorherbodylanguage?
2.Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?
3.Howdoyoucommunicatethefollowingwithbodylanguage?
Thankyou!No.Yes.Idon’tknow.Comehere!
Suggestedanswers:
1.Variousanswersarepossible.Askthesstogivereasonsandexamplestosupporttheiranswers.Possibleanswersinclude:
Yes:aperson’sbodylanguagecantelluswhatheorsheisfeeling.Forexample,ifsomeoneisnervous,hisorherhandsmayshake.Ifapersonsmilesbuthisorhereyesdon’tlookhappy,wecanguessthatthereissomethingwrong.
No:itisdifficulttotellwhatapersonisthinkingbylookingattheirbodylanguage.Peopleusebodylanguageindifferentwaysandgesturesmayhavedifferentmeaningsindifferentareas.Peopledon’talwaysthinkabouttheirbodylanguage,sowemaymisunderstandthemifwetrytoguesswhattheyarethinkingorfeeling.Itisalsopossibleforpeopletolearntousetheirbodylanguagetohidewhattheyarereallyfeelingorthinking.
2.Yes,theydo,butnotalways.Somebodylanguageisthesameinanyculture.Thatisalsothecaseinchina.Variousanswersarepossibleaschinaisamulticulturalcountry.
3.Answersmayvarybutssshouldgiveareasonwhytheycommunicatethewaytheydo.
Step3reading
Task1skimming
Asksstoskimthetexttofindthemainideaofeachpara.
Suggestedanswers:
Para.1:functionofbodylanguage.
Para.2:differencesofbodylanguageindifferentcultures.
Para.3:examplesofhowdifferentbodylanguageisindifferentpartsoftheworld.
Para.4:someuniversalgesturesinallcultures.
Para.5:importanceofsmileinbodylanguage.
Task2Listening
Listentothetapeandfindtheanswerstothefollowingquestions:
1.Whatisthefunctionofbodylanguage?
2.Whatdoesbodylanguageinclude?
3.Doesthesamebodylanguagehavethesamemeaningindifferentcultures?Giveanexampletoexplainit.
4.Whatisthedifferenceofbodylanguageingreetingindifferentcultures?
5.Dowehaveanyuniversalgestures?Givesomeexamples.
6.Whysmilingisimportantincommunicatingwithothers?
Suggestedanswers:
1.Itcanhelpustoexpressourthoughtsandopinionsandtocommunicatewithothers.
2.Itincludesthewayapersonstands,foldshisorherarms,ormoveshisorherhandsandotherbodymovements.
3.No.Forexample,makingeyecontactinsomecountriesisawaytoshowthatoneisinterested,inothercountries,however,isrudeordisrespectful.
4.InFranceandRussia,avisitingfriendisgreetedwithakissonthecheek,inothercountries,peoplegreeteachotherwithafirmhandshake,alovingembrace,aboworsimplyanodofthehead.
5.Yes.Forexample,pressingone’spalmstogetherandrestingone’sheadonthebackofone’shandmeans“I’mtired”.Rubbingone’sstomachafteramealmeans“I’mfull”,whilebeforeamealmeans“I’mhungry”.
6.Becauseitcanhelpusgetthroughdifficultsituationsandfindfriendsinaworldofstrangers.
Task3CarefulReading
Getsstoreadingthetextcarefullytofindtheinformationtofillinthefollowingform.
BodylanguageMeaning
Countriesorplaces

Makingacirclewithone’sthumbandindexfinger
Thethumbsup

Shakingone’shead

Movingtheindexfingerinacircleinfrontoftheear
Suggestedanswers:
BodylanguageMeaningCountriesorplace
Makingacirclewithone’s
thumbandindexfingerMoneyzeroJapan,France
ThethumbsupGreatorgoodjobTheUS
Rudenumber1NigeriaGermanyJapan
Shakingone’sheadYesBulgaria/partsofGreece/Iran
Movingtheindexfinger
inacircleinfrontoftheearYouhaveaphonecallBrazil
Suggestion:thisexercisecanbedoneeitherindividuallyorbymeansofjigsawreading.Firstdividessintogroups.Theneachmemberofthegroupreadsthetextandfindstheanswers.Afterthat,themembersexchangetheirinformationwithinthegroupinordertofinishtheinformationgaptask.
Postreading
Teachermaydesignthefollowingactivitiesforconsolidation:
Task1discussion
Asksstoworkingroupsoffouranddiscussthefollowingtopics.Whendiscussing,giveeachtopicsomeexamples.
1.Whataresomesituationswhereweneedtobeverycarefulaboutourbodylanguageandgestures?
2.Howisbodylanguagedifficultfromspokenlanguage?Whatdotheyhaveincommon?
3.Sometimeswesayonethingbutourbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyotherexamples?
Task2Discussion
Thisactivityisperformedinindividual.Firstreadthechartcarefully,thendiscussthegesturestoexpressthesamemeaninginChina.
MeaningCommongesturesintheus
No,no,don’tdothatMovingtheindexfingerfromsidetoside.
Idon’tknow.Shruggingone’sshoulders.
Welldone!Thumbsup.
Thatisincredible!Ican’tbelievethis.Rollingone’seyes
Money.Rubbingthumbandforefingertogether.
That’scrazy!
HeorSheiscrazy.Movingtheindexfingerinacircleinfrontoftheear.
Goodluck.Crossingthefingers.

Period3
I.TeachingAims:
1.Learnsomeusefulwardsandexpressions.
2.Explainsomelanguagepointsandsentences.
II.LanguagePoints:
1.Weusebothwordsandbodylanguagestoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.
(1)“both,all,every,each,always,everybody,everywhere”usedwith“not,never,etc”meanspartialnegative.eg:
Deafpeoplecan’texpresstheirthoughtsbyusingbothgesturesandwords.
聾子不能既用手勢又用語言來表達(dá)思想。
(2)express+n./pro./wh-clause./orn.todo
Hewastooexcitedtoexpresshisfeelings.
ShehaslearnedenoughtoexpressherselfinEnglish.
expresstrain快車,expressdelivery快遞郵件byexpress/bypost郵寄
(3)inone’sopinion/personally/asfarasoneisconcerned在某人看來
What’syouropinionofsomebody/something?==Whatdoyouthinkof….?/Howdoyoulike/find…?
2.fold,unfold
Havingwrittentheletter,hefoldeditandputitintheenvelope.
Shefoldedherbabyinherarmsforfearthatitshouldcatchacold.她把嬰兒抱在懷里以防著涼。
foldone’sarms,/foldone’shands,/folditswings交臂/交手/收攏翅膀
3.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.
veryvt.partsbfromsb
Thepolicepartedthecrowd.
Thechildrenwerepartedfromtheirparents.
Shehaspartedfromherhusband.
Thecrowdpartedtoletthemthrough.
Itis3yearssincetheyparted.
Thecloudspartedandthesunshonethrough.云開日出
partwithsth.放棄或出讓某物=giveaway
Althoughheispoor,herefusedtopartwithhiscollectedstamps.
Take/playanactivepartinsth.積極參加某事
playamajor/important/significantpartinsth在某方面起重大作用
15.firmadj.
1)堅(jiān)實(shí)的，堅(jiān)硬的
Thiswetgroundidnotfirmenoughtowalkon.
firmsoil堅(jiān)硬的土壤firmflesh/muscles結(jié)實(shí)的肌肉
2)牢固的，穩(wěn)固的，堅(jiān)固的
Thisbuildinghasafirmground.Afirmfoundation堅(jiān)固的基礎(chǔ)
3)穩(wěn)定而有力的afirmhandshake
Motherkeptafirmholdonhersonshandsashesaidgoodbyetoherabroad.
"兒子向母親告別到國外去時(shí),母親緊緊地拉住他的雙手。"
4）堅(jiān)定的，不易改變的
Wehaveafirmbeliefinthisfact.
Hehasmadeafirmdecision.
befirmwith對堅(jiān)決，堅(jiān)定
Parentsshouldbefirmwiththeirparents.嚴(yán)格要求孩子
adv.firmly堅(jiān)固地，穩(wěn)固地
Thebeltwasfirmlyfixedtotheastronautwhenhefloatedinspace.
16．Whiletherearemanydifferentinterpretationsofourbodylanguage,somegesturesseemtobeuniversal.盡管對身勢語有許多不同的解釋，有些手勢好象是全球通用的。
Whileconj.1)盡管，雖然，=although
WhileIadmitthatthereareproblems,Idon’tagreethattheycannotbesolved.
盡管我承認(rèn)有問題存在，但我不同意說這些問題不能解決。
WhileIunderstandyourviewpoint,Idon’tagreewithyou.
Whilehetriedhisbest,hefailedintheexperiment.
1)當(dāng)----的時(shí)候，在----期間
Hefellasleepwhilehewasdoinghishomework.
Strikewhiletheironishot.
2)與----同時(shí)
Whilemarywaswritingaletter,thechildrenwereplayingoutside.
Helistenstotheradiowhiledrivingtowork.
3)然而（表示對比或相反）
MybrotherisverytallwhileIamsoshort.
ShethoughtIwastalkingaboutherdaughter,while,infact,Iwastalkingaboutmydaughter.
MultipleChoice:
1.ZhuYingtaidestroyedherlovebynot__________herloveofLiangShanbodirectly.
A.sayingB.speakingC.expressingD.telling
2.Autumncoming,leavesarebeingblown________theroads,
A.onB.offC.awayD.upanddown
3.Imeant__________you,butIwastoobusy.
A.tohavecalledonB.callingonC.tocallonD.havingcalled
4.Thereweresomanypeoplewatchingtheperformancethatwecouldn’t_______thefront.
A.getthroughB.getclosetoC.getdowntoD.getup
5.Fearingbeingpunished,theboyhidthebookwhichhe________up.
A.wastearingB.toreC.hadtornD.mighttear
6.Theoldwomanbecameeven___________withheronlypet,alovelycat,dead.
A.lonelyB.morelonelyC.aloneD.lone
7.Theclimberlost_______withhisteammates,_________tohisdifficulty.
A.contact;whichaddsB.touch;thataddedC.hisway,asD.contact;adding
8.Thesweatersaresoldatthesameprice,they_______insize,though.
A.differentB.varyC.arevarietyD.various
9.InsomepartsofLondon,missingabusmeans_______foranotherhour.
A.waitingB.towaitC.waitD.tobewaiting
10.Ourschoollibrarystores_______books.
A.alargeamountofB.agreatdealofC.varietyofD.aworldof
參考答案：1—5CDABC6—10BDBAD
Period4
Integratingskills
(Reading,speaking,performingandwriting)
Teachingaimsanddemands:
1.Togetstudentstolearnabouthowtoexpressthemselvesbyusingbodylanguage.
2.Toinstructstudentstowriteastoryonthematerialsgiven.
3.Togetstudentstolearnhowtousepicturestocreateastory.
4.togetstudentstolearnabouthowtoactoutthestory.
Teachingprocedures:
StepI.Greetingasusual.Thendailyspeech.
StepII.Lead-in
Askstudentsthefollowingquestionsaspresentationforwriting
(1)Doyoulikedancing?
(2)Haveyouseenanysnakes?Areyouafraidifyouseeasnake?
(3)Doyoulikedogs?Whatwouldyoudoifabigdogisrunningafteryou?
(4)Haveyouseenanypigs?Ifyouareplayingbasketball,apigruntotheplayground,whatwouldyoudoatthetime?
(5)Doyouliketakingpictures?Doyouhaveacellphone?
Thepurposeofthisactivityistoleadstudentstogettoknowthematerialsthepicturesgivenasthepreparationsforactingandwriting.
StepIII.Someknowledgepoints.
1.chasevt.追逐，追趕，驅(qū)逐
egDogsliketochaserabbits.狗喜歡追趕兔子。
Ichasedthecatoutoftheroom.我把貓趕出了房間。
也有“驅(qū)除”之意。
例如：Hehaschasedfearfromhismind.他將恐怖心理掃除了
2.createvt創(chuàng)作，創(chuàng)造
eg;Dickenscreatedmanywonderfulcharactersinhisnovls
狄更斯在他的小說中創(chuàng)造了許多奇妙的人物。.
Hisbehaviorcreatedabadimpression.他的行為給人以惡劣的印象。
3.base…on…..“以……為根據(jù)，建于……之上”，
eg:Ibasemyhopesonthenewswehadyesterday.
我的希望是以我們昨天所得到的消息為根據(jù)的。
Thisbeliefisbasedonpracticalexperience.這種信念是以實(shí)際經(jīng)驗(yàn)為基礎(chǔ)的。
4.actout“表演，演出”；
eg.Pleasecreateadialogueandthenactitoutinclass.請編一段對話，然后在班上表演。
StepIV.Discussion.
Dividestudentsintogroupsoffourtodiscusswhatthesixpicturesshowtous.
Thenusethepicturestocreateastory.Allthepicturesshouldbeused
StepV.Acting.
Classacting:Oneormoregroupsareencouragedtoactoutthestoryinclass.Whenonegroupisacting,theothergroupsshouldnotsayanything.Butwhenonegrouphasfinished,theotherswilltrytoretelltheirstories.
StepVI.Writing
Tellstudentstocreateastoryafterreadingthepicturescarefully.
StepVII.HomeworkPractisespeakingandperformingoutofclass.
Period5&Period6Practising
DealwithEnglishWeekly

Unit 4 body language Period 3 language study教案

經(jīng)驗(yàn)告訴我們，成功是留給有準(zhǔn)備的人。作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓上課時(shí)的教學(xué)氛圍非?；钴S，有效的提高課堂的教學(xué)效率。你知道怎么寫具體的高中教案內(nèi)容嗎？小編經(jīng)過搜集和處理，為您提供Unit 4 body language Period 3 language study教案，相信能對大家有所幫助。

Unit4bodylanguage
Period3languagestudy
Teachingaims:
1Learnhowtousesomeusefulwords,phrasesandunderstandsomedifficultsentences.
2Studytherulesof-ingandwantstogoaheadofthequeen
Teachingprocedure:
1Somebodyislateforaflightandwantstogoaheadofthequeen
aheadof在~之前，比~強(qiáng)，好
Aheadofuswasariver
ThetimehereisninehoursaheadofLondon
Heisaheadofmeinmaths
2Avoidingeyecontactwiththesalesmanwhenyouarebuying
Ijustavoidedrunningoverthecar
3Icanmanageitmyself
ManageThequestionistoodifficult,Ican’tmanageitmyself
Managetodo
Hemanagedtofinishtheworkontime,trytodo‘
4Justlikespokenlanguage,bodylanguagevariesfromculturetoculture
Pricesvarywiththeseasons
variousvarity
5Therearealsodifferencesastohowoftenwetoucheachother,howclosewestandtosomeonewearetalkingto,andhowweactwhenwemeetorpart
1)astoconj
Everyweektheyreceivedreportsastowhatwasgoingon
PrepAstomoney,sheisindifferent
2)part
Partsthfromsth;partsb
TheEnglishChannelpartsBritainfromFrance.
Wetriedtopartthetwofighters
Partwith
Inordertoraisemoney,MrBrownhadtopartwithhisgoldwatch.
6Insomecountries,~avisitingfriendisgreetedwithakissonthecheek,inothercountriespeoplegreeteachotherwithafirmhandshake
1)greetsbwithasmile
Theygreetedmewithashowerofstones,thesmellofcoffeegreetedusasweentered.
Greeting
Agreetingstelegram2firmadj,
asfirmasarock
beonfirmground
7Whiletherearemanydifferentinterpretationsofourbody
language,somegesturesseemtobeuniversal
Televisionprovidesuniversalentertainment.
Therewasuniversalagreementonthisissue
Warcauseuniversalmisery.
8asmilecanhelpusgetthroughdifficultsituationsandfindfriendsinaworldofstangers
getthrough
Letusstart,thereisalotofworktogetthrough
Itisextremelydifficulttogetthroughtheworkinsuchashorttime
Thelineisbusynow,Ican’tgetthrough
Tomfailedbuthissistergotthrough
Trytogetthroughtohimthatheisruininghisownlife
9ifwearefeelingdownorlonely,thereisnotingbetterthantoseethesmilingfaceofagoodfriend
Ican’tagreemore
Wecouldn’tfeelbetter
10asmilecanopendoorsandteardownwalls
Thesebeautifuloldhousesarebeingtorndowntomakeway.shetorehisletterintolittlepieces
Shetoreuptheletter
Thismaterialtearseasily.
11-ingformcanbeusedassubject,object,predicativeandattributive
1)Subject:Inmanycountries,shakinghandsmeans“no”andnoddingmeans“yes”
2Object:wecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage
3)Predicative:
AgoodwayofsayingIamfullisrubbingstomachafterameal
4)Attributive
Apairofwalkingstickscanhelpyouwalkifyouareadisabledinfeet

Unit 4 Body language Period One教案及點(diǎn)評

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Unit4BodylanguagePeriodOne教案及點(diǎn)評
BookIVUnit4Bodylanguage(PeriodOne)

一、概述
?高中一年級英語教學(xué)
?人教版第四模塊第四單元
?本課時(shí)強(qiáng)調(diào)身體語言的重要性。讓學(xué)生明白不同的文化有不同的肢體語言。
?通過這節(jié)課的學(xué)習(xí)讓學(xué)生明白不同文化的交流不再是難題，打破人與人之間的交流障。
點(diǎn)評：概述部分清楚地說明了該課的年級、主要的內(nèi)容，以及該課學(xué)習(xí)內(nèi)容的特征，但缺少教材版本的信息和上課時(shí)間

二、教學(xué)目標(biāo)分析
１、知識與技能
（1）認(rèn)讀11個(gè)新單詞和2個(gè)新句型，熟練運(yùn)用新句開型進(jìn)行表達(dá)；
（2）通過了解身體語言在現(xiàn)實(shí)生活交流所起的作用，明白身體語言的重要；
（3）通過觀察和描述其他人的身體語言和動作，學(xué)生對身體語言和身體語言所代表的意義有更好的了解；
（4）。
２、過程與方法
（1）能夠通過師生說、兩兩說和自主聽讀體驗(yàn)交際式英語教學(xué)的一般過程，掌握英語說聽的基本方法；
（2）能夠通過兩兩說和綜合說體驗(yàn)協(xié)作學(xué)習(xí)的過程和方法；
（3）學(xué)生將會了解到在不同的文化背景下，身體語言有不同的含義。打破了不同語言背景下人們交流的障礙。
3、情感態(tài)度與價(jià)值觀
（1）激發(fā)和保持學(xué)生英語學(xué)習(xí)的動機(jī)，；
（2）確保學(xué)生明白不同文化背景下的身體語言沒有好壞之分，在將來的交流中有意識地使有身體語言使交際更加便利。
點(diǎn)評：設(shè)計(jì)者從學(xué)生的角度分析學(xué)習(xí)目標(biāo)，分析了三維目標(biāo)，且有較強(qiáng)的可操作性。若將情感目標(biāo)中的主語改成學(xué)生會更好。
三、學(xué)習(xí)者特征分析
1.學(xué)生是一級達(dá)標(biāo)中學(xué)高一普通班的學(xué)生。
2.高中學(xué)生更擅長從老師、父母，同學(xué)的表情和手勢看出想法。
3.學(xué)生思維活躍，善于和同學(xué)交流，樂于表達(dá)自己，渴望得到同學(xué)和教師的贊許。
4.學(xué)生對英語學(xué)習(xí)有著濃厚的興趣，但是英語的聽、說、讀、寫能力還有待加強(qiáng)；。
5.學(xué)生對于能帶來大量信息和新鮮感的ppt呈現(xiàn)方式充滿期待。
點(diǎn)評：對學(xué)習(xí)者知識基礎(chǔ)和認(rèn)知特征分析較到位，根據(jù)班學(xué)生特點(diǎn)，充分利用網(wǎng)絡(luò)教學(xué)資源，激發(fā)和培養(yǎng)學(xué)生英語學(xué)習(xí)興趣。
四、教學(xué)策略選擇與設(shè)計(jì)
1.師生互動策略：教師提問不同組別的同學(xué)，就ppt展示的資料和課本提出的問題進(jìn)行對話，期間教師加以引導(dǎo)話題。
2.小組協(xié)作策略：在某些話題中展開小組討論，主題表演等，最后由小組成員共同總結(jié)發(fā)言。
3.評價(jià)激勵策略：對于表現(xiàn)優(yōu)良的小組給予課堂抽查成績的加分，鼓勵他們繼續(xù)努力。
點(diǎn)評：通過師生互動策略，加強(qiáng)了師生情感交流，又形成了英語學(xué)習(xí)氛圍；通過小組協(xié)作策略，培養(yǎng)學(xué)生合作精神，又訓(xùn)練了學(xué)生英語口語；通過評價(jià)激勵策略，調(diào)動學(xué)生積極性，增強(qiáng)學(xué)生參與意識和競爭意識
五、教學(xué)資源與工具設(shè)計(jì)
教學(xué)媒體選擇分析表
教學(xué)媒體選擇分析表
知識點(diǎn)學(xué)習(xí)
目標(biāo)媒體
類型媒體內(nèi)容要點(diǎn)教學(xué)
作用使用
方式所得結(jié)論占用
時(shí)間媒體來源
Lead-in
導(dǎo)入新課課件
音樂IntroducebodylanguageBC吸引學(xué)生注意，激發(fā)起學(xué)生學(xué)習(xí)課文的興趣5分鐘下載圖片
Warming-up
介紹各種肢體語言及含義課件
圖片whatwillhappenifpeoplefromdifferentcountriesmeettogether.
ED加深對課文的理解，培養(yǎng)學(xué)生的語言綜合能力。
8分鐘下載
Reading
訓(xùn)練兩種閱讀能力fastreading和detailedreading課件
表格Scanning:findmainideaofeachparagraph
Detailedreading:Taskone
Tasktwo
Taskthree
Taskfour
TaskfiveD
GE加深對課文的理解，培養(yǎng)學(xué)生的語言綜合能力。
20分鐘自制
Postreading
對課文的鞏固，并進(jìn)行討論課件
學(xué)生活動SummaryanddiscussionHB應(yīng)用所學(xué)知識10分鐘自制
Homework
完成相應(yīng)的練習(xí)，并找出知識點(diǎn)課件ExercisesandpreviewthepointsofthepassageJD應(yīng)用所學(xué)知識2分鐘自制
①媒體在教學(xué)中的作用分為：A.提供事實(shí)，建立經(jīng)驗(yàn)；B.創(chuàng)設(shè)情境，引發(fā)動機(jī)；C.舉例驗(yàn)證，建立概念；D.提供示范，正確操作；E.呈現(xiàn)過程，形成表象；F.演繹原理，啟發(fā)思維；G.設(shè)難置疑，引起思辨；H.展示事例，開闊視野；I.欣賞審美，陶冶情操；J.歸納總結(jié)，復(fù)習(xí)鞏固；K.自定義。
②媒體的使用方式包括：A.設(shè)疑—播放—講解；B.設(shè)疑—播放—討論；C.講解—播放—概括；D.講解—播放—舉例；E.播放—提問—講解；F.播放—討論—總結(jié)；G.邊播放、邊講解；H.邊播放、邊議論；I.學(xué)習(xí)者自己操作媒體進(jìn)行學(xué)習(xí)；J.學(xué)習(xí)者表演。

點(diǎn)評：胡老師在本節(jié)課中運(yùn)用了課件、文字、圖片、音樂片斷等多種媒體，充分發(fā)揮了綜合多種媒體的優(yōu)勢。
1、通過課件，使教學(xué)示范方式變得直觀明了，提高了教學(xué)效率。
2、綜合應(yīng)用文字、圖片、錄音等資料來進(jìn)行教學(xué)活動。

六、教學(xué)過程
TeachingProcedures
Step1Lead-in(5ms)
AskstudentslistentoIfyou’rehappyandacttothemusic.
Thentellthemwecanexpressthefeelingsbybodylanguage.
點(diǎn)評：老師通過課件中的超鏈接音樂片斷導(dǎo)入新課，引發(fā)學(xué)生興趣。并讓學(xué)生試表達(dá)簡單的姿體語言，為后面教學(xué)任務(wù)完成做好準(zhǔn)備。

Step2Warming-up(8ms)
Askstudentswhetherthesamegesturesalwayshavethesamemeaningsevenindifferentcountries.Thenshowsomepicturestothem.Studentscaneasilytellthedifferentmeaningsinthesamegestures.Thenaskthemwhatwillhappenifpeoplefromdifferentcountriesmeettogether.
點(diǎn)評：這個(gè)活動通過圖片展示各種有趣的身體語言，有利于學(xué)生參與，為學(xué)生提供運(yùn)用課言的機(jī)會。

Step3Reading(20ms)
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(para.2and3)
Examplesoflearnedorcultural“bodylanguage”.
Part3.(para.4)
Differentpeopleshavedifferentbodylanguages.
Part4.(para.5)
Summaryofbodylanguage.
2.Detailedreading.
Taskone:ListentoPara1andfillintheblanks
Time:__________________________
People:______________________________
______________________________________
Place:_______________________________
Whattodo:____________________________
_______________________________________
_______________________________________
Tasktwo:ReadPara2bystudentsandfillintheblanks.
Taskthree:Listentothetapeandanswerthefollowingquestions.
1.HowdomenfromMuslimcountriesgreetothers?
2.Istheauthormaleorfemale?Howdoyouknow?
3.HowdidTonyandDarlenegreeteachother?
Taskfour:Readthetextcarefully,thenfillablank.
Peopleinthecountry/areaWaystogreeteachother

Englishpeople
PeoplefromSpain,ItalyandSouthAmericancountries
Japanese
Mostpeoplearoundtheworld
Taskfive:decideifthefollowingstatementsaretrue(T)orfalse(F).
?1.Bodylanguageinsomecountriesisgoodwhilesomeinothersisbad.
?2.Allmembersofaculturebehaveinthesameway.
?3.LearningEnglishwellcancertainlyhelpavoiddifficultiesintoday’sworldofculturalcrossroads.

點(diǎn)評：在這個(gè)教學(xué)環(huán)節(jié)中，胡老師利用表格對課文閱讀的兩個(gè)步驟進(jìn)行具體的任務(wù)設(shè)置，給學(xué)生展示了明確的任務(wù)目標(biāo)，帶著問題或任務(wù)進(jìn)行閱讀，提高教效率。

Step4Postreading(10ms)
Task1Finishasummaryabout30words..
Task2Discussion
Doyouthinkbodylanguageisimportant?

點(diǎn)評：在這個(gè)環(huán)節(jié)中，胡老師利用課件中的問題設(shè)置和表格填寫及學(xué)生計(jì)論活動
等對所教學(xué)的內(nèi)容進(jìn)行復(fù)總結(jié)鞏固。

Step5Homework(2ms)
1.Finishtheexercisesonpage28.
2.Findoutthelanguagepointsinthetext..

點(diǎn)評：整個(gè)教學(xué)過程設(shè)計(jì)把課堂英語教學(xué)與實(shí)際生活結(jié)合起來，通過交流討論，
能讓學(xué)生運(yùn)用所學(xué)語言，談?wù)撛掝}新鮮，貼近學(xué)生生活，與學(xué)生水平相當(dāng)，有
利于學(xué)生參與合作，為學(xué)生提供運(yùn)用語言的機(jī)會，從而達(dá)到提高其實(shí)際語言運(yùn)用的能力目的

教學(xué)流程圖

點(diǎn)評：教學(xué)流程圖，精心設(shè)計(jì)、提綱挈領(lǐng)、一目了然、富有特色。有利于課堂教學(xué)的實(shí)施。

七、教學(xué)評價(jià)設(shè)計(jì)
英語學(xué)習(xí)過程小組評議表
Unit__4__Team______Group______

學(xué)號姓名課堂發(fā)言
(自愿3分，叫答1分）小組活動（ABCD）閱讀訓(xùn)練（ABCD）得分
說明：
1.A:積極/優(yōu)秀B:較積極/較良好C:一般/合格D:不參與/不合格
2．小組長在每單元學(xué)習(xí)結(jié)束后記好每人得分再上交給科代表。
點(diǎn)評：這個(gè)評價(jià)設(shè)計(jì)通過小組長的協(xié)助，對學(xué)生對每個(gè)單元的學(xué)習(xí)作出合理評價(jià)，有利于學(xué)生的對自己學(xué)習(xí)的反思和補(bǔ)缺補(bǔ)漏。
課堂觀察表
時(shí)間教學(xué)/學(xué)習(xí)
活動內(nèi)容教師活動學(xué)生活動學(xué)生參與人數(shù)學(xué)生參與情況
（反應(yīng)及回答情況）

點(diǎn)評：這個(gè)評價(jià)表設(shè)計(jì)主要是作為其它聽課老師聽課后對某一堂課的觀察和評價(jià)。
總的來說整個(gè)教學(xué)設(shè)計(jì)方案格式規(guī)范、清晰完整。

Unit 4 Body language 教案