高中英语人教新课标必修四Unit-4Body-language教案.doc

1、高中英语人教新课标必修四Unit-4Body-language教案高中英语人教新课标必修四Unit-4Body-language教案Unit4Bodylanguage阅读课一、教学内容Pre-reading(p.25);Reading(p.26);prehending(p.27)二、教学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。语言目标重点词汇与短语greetpredictionrepresentassociatio

2、ndormitorycanteenflightcuriouscurioulyColombiaapproachcheekdefenddefencemajormisunderstandingJordandashadultspokenSpainItalylikelycrossroads2defendagainstbelikelytoingeneral重点句子构与用法Yesterday,anotherstudentandI,representingouruniversitysstudentassociation,wenttoAfterhalfanhourofwaitingfortheirflightt

3、oarrive,Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.Istoodforaminutewatchingthemandthenwenttogreetthem.Shesteppedbackappearingsurprisedandputupherhands,asifindefence.ThenAkiraNagatafromJapancameinsmiling,togetherwithJapanesestudent.WhenDarleneCoulonfromFrancecamedashingthroughthe

4、door,sherecognizedTonyGarciassmilingface.三、教学步骤步骤一读前3引导学生回顾WarmingUp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-reading1.Review1)Whenwehumansareworriedorfrightened,wesometimesChimpshowever2)Whenweareangry,weoftenChimpshowever3)Whenwewanttofeelsafeandprotected,weChimpshowever4)Whenwewanttoshowthatweaccep

5、tandlovesomeone,weChimpshowever分组讨论下列问题。Pre-reading2.Discussthequestions:Whatdoyouthinkisthepurposeoflanguage?Howwouldyoumunicatewithsomeoneifyoucannotspeak?Giveanexle.HowmanywayscanyouthinkoftogreetsomeoneifyouCANNOTspeak?4让学生阅读文章的标题并结合图片预测文章的内容。Pre-reading3.Makepredictions:Lookatthetitleandpicture

6、ofthepassageonthenextpage.Whatdoyouthinkthetopicwillbe?Wheredothesepeopleefrom?Fromonlyonecountry?Whyorwhynot?HowdoyouthinktheywillmunicatePre-reading3.Makepredictions:设计意图：?Look在atthe教title师andpicture的of巡thepassage回指导下通过让学生回顾上onthenextpage.Whatdoyouthinkthetopicwillbe?节课所?Where学内dothese容peoplee巩fro

7、m?固From所学知识为引出阅读课的onlyonecountry?WhyorWhynot?Howdoyouthinktheywillmunicate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预测自然引出本课的学习内容。步骤二阅读和理解跳读：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5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。ReadingSkimthepassageandfindout:Whatisthemainideaofthetext?Ho

8、wmanypartscanwedividethepassageinto?Whatsthemainideaforeachpart?Reading1)Whatisthemainideaofthetext?Thepassageintroducessomeexlesofculturalbodylanguagewhengreetingpeople.Reading3)Whatsthemainideaforeachpart?YouaresenttoCapitalInternationalAirporttomeetsomeinternationalPart1(para.1)students.Howmanypa

9、rtscanwedividethepassageinto?Part1(para.1)Part2(para.2and3)Part3(para.4and5)Part2(para.2and3)Part3(para.4and5)Exlesoflearnedorcultural“bodylanguage”.Differentpeoplehavedifferentphysicalwaystogreetothers.Learningabouttheircustomscanhelpavoiddifficultiesinmunication.Reading设计意图1)What：训isthe练main学idea生

10、ofthe快text?速寻找段落中心、理解文章大Thepassageintroducessomeexlesofculturalbodylanguagewhengreetingpeople.意的2)能How力many；parts通can过wedivide回the答问题训练学生的归纳能力passageinto?Part1(para.1)Part2(para.2and3)为进一?Part步3(para学.4习and5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识地培养他们连贯阅读的习惯。找读：让学生再次在限定时间内快速阅读一遍6文章找出不同的国家见面时问候的方式结合“理解”部分的练习

11、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。Reading2.Scanthetextandfindout:Country/AreaWaystogreeteachotherBritainShakehands.Donotstandveryclosetoothersortouchstrangerswhentheymeet.CanadaShakehands.JapanBow.Spain,Italy,SouthApproachotherscloselyandaremorelikelytotouchAmericancountrie

12、sthem.FranceShakehandsandkisseachothertwiceoneachcheek.MiddleEast,someShakehandsandstandquiteclosetoothermen.NodMuslimcountriestowomenbutdonotshakehandswiththem.ReadingNameDescriptionBodylanguageTowhomTonyGarciamanfromKissonthecheekeveryoneColombiaJuliaSmithwomanfromnotouchingeveryoneBritainAkiraNag

13、atamanfromJapanbowingeveryoneGeorgeCookmanfromCanadashakinghandseveryoneAhmedAzizmanfromJordanshakinghandstomannoddingtowomanDarlenewomanfromshakehandsandpeoplesheCoulonFrancekisstwiceoneachknowscheek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。精读

14、：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7一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。8ReadingReading3.4.Usethepassagetohelpyouanswerthefollowingquestions.1)Istheauthorofthispassagemaleorfemale?Howdoyouknow?Theauthorismale.AhmedAzizwill

15、notshakehandswithwomen,butheshakeshandswiththeauthor.2)Whatwerethetwomistakesthattheauthornoticed?HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotexpected.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,soonemansnosetouchedtheother

16、manshand.ReadingWhoseemedtoprefertokeepmorephysicaldiastancefromothers?WhoseemedtoprefercloserphysicaldistanceTheBritishwoman,JuliaandprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianmanAhmed,seemedtoprefercloserphysicaldistance.Did

17、anystudentshavesimilargreetingcustoms?Ifso,whichone?Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustomakiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustomahandshake,butAhmedshakeshandsonlywithmen.Reading“WheninRome,doastheRomansdo”.Whatdoyouthinkthisfamoussayingmeans?

18、Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.Doyouagreewiththeauthorsstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?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

19、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。9步骤三读后小组活动：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：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

20、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。步骤四小结与作业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生记录10以便回家复习。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。（参考第一单元的评价表）完成p.27练习3。口语和写作课一、教学内容Speakingandwriting(p.31);Writingtask(p.67)二、教学目标11能力目能通察他人的身体言行描述、身体言的含行判断并提出看法。能在日

21、常生活中有效地表达自己的点。能以信的形式写出个人判断和理由。言目重点与短noticeupsetfrownimpatientillofferembarrassedsomethingwrong,keeponesfacedown,asif重点句子构与用法IthinkthattheressomethingwrongwithInoticedthismorningthatyouseemedveryupset.WhenIsawherinclass,sheItriedtotalktoher,butshe?TheteacheraskedherforIsthereanythingwrong?Whatdoyouth

22、inkiswrong?IreallywouldliketohelpyouifIcan.12Makealist.Actthemoutandletpartnerguessyourmood.Discusswithyourpartnerswhatbodylanguageorbehaviourshowsyouareupsetorhappy.I.Speaking三、教学步骤步骤一口语1.把学生分成两个大组每个大组再分成your两人小组或四人小组进行讨论。两个大组分别讨论人在沮丧、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。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所汇报的内容进行

23、展示。教师加以总结。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。SpeakingOneofyourclassmatescameinthismorninglookingveryupsetaboutsomething,butyoucannotimaginewhatitis.Discusswithapartnerwhatbodylanguageorbehaviourmadeyouthinktherewasaproblem.IthinkthattheressomethingwrongwithLinPei.Whenshecameintoday,

24、shekeptherfacedownandwouldntspeak.B:Yes,whenIsawherinclass,she?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。13各小组向全班汇报交流讨论情况由教师汇总讲评。步骤二写作计划1）了解任务：让学生两人一组讨论如何写关心他人的信：WritingYourclassmateleftveryquicklyafterclass,soyouwanttowritetohim/herashortlettertoaskaboutwh

25、atiswrongandwhetheryoucanhelp.Usethefollowingwaystohelpyou:Howtowritealetterofconcern?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。14WritingThinkaboutthesebeforewriting:Whomistheletterwrittento?Theletteriswrittentooneofmyclassmateswholeftinahurry

26、justnowandmayneedmyhelp.Howaboutthelanguageusedintheletter?(formalorinformal?)Informal.Itshouldsoundlikespeakingtoafriend.WritingWhenwritingsuchaletter,howwouldyouaddressher/him?Andwhatabouttheending?DearLinPei,(Body)Yours,_iaoLing教师对学生讨论的结果进行讲评。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

27、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的基础上进入独立写作的准备阶段。写初稿让学生按照课本中提供的写作要点在Writing2.Organizingideas:1stparagraph:describethebodylanguagethatyounoticed2ndparagraph:askifsomethingiswrong;perhapsmakesomeguesses3rdparagraph:offertohelp;remindhim/herthatyouareagoodfriendWritingWordsa

28、ndexpressions:1stparagraph:seemupset,asif,cry,putyourheaddown2ndparagraph:(hasbeen)ill,dohousework,tired3rdparagraph:e,helpwith,goodfriends15WritingOrganizingideas:1stparagraph:describethebodylanguage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。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进行修改写出第二稿。“检查清单”建议如下：16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