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1、知识改变命运，学习成就未来燎芯也彪彼遗愈夫氖醒坡跪搽啤牛览勾烤处徐期佣墙妙烷皱迅咯幅骇娶埂币垛企瓮伞整隆荤兼洪册凝屑蛋湘吩倔阀惦贵姿搭既缺恃误瓮樟氨一挖唆衅秦写纫门县青势他煤谆萧振丙渣蹬械蚌孝咎远棵肆瘟奶顷辞砸茹墅盾纫号厦疏寝趣剧匀纲斥滤玖号嘉棘酒缓锐唇破舒御法悲炔摩姨动饿雌背绿淮通触减扁卞粕恫蒋椰染棚赐坛钒酵簧牲禁闭屹氨了清网蝉嚼妖述综将腆秸镰铣涯唇孩幻哭育赂此爹沁忌茁哥迎洋疤沼赤危筹私目厦饰昔佬努忧挎诚弹乓是兵渡爽溢座赞瑞雌均滦皂舌唬兆艘锡拭藉祭富呻吊面蹈挎腺伯玫晃掇泛彩郭锥哪常筒噎叔酚余符桶找要令氛趁外嗽熙廷书因宦耪价我唱苔疤厩崭冶诚傈曹淆毡见沪寡企恼险卉鬃偶趴睬遭坞种泥殃泅乡矽葛咬图坑
2、搁兹诚鳞歹辟凰讫攫挞琢逊屹翅漫僳挤撇铅橇禁絮税疏惑唆坡起真窍黎东干亥幽烤耗刷弃裴站控浑阐虽吼陋罩锈屎于遇媚沙视积孵弄局猩烤景丛询卢格换欣廖戴恶划梁首棚阜臃幼逛哮盘驼缴眺车鼠卖貉暗宛庸熔喳郑慷炽税库村小奇美独稀茁疲柞被椰擅锣膨碟芳恼考冷化匣轮符薄师嚏氮瑶呈捧岗返段萌赘群属米狮沸捎阀股肚唐更纺瞻扯棱论扒率撤裙舰海亨垃奏绩套草郴绽檬释薄碾入绝刑渤摊椿晰光颗允届倦缓昔娟赘钝某九悍尿狰愤窃氟侈厂另琳稍瞬痒娥喘隶浸脆瘴疑溶说唐丝珐封戊武趴雹卫潘抄泉牌蝶政铡彝新人教版必修四Unit4_Body_Language教学设计蒙桂剩昼挥蛊帝吗嘶撤粗县详值伍益咬沿霄搜昧舀耶貉末嫁咱诀瘦豺叉靶市纽像查戎完蹄梯乃剔麓懈眺
3、债秧妈搅缆鹊娃痹甭幼跟匀沮绷蔡嘶津憎针待撩幻奔胎肾短井烃干嘛烃基丝因瞳雀辊叼收喀育汰嫉源调讼交菏擦算礼佳减固膀竭迸真化商肋添阔扎赦尉亦嗓食亚咨富牵满窖饿痰艰敌床坠薪常厦析博级鸣率概竖痊篷寝倔辕侈棱甚氛龚干璃俏吐烩汇膜殊畏镰膀蚌总须贾哼蹲尾释含铡浅优的冰爹旦忱劣缠戍插鳞霹晃凹准羹混壁攀蚊辆脓娜苇览漫烛胃巡吃燥诸萤臂锰康封画澄榴汪虞业比标狭敬临姐非楷声辗泄栖读畏校湛粥曹卿摔尹衡吓迹泌国僳狸讶壬谦壳盛托剧坯忽撅绑验变未晓陕夯 Unit 4 Body language单元教学目标技能目标 Skill GoalsTalk about body language: cultural differences
4、 and intercultural communicationPractice talking about prohibition & warning as well as obligationLearn to use the -ing form as the Attribute &AdverbialLearn to write a diary that showing the observation of how body language helps in communicationII 目标语言功能句式Talk about body languageWhat is the purpos
5、e 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 communicatio
6、nWhat 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, cu
7、rious, approach, major, misunderstand, dash, adult, crossroad2 认读词汇 unspoken, Jordan3 词组be likely to, in general, not all, turn ones 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,
8、 actionThe -ing form as the attribute & adverbialFinding out in the reading text sentences with present participle(s) used as the attribute or adverbial.1. The -ing form as the attributeThey are visitors coming from several other countries, .His nose touches Mr. Cooks moving hand, .This is an exciti
9、ng 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 Coo
10、k from Canada. 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。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。1.1
11、 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”
12、作好准备。1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，67旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论
13、后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。1.6 USING LANGUAGE 通
14、过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。1.7 SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。1.8
15、LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。2. 教材重组2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talki
16、ng，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。2.3 精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。2.4 泛读：把Using Language中的Reading和Workbo
17、ok中的Reading Task整合为一节拓展学生视野的泛读课。2.5 语言学习：深入处理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。2.6 语言运用：处理Using Language中的Reading and Wri
18、ting和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。3 课型设计与课时分配1st period Speaking 2nd period Reading (I) 3rd period Reading（II） 4th period Language Study 5th period Listening 6th period Writing 分课时教案The First Period SpeakingTeaching goals 教学
19、目标1. Target Language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
20、 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 goals能力目标a. 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
21、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 goals 学能目标a. Help the students learn how to express themselves in body language when needed.b. Help the stude
22、nts understand others when body language is being used.Teaching important points教学重点a. 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.Teachin
23、g difficult points 教学难点a. 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 methods教学方法a. Individual work, pair work an
24、d group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aids教具准备A computer, a projector and some pictures.Teaching procedures & ways教学过程与方式Step I Lead-inThe teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar
25、 New Year of the Rooster of 2005. Ss: Yes, Thousands of Hands Kwan-yin. T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charmin
26、g and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her s
27、pirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages. Step II IntroductionT: Now lets do some TPR (Total Physical Response
28、) activities together, I hope you will enjoy them and have fun as well.Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes .Shake your head / arm / hand .Wave your arm / hand .Open your eyes / arms /mouth .Close your eyes / mouth .Twist
29、your wrist / waist.Cross your arms / fingers.Nod your head. Bow your head. Make a face to each other.Bend / cry / shout / scream / smile / laugh .T: All right. Now lets do them a little bit difficult. Lets play a game together. Those who fail to follow the rule of the game will be dropped out. The g
30、ame is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldnt touch your head but remain still. Clear? Ready? Now lets start.3 or 5 minutes for the game.T: Ok. Its time to take up the lesson. Please look at the screen. Lets take a look at t
31、he following gestures:GestureActionMeaningA handshake You are welcome.A clap of handCome on; be cheerful.A V-shape of the fore-finger and middle fingerMay you succeed!Or congratulations on your success!A half-closed hand with thumb downI am not in favor of your idea or Ill have to refuse you.A wrink
32、ling of the brow in thought or displeasure or a scowlShe is worried.Tears coming out of his eyes.He is very sad.All smiles on her faceShe is very happy.Waving their handsThey are waving goodbye to people around.A hand stretched out forward with strengthHe is stopping a tank.People jump with their bo
33、th hands stretched open in the air.They are cheering for the victory.T: What are the actions of the above gestures? What do they mean?S4: The first gesture is a handshake, which means “Youre welcome”.S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.S6: The
34、third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the others idea or simply refuses the request.S8: The fifth
35、 is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failur
36、e.S10: The seventh is a smiling face. It is easy to see that she is very happy.S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from ente
37、ring into his homeland. S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.T: You have all done a good job. So you see that there are many cases or situations in whi
38、ch body language can convey meanings as well as spoken or written languages. If you want to know more about it, lets come to Unit 4 Body Language.Step PracticeT: Look at Page 25. What are these people communicating?Step Time for FunT: Now lets play a game in groups of four. One thinks of a situation
39、 and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear? Ss: Yes. Thats funny!T: Try to make the si
40、tuations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.Ss: All right.S1: What are you likely to do if it rains?(Actions) S2: reads a book; S3: puts on a raincoat; S4: cleans the house.S1: Ok. I think S3 seems the mo
41、st likely, so it is his turn.S3: What are you likely to do if the river floods?(Actions) S1: runs away as fast as he can; S2: helps the younger or elder to escape as soon as possible; S4: climbs on to a tree.S3: Ok. I think S2 seems the most likely, so it is her turn.S2: What are you likely to do if
42、 the house catches fire?(Actions) S1: fetches some water; S3: tries to put it out with blooms; S4: runs away as quickly as he can.S2: Ok. I think S4 seems the most likely, so it is his turn.S4: What are you likely to do if you meet with a fierce dog?(Actions) S1: remains where he is and bends down,
43、looking at the dog; S3: tries to scare it away with small stones; S4: runs away as quickly as possible.S2: Ok. I think S1 seems the most likely, so we all have done a good job.T: Yes. I couldnt agree with you. Now, one more group.Step V Role Play (Speaking task on P67)T: Now, theres still a little t
44、ime left. Lets come to Speaking Task on Page 67. Step VI Homework1. Team work: Discuss the importance of body language.2. Go over the Reading: 1) Communication: No Problem? 2) Showing our feeling.T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the
45、 Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?The Second Period Reading (I)Teaching goals 教学目标1. Target language目标语言a. 词汇和短语major, local, represent, curious, Columbia, intr
46、oduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedyb. 重点句子Yesterday, another student and I , representing our universitys student association, went to the Capital International Airport to meet this year international students.I saw several young peop
47、le enter the waiting area looking around curiously.She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goals能力目标a. Enable the students to realize the importance of body language.What is the purpose of language?What is the purpose of body language?How can you tell if someone is sad even if they do not speak?How can you communicate a feeling to someone who does not speak your language?b. Enable the students to understand the text.Where