必修四 第四单元Word下载.docx

必修四 第四单元Word下载.docx

《必修四 第四单元Word下载.docx》由会员分享，可在线阅读，更多相关《必修四 第四单元Word下载.docx（41页珍藏版）》请在冰豆网上搜索。

精讲多练，坚持以学生为主体的原则

学法导航

多读善思，小组合作学习。

课时支配：

第一课时：

Warmingup—Reading

第二课时：

LearningaboutLanguage

第三课时：

UsingLanguage

第四课时：

Listening,ReadingandWriting

第1课时Warmingup-Reading

教案I

教学目标

Talkaboutfestivalsandcelebrations

采用目标教学法，引导学生积极参与课堂，鼓励学生多读、善思。

了解中西节日，拓展社会文化背景、增加跨国文化知识

教学重点、难点

教学重点

a.Improvethecomprehensivereadingability

b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.

教学难点

a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.

b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.

教法与学法导航

课上引导学生积极参与课堂活动，老师少讲，鼓励学生多读善思。

加强小组合作学习，积极回答问题

教学准备

教师准备

Acomputer,aprojectorandsomepictures.

学生准备

课本，认识相关的词汇

教学过程

Step1Leadingin

Theteachershowssomepictures（nextpage）.onthescreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.

Students:

Yes,ThousandsofHandsKwan-yin.

T:

Butdoyouknowwhosheis?

Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua（邰丽华）.SheiscalledaFairyofPeachblossom（桃花仙子）bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?

Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.

Step2Warmingup

Task1Studentslookatthescreenandtrytoexplainthemeaningofthepictures.

Suggestedanswers:

Action

Meaning

Ahandshake

Youarewelcome.

Aclapofhand

Comeon;

becheerful

Awrinklingofthebrowinthoughtordispleasureorascowl

Worried

Tearscomingoutofhiseyes

Heisverysad.

Wavinghands

Say“hello”or“goodbye”

Peoplejumpwiththeirbothhandsstretchedopenintheair

Theyarecheeringforthevictory.

Task2StudentsfinishwarminguponPage25.

Meaning

Action

1.Youarewelcome.

Asmileandahandshake.

2.Iamworried.

Afrownedorupsetlook.

3.Iatetoomuch.

Puttingahandonthestomach,pattingorrubbing

4.IamsorrythatIdidsomethingwrong.

Droopingorhangingthehead.

5.I’msohappy.

Aloudlaughterwithashiningfaceorsmilingwitharmsopenandheadback.

6.Youdidagoodjob.

Athumbup.

7.Youareangry.

Turningyourbacktosomeoneonpurpose.

8.Stophere.

Puttingtheleftpalmonthefore-fingeroftherighthand.

Step3Reading

1.Scanning

Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainideaofeachpart.

Part1（Para1）

YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.

Part2（Para2and3）

Examplesoflearnedorcultural“bodylanguage”.

Part3（Para.4）

Differentpeoplehavedifferentbodylanguages.

Part4（Para.5）

Summaryofbodylanguage.

2.Readthewholetextquickly,andthenfinishthefollowing.

（1）Howdopeopleuseunspokenlanguage?

A.Bythemovementsoftheirbodies.

B.Byeyecontact.

C.Bykeepingphysicaldistances,actionsorgestures.

D.Bymovingtheirhands.

（2）HowdoesMrGarciagreetMsSmith?

A.Heshakeshandswithher.

B.Hetoucheshershoulderandkissesher.

C.Hesmilesather.

D.Hebowstoher.

（3）Peoplefrom___seldomtouchstrangers,whilepeoplefrom__aremorelikelytotouch.

A.England;

Spain,ItalyandSouthAmericancountries

B.France;

Spain,AmericaandEngland

C.Spain;

Italy,EnglandandSouthAmericancountries

D.Spain;

Italy,EnglandandAmerica

（4）WillAhmedAzizstandveryclosetoMadameCoulonwhentheyaretalking?

Why?

A.Yes,hewill.Becauseheknowsherwell.

B.No,hewon’t.Becausehedoesn’tknowher.

C.Yes,hewill.Becauseitisthecustomofhiscountry.

D.No,hewon’t.Becauseitisthecustomofhiscountry.

（5）Howmanyvisitorsarethereinthepassage?

A.8B.7C.6D.5

3.Readthetextcarefully,thendecideifthefollowingstatementsaretrue（T）orfalse（F）.

（1）Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.

（2）Mostpeoplearoundtheworldnowgreeteachotherbykissing.

（3）Japanesewillbowtoothersasgreeting.

（4）PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.

（5）Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagesarebad.

4.Studentsreadandfillthefollowingchart:

Personandcountry

Suitablegreeting

AmanfromColumbia

Toaman:

sameastoawoman

Toawoman:

toucheshershoulderandkissesheronthecheck

AwomanfromBritain

nottooclose,shakeshands

shakeshands,willgetcloser

AmanfromJapan

bows

AmanfromCanada

shakeshands

shakeshandsorkissesonbothcheeksifknown

AwomanfromFrance

shakeshands,kissestwiceonthecheek

sametosomeonesheknows

AmanfromtheMiddleEastorsomeMuslimcountries

comesclose,shakeshands

nods

5.After-reading

（1）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.

（5）“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?

Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.

（6）Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?

Whyorwhynot?

Studentswillgivetheirownanswers.

6.Studentsingroupsanddiscuss:

SupposeyourfriendistoattendanEnglishcorner.Manystudentscomingfromdifferentcountrieswillbepresentaswell.Sheisexcitedbutnervousbecauseshedoesn’tknowhowtomakeothersaccepther.Whatshouldshedothen?

板书展示

课堂作业

Studentsingroupsanddiscuss:

教学反思：

本节课是一节阅读课，通过本节课的学习大大地提升了他们获取信息的能力，另外通过课堂上的合作练习听说能力也得以提高。

教育格言

莫找借口失败，只找理由成功。

教案II

提高听力、阅读、写作能力。

让学生积极地参与课堂进行听说读写。

通过听说读写会合理运用身体语言。

提高写作能力。

利用多种活动来锻炼学生的能力。

积极参与课堂，动脑。

教师准备

知识准备，PPT。

复习上节课所学内容。

Step1.Greetings：

Greetthestudentsasusual.

Step2Speaking.

Studentslookatthescreenandtrytoexplainthemeaningofthepictures.Suggestedanswers:

Step3Talkingandsharing

Bodylanguageisthequiet,secretandmostpowerfullanguageofall!

Accordingtoexperts,ournon-verballanguagecommunicatesabout50%ofwhatwereallymean（voicetonalitycontributes38%）whilewordsthemselvescontributeamere7%.

Ourbodiessendoutmessagesconstantlyandoftenwedon’trecognizethatwe'

recommunicatingalotmorethanwerealize.

Ourunderstandinganduseofnon-verbalcuesinfacialexpressionarefamiliartousnearlyfrombirth

Step4Warmingup

StudentsfinishwarminguponPage25.

Puttingahandonthestomach,pattingorrubbing.

4.IamsorrythatIdids