高中英语 Unit 4《Body Language》教案2 新人教版必修4文档格式.docx
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第二类是填写表格，对比肢体语言在美国和我国的异同。
“语言学习”（Languagestudy）包括以下两部分：
词汇部分设计了两块内容：
1）要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式；
2）设计了6个生词与英语解释的配对练习，旨在培养学生用英语解释生词的习惯及能力；
语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：
1）学会区分动词-ing形式在句中的所担任的成分功能；
2）联词成句，旨在帮助学生理解动词-ing形式在句中充当主语；
3）词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译；
4）按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。
“综合技能”（Integratingskills）设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。
“学习建议”（Tips）提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。
“复习要点”（Checkpoint）部分简要总结了本单元的语法重点。
同时通过两个问题引导学生对本单元所学的词汇作一次小结。
（二）教学重点与难点
I.动词-ing形式在句子充当主语、宾语、表语或定语
Inmanycountries,shakingone’sheadmeans“no”andnoddingmeans“yes”.
Wecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage.
Agoodwayofsaying“Iamfull”isrubbingthestomachafterameal.
Anoldmanwalkedintothewaitingroomwithawalkingstickinhishand.
II.交际功能句型
如何提议和请求及其答语的句型
Can/ShallIhelpyouwiththat?
Wouldyoulikemeto…?
No,thankyou.Thanksforallyourhelp.
Couldyouplease…?
Wouldyoulikesomehelp?
Couldyougivemeahandwiththis?
No,thanks.Icanmanageitmyself.
IsthereanythingelseIcandoforyou?
Couldyouhelpmewith…?
That’sveryniceofyou.
Doyouneedsomehelpwiththat?
III.重点、难点词汇词组
confused,avoid,goahead,crazy,getthrough,teardown,occur
IV.常用句型
Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.
Thereisnothingbetterthansth./doingsth./todosth.
二、语篇分析：
（一）课文图解
1.Readthetext“BodyTalk”andthenpletenotesaboutbodylanguage.
1）Generally,wecandividethewholetextintothreeparts:
Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtomunicatewithotherpeople.
Part2（Para2-3）:
Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.
Part3（Para4-5）:
Somegesturesseemtobeuniversal.
2）Fillinthetableaboutgestures,countriesandtheirmeaningsinthesecountries.（Wordsinitalicscanbeblank.）
GESTURES
COUNTRIES
MEANINGS
eyecontact
somecountries
awaytoshowthatoneisinterested
othercountries
rudeordisrespectful
acirclewithone’sthumbandindexfinger
mostcountries
OK
Japan
money
France
zero
Brazil
rude
Germany
thumbsup
theUS
greatorgoodjob
Nigeria
Germany
thenumberone
movingtheindexfingerinacircleinfrontoftheear
crazy
Youhaveaphonecall.
（二）课文复述
Retellthetextusingabout100words.
Notes:
1.Trytousethe–ingformtoretellthetext.
2.
Makeuseofthenotesandtableabovewhileretelling.
3.Thepossibleversionbelowcanbeusedasmaterialforbothretellinganddictation.
Onepossibleversion:
Wecanmunicatewithotherpeoplebywatchinghisbodylanguagebesideswords.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.TakethegestureforOKasanexample.ThegesturemeansmoneyinJapanandinFranceitmeanszero,whileinBrazilandGermanydoingsoisrude.Peopleindifferentcountriesshowthesameideaindifferentways.Forexample,inmanycountries,shakingone’sheadmeans“no”,andnoddingmeans“yes”.However,inBulgaria,partsofGreece,andIran,thegestureshavetheoppositemeaning.Althoughtherearemanydifferentinterpretationsofourbodylanguage,somegesturesseemtobeuniversal.Perhapsthesmileisthebestexample.Asmilecanhelpuswellmunicatewithothers.
（三）德育渗透
DoinRomeasRomedoes[astheRomansdo].[谚]入国问禁,入乡随俗。
Mannersmaketheman.礼貌造就人。
Goodmannersaretheartofmakingthosepeopleeasywithwhomweconverse.---JonathanSwift
礼貌周到是使同我们谈话的那些人感到自在的艺术。
——（英作家）斯威夫特
（四）写作技巧
1、写作线索：
Raisingthetopic:
municatinginbodylanguage（Paragraph1）→
Interpretationsofbodylanguageindifferentcountries（Paragraphs2-3）→
Universalbodylanguage（Paragraphs4-5）
2、趣味说教
课文以教人们认识最基本的肢体语言“BodyTalk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功用。
（五）优美句式
Thereisnothingbetterthansth./doingsth./todosth.没有比做某事更好的了。
原句：
Andifwearefeelingdownorlonely,thereisnothingbetterthantoseethesmilingfaceofagoodfriend.
e.g.Thereisnothingbetterthanserving/toservethisgreatnationofours.
Thereisnothingbetterthantheencouragementofagoodfriend.
三、课时安排
TeachingProcedure:
Period1Warmingup&
Listening
Step1Warmingup
1.Brainstorm:
thewordsofemotions/feelingsofhumanbeings
Asweknow,sorrowandhappinessmakealife.We,humanbeings,haveallkindsofemotions.Let’sbrainstormemotionswe’velearnedsofar.
happy,sad,angry,confused,tired,puzzled,hateful,excited,frightened,embarrassed,depressed,uneasy,thrilled,easy,confident,delighted,kind,curious,etc.
2.Nowlet’slookatpictureswithdifferentemotionsandmatcheachpicturewiththecorrectemotionandthecorrectsentence.Meanwhile,askstudentswhatmakeshe/shethinksthatthepersoninthepictureisfeelingacertainway.
Possibleanswers:
Picture1:
Confused;
Idon’tknowwhattodo.
Picture2:
Angry;
Ican’tbelieveshesaidthat!
Thatissounfair!
Picture3:
Sad;
I’velostmywallet!
Picture4:
Happy;
IgotanAinmyexam!
Picture5:
Tired;
It’sbeenalongday.Ican’tkeepmyeyesopen.
3.Fromone’sfacialexpression,wecanknowhowhe/sheisfeeling.Besides,wecanknowhowhe/sheisfeelingfromhis/hergesture,thatistosay,thewayhe/shestandsorsitscanalsotellushowhe/sheisfeeling.Nowlookatyourclassmatesandtellhowtheyarefeelingtodaybythewaytheysitorstand.
Step2Listening
1.Pre-listening
Justnowweseewecanlearnhowoneisfeelingfrombothhis/herfacialexpressionsandgestures.Lookatme.Canyouguesswhatthesegesturesmean?
1）shakethehead
2）
wavethearms
3）
standwitharmsfolded
4）
……
（Studentsmaynotguessallthemeaningsofthesegestures,andthenteacherscansay“Let’slistentotwoshortpassagesandfindoutwhatone’sbodymovements/gesturescantellus.”）
2.Listening
1）
ListentoPart1forthefirsttimeandgetthestudentstodothefirstquestionofPart1.
ListentoPart1againanddotheresttwoquestionsofPart1.
ListentoPart2anddoquestionsofPart2.Ifstudentscan’tfollowit,listenagain.
3.Post-listening
Basedonwhatyouheardjustnowandyourownexperience,discusswithyourpartner:
Howcanyouuseyourbodylanguagetomunicatethefollowingideas?
Homework
1.
Makealistoffacialexpressionsandgesturesandtheirmeaningswe’velearnedtoday.
Previewthefollowinglesson.
Period2Listening（WB）&
Speaking
Step1Listening
Dothelisteningpracticeintheworkbookstepbystep.Ifthematerialistoodifficult,teacherscangivestudentssomedifficultsentencesfirstorevengivethelisteningmaterialtostudentsaftertheylistentothetapetwice.
Step2Pre-speaking
Makesomerequestsandask/helpstudentstoanswerandmakeoffers,forexample:
T:
Couldyougivemeahand?
S:
Yes,ofcourse.WhatcanIdoforyou?
Couldyoupleasecleantheblackboardforme?
Withpleasure.
That’sveryniceofyou.
（Teacherscanalsoaskstudentstoopen/closethewindow,turnontheprojectorandsoon.）
Step3Speaking
1.LanguageInput
JustnowIaskedsomestudentstohelpmecleantheblackboard（open/closethewindow,turnontheprojectorandsoon.）.Infactwe’repracticingmakingrequests,offersandresponses.Nowlet’slookatsomeusefulexpressionsonpage58.
Usefulexpressionsofmakingoffersandrequests
Can/ShallIhelpyouwiththat?
Wouldyoulikemeto…?
No,thankyou.Thanksforallyourhelp.
Couldyouplease…?
Wouldyoulikesomehelp?
Couldyougivemeahandwiththis?
No,thanks.Icanmanageitmyself.
That’sveryniceofyou.
Notes:
IsthereanythingelseIcandoforyou?
=WhatelsecanIdoforyou?
Weusethesetwosentencesofferhelpagainwhenwe’vealreadyofferedhelp.
2.Practice
Nowusetheseexpressionsandfollowtheexampletomakeupsomedialoguesinthefollowingsituationsinpairs.
Thengetsomepairstoactoutthedialoguesinfrontoftheclass.
Step4UsefulExpressions---Makingoffers/requestsandresponses
Inoureverydaylife,wequiteoftenmeetdifficultiesandhavetoaskourfriendsorrelativesforhelp.Ofcourse,sometimeswe’lloffertohelpothers.AndinEnglishthere'
reseveralwaysofmakingoffers/requestsandresponses
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