Unit 4 Body Language The first period教案2。
作为老师的任务写教案课件是少不了的，大家在认真写教案课件了。我们制定教案课件工作计划，就可以在接下来的工作有一个明确目标！有多少经典范文是适合教案课件呢？以下是小编收集整理的“Unit 4 Body Language The first period教案2”，但愿对您的学习工作带来帮助。
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.
教案jAB88.Com
Unit21bodylanguage
Thefirstperiod
延伸阅读
Unit 4 body language Period 1教案
一名爱岗敬业的教师要充分考虑学生的理解性，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生能够听懂教师所讲的内容，减轻高中教师们在教学时的教学压力。那么一篇好的高中教案要怎么才能写好呢？小编特地为大家精心收集和整理了“Unit 4 body language Period 1教案”，相信您能找到对自己有用的内容。
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.
我试着避免碰见他，因为他让我厌烦。
You’dbetterfastenthebelttoavoidbeinghurtincaseofanaccident.
你最好系上安全带，避免在事故中受伤。
avoidvt.避免，躲避；预防，防止
avoidsth/avoiddoingsth
Youcanavoiddangerbybeingcareful.
Itooktheotherdirectionsoastoavoidmeetingher.
Hetoldalieinordertoavoidbeingpunished.
Ijustavoidedrunningoverthecat.我差点儿轧着猫。
Trytoavoidaccidents.尽量防止发生事故。
2.aheadof提前，超出，在。。。。。。前面
Ourcompanyisaheadofothermakersofsparepartsfortheairplane.我们公司飞机零部件制造业绩超出其他公司。
Tohisgreatjoy,theworkersfinishedtheirworkaheadoftime.
Walkstraightaheaduntilyoureachtheriver.
Theroadaheadwasfullofcattle,whichblockedtheirway.前方的路上满是牛，挡住了他们的路。
----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.
聋子不能既用手势又用语言来表达思想。
(2)express+n./pro./wh-clause./orn.todo
Hewastooexcitedtoexpresshisfeelings.
ShehaslearnedenoughtoexpressherselfinEnglish.
expresstrain快车,expressdelivery快递邮件byexpress/bypost邮寄
(3)inone’sopinion/personally/asfarasoneisconcerned在某人看来
What’syouropinionofsomebody/something?==Whatdoyouthinkof….?/Howdoyoulike/find…?
2.fold,unfold
Havingwrittentheletter,hefoldeditandputitintheenvelope.
Shefoldedherbabyinherarmsforfearthatitshouldcatchacold.她把婴儿抱在怀里以防着凉。
foldone’sarms,/foldone’shands,/folditswings交臂/交手/收拢翅膀
3.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.
veryvt.partsbfromsb
Thepolicepartedthecrowd.
Thechildrenwerepartedfromtheirparents.
Shehaspartedfromherhusband.
Thecrowdpartedtoletthemthrough.
Itis3yearssincetheyparted.
Thecloudspartedandthesunshonethrough.云开日出
partwithsth.放弃或出让某物=giveaway
Althoughheispoor,herefusedtopartwithhiscollectedstamps.
Take/playanactivepartinsth.积极参加某事
playamajor/important/significantpartinsth在某方面起重大作用
15.firmadj.
1)坚实的，坚硬的
Thiswetgroundidnotfirmenoughtowalkon.
firmsoil坚硬的土壤firmflesh/muscles结实的肌肉
2)牢固的，稳固的，坚固的
Thisbuildinghasafirmground.Afirmfoundation坚固的基础
3)稳定而有力的afirmhandshake
Motherkeptafirmholdonhersonshandsashesaidgoodbyetoherabroad.
"儿子向母亲告别到国外去时,母亲紧紧地拉住他的双手。"
4）坚定的，不易改变的
Wehaveafirmbeliefinthisfact.
Hehasmadeafirmdecision.
befirmwith对坚决，坚定
Parentsshouldbefirmwiththeirparents.严格要求孩子
adv.firmly坚固地，稳固地
Thebeltwasfirmlyfixedtotheastronautwhenhefloatedinspace.
16．Whiletherearemanydifferentinterpretationsofourbodylanguage,somegesturesseemtobeuniversal.尽管对身势语有许多不同的解释，有些手势好象是全球通用的。
Whileconj.1)尽管，虽然，=although
WhileIadmitthatthereareproblems,Idon’tagreethattheycannotbesolved.
尽管我承认有问题存在，但我不同意说这些问题不能解决。
WhileIunderstandyourviewpoint,Idon’tagreewithyou.
Whilehetriedhisbest,hefailedintheexperiment.
1)当----的时候，在----期间
Hefellasleepwhilehewasdoinghishomework.
Strikewhiletheironishot.
2)与----同时
Whilemarywaswritingaletter,thechildrenwereplayingoutside.
Helistenstotheradiowhiledrivingtowork.
3)然而（表示对比或相反）
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
参考答案：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，追赶，驱逐
egDogsliketochaserabbits.狗喜欢追赶兔子。
Ichasedthecatoutoftheroom.我把猫赶出了房间。
也有“驱除”之意。
例如：Hehaschasedfearfromhismind.他将恐怖心理扫除了
2.createvt创作，创造
eg;Dickenscreatedmanywonderfulcharactersinhisnovls
狄更斯在他的小说中创造了许多奇妙的人物。.
Hisbehaviorcreatedabadimpression.他的行为给人以恶劣的印象。
3.base…on…..“以……为根据，建于……之上”，
eg:Ibasemyhopesonthenewswehadyesterday.
我的希望是以我们昨天所得到的消息为根据的。
Thisbeliefisbasedonpracticalexperience.这种信念是以实际经验为基础的。
4.actout“表演，演出”；
eg.Pleasecreateadialogueandthenactitoutinclass.请编一段对话，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
经验告诉我们，成功是留给有准备的人。作为高中教师准备好教案是必不可少的一步。教案可以让上课时的教学氛围非常活跃，有效的提高课堂的教学效率。你知道怎么写具体的高中教案内容吗？小编经过搜集和处理，为您提供Unit 4 body language Period 3 language study教案，相信能对大家有所帮助。
Unit4bodylanguage
Period3languagestudy
Teachingaims:
1Learnhowtousesomeusefulwords,phrasesandunderstandsomedifficultsentences.
2Studytherulesof-ingandwantstogoaheadofthequeen
Teachingprocedure:
1Somebodyislateforaflightandwantstogoaheadofthequeen
aheadof在~之前，比~强，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教案2
Unit4BodyLanguagePartOne:TeachingDesignTeachinggoals1.TargetLanguagea.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Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoalsa.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoalsa.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpointsa.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpointsa.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethodsa.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.TeachingaidsAcomputer,aprojectorandsomepictures.TeachingproceduresYoustandwatchingandlistening.作状语；……)2.DoingexercisesNo.1and2onpage29Turntopage29.DoexercisesNo.1and2。III.ReadyusedmaterialsforThe~ingformastheAttributethatis,theirdifferentfunctionsinthesentence.
Examplesofsomeofthedifferentcategories·Hesswimming.·Heswearingaswimmingsuit.·Helikesswimming.·Swimmingispleasant.
Rewriteeachsentencewithoutusingthe-ingform.
Isthereachangeinmeaning?Whatisit?
Findsentencesinthetextwhichcanberewrittenusingan-ingform.
Isthereanychangeinmeaning?Whatisit?ThethirdperiodUsingLanguage(SHOWINGOURFEELINGS)AimsTohelpstudentsreadthepassageSHOWINGOURFEELINGS.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextSHOWINGOURFEELINGS.II.Guidedreading1.ReadingandtranslatingReadthetextSHOWINGOURFEELINGSandtranslateitintoChineseparagraphbyparagraph.HeJing.Youaretodoparagraph1,please.….2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromSHOWINGOURFEELINGSShowallkindsoffeeling,turnone’sbackto…,showanger,closeone’shand,shake…at…,auniversalfacialexpression,put…atease,hidefeelings,loseface,nodtheheadupanddown,lookawayfrom…,holdone’sarmsacrossone’schest,protest…from…,turntoward…,rollone’seyes,showrespectfor…,usegestures,giveahugtosb.,standcloseto…,with…open,lookdirectlyat…,looksb.intheeye,tellthetruth,bewrongabout…3.DoingexercisesNowyouaregoingtodoexercisesNo.1and2onpage30followingthearticle.Theimportanceofbodylanguage
Peoplecannotlivewithouteachother,wearesocialbeings.Assoonasweareincontactwithotherswearecommunicating.Forthiswecanmakeuseofspokenandwrittenlanguage.Inthesewayswemakethecontentofamessagecleartoeachother.Howeverwecanalsocommunicatewithoutwords.Thiskindofcommunicationtellsussomethingabouttherelationshipbetweenpeople.Oftenthisismoreimportantthangettingthecontentofthemessageacross.Thecommunicationaboutthisnonspokencommunication,whichtellsussomethingabouttherelationshipbetweenpeople,iscalledMeta-Communication.Communicatingaboutcommunication!4.WritingTurntopage31.Makealistofthreepositivebodylanguageexpressionsandthreenegativebodylanguageexpressions.Non-verbalcommunication,orbodylanguageoReferstomessagingwithoutwordsInapersonalspokenmessageoAccordingtoAlbertMehrabian,inPsychologyToday(1968),ofthetotalmessage§7%isconveyedbythewords§38%bythevocaltones,and§55%byfacialandbodyexpressionoReadingbodylanguageisanimportantskillThefourthperiodListening,writingStep1Turntopage31anddothelisteningandwritingexercisesNo.1and2.Positivegestureclusters-2●ConfidenceoSteepling(fingerstouchinglikeachurchsteeple)oHandsbehindback,authoritypositionoBackstiffened●ExpectancyoRubbingpalmsoJinglingmoneyopenlyoCrossedfingersoMovingcloserPositivegestureclusters-3●Cooperation,readiness,opennessoOpenhandsoHandsonhipsoHandsonmid-thighwhileseatedoSittingonedgeofchairoArmsspread,grippingedgeoftableordeskoMovingcloseroSprinterspositionoHand-to-facegesturesPositivegestureclusters-4●EvaluationoHand-to-facegesturesoHeadtiltedoStrokingchinoPeeringoverglassesoTakingglassesoff,andcleaningoPuttinghandtobridgeofnosePositivegestureclusters-5●Reassurance5.SpeakingandwritingDiscussLinPei’sbehaviourwithyourpartner.ThenwritesomeadviceforLinPei.Thefifthperiod．WordsandexpressionsfromUnit4Bodylanguagemajora.amajorearthquake大地震，amajorproblem重大问题，amajorsubject主修科目locala.localcustoms地方风俗，alocalpain局部疼痛，当地时间localtimerepresentv.representaclubasitschiefexecutive以总经理的身份代表俱乐部，representbysigns用符号代表curiousa.becuriousaboutother’speoplebusiness对别人的事情太好奇Introducev.introduceherashisdaughter介绍说她是自己的女儿，beintroducedfrom…从…传来的，introduce…tosb.向某人介绍……approachv.&n.cautiouslyapproachedthehouse小心地走近那房子,approachthemanagerabout…同经理谈……，approachthequestionasascientist从科学家的角度来处理这一问题，Snowannouncedtheapproachofwinter.雪宣告了冬季的来临。Ilikeherapproachtotheproblem.我喜欢她解决这个问题的方法。touchv.&n.Shelightlytouchedhisforehead.她轻轻地摸了摸他的前额。Donttouchtheexhibits.Fewstudentsinourschoolcantouchhiminmusic.在音乐方面,我们学校很少有学生能与他相比。Iwastouchedbeyondwords.我感动得无法形容。Theydidnottouchthistopicintheirtalk.他们在会谈中没有触及这个问题。Theraintouchedthecrops.这场雨使庄稼受害。Theysatsoclosethattheirheadsnearlytouched.他们坐得那么近,头都差不多碰到一起了。Inhistalkhetouchedon/uponthestateofaffairsinLatinAmerica.谈话中他提到了拉丁美洲的局势。OurshipistotouchatHongkongtomorrowmorning.我们的船将于明天上午停靠香港。Itwillbreakatatouch.那东西一碰就破。Letsstayintouch.我们保持联络。Hesaddedafewfinishingtouchestohisnovel.他给小说作了最后润色。Hehasatouchwithbirds.他擅长养鸟。Theyoungmanrecitedhispoemswithatouchofpride.那个青年带点骄傲地朗诵他的诗作。cheekn.Thelittlegirlhasrosycheeks.那个小女孩脸颊红润。Hehadthecheektoaskmeformoney.他竟厚着脸皮向我要钱。Howcanyoucheekyourgrandparentsinthatway?你怎么可以那样无礼地对祖父母讲话?learneda.Themorelearnedamanis,themoremodestheusuallyis.人愈有学问,往往愈是谦虚。learnedbooks学术性书籍strangern.Ifeelstrangeinthepresenceofstrangers.在陌生人面前,我感到不自在。Sorry,Idontknow.Imastrangerheremyself.对不起,我不清楚。我对这里也不熟。Heisnostrangertosorrow.他饱经忧患。Imastrangertostatistics.我对统计学一窍不通。spokena.Theybuiltarobotcapableofunderstandingspokencommands.他们制造了一个能懂口头指令的机器人。Heisashysoft-spokenperson.他害羞,说话轻声细语的。expressv.&n.Really,Ihardlyknowhowtoexpressmygratitude.我真不知道如何表达我的感激之情。Thedoctorexpressedpoisonfromherwound.医生把毒液从她的伤口挤了出来。Pleasesendthisparcelbyexpressdelivery.请用快递寄送这个包裹。Thedoctorgaveexpressordersthatthepatientwastohavenovisitors.医生明确嘱咐,那个病人不可会客。Wetookanexpressbushome.我们乘特快公车回家。Theypaintedthehousefortheexpresspurposeforsellingit.他们专为卖房而油漆房子。Pleasesendtheparcelexpress.actionn.Thequickactionofthefiremensavedthebuildingfrombeingburneddown.消防队员行动及时,该建筑物方免遭焚毁。Theactionofwateronrockshouldbetakenintoaccount.应考虑到水对岩石的作用。Alltheactionintheplaytakesplaceatonerailroadstation.该剧的整个情节均发生在一座火车站里。Finallyshehadtofileanactionfordivorce.最后她只好提出离婚诉讼。
posturen.asittingposture坐姿,Theyaretryingtoadoptamorecooperativeposture.他们正试图采取更为合作的态度。Heenjoysposturinginfrontofanaudience.他喜欢在观众面前装腔作势。likelya.&a.JohnislikelytobeinLondonthisautumn.今年秋天约翰可能在伦敦。Theparkisalikelyplaceforthepicnic.这公园倒是个适合野餐的地方。Wewillmostlikelybelate.我们很有可能会迟到。
Unit 4 Body language Period One教案及点评
教案课件是老师需要精心准备的，是认真规划好自己教案课件的时候了。认真做好教案课件的工作计划，才能促进我们的工作进一步发展！有没有出色的范文是关于教案课件的？下面是小编精心为您整理的“Unit 4 Body language Period One教案及点评”，欢迎阅读，希望您能够喜欢并分享！
Unit4BodylanguagePeriodOne教案及点评
BookIVUnit4Bodylanguage(PeriodOne)
一、概述
•高中一年级英语教学
•人教版第四模块第四单元
•本课时强调身体语言的重要性。让学生明白不同的文化有不同的肢体语言。
•通过这节课的学习让学生明白不同文化的交流不再是难题，打破人与人之间的交流障。
点评：概述部分清楚地说明了该课的年级、主要的内容，以及该课学习内容的特征，但缺少教材版本的信息和上课时间
二、教学目标分析
１、知识与技能
（1）认读11个新单词和2个新句型，熟练运用新句开型进行表达；
（2）通过了解身体语言在现实生活交流所起的作用，明白身体语言的重要；
（3）通过观察和描述其他人的身体语言和动作，学生对身体语言和身体语言所代表的意义有更好的了解；
（4）。
２、过程与方法
（1）能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程，掌握英语说听的基本方法；
（2）能够通过两两说和综合说体验协作学习的过程和方法；
（3）学生将会了解到在不同的文化背景下，身体语言有不同的含义。打破了不同语言背景下人们交流的障碍。
3、情感态度与价值观
（1）激发和保持学生英语学习的动机，；
（2）确保学生明白不同文化背景下的身体语言没有好坏之分，在将来的交流中有意识地使有身体语言使交际更加便利。
点评：设计者从学生的角度分析学习目标，分析了三维目标，且有较强的可操作性。若将情感目标中的主语改成学生会更好。
三、学习者特征分析
1.学生是一级达标中学高一普通班的学生。
2.高中学生更擅长从老师、父母，同学的表情和手势看出想法。
3.学生思维活跃，善于和同学交流，乐于表达自己，渴望得到同学和教师的赞许。
4.学生对英语学习有着浓厚的兴趣，但是英语的听、说、读、写能力还有待加强；。
5.学生对于能带来大量信息和新鲜感的ppt呈现方式充满期待。
点评：对学习者知识基础和认知特征分析较到位，根据班学生特点，充分利用网络教学资源，激发和培养学生英语学习兴趣。
四、教学策略选择与设计
1.师生互动策略：教师提问不同组别的同学，就ppt展示的资料和课本提出的问题进行对话，期间教师加以引导话题。
2.小组协作策略：在某些话题中展开小组讨论，主题表演等，最后由小组成员共同总结发言。
3.评价激励策略：对于表现优良的小组给予课堂抽查成绩的加分，鼓励他们继续努力。
点评：通过师生互动策略，加强了师生情感交流，又形成了英语学习氛围；通过小组协作策略，培养学生合作精神，又训练了学生英语口语；通过评价激励策略，调动学生积极性，增强学生参与意识和竞争意识
五、教学资源与工具设计
教学媒体选择分析表
教学媒体选择分析表
知识点学习
目标媒体
类型媒体内容要点教学
作用使用
方式所得结论占用
时间媒体来源
Lead-in
导入新课课件
音乐IntroducebodylanguageBC吸引学生注意，激发起学生学习课文的兴趣5分钟下载图片
Warming-up
介绍各种肢体语言及含义课件
图片whatwillhappenifpeoplefromdifferentcountriesmeettogether.
ED加深对课文的理解，培养学生的语言综合能力。
8分钟下载
Reading
训练两种阅读能力fastreading和detailedreading课件
表格Scanning:findmainideaofeachparagraph
Detailedreading:Taskone
Tasktwo
Taskthree
Taskfour
TaskfiveD
GE加深对课文的理解，培养学生的语言综合能力。
20分钟自制
Postreading
对课文的巩固，并进行讨论课件
学生活动SummaryanddiscussionHB应用所学知识10分钟自制
Homework
完成相应的练习，并找出知识点课件ExercisesandpreviewthepointsofthepassageJD应用所学知识2分钟自制
①媒体在教学中的作用分为：A.提供事实，建立经验；B.创设情境，引发动机；C.举例验证，建立概念；D.提供示范，正确操作；E.呈现过程，形成表象；F.演绎原理，启发思维；G.设难置疑，引起思辨；H.展示事例，开阔视野；I.欣赏审美，陶冶情操；J.归纳总结，复习巩固；K.自定义。
②媒体的使用方式包括：A.设疑—播放—讲解；B.设疑—播放—讨论；C.讲解—播放—概括；D.讲解—播放—举例；E.播放—提问—讲解；F.播放—讨论—总结；G.边播放、边讲解；H.边播放、边议论；I.学习者自己操作媒体进行学习；J.学习者表演。
点评：胡老师在本节课中运用了课件、文字、图片、音乐片断等多种媒体，充分发挥了综合多种媒体的优势。
1、通过课件，使教学示范方式变得直观明了，提高了教学效率。
2、综合应用文字、图片、录音等资料来进行教学活动。
六、教学过程
TeachingProcedures
Step1Lead-in(5ms)
AskstudentslistentoIfyou’rehappyandacttothemusic.
Thentellthemwecanexpressthefeelingsbybodylanguage.
点评：老师通过课件中的超链接音乐片断导入新课，引发学生兴趣。并让学生试表达简单的姿体语言，为后面教学任务完成做好准备。
Step2Warming-up(8ms)
Askstudentswhetherthesamegesturesalwayshavethesamemeaningsevenindifferentcountries.Thenshowsomepicturestothem.Studentscaneasilytellthedifferentmeaningsinthesamegestures.Thenaskthemwhatwillhappenifpeoplefromdifferentcountriesmeettogether.
点评：这个活动通过图片展示各种有趣的身体语言，有利于学生参与，为学生提供运用课言的机会。
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.
点评：在这个教学环节中，胡老师利用表格对课文阅读的两个步骤进行具体的任务设置，给学生展示了明确的任务目标，带着问题或任务进行阅读，提高教效率。
Step4Postreading(10ms)
Task1Finishasummaryabout30words..
Task2Discussion
Doyouthinkbodylanguageisimportant?
点评：在这个环节中，胡老师利用课件中的问题设置和表格填写及学生计论活动
等对所教学的内容进行复总结巩固。
Step5Homework(2ms)
1.Finishtheexercisesonpage28.
2.Findoutthelanguagepointsinthetext..
点评：整个教学过程设计把课堂英语教学与实际生活结合起来，通过交流讨论，
能让学生运用所学语言，谈论话题新鲜，贴近学生生活，与学生水平相当，有
利于学生参与合作，为学生提供运用语言的机会，从而达到提高其实际语言运用的能力目的
教学流程图
点评：教学流程图，精心设计、提纲挈领、一目了然、富有特色。有利于课堂教学的实施。
七、教学评价设计
英语学习过程小组评议表
Unit__4__Team______Group______
学号姓名课堂发言
(自愿3分，叫答1分）小组活动（ABCD）阅读训练（ABCD）得分
说明：
1.A:积极/优秀B:较积极/较良好C:一般/合格D:不参与/不合格
2．小组长在每单元学习结束后记好每人得分再上交给科代表。
点评：这个评价设计通过小组长的协助，对学生对每个单元的学习作出合理评价，有利于学生的对自己学习的反思和补缺补漏。
课堂观察表
时间教学/学习
活动内容教师活动学生活动学生参与人数学生参与情况
（反应及回答情况）
点评：这个评价表设计主要是作为其它听课老师听课后对某一堂课的观察和评价。
总的来说整个教学设计方案格式规范、清晰完整。
