新人教版必修四unit4_body_language教学设计

新人教版必修四unit4_body_language教学设计内容摘要：

or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s e to Unit 4 Body Language. 知识改变命运，学习成就未来 欢迎各位老师踊跃投稿，稿酬丰厚 邮箱： 第 12 页 共 27 页 Step Ⅲ Practice T: Look at Page 25. What are these people municating? Step Ⅳ Time for Fun T: Now let’s play a game in groups of four. One thinks of a situation 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. That’s funny! T: Try to make the situations 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 most 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. 知识改变命运，学习成就未来 欢迎各位老师踊跃投稿，稿酬丰厚 邮箱： 第 13 页 共 27 页 S2: What are you likely to do if 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, 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 couldn’t agree with you. Now, one more group. Step V Role Play (Speaking task on P67) T: Now, there’s still a little time left. Let’s e to Speaking Task on Page 67. Step VI Homework 1. 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 Evening Party Celebrating the Spring Festival of 2020, the ing 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 知识改变命运，学习成就未来 欢迎各位老师踊跃投稿，稿酬丰厚 邮箱： 第 14 页 共 27 页 major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, edy b. 重点句子 Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students. …I saw several young people 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 municate a feeling to someone who does not speak your language? b. Enable the students to understand the text. Where are the visitors from? How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other? What do Mr. Cook and the Japanese visitor do as they are introduced? How can people express themselves besides their spoken language? Do all cultures greet each other the same way? Do English people and other Europeans act the same when they first meet? Is a handshake very mon in Japan? Is a kiss often used in France when people meet? Why are there different kinds of body language? c. Enable the students to retell the text in their own words. 3. Learning ability goals 学能目标 Help the students learn how to explain the mon idea—“different cultures, different body languages” with the target language in this unit. Teaching important points 教学重点 How does body language differ among people from different cultures? 知识改变命运，学习成就未来 欢迎各位老师踊跃投稿，稿酬丰厚 邮箱： 第 15 页 共 27 页 Teaching difficult points 教学难点 The understanding of the poorlywritten reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the pilers of the textbook. Teaching methods 教学方法 Skimming method, taskbased method, roleplay method. Teaching aids 教 具准备 A recorder, a projector and a puter. Teaching procedures amp。 ways 教学过程与方式 StepⅠ Revision Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc. Step Ⅱ Prereading T: Our text is about a special means of munication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear? Ss: Yes, sir/madam. 1. What is the purpose of language? 2. How can you tell if someone is sad even if they do not speak? 3. What would you do if you need the other’s help urgently while you two speak different languages? 4. Give an example of how you can municate a feeling to someone who does not speak your language. After a few minutes. T: Now who’d like to answer the fir。