人教版 (2019)选择性必修 第一册Unit 4 Body Language教案

这是一份人教版 (2019)选择性必修 第一册Unit 4 Body Language教案，共11页。教案主要包含了四段细节）等内容，欢迎下载使用。

Listening t hw bdies talk教学设计
课题
Perid 1 Reading and Thinking
Listening t hw bdies talk
单元
Unit4
学科
English
年级
Senir
Grade 2
教材分析
This unit is abut “Bdy language”. It mainly refers t the cultural differences f bdy language and interactins with them. It is aiming t arse students’ interest in bdy language.
This reading material is abut “Listening t hw bdies talk”, which talks abut bdy language used in different cultures. Frm this material, students nt nly grasp reading skills,but als understand the imprtance f bdy language and avid cultural shck and misunderstanding as well.
学习
目标与核心素养
Knwledge bjectives: grasp sme imprtant wrds, phrases and expressins in this part
Skill bjectives: master related reading skills, fr example, skimming, scanning
Emtinal bjectives: learn t understand the functin f bdy language and its implicatins in different cultures, thus appreciating the art f nn-verbal expressins.
重点
Help students t knw hw t use sme wrds and sentences t describe hw peple use bdy language t express meaning.
难点
The structure f difficult sentences
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Step1 lead –in
1.Use ppt t shw sme pictures abut bdy language and shw sme expressins t students. fr example, I’m tired, I’m happy, I’m surprised.
2.Wrk in pairs and ask the students t act them ut withut speaking and ask partner t guess what they want t cmmunicate.
Questin：What feelings are they expressing ？
And hw t express them？
首先观赏图片，
了解bdy language，再
两两一组分组讨论，班内展示三四组。
通过图片引出话题、导入新课。通过小组合作展示，让学生对身势语产生兴趣，并且能意识到身势语的重要性，从而轻松愉悦地参与到课堂活动中去。
讲授新课
Step2 While-reading
PPT 3, “Pre-Reading Questins”
What is the main idea f the passage?
Answer: Bdy Language
PPT4, “Reading f para. 1”
1.thught n. 想法
2.fld v. 展开；拥抱；交臂
fld arms 图片

PPT 5, “Questin Time”
1.Summarize the first paragraph in ne sentence.
The imprtance f bdy language
PPT 6&7, “Reading f para. 2”
3.vary vi. 变化；改变
4.crucial adj. 关键的
5.apprpriate adj. 合适的；恰当的
6.by cntrast 相比之下
7.apprve vi. 赞成；同意 vt. 批准；通过
be apprved f 被认可
8.permit v.允许
be permitted t d 被允许做
9.demnstrate vt. 表现；表达；说明；证明
PPT 8,
Summarize the secnd paragraph in ne sentence.
Bdy language varies frm culture t culture.
PPT 9, “Reading f para. 3”
10.gesture n.手势；姿势
11.witness vt. 当场看到；目击；见证
n. 目击者；证人
12. emply vt. 使用；应用；雇佣
13. encunter v. 相遇
14. identical adj. 相同的
15. interpret…as… 把…解释为…
PPT 10, “Questin Time”
Summarize the third paragraph in ne sentence.
The gesture fr“k”has different meanings.
PPT11&12 Pair Wrk
Translate the fllwing sentence.
In Japan, smene wh witnesses anther persn emplying the gesture might think it means mney.
在日本，如果看到另一个人用这个手势，可能认为这意味着钱。
仿写：只有达到标准的运动员才可参加比赛。
（wh引导的定语从句）（浙江高考作文）
Only athletes wh have reached the standard will be admitted as cmpetitrs.
PPT 13&14, “Reading f para. 4”
16.differ v. 不同于
17.by cmparisn 与……相比较
18.cheek n.面颊；脸颊
19.favur v. 较喜欢；选择；有利于
n.帮助；恩惠；赞同
20.bw vt.鞠躬；点头 vi.低（头）
n.弓；蝴蝶结
21.waist n.腰；腰部
PPT 15, “Questin Time”
5. Summarize para. 4 in ne sentence.
The difference f gesture fr “Yes”r“N”
In which cuntry/cuntries may peple favr shaking hands/bwing frm the waist/ndding when they meet smene?（参考第三、四段细节）
PPT 16, “Reading f para. 6”
sleep
I’m full
PPT17, “Questin Time”
7. Summarize para.5 in ne sentence.
Sme gestures have the same meaning.
8. Please answer the fllwing questins with the details f paragraph 5.
(1) What kind f bdy language d we use t shw “sleep”? Act it ut and describe it.
(2) What kind f bdy language d we use t shw “I am full”? Act it ut and describe it.
PPT 18&19, “Reading f para. 6”
get thrugh 度过；完成；通过
23. break dwn 打破
24. barrier n.障碍
25.mirrr n. 镜子
PPT 20, “Questin Time”
9. Summarize para. 6 in ne sentence.
Sme bdy language has many different uses.
10. Answer the questin：
Can yu say sme different uses f smiling?
（Pay attentin t the details f paragraph 6）
PPT21&22
Cmpetitin&grup shw
1. Fill in the table with the wrds and phrases.
Bdy language /Gesture
Meaning
Cuntry/Regin
Eye cntact between men and wmen
Nt plite
Middle East
Lking dwn when talking t an ld persn
OK sign
Kissing n the cheek
Place yur hands tgether and resting them n the side f yur head while clsing yur eyes
Mving yur hand in circles ver yur stmach after a meal
Answers: Plite, Japan; Mney, Japan, Zer, France, Nt plite, Brazil and Germany; Plite, France and Russia; Sleep, Everywhere; I am full, Everywhere.
Step3. After-reading
PPT23 Discussin
Read the text again and discuss the fllwing questins.
1) Can yu think f an example f bdy language that is apprpriate in China but might be misunderstd in anther culture?
2) What advice n bdy language can yu give a freign friend n his/her first trip t China?
Answers: Open
1) fr example, eye cntact
2) Bdy language is different frm culture t culture, s we shuld pay attentin t the difference.……。
PPT24&25 Grup shw
Cmplete the passage with the crrect frms f the given wrds.
We use bth wrds 1 bdy language t express 2 (we) thughts and pinins in ur interactins with ther peple. We can learn a lt abut 3 peple are thinking by 4 (watch) their bdy language. Bdy language 5 (vary) frm culture t culture. The crucial thing is using bdy language in a way 6 is apprpriate t the culture yu are in. Fr example, a smile can help us get 7 difficult situatins and find friends in a wrld f 8 (stranger).A smile can break dwn barriers. We can use a smile 9 (aplgise), t greet smene, t ask fr help, r t start 10 cnversatin.
Answers:
1.and 2. ur 3. what 4. watching
5. varies 6.that 7.thrugh 8. strangers
9. t aplgise 10. a
PPT26 Enjyment
Enjy a vide “the functin f smile”
Step4. Reading fr thinking
PPT27&28 Deep thinking
Questin 1：Smiles can be used t hide feelings like anger, fear, r wrry. Can yu describe a situatin where yu might smile when yu
dn’t mean it?
Tip：Think abut sme ccasins in ur daily life ( hme, schl)
Questin2: Apart frm fake smiles, is there any ther kind f bdy language that can smetimes be fake?
Tip：Yu can refer t the frms that we have filled in.
Questin 3：Which is a mre reliable guide fr understanding smene’s feeling, their bdy language r the wrds they speak?
Tip:Grup Wrk：Whether yu think bdy language r the wrds are mre reliable，please chse ne answer and give the reasnable reasns。
Fr example, I think ……, because……
Step5 随堂练习：
一、根据提示词或短语翻译句子，并背诵。
1.相反，在另一些国家，眼神交流并不总是被认可。（by cntrast）
__________________________________________________________________________________
Answer：In ther cuntries, by cntrast, eye cntact is nt always apprved f.
2. 在新体育馆里，我们参加各种各样的活动，这给我们带来很多。（a variety f）
_________________________________________
Answer: We jin in a variety f activities in ur new gymnasium, which brings us lts f pleasure.
3. 我想告诉你一些有关于我暑假计划的事情，并且希望你能帮我个忙。（d sb a favr）
__________________________________________________________________________________
Answer: I want t tell yu smething abut my plan fr the summer vacatin and I’d like yu t d me a favr.
4. 在餐桌上，满嘴食物与人交谈通常会被视为无礼的表现。（被动语态）
__________________________________________________________________________________
Answer：It is usually cnsidered rude t talk at the dinner table with yur mnth full.
自主阅读，划出关键词。
引导学生同桌两两合作，讨论分析句子结构，并记笔记。
分组PK，填表格。
要求：If yu have fund ut the answer, please stand up as quickly as pssible. If yu are right, yu can get ne pint fr yur grup.
分成四人一组讨论，最后选取代表进行陈述。
全班活动，分组展示
观看一段视频《微笑》，了解微笑的力量，然后分小组深层讨论这三个问题，可以适当利用上一题所填内容。
引导学生快速浏览全文，把握文章的题目和每段的首尾句，理解概括文章大意，从而对学生进行快速阅读训练，提高学生快速阅读的能力。
通过分析句子结构，理解句意，从而更好地启发学生的分析能力和创新能力。
培养学生查找细节的能力。
小组讨论，集思广益，激发学习热情和学习兴趣。
脱离课本，自主完成，全班检查，锻炼学生的自主学习能力和总结归纳的能力。
发挥小组合作的积极作用，并且强化了对文章的深层理解。
课堂小结
Step5:Summary:
These are what we’ve learned in this passage.
Step6 Hmewrk
Write a passage t intrduce sme bdy language.
板书
Unit4 bdy Language
Listening t hw bdies talk
thught
fld
vary
crucial
apprpriate
by cntrast
apprve vi. be apprved f
be permitted t d
demnstrate
gesture
witness
emply
encunter
identical
interpret…as…
differ
by cmparisn
cheek
favur
bw
waist
get thrugh
break dwn
barrier
mirrr
2. Analyse the structure f difficult sentences
In Japan, smene wh witnesses anther persn emplying the gesture might think it means mney.