一名优秀的教师在教学时都会提前最好准备，教师要准备好教案，这是教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师能够井然有序的进行教学。我们要如何写好一份值得称赞的教案呢？以下是小编为大家收集的“Unit 4 Body Language教案2”供大家参考，希望能帮助到有需要的朋友。

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。

扩展阅读

Unit 4 Body language教案

一位优秀的教师不打无准备之仗，会提前做好准备，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好地进入课堂环境中来，帮助授课经验少的高中教师教学。那么一篇好的高中教案要怎么才能写好呢？下面是小编为大家整理的“Unit 4 Body language教案”，欢迎您阅读和收藏，并分享给身边的朋友！

Unit4Bodylanguage教案
Unit4Bodylanguage(6.3-6.13)
课型设计与课时分配
1stperiodwarmingup(6.3-6.4)
2ndperiodReading(I)(6.5)
3rdperiodReading（II）(6.9)
4thperiodLanguageStudy(6.10-6.11)
5thperiodListening(6.12)
6thperiodWriting(6.13)
Ⅳ．分课时教案

TheFirstPeriodwarmingup
Teachinggoals教学目标
1.TargetLanguage目标语言
a.重点词汇和短语
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重点句型或交际用语
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目标
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals学能目标
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教学重点
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教学难点
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教学方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具准备
Acomputer,aprojectorandsomepictures.
Teachingproceduresbecheerful.
AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.
AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.
Tearscomingoutofhiseyes.Heisverysad.
AllsmilesonherfaceSheisveryhappy.
WavingtheirhandsTheyarewavinggoodbyetopeoplearound.
AhandstretchedoutforwardwithstrengthHeisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.
T:Whataretheactionsoftheabovegestures?Whatdotheymean?
S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.
S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.
S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.
S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.
S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.
S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.
S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.
S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.
T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.

StepⅢPractice
T:LookatPage25.
Whatarethesepeoplecommunicating?

StepⅣTimeforFun
T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?
Ss:Yes.That’sfunny!
T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.
Ss:Allright.
S1:Whatareyoulikelytodoifitrains?
(Actions)S2:readsabook;
S3:putsonaraincoat;
S4:cleansthehouse.
S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.
S3:Whatareyoulikelytodoiftheriverfloods?
(Actions)S1:runsawayasfastashecan;
S2:helpstheyoungeroreldertoescapeassoonaspossible;
S4:climbsontoatree.
S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.
S2:Whatareyoulikelytodoifthehousecatchesfire?
(Actions)S1:fetchessomewater;
S3:triestoputitoutwithblooms;
S4:runsawayasquicklyashecan.
S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.
S4:Whatareyoulikelytodoifyoumeetwithafiercedog?
(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;
S3:triestoscareitawaywithsmallstones;
S4:runsawayasquicklyaspossible.
S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.
T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.

StepVRolePlay(SpeakingtaskonP67)
T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.

Homework
1.Teamwork:Discusstheimportanceofbodylanguage.
2.GoovertheReading:
1)Communication:NoProblem?
2)Showingourfeeling.
T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?

ThesecondperiodReading
TheSecondPeriodReading(I)
Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重点句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目标
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教学重点
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教学难点
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教学方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
TeachingproceduresI’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?
S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.
T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?
S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto
LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.
T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.
StepⅢWhile-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(para.2and3)
Examplesoflearnedorcultural“bodylanguage”.
Part3.(para.4)
Differentpeopleshavedifferentbodylanguages.
Part4.(para.5)
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).
•Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.
•Mostpeoplearoundtheworldnowgreeteachotherbykissing.
•Japanesewillbowtoothersasgreeting.
•PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.
•Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.

StepIVPostreading
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.
StepⅤHomework
1.Getreadytoretellthetextinyourownwords.

TheThirdPeriodReading(II)
Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重点句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目标
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals学能目标
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教学重点
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教学难点
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教学方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
TeachingprocedurestheJapanesecoveronhandwiththeotherandbowslightlyorquitelow,dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfacesandbowtheirheads;Muslimswilltouchtheirheart,mouthandforeheadtoshowrespect.
S6:NowyoungpeopleintheWestgiveeachotherthe“highfive”whentheyclapeachother’shandsintheair.
S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostallcultures,tosmileandshowanopenrighthandisthemostcommonwaytoshowthegoodwillgreeting.
T:Iammorethanhappytohearyoucangetsomuchinformationfromthepassagewhenyoudothereading!Nowlet’sactoutsomeofthegesturesinthereadingmaterial,OK?
Somestudentsareaskedtoactoutthebodylanguagewhichappearsinthereadingtextis:TheOpenHand-AUniversalSign,suchasahandshake,thetraditionalgreetingsinChina,theJapanesewaytogreetpeople,thewaysHindupeopleandMuslimsusetogreetpeople,andthewayyoungpeopleintheWestusenow.
Severalminuteslater.
T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.
S8:Itcanbedangeroustomeetpeopleyoudonotknow.
S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.
S11:Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.
S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.

Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.

TheFourthPeriodGrammar
StructureStudy
一:V-ing形式由“do＋ing”构成,其否定形式是“notdoing”,V-ing可以带宾语或状语构成V-ing短语,没有人称和数的变化,但有时态和语态的变化。
V-ing形式在句中作定语和状语是本单元的学习重点。
1.作定语
V-ing形式可以单独充当名词的前置修饰语,这时有两种情况。
1)-ing形式表示“供作......之用”的意思,这类作定语的-ing形式过去叫动名词。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,过去叫现在分词
Asleepingchild
workingpeople
therisingsun
-ing形式短语作定语时一般放在它所修饰的名词之后,相当于一个定语从句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作状语
可以表示时间,原因,结果,条件,行为方式或伴随动作等。
AttentionPlease
-ing形式作状语时,它的逻辑主语必须与主句的主语是一致的。
Timepermitting,Iwillpayavisittothewholecity.
(分词的逻辑主语是time,而句子的主语是I,两者不构成主谓关系,所以只能用独立主格结构,也就是给现在分词补充一个主语。)

Homework
Do“UsingStructures”onPage64.

ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.

ThesixthperiodWriting
LookthroughthisunitandotherresourcesforexamplesofthedifferencesinChineseandwesternbodylanguage.Notethemdown.Writeareportinwhichyoudiscussthedifferencesyouhavefound.Focusontheonesyoufindunusual,funny,ordifficulttounderstand.
Answers:Teacher’sbookp65.

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

Unit21bodylanguage
Thefirstperiod

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导学案

一名优秀的教师在教学时都会提前最好准备，教师要准备好教案为之后的教学做准备。教案可以让学生更好的吸收课堂上所讲的知识点，使教师有一个简单易懂的教学思路。写好一份优质的教案要怎么做呢？考虑到您的需要，小编特地编辑了“Unit 4 Body Language导学案”，供大家借鉴和使用，希望大家分享！

Unit4BodyLanguage导学案
高一英语
Enablethestudentstorealizetheimportanceofbodylanguage.
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”.
a.Skimmingandscanningb.Individual,pairorgroupwork
Thinkaboutthefollowingquestions.
1.Whatisthepurposeoflanguage?
2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?
3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?
4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.
Readthepassagecarefullyandanalyzeitsstructure.Trytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1(Para1)YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(Para.2and3)Examplesoflearnedorcultural“bodylanguage”.
Part3(Para.4)Differentpeopleshavedifferentbodylanguages.
Part4.(Para.5)Summaryofbodylanguage.

Howdodifferentinternationalstudentsbehavewhentheygreetpeople?
Completethechartwithinformationfromthepassage.
NameDescriptionBodyLanguageToWhom
TonyGarciamanfromColombiakissonthecheekeveryone
JuliaSmithwomanfromBritainnotouchingeveryone
AkiraNagatamanfromJapanbowingeveryone
GeorgeCookmanfromCanadashakinghandseveryone
AhmedAzizmanfromJordanShakinghands
noddingtomen
towomen
DarleneCoulonwomanfromFranceshakehandsandkisstwiceoneachcheekpeoplesheknows

Bodylanguageisdifferent/variesfromculturetoculture.Notallmembersofallculturesbehaveinthesameway.Weshouldtrytounderstandandrespecteachother’scultureinordertomakegoodcommunication.
Decideifthefollowingstatementsaretrue(T)orfalse(F).
1.Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.F
2.Mostpeoplearoundtheworldnowgreeteachotherbykissing.F
3.Japanesewillbowtoothersasgreeting.T
4.PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.T
5.Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.F
6.Peoplefromdifferentcountriesmayhaveamajormisunderstandingwhilegreetingeachother.T
7.Thephysicaldistancefromeachotherthatpeoplearecomfortablewithgenerallydependsontheculture.T
8.Allmembersofaculturebehaveinthesameway.F
Answerthefollowingquestions.
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?
Choosethecorrectone.
1.Whatisthemainideaofthetext?
A.Therearedifferentcustomsindifferentcountries.
B.Foreignersshouldfollowthecustomsofthecountrywheretheyarevisiting.
C.Peopleusebodymovementstosendmessagesanddifferentbodymovementshavedifferentmeanings.
D.Theimportanceofknowingcustoms.
2.Iftwomenstandclosetoeachotherwhiletalking,theycannotbefrom_____.
A.anArabcountryB.USA
C.BritainD.Russia
3.WhatshouldaChineseyoungmandowhenhemeetshisRussianfriendinMoscow?
A.Kisshim.B.Nodhisheadtohisfriend.
C.Shakehandswithhim.D.Smileathim.
4.IfyougotosomeAsiancountries,whichofthefollowingcanyoudo?
A.Touchtheheadofaboy.B.Nodyourheadtoothers.
C.Sitwithyourfeetpointingatanotherperson.D.Kisseachother.
5.“Foreignersshouldfollowthesecustomswhentheyarevisitingthesecountries.”
Theunderlinedwordheremeans___.
A.habitsB.fault
C.wordsD.performance

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