高中英語必修四Unit4-Body-language說課課件一等獎-核心素養(yǎng)說課-比賽專用

Unit4

BodyLanguage

COMMUNICATION:NOPROBLEMUnit4BodyLanguageCOMMUNICTeachingPlan06Teachingprocedures05Teachingmethods04Important&difficultpoints03Teachingaims02Teachingtheory01TeachinganalysisTeachingPlan06TeachingprocedAnalysisontheteachingmaterialNewSeniorEnglishforChinaBook4Unit4“BodyLanguage”Themaintopic:bodylanguageincommunication.Extensivereadingclass;Developreadingabilitybyscanningandskimming;Gatherinformation,dealwithinformation.AnalysisontheteachingmaterSeniortwo,level:middlehavealreadyknownthemethodofreading,anddevelopedthehabitofsearchingkeywordsandsummarizingthetopic.can’tgivetheexactansweroncethequestionisdifficultorpresentedinanindirectway.abilityoflogicalthinking,solvingproblemsandexpressingideasneedtobeimproved.AnalysisonstudentsSeniortwo,level:middleA

Accordingtothenewcurriculumstandardsofseniorhighschool,thecurriculumaimiscompactedastheCoreCompetence,whichconsistsoflanguagecapacity,thinkingquality,culturalconsciousness,andlearningability.Thelanguageteachingaimstotrainstudentstobecomewell-rounded,notjustteachingknowledgeandskills,butfocusontheCoreCompetence.Teachingtheory AccordingtothenewcurriculLanguagecapacityCulturalconsciousnessThinkingqualityLearningAbilityCorecompetenceinEnglishteachingTeachingtheoryLanguagecapacityCulturalconsTeachingaimslearnaboutculturaldifferencesandinterculturalcommunicationdevelopreadingability,especiallygatheringinformation,anlysisandsummary

languagecapacityTeachingaimslearnaboutcultuTeachingaimssearchforkeyinformation,makeaconclusionthinkinglogically,makejudgementandexpressideasthinkingqualityTeachingaimssearchforkeyinTeachingaimsknowmoreaboutculturaldifferencesandinterculturalcommunication,trytoavoidmisunderstandingDeveloptheirsenseofcooperationandteamwork

culturalconsciousnessTeachingaimsknowmoreaboutcTeachingaimsapplywhattheyhavelearntinclasstodealwithdifferentsituationsincommunication

LearningabilityTeachingaimsapplywhattheyhImportantpoints11.readpassage,learnaboutculturaldifferencesandinterculturalcommunication

2.developreadingskillsfordifferentreadingpurposesDifficultpoints2Important&difficultpoints1.Searchforusefulinformationtogetmainidea2.dealwithdifferentsituationsincommunicationImportant11.readpassage,leTask-basedlanguageteachingReadingpartACooperativeApproachDiscussionBTeachingmethodsTask-basedlanguageteachingRegoodcomeherebadgoodluckmeIdon’tknowWarmingup:whatdoeseachposturestandfor?

goodcomeherebadgoodluckmeIdWhatdoeseachfacialexpressionstandfor?

Purposes:drawtheirattention;leadinthetopicandgetstudentstothinkWhatdoeseachfacialexpressi

Oneformofcommunication

withoutusinganywords,butthroughtheuseof_____________,________________,______________and_______________.Itplaysasurprisinglyimportantroleinourdailycommunication.eyecontactfacialexpressionsgesturesposturesWhatisbodylanguage?OneformofcommunicationwitFast

readingFastreading

Whoaretheyandwheredotheycomefrom?

TonyGarciaJuliaSmithAkiraNagataGeorgeCookAhmedAzizDarleneCoulonColumbiaBritainJapanCanadaJordan

FranceWhoaretheyandwheredot(Para.1)(Para.2~3)(Para.4)(Para.5)Differentpeoplehavedifferentbodylanguage.Meetthevisitorsattheairport.Summaryofbodylanguage.Matchthemainideaofeachpartwithlines.Part1Part2

Part3

Part4

Peoplefromdifferentcountriesexpressgreetingsindifferentways.(Para.1)(Para.2~3)(Para.4)(PTask-basedMethodPurposes:1.Developthestudents’readingskillbyskimming.2.Bepreparedforthefollowingreading1.

Whoarethey?wheredotheycomefrom?2.Matchthemainideaofeachpartwithlines.0102Task-basedMethod1.WhoarethDetailedreading

DetailedreadingWhen:__________________________Who:_________________________________________________________________Where:_______________________________Whattodo:________________________________________________________________________yesterdayanotherstudentandI,theCapitalInternationalAirportthisyear’sinternationalstudentsWewouldtakethemfirsttotheirdormitoriesandthentothestudentcanteen.Detailedreading:Para.1When:_______________________FindoutthetwoculturalmistakesinPara.2TonyGarciaJuliaSmithThefirstmistake(Columbia)(Britain)HeapproachedJulia,______________________and_______heronthe________.She______________appearing_________andputupherhands,asif__________.shouldertouchedherkissedcheeksteppedbacksurprisedindefenceThesecondmistakeAkiraNagata(Japanese)GeorgeCook(Canada)He________hishand________totheJapanesestudent.He________sohisnose________George’s_______________.bowedtouchedmovinghandreached

outFindoutthetwoculturalmistPurpose:Developthestudents’readingskillbyscanning.Purpose:ReadPara.(3-4).Dothe(T)orfalse(F).TFTFPurpose:Developtheabilityoffindingdetailedinformationandcriticalthinking.1.Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.

2.Mostpeoplearoundtheworldnowgreeteachotherbykissing.3.Japanesewillbowtoothersasgreeting.4.PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.

ReadPara.(3-4).Dothe(T______languageis__________fromcultureto________.Notall_________ofaculture________inthe_____way.Ingeneral,_________internationalcustomscancertainlyhelp________difficultiesintheculturalcommunication.Bodydifferentculturemembersbehavesame

studyingavoid

ReadPara5.DothesummaryPurposes:practisetheabilityofsummarizinginformation;prepareforthetalkingpart______languageis__________fDiscussion

a.Howcanweknowother’sfeelings,eveniftheydonotspeaktous?b.Whyshouldwebecarefulofourownbodylanguage?c.Whyisitimportanttowatchothersaswellaslistentothem?Purposes:

developtheircriticalthinkingandlogicalthinking;practisespeaking&cooperation

Discussiona.HowcanweknowHomeworkRequired:Writedownyourtalking.Optional:Searchformoreinformationaboutbodylanguage.HomeworkRequired:WritedownyDoItakeanactivepartinthisclass？CanIgatherinformationthroughreading(especially:mainideaanddetailedinformation)?CanIexpressmyselfthroughspeaking?Purpose:toevaluateTeachingevaluationDoItakeanactivepartinthUnit4Bodylanguage1.ThemainideaofeachparagraphPosturesgesturesfacalexpression

eyecontactGroup1Group2Group3ScoresUnit4Bodylanguage1.ThemainThankyouThankyouUnit4

BodyLanguage

COMMUNICATION:NOPROBLEMUnit4BodyLanguageCOMMUNICTeachingPlan06Teachingprocedures05Teachingmethods04Important&difficultpoints03Teachingaims02Teachingtheory01TeachinganalysisTeachingPlan06TeachingprocedAnalysisontheteachingmaterialNewSeniorEnglishforChinaBook4Unit4“BodyLanguage”Themaintopic:bodylanguageincommunication.Extensivereadingclass;Developreadingabilitybyscanningandskimming;Gatherinformation,dealwithinformation.AnalysisontheteachingmaterSeniortwo,level:middlehavealreadyknownthemethodofreading,anddevelopedthehabitofsearchingkeywordsandsummarizingthetopic.can’tgivetheexactansweroncethequestionisdifficultorpresentedinanindirectway.abilityoflogicalthinking,solvingproblemsandexpressingideasneedtobeimproved.AnalysisonstudentsSeniortwo,level:middleA

Accordingtothenewcurriculumstandardsofseniorhighschool,thecurriculumaimiscompactedastheCoreCompetence,whichconsistsoflanguagecapacity,thinkingquality,culturalconsciousness,andlearningability.Thelanguageteachingaimstotrainstudentstobecomewell-rounded,notjustteachingknowledgeandskills,butfocusontheCoreCompetence.Teachingtheory AccordingtothenewcurriculLanguagecapacityCulturalconsciousnessThinkingqualityLearningAbilityCorecompetenceinEnglishteachingTeachingtheoryLanguagecapacityCulturalconsTeachingaimslearnaboutculturaldifferencesandinterculturalcommunicationdevelopreadingability,especiallygatheringinformation,anlysisandsummary

languagecapacityTeachingaimslearnaboutcultuTeachingaimssearchforkeyinformation,makeaconclusionthinkinglogically,makejudgementandexpressideasthinkingqualityTeachingaimssearchforkeyinTeachingaimsknowmoreaboutculturaldifferencesandinterculturalcommunication,trytoavoidmisunderstandingDeveloptheirsenseofcooperationandteamwork

culturalconsciousnessTeachingaimsknowmoreaboutcTeachingaimsapplywhattheyhavelearntinclasstodealwithdifferentsituationsincommunication

LearningabilityTeachingaimsapplywhattheyhImportantpoints11.readpassage,learnaboutculturaldifferencesandinterculturalcommunication

2.developreadingskillsfordifferentreadingpurposesDifficultpoints2Important&difficultpoints1.Searchforusefulinformationtogetmainidea2.dealwithdifferentsituationsincommunicationImportant11.readpassage,leTask-basedlanguageteachingReadingpartACooperativeApproachDiscussionBTeachingmethodsTask-basedlanguageteachingRegoodcomeherebadgoodluckmeIdon’tknowWarmingup:whatdoeseachposturestandfor?

goodcomeherebadgoodluckmeIdWhatdoeseachfacialexpressionstandfor?

Purposes:drawtheirattention;leadinthetopicandgetstudentstothinkWhatdoeseachfacialexpressi

Oneformofcommunication

withoutusinganywords,butthroughtheuseof_____________,________________,______________and_______________.Itplaysasurprisinglyimportantroleinourdailycommunication.eyecontactfacialexpressionsgesturesposturesWhatisbodylanguage?OneformofcommunicationwitFast

readingFastreading

Whoaretheyandwheredotheycomefrom?

TonyGarciaJuliaSmithAkiraNagataGeorgeCookAhmedAzizDarleneCoulonColumbiaBritainJapanCanadaJordan

FranceWhoaretheyandwheredot(Para.1)(Para.2~3)(Para.4)(Para.5)Differentpeoplehavedifferentbodylanguage.Meetthevisitorsattheairport.Summaryofbodylanguage.Matchthemainideaofeachpartwithlines.Part1Part2

Part3

Part4

Peoplefromdifferentcountriesexpressgreetingsindifferentways.(Para.1)(Para.2~3)(Para.4)(PTask-basedMethodPurposes:1.Developthestudents’readingskillbyskimming.2.Bepreparedforthefollowingreading1.

Whoarethey?wheredotheycomefrom?2.Matchthemainideaofeachpartwithlines.0102Task-basedMethod1.WhoarethDetailedreading

DetailedreadingWhen:__________________________Who:_________________________________________________________________Where:_______________________________Whattodo:________________________________________________________________________yesterdayanotherstudentandI,theCapitalInternationalAirportthisyear’sinternationalstudentsWewouldtakethemfirsttotheirdormitoriesandthentothestudentcanteen.Detailedreading:Para.1When:_______________________FindoutthetwoculturalmistakesinPara.2TonyGarciaJuliaSmithThefirstmistake(Columbia)(Britain)HeapproachedJulia,______________________and_______heronthe________.She______________appearing_________andputupherhands,asif__________.shouldertouchedherkissedcheeksteppedbacksurprisedindefenceThesecondmistakeAkiraNagata(Japanese)GeorgeCook(Canada)He________hishand________totheJapanesestudent.He________sohisnose________George’s_______________.bowedtouchedmovinghandreached

outFindoutthetwoculturalmistPurpose:Developthestudents’readingskillbyscanning.Purpose:ReadPara.(3-4).Dothe(T)orfalse(F).TFTFPurpose:Developtheabilityoffindingdetailedinformationandcriticalthinking.1.Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.

2.Mostpeoplearoundtheworldnowgreeteachotherbykissing.3.Japanesewillbowtoothersasgreeting.4.PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourself