高一英語必修四課件

課件有利於情境創設,更好地激發學生的學習興趣，情景再現,引領學生去感悟文字，下文提供了高一英語必修四的教學課件，歡迎大家借鑑！

Ｉ．單元教學目標

技能目標  Skill Goals

Talk about body language: cultural differences and intercultural communication

Practise talking about prohibition & warning as well as obligation

Learn to use the -ing form as the Attribute &Adverbial

Learn to write a diary that showing the observation of how body language helps in communication

II． 目標語言

功能句式 Talk about body language

What is the purpose of language?

What do you think “body language” means?

How can you tell if someone is sad or happy even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

Why do we need to study body language?

Talk about cultural differences & intercultural communication

What do British people often do when they meet strangers?

What do French people often do when they meet people they know?

Why should we be careful about our own body language?

Why is it important to watch others as well as listen to them?

詞彙

1． 四會詞彙

Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad

2． 認讀詞彙

unspoken,, Jordan

3． 詞組

be likely to, in general, not all, turn one’s back to, lose face

語法 4． 重點詞彙

represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

The -ing form as the attribute && adverbial

Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

1. The -ing form as the attribute

They are visitors coming from several other countries, ...

His nose touches Mr. Cook’s moving hand, ...

This is an exciting experience for you, ...

2. The -ing form as the adverbial

... so you stand watching and listening.

Four people enter looking around in a curious way.

You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

The visitor from Japan comes in smiling at the same time as George Cook from Canada.

Ⅲ． 教材分析和教材重組

1． 教材分析

本單元以Body Language——“體態語”爲中心話題，具體涉及什麼是“體態語”，如何理解“體態語”，以及“體態語”的跨文化性等。本單元的語言技能和語言知識也都是圍繞“體態語”這一中心話題設計的，旨在透過單元教學，用聽、說、讀、寫、做(表演)等多種形式，讓學生正確認識和掌握“體態語”在交際中的作用和意義，使學生明確“體態語”在人類交際中的重要性，瞭解“體態語”在不同民族、不同文化交際中的多樣性；使學生在今後的日常生活、學習、工作和交往中儘量減少或避免運用“體態語”時可能產生的誤解，提高他們的“語言交際”能力和“非語言交際”能力。

1.1  WARMING UP 以列表對比（填充及增補）的形式，並透過WARMING UP的活動，讓學生了解有聲語言與“體態語”的對應關係，瞭解語言意義與行爲意義（“體態語”）在交際中具有同等重要的作用。同時，學生在聽、說、做（即表演“體態語”的動作）中能夠增進對語言交際的感性認識，爲他們在閱讀過程中上升到對語言交際的理性認識打下基礎。

1.2  PRE-READING 透過提供三個關於不同文化背景下“體態語”的問題，啓發學生思考我們所學習的“語言”的目的、形式、功能。透過引導學生聯繫自己日常生活的實際，提高學生努力學習英語的積極性和自覺性；同時培養學生留心社會、關注生活的洞察力，爲引導學生進一步“閱讀”作好準備。

1.3  READING 是一篇介紹性（記敘文）體裁的文章，主要介紹了各種文化背景下的“體態語”的異同，爲學生提供了來自不同國度、不同語言文化背景的“體態語”及其在交際中的異同和影響的具體例證。學生也可以結合自己在語言交際中所遇到的實際例子來進一步理解“交際，毫無問題可言嗎？”這一主題。

1.4  COMPREHENDING 包括八個問題（前5個旨在檢查學生對閱讀材料細節的理解，6~7旨在引導學生對“體態語”的意義及文化差異的思考，第8個檢查學生能否透過細節進行推理判斷），透過對來自不同國度、不同語言文化背景的六個角色對待男女不同性別所使用的“體態語”異同的（學生在老師指導下的.自我或小組討論後的）歸納，進一步熟悉和掌握“體態語”在不同語言文化交際中的作用和意義。

1.5  LEARNING ABOUT LANGUAGE  分詞彙和語法兩部分。詞彙部分由“本單元重點詞彙英文釋義”，“詞語填空”和“詞性變換”三項內容構成，語法部分由兩大方面組成：一是讓學生自己透過在課文中尋找相關語法的句子並按其語法功能分類，二是根據學生的認知規律安排該語法項目的練習讓學生進行操練。整個項目透過三個練習和一個遊戲，以及語法結構講練，進一步鞏固本單元所學詞彙（尤其是課文中的黑體字），學習“現在分詞”結構用作定語和狀語，並透過操練，以收到“學以致用”、“熟練生巧”的效果。

1.6  USING LANGUAGE 透過增加閱讀篇目“Showing Our Feelings”來拓展學生在“體態語”方面的知識視野，並透過“True” or “False”判斷練習和問題討論，使學生進一步明確“體態語”對人們在日常交際中瞭解對方情感、思想、態度等方面所起的作用。同時要讓學生認真對待自己的“體態語”，並在日常交際中“聽其言”（Listen to them）、“觀其行”（Watch them）。此外，該部分還透過聽、說、讀、寫四個方面來鞏固本單元所學內容和語言交際項目。

1.7  SUMMING UP 師生從話題、詞彙和結構三個方面來共同總結本單元所學的單詞和短語，語言及語法項目，總結本單元所學的主要內容和收穫。

1.8  LEARNING TIPS 建議學生關注實用交際技巧，學會“體態語”；建議學生在看英語電影時或與以英語爲母語的人士交談時，觀察對方面部表情和體態姿勢，觀察對方的“言”、“行”，進而形成有效的口筆頭語言及“體態語”的交際能力。

2. 教材重組

2.1 聽力：Using language中的Listening, Workbook中的Listening和Listening Task這三部分的任務及話題較爲接近，將這三個部分整合在一起上一堂聽力課。

2.2 口語：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均緊扣本單元話題，同時涉及到本單元的功能句，教師可指導學生透過“說”（用英語發出與“體態語”相關的指令）與“做”（用“體態語”表達指令）結合來進行口語訓練，這將是一節生動有趣的口語課。

2.3 精讀：把Pre-reading，Reading和Comprehending三部分整合爲一節閱讀課。

2.4 泛讀：把Using Language中的Reading和Workbook中的Reading Task整合爲一節拓展學生視野的泛讀課。

2.5 語言學習：深入處理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重點學習Discovering useful structures中“-ing (現在分詞)”在句中做定語和狀語的用法。

2.6 語言運用：處理Using Language中的Reading and Writing和Workbook中的Writing Task。指導學生寫一篇有關“The Body Language I Know”短文，反映其在不同文化背景、不同語言環境中的運用情況，及所造成的理解上的困難、障礙甚至誤解等。

3． 課型設計與課時分配

1st  period             Speaking

2nd  period            Reading (I)

3rd  period             Reading（II）

4th  period             Language Study

5th  period             Listening

6th  period             Writing

Ⅳ． 分課時教案

The First Period Speaking

Teaching goals 教學目標

1. Target Language目標語言

a. 重點詞彙和短語

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. 重點句型或交際用語

Act out the following meanings, please.

Please guess what I mean.

Please show the actions, using body language.

Now it is your turn to show the action / gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目標

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 學能目標

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教學重點

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教學難點

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教學方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具準備

A computer, a projector and some pictures.

Teaching procedures & ways教學過程與方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰麗華）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II  Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

Shake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

Nod your head.    Bow your head.

Make a face to each other.

Bend / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture  Action Meaning

A handshake    You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

People jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

S10: The seventh is a smiling face. It is easy to see that she is very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases 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 come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at Page 25.

What are these people communicating?

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.

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 come to Speaking Task on Page 67.

Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading: