人教版（2019） 选择性必修第一册 Unit 4 Body Language Reading and Thinking 教案（Word版无答案）
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题 人教版（2019） 选择性必修第一册 Unit 4 Body Language Reading and Thinking 教案
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课是阅读课。该课需要学生通过阅读语篇，理解肢体语言和言语表达在实际交流中是共存的，同时，学生还要理解因为地域文化的不同，肢体语言也可能有相应的变化，同一动作可能传递不同的意义或情绪
学情分析
教学目标 1 Master the basic use of key words and expressions about body language 2 Understand the function of body language in different cultures 3Use correct body language to have proper communications with other people
教学重点 Understand the function of body language in different cultures
教学难点 Use correct body language to have proper communications with other people
教学资源 PPT(选择性必修一Unit 4Period 1 Reading and Thinking)
教学过程 Step1 fast reading Read the whole text fast. Get the main idea of each paragraph Topic sentences Body language varies from culture to culture. The gesture for OK has different meanings in different cultures. The gestures we use for “yes” and “no” differ around the world. Some gestures seem to have the same meaning everywhere. Some body language has many different uses. Step2 careful reading fill in the form Body language/ Gesture Meaning Country/ Region 2. How many greetings are there when people meet people kiss their friends on the cheek in countries like France and Russia. People favor shaking hands, bowing from the waist nodding the head step3 discussion Which is a more reliable guide for understanding someone’s feelings, their body language or the words they speak Step4 summary We use both words and body language _______( express) our thoughts and opinions in our interactions with other people. In some ______(country), making eye contact is a way to display interest; in other countries, it’s not always _______(approve) of. The gesture for “OK” has different meanings ___ different cultures. In Japan, it means money; in France, it _____(mean) zero; in Brazil and Germany, it is not considered ________(politely) The gestures for “yes” and ”no” ________ (different) around the world. There are also differences in ____ we touch each other, how close we stand to someone______(us) are talking to, and how we act when we meet or part. “Sleep” gesture and “I’m full” gesture have the individually identical meanings in _____ world. Smiling has many different uses. Step5 Homework
作业布置 Handout---选择性必修一 Unit 4 Period 1 Homework 课文语法填空
板书设计 教学过程中学生遇到的难的词汇或表达
教学反思
集体备课教案
(2021—2022学年度第一学期)
科目:英语年级：高二教案序号：
课题 选择性必修一Unit4Period 2 Build up your vocabulary
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课是一节词汇学习课，该课要求学生能自如运用词汇学习和积累词汇。
学情分析
教学目标 To learn to write as many correct pairs of “verb+noun “ phrases as possible
教学重点 To learn to write as many correct pairs of “verb+noun “ phrases as possible.
教学难点 To learn to write as many correct pairs of “verb+noun “ phrases as possible.
教学资源 PPT选择性必修一 Unit 4Period 2 build up your vocabulary)
教学过程 Step1 lead-in Words which function both as verbs and nouns. Step2 vocabulary vary v. (根据情况) 变化; 改变; 不同; 使多样化; 例句: 1. Prices vary according to the quantity ordered. 2. Other countries vary the coloring of their bank notes as well as their size. variety n. 品种；变化；多样化； 例句: We need to add some variety to the program. various adj. 各种不同的；各种各样的；具有多种特征的； 例句: He walked among the crowd with rapid steps, scanning the various faces he met. differ v. 相异；意见相左；有区别；不同于；不一致； 例句: 1. The boys differ in size. 2. My plans differ from yours. difference n. 差异；意见分歧 例句: As adjectives the difference between different and various is that different is not the same; while various is having a broad range of different elements. different adj. 不同的；有区别的 例句: As adjectives the difference between diverse and different is that diverse is consisting of many different elements; while different is not the same interactions We use both words and body language to express our thoughts and opinions in our interactions with other people. Step3 summary vary v. (根据情况) 变化; 改变; 不同; 使多样化;） differ v.相异；意见相左；有区别；不同于；不一致 ``````
作业布置 Handout---选择性必修一 Unit4 Period 2 Homework 课后词汇(汉译英)
板书设计 vary variety various differ difference
教学反思
集体备课教案
(2020—2021学年度第一学期)
科目：英语年级：高二教案序号 :
课题 选择性必修一Unit4Period 3Discover useful structures
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课是一节语法课，本单元的语法重点是理解和掌握动词-ing形式作句子表语和宾语的功能和意义。
学情分析
教学目标 'V+ing' used as object & predicative
教学重点 'V+ing' used as object & predicative
教学难点 'V+ing' used as object & predicative
教学资源 PPT选择性必修一 Unit 4Period 3 Discover useful structures)
教学过程 Step1. Describe the picture Step2. Grammar In the text: However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite. The crucial thing is using body language in a way that is appropriate to the culture you are in. A good way of saying "I am full" is moving your hand in circles over your stomach after a meal 'V+ing' used as object (1) mind（介意） consider（考虑） suggest（建议） enjoy系列（喜欢）admit（承认） appreciate（感激，欣赏） avoid（避免） delay（推迟） dislike系列（不喜欢） escape（逃脱） finish（完成） forgive（宽恕） imagine（想象） keep（保持） miss（错过） resist（抵抗） risk（冒险） deny（拒绝，否认） Examples: 1. Avoid using long quotations unless really necessary. 2. We're considering buying another house in Beijing. 3. She suggested travelling together for safety, since the area was so dangerous. 'V+ing' used as predicative (1) Examples: 1. The movie Ba Bai is touching but controversial. 2. Mr. Trump's decision is very disappointing. Examples: 1. Your job is cleaning the classroom. (Cleaning the classroom is your job.) 2. His real problem is lacking experience. (Lacking experience is his real problem.) Step3 exercise Complete the sentences using the -ing form of the words and phrases in the box. Two are extra. Then state their functions. amuse teach break down call on bow get through assess 1. Bill's job is ________________ sign language. 2. The theme of his presentation is ________________ barriers between groups. 3. By ________________, we mean “bending our head or body forward as a sign of respect or shame”. 4. ________________ three kilometers of heavy traffic took about 25 minutes. 5. We intended to visit the theme park but ended up ________________Professor Zhang. 真题链接 【全国卷Ⅰ】 Scientists have responded by ____________ (note) that hungry bears may be congregating(聚集) around human settlements. 【全国卷Ⅰ】 You may drink, smoke, be overweight and still reduce your risk of _________ (die) early by running. Step4. Rewrite each of the following sentences using the -ing form as the subject. Step5. Discuss: How does the sentence focus change. Fill in the blanks using the -ing form of a verb from the box and state its function. One word will be used twice.
作业布置 Workbook--- Using Structures .
板书设计 动词-ing形式作主语 Getting here is quite difficult. Being in such a beautiful and wild place makes me feel blesses to be alive.
教学反思
集体备课教案
(2021—2022学年度第一学期)
科目：英语年级：高二教案序号 :
课题 选择性必修一Unit4 Period4 Using Language Describe classroom body language
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 学生先阅读文章，了解课堂中他们习以为常的肢体语言所传递的信号，学习一些简单描述肢体动作的表达，并将这些表达用于描写某人的肢体语言
学情分析
教学目标 1To read a passage about how a teacher knows her/ his students by body language. 2To learn to write a passage to describe the body language of a person. 3To learn some important words and sentence patterns.
教学重点 To read a passage about how a teacher knows her/ his students by body language.
教学难点 To learn to write a passage to describe the body language of a person..
教学资源 PPT(选择性必修一 Unit 3 Period 5 Using Language
教学过程 Step1. Watch a video. Do you think this video is real and interesting Look and say what the body language means in each picture below. How do you behave in class daydreaming be very interested like being asleepy distracted Step 2 Read the text on page 44 and try to answer them. 1How does the teacher know what students are thinking 2According to the teacher, what is some students’ favourite activity 3What does the phrase “who knows what” mean 4Why does the teacher think body language is important Step3 Match the body language with the meanings. Write the letters A-J on the lines. Step4 Look at the following photos. In groups, discuss what these people are doing and draw what their body language is telling you Step5 Draw someone you know. Show his/her body language in your drawing. Write a passage to describe the body language of the person in your drawing, and explain what his/her body language tells us. 写作指导 1. Choose the person you are going to write about. It should be someone you think is great in some way. It can be an ordinary person, such as your parent, a relative, or a friend. 2. Make a list of things that need to be included in your introduction. 3. Use your notes to write your introduction and sum up how you feel about this person. Useful expressions Looking up and making eye contact Leaning over to look at one’s watch Two friends leaning heads together Leaning forward and looking at … Looking up, but no eye contact, no expression Looking away Chin on hand, looking out the window Looking down, arms or legs crossed Frowning Hair not brushed, red eyes
作业布置 Role play the dialogue.
板书设计 图片中学生描述肢体语言遇到的难的单词或短语
教学反思
集体备课教案
(2021—2022学年度第一学期)
科目：英语年级：高二教案序号 :
课题 选择性必修一Unit 4 Period5 Assessing your progress
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课是一节语言知识检测课，该课要求学生梳理要点，思考自己对本单元这个主题有了哪些新认识，还有哪些内容是自己愿意了解和学习的，以及如何解决学习过程中遇到的问题等。
学情分析
教学目标 To review the words and expressions in the passage and the useful structure of this unit.
教学重点 Master the words and expressions in the passage and the useful structure of this unit
教学难点 Master the words and expressions in the passage and the useful structure of this unit
教学资源 Ppt(选择性必修一 Unit 4 Period 5
教学过程 Step 1. Words Complete the passage with the correct forms of the words in the box to find out. crucial, perceive, lack, component, demonstrate, interact, stare at, embarrassment There are three __________ in any face to face communication words, tang of voice, and body language. It is said that most of what we communicate with others is nonverbal. So when __________ with people, __________ the message conveyed by body language is ________. You cannot succeed in business and social encounters if you employ inappropriate body language. For example, __________ someone too long can be interpreted as a threat, standing too close may cause _____________ and uneasiness, and touching your neck when talking to others probably _____________ that you feel nervous and ________ confidence. Sometimes body language speaks louder than words Step2 structure Decide whether each verb in its -ing form functions as a subject (S), object (O), predicative (P), or attribute (A). 1. Seeing is believing. 2. A man cannot be robbed of his learning. 3. Living without an aim is like sailing without a compass. 6. One may agree that in a conversation, listening is as powerful as loving. 7. After a long day she looked forward to putting her feet up with a nice cup of tea. 8. Isabella really put her back into learning Chinese. She wants to start living in China in two or three months. 9. Fishing in troubled waters may cause even more problems. Step3 summary 动词-ing形式在句中可充当主语、宾语、表语、定语、宾语补足语和状语等成分。 一、动词-ing形式作宾语 1. 有些动词后常跟动词-ing形式作宾语，常见的这类动词有：admit, allow, appreciate, avoid, enjoy, consider, dislike, deny, mind, miss, finish, keep, imagine, risk, practice, suggest等。 2. 介词后可接动词-ing形式作宾语。 二、动词-ing形式作表语 动词-ing形式作表语可说明主语“是什么”，主语与表语常可互换。 三、动词-ing形式作定语 动词-ing形式在句中可用作定语。其逻辑主语并不是它所修饰的名词。 Step4 reflecting Which body language in this unit do you use most often Does it have the same meaning as in the text What do you think you could do to communicate better with other people Do you think you will be able to tell more from reading others’ body language from now on
作业布置 Handout---选择性必修一 Unit 3 Period 5 Homework 课文语法填空
板书设计
教学反思
集体备课教案
(2021—2022学年度第一学期)
科目：英语年级：高二教案序号 :
课题 选择性必修一Unit4 Period6 video time
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课鼓励学生发挥想象，结合移民的时代背景和角色的身份特征，思考戏剧冲突的原因所在以及矛盾如何解决，为故事编一个合理的结局，培养学生创造性思维能力
学情分析
教学目标 To use strategies to guess the content of the video To watch the film and write a script, assign roles, then “dub” the scene
教学重点 To write a script, assign roles, then “dub” the scene
教学难点 To use strategies to guess the content of the video
教学资源 PPT选择性必修一Unit4 Period6 video time
教学过程 Step1 What kind of movie is it Who is the leading actor of the movie In the film The Immigrant, Charlie Chaplin acts as an immigrant who is unused to life in a different country. Step2 Look at the photos from the film The Immigrant and discuss the questions. 1. What do you think these characters' body language and expressions mean 2. In groups, discuss what you think the story of this film is. Step3 while-watching Think about the answers to these questions 1Why does Chaplin keep putting money into the woman's pocket and taking it out 2Where does Chaplin get the money to eat at the restaurant 3. Why does the waiter become angry with Chaplin 4. Why does the man sitting next to Chaplin become angry with him 5. Can Chaplin pay the restaurant bill in the end Step4 after-watching Work in groups. Finish the following activities 1. Write a script, assign roles, and "dub" the scene. 2. Discuss if the film is better dubbed or silent
作业布置 Finish your writing(in or after class)---选择性必修一 Unit4Period 6 Writing 学案&作业
板书设计 Immigrant get the money to eat the waiter became angry the man becoming angry with him pay the bill in the end
教学反思
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课是阅读课。该课需要学生通过阅读语篇，理解肢体语言和言语表达在实际交流中是共存的，同时，学生还要理解因为地域文化的不同，肢体语言也可能有相应的变化，同一动作可能传递不同的意义或情绪
学情分析
教学目标 1 Master the basic use of key words and expressions about body language 2 Understand the function of body language in different cultures 3Use correct body language to have proper communications with other people
教学重点 Understand the function of body language in different cultures
教学难点 Use correct body language to have proper communications with other people
教学资源 PPT(选择性必修一Unit 4Period 1 Reading and Thinking)
教学过程 Step1 fast reading Read the whole text fast. Get the main idea of each paragraph Topic sentences Body language varies from culture to culture. The gesture for OK has different meanings in different cultures. The gestures we use for “yes” and “no” differ around the world. Some gestures seem to have the same meaning everywhere. Some body language has many different uses. Step2 careful reading fill in the form Body language/ Gesture Meaning Country/ Region 2. How many greetings are there when people meet people kiss their friends on the cheek in countries like France and Russia. People favor shaking hands, bowing from the waist nodding the head step3 discussion Which is a more reliable guide for understanding someone’s feelings, their body language or the words they speak Step4 summary We use both words and body language _______( express) our thoughts and opinions in our interactions with other people. In some ______(country), making eye contact is a way to display interest; in other countries, it’s not always _______(approve) of. The gesture for “OK” has different meanings ___ different cultures. In Japan, it means money; in France, it _____(mean) zero; in Brazil and Germany, it is not considered ________(politely) The gestures for “yes” and ”no” ________ (different) around the world. There are also differences in ____ we touch each other, how close we stand to someone______(us) are talking to, and how we act when we meet or part. “Sleep” gesture and “I’m full” gesture have the individually identical meanings in _____ world. Smiling has many different uses. Step5 Homework
作业布置 Handout---选择性必修一 Unit 4 Period 1 Homework 课文语法填空
板书设计 教学过程中学生遇到的难的词汇或表达
教学反思
集体备课教案
(2021—2022学年度第一学期)
科目:英语年级：高二教案序号：
课题 选择性必修一Unit4Period 2 Build up your vocabulary
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课是一节词汇学习课，该课要求学生能自如运用词汇学习和积累词汇。
学情分析
教学目标 To learn to write as many correct pairs of “verb+noun “ phrases as possible
教学重点 To learn to write as many correct pairs of “verb+noun “ phrases as possible.
教学难点 To learn to write as many correct pairs of “verb+noun “ phrases as possible.
教学资源 PPT选择性必修一 Unit 4Period 2 build up your vocabulary)
教学过程 Step1 lead-in Words which function both as verbs and nouns. Step2 vocabulary vary v. (根据情况) 变化; 改变; 不同; 使多样化; 例句: 1. Prices vary according to the quantity ordered. 2. Other countries vary the coloring of their bank notes as well as their size. variety n. 品种；变化；多样化； 例句: We need to add some variety to the program. various adj. 各种不同的；各种各样的；具有多种特征的； 例句: He walked among the crowd with rapid steps, scanning the various faces he met. differ v. 相异；意见相左；有区别；不同于；不一致； 例句: 1. The boys differ in size. 2. My plans differ from yours. difference n. 差异；意见分歧 例句: As adjectives the difference between different and various is that different is not the same; while various is having a broad range of different elements. different adj. 不同的；有区别的 例句: As adjectives the difference between diverse and different is that diverse is consisting of many different elements; while different is not the same interactions We use both words and body language to express our thoughts and opinions in our interactions with other people. Step3 summary vary v. (根据情况) 变化; 改变; 不同; 使多样化;） differ v.相异；意见相左；有区别；不同于；不一致 ``````
作业布置 Handout---选择性必修一 Unit4 Period 2 Homework 课后词汇(汉译英)
板书设计 vary variety various differ difference
教学反思
集体备课教案
(2020—2021学年度第一学期)
科目：英语年级：高二教案序号 :
课题 选择性必修一Unit4Period 3Discover useful structures
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课是一节语法课，本单元的语法重点是理解和掌握动词-ing形式作句子表语和宾语的功能和意义。
学情分析
教学目标 'V+ing' used as object & predicative
教学重点 'V+ing' used as object & predicative
教学难点 'V+ing' used as object & predicative
教学资源 PPT选择性必修一 Unit 4Period 3 Discover useful structures)
教学过程 Step1. Describe the picture Step2. Grammar In the text: However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite. The crucial thing is using body language in a way that is appropriate to the culture you are in. A good way of saying "I am full" is moving your hand in circles over your stomach after a meal 'V+ing' used as object (1) mind（介意） consider（考虑） suggest（建议） enjoy系列（喜欢）admit（承认） appreciate（感激，欣赏） avoid（避免） delay（推迟） dislike系列（不喜欢） escape（逃脱） finish（完成） forgive（宽恕） imagine（想象） keep（保持） miss（错过） resist（抵抗） risk（冒险） deny（拒绝，否认） Examples: 1. Avoid using long quotations unless really necessary. 2. We're considering buying another house in Beijing. 3. She suggested travelling together for safety, since the area was so dangerous. 'V+ing' used as predicative (1) Examples: 1. The movie Ba Bai is touching but controversial. 2. Mr. Trump's decision is very disappointing. Examples: 1. Your job is cleaning the classroom. (Cleaning the classroom is your job.) 2. His real problem is lacking experience. (Lacking experience is his real problem.) Step3 exercise Complete the sentences using the -ing form of the words and phrases in the box. Two are extra. Then state their functions. amuse teach break down call on bow get through assess 1. Bill's job is ________________ sign language. 2. The theme of his presentation is ________________ barriers between groups. 3. By ________________, we mean “bending our head or body forward as a sign of respect or shame”. 4. ________________ three kilometers of heavy traffic took about 25 minutes. 5. We intended to visit the theme park but ended up ________________Professor Zhang. 真题链接 【全国卷Ⅰ】 Scientists have responded by ____________ (note) that hungry bears may be congregating(聚集) around human settlements. 【全国卷Ⅰ】 You may drink, smoke, be overweight and still reduce your risk of _________ (die) early by running. Step4. Rewrite each of the following sentences using the -ing form as the subject. Step5. Discuss: How does the sentence focus change. Fill in the blanks using the -ing form of a verb from the box and state its function. One word will be used twice.
作业布置 Workbook--- Using Structures .
板书设计 动词-ing形式作主语 Getting here is quite difficult. Being in such a beautiful and wild place makes me feel blesses to be alive.
教学反思
集体备课教案
(2021—2022学年度第一学期)
科目：英语年级：高二教案序号 :
课题 选择性必修一Unit4 Period4 Using Language Describe classroom body language
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 学生先阅读文章，了解课堂中他们习以为常的肢体语言所传递的信号，学习一些简单描述肢体动作的表达，并将这些表达用于描写某人的肢体语言
学情分析
教学目标 1To read a passage about how a teacher knows her/ his students by body language. 2To learn to write a passage to describe the body language of a person. 3To learn some important words and sentence patterns.
教学重点 To read a passage about how a teacher knows her/ his students by body language.
教学难点 To learn to write a passage to describe the body language of a person..
教学资源 PPT(选择性必修一 Unit 3 Period 5 Using Language
教学过程 Step1. Watch a video. Do you think this video is real and interesting Look and say what the body language means in each picture below. How do you behave in class daydreaming be very interested like being asleepy distracted Step 2 Read the text on page 44 and try to answer them. 1How does the teacher know what students are thinking 2According to the teacher, what is some students’ favourite activity 3What does the phrase “who knows what” mean 4Why does the teacher think body language is important Step3 Match the body language with the meanings. Write the letters A-J on the lines. Step4 Look at the following photos. In groups, discuss what these people are doing and draw what their body language is telling you Step5 Draw someone you know. Show his/her body language in your drawing. Write a passage to describe the body language of the person in your drawing, and explain what his/her body language tells us. 写作指导 1. Choose the person you are going to write about. It should be someone you think is great in some way. It can be an ordinary person, such as your parent, a relative, or a friend. 2. Make a list of things that need to be included in your introduction. 3. Use your notes to write your introduction and sum up how you feel about this person. Useful expressions Looking up and making eye contact Leaning over to look at one’s watch Two friends leaning heads together Leaning forward and looking at … Looking up, but no eye contact, no expression Looking away Chin on hand, looking out the window Looking down, arms or legs crossed Frowning Hair not brushed, red eyes
作业布置 Role play the dialogue.
板书设计 图片中学生描述肢体语言遇到的难的单词或短语
教学反思
集体备课教案
(2021—2022学年度第一学期)
科目：英语年级：高二教案序号 :
课题 选择性必修一Unit 4 Period5 Assessing your progress
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课是一节语言知识检测课，该课要求学生梳理要点，思考自己对本单元这个主题有了哪些新认识，还有哪些内容是自己愿意了解和学习的，以及如何解决学习过程中遇到的问题等。
学情分析
教学目标 To review the words and expressions in the passage and the useful structure of this unit.
教学重点 Master the words and expressions in the passage and the useful structure of this unit
教学难点 Master the words and expressions in the passage and the useful structure of this unit
教学资源 Ppt(选择性必修一 Unit 4 Period 5
教学过程 Step 1. Words Complete the passage with the correct forms of the words in the box to find out. crucial, perceive, lack, component, demonstrate, interact, stare at, embarrassment There are three __________ in any face to face communication words, tang of voice, and body language. It is said that most of what we communicate with others is nonverbal. So when __________ with people, __________ the message conveyed by body language is ________. You cannot succeed in business and social encounters if you employ inappropriate body language. For example, __________ someone too long can be interpreted as a threat, standing too close may cause _____________ and uneasiness, and touching your neck when talking to others probably _____________ that you feel nervous and ________ confidence. Sometimes body language speaks louder than words Step2 structure Decide whether each verb in its -ing form functions as a subject (S), object (O), predicative (P), or attribute (A). 1. Seeing is believing. 2. A man cannot be robbed of his learning. 3. Living without an aim is like sailing without a compass. 6. One may agree that in a conversation, listening is as powerful as loving. 7. After a long day she looked forward to putting her feet up with a nice cup of tea. 8. Isabella really put her back into learning Chinese. She wants to start living in China in two or three months. 9. Fishing in troubled waters may cause even more problems. Step3 summary 动词-ing形式在句中可充当主语、宾语、表语、定语、宾语补足语和状语等成分。 一、动词-ing形式作宾语 1. 有些动词后常跟动词-ing形式作宾语，常见的这类动词有：admit, allow, appreciate, avoid, enjoy, consider, dislike, deny, mind, miss, finish, keep, imagine, risk, practice, suggest等。 2. 介词后可接动词-ing形式作宾语。 二、动词-ing形式作表语 动词-ing形式作表语可说明主语“是什么”，主语与表语常可互换。 三、动词-ing形式作定语 动词-ing形式在句中可用作定语。其逻辑主语并不是它所修饰的名词。 Step4 reflecting Which body language in this unit do you use most often Does it have the same meaning as in the text What do you think you could do to communicate better with other people Do you think you will be able to tell more from reading others’ body language from now on
作业布置 Handout---选择性必修一 Unit 3 Period 5 Homework 课文语法填空
板书设计
教学反思
集体备课教案
(2021—2022学年度第一学期)
科目：英语年级：高二教案序号 :
课题 选择性必修一Unit4 Period6 video time
主备课人 授课日期 年 月 日
课标要求及本节课在大单元中的地位 本节课鼓励学生发挥想象，结合移民的时代背景和角色的身份特征，思考戏剧冲突的原因所在以及矛盾如何解决，为故事编一个合理的结局，培养学生创造性思维能力
学情分析
教学目标 To use strategies to guess the content of the video To watch the film and write a script, assign roles, then “dub” the scene
教学重点 To write a script, assign roles, then “dub” the scene
教学难点 To use strategies to guess the content of the video
教学资源 PPT选择性必修一Unit4 Period6 video time
教学过程 Step1 What kind of movie is it Who is the leading actor of the movie In the film The Immigrant, Charlie Chaplin acts as an immigrant who is unused to life in a different country. Step2 Look at the photos from the film The Immigrant and discuss the questions. 1. What do you think these characters' body language and expressions mean 2. In groups, discuss what you think the story of this film is. Step3 while-watching Think about the answers to these questions 1Why does Chaplin keep putting money into the woman's pocket and taking it out 2Where does Chaplin get the money to eat at the restaurant 3. Why does the waiter become angry with Chaplin 4. Why does the man sitting next to Chaplin become angry with him 5. Can Chaplin pay the restaurant bill in the end Step4 after-watching Work in groups. Finish the following activities 1. Write a script, assign roles, and "dub" the scene. 2. Discuss if the film is better dubbed or silent
作业布置 Finish your writing(in or after class)---选择性必修一 Unit4Period 6 Writing 学案&作业
板书设计 Immigrant get the money to eat the waiter became angry the man becoming angry with him pay the bill in the end
教学反思