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教学设计


Unit 4 Body Language Reading "Communication: No problem?" 正宁一中 冯振华 【教学设计】 一、Type:Reading Body Language is a narrative description,which mainly deals with different body language in

different culture. As we know, body language is a kind of language that can be used to express one’s innermost feelings in a silent way. This passage is designed to help the students understand what important part that body language plays in our daily communication to help the students avoid misunderstanding and cultural shock. As a result,their language communication ability will be improved. 二、Analysis of the passage 1、Content Unit 4 Body language Reading "Communication: No problem?" (Module 4) 2、Dealing with the passage Warming up(Lead-in) while-reading and Comprehending are designed in the reading passage.Those activities can help the students improve their reading skills and oral English ability. 3、Teaching aims 【Knowledge goal】 ①To help the students understand that body language is cross-cultural. ②To help the students understand the differences among body language in different countries. (2) 【Ability goal】 ①To help the students understand the passage and get the main idea and specific information,thus the reading skills will be developed. ②To help the students express their ideas and opinions freely. ③To cultivate the students’pragmatic ability of trans-cultural communication in authentic language environment. (3) 【Emotional goal】 ①To help the students learn and respect cultures in different countries. ②To develop the students’ international cooperation and their awareness of trans-culture. 三、Teaching difficulties and important points (1)Teaching important points ①To help the ss learn and use common body language properly in their communication; ②To get the main idea of the text and some key information. (2)Teaching difficulties ①To cultivate the students’ reading skills ②To help the students learn some cultural misunderstanding caused by body language in different situations. 四、Teaching method Task-based method & Communicative-cooperation method 五、Teaching aids PPT Project Blackboard Chalk 六、Teaching design (一)General design This is a reading comprehension lesson. The key to teaching is to improve the students’ reading
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skills and strategies. And the teacher will help the ss improve their cultural awareness. To arouse the ss’ interest in the topic, at the very beginning of the class,the teacher uses the students’ familiar gestures (ok, quiet, stop, great) to lead in the topic and asks some students to guess the meaning of each picture. Then the teacher asks some students to perform some body language, thus the atmosphere in the class is lively. At last,the teacher asks the ss: “What is body language?” As a result ,the new lesson is easily lead-in. The design of the reading activities deals with pre-reading, while-reading and post reading, including getting the main idea of the text, specific information and so on , aiming at improving ss’ reading comprehension ability and oral English ability. (二)Teaching procedures Step 1.Leading in (1)The teacher shows some pictures on the screen. They are about some common gestures used in our daily life. Then asks some ss to guess the meaning of each gesture. (2)The teacher asks some pairs of students to come to the blackboard to perform some body language, while other students to guess what the body language means. Facial expressions: happy, excited, shocked, angry, etc Gestures: Victory, well done, quiet, OK, etc Postures: Shake hands, bow, nod ,hug, etc Eye contact: Wide-eyed, wink, roll eyes, etc Instructions:通过学生熟悉的手势导入本课,让学生倍感亲切,很自然地过渡到本课的话题。 接下来的学生身势语现场表演和学生分组竞猜,极大活跃了课堂气势,充分地调动了学生的学习 兴趣。 甚至平时的一些英语学困生也深受感染, 有了表现的机会 , 从而积极地投入到课堂活动中。 最后让学生自己总结什么是身势语。 这一过程既能体现本单元的主题,让学生通过亲身体验对身势语有一定的认识,了解口头语 与身势语的联系激发他们的兴趣,同时有助于锻炼学生的口语,使学生在愉快的气氛中学习。 Step 2. Pre-Reading Discuss with the partner: 1.What do you think of the purpose of language? 2. How can you communicate with someone if you cannot speak? Give an example. 3. How many ways can you think of to greet someone if you cannot speak? Instructions:在导入本课话题后,通过分组讨论上面三个问题,让学生思考语言的目的,同 时也了解到沟通的方式多种多样,有文字、语言甚至无声的语——“身势语”,不说话也能表情达 意。 Step 3. While-Reading 1. Skimming: Look through the passage , and complete the following tasks: (1)What is the main idea of the text? This text mainly talks about that different ____countries________have different ___body________language. (2)What's the main idea for each part? Part1. The author was sent to meet this year's international students. Part2. People from different countries have different body language. Part 3.Summary of body language. Instructions:让学生在限定时间内快速阅读文,研究文章的结构关系,总结出全文的主题思 想并找出每部分的主题句。注意提醒学生对他们不认识的生词不要急于查后面的单词表,而要根 据上下文或者构词法等原则进行猜测,提高猜词的能力。
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这一环节要求学生在较短的时间内通过快速浏览文章寻找主题句或归纳段落的中心意思,目 的是引导学生运用略读技巧寻找主题句、抓住段落的中心意思,以此初步了解文章的主要内容。 2.Scanning: (1)Read the whole passage quickly and answer the following questions. 1. Where are the international students going to study? 2. How many international students are mentioned in the passage? 3. Do all students greet each other in the same way ? (2)Careful reading Read Para.1 again and fill in the following blanks. Time: ______________________________________________ People: ______________________________________________ Place: _____________________________________________ What to do: ________________________________________ ___________________________________________________ (3)Read Para.2 again and Find out the two cultural mistakes in it. He approached Julia, ________ The first mistake Julia Smith Britain) Tony Garcia (Columbia ) _____ _________ and _______ her on the ________. She ______ ________appearing _________ and put up her hands, as if ___ _______.

The second mistake

George Cook (Canada )

He ________ his hand _____ to the Japanese student.

Akira Nagata (Japan)

He_______ so his nose_______ George’s______ ________.

Instructions:这个环节要求学生仔细阅读文章,捕捉文章细节,并完成上面的表格。学生通 过完成上述表格,更深入地了解到来自不同国家和地区的人在进行问候时的不同方式,能使学生 在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解。 同时学生掌握了细节理解题和推理判断题的基本方法,即在了解文章大意的前提下,先用寻 读法找出与问题相关的词语或句子,再细读相关部分,找到问题的答案或挖掘文中的深层含义。 Step 4. Post-Reading (1)Comprehending: Decide whether the sentences are true or false. 1.Englishmen often stand close to others or touch strangers as soon as they meet. ( )
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2.Most people around the world now greet each other by shaking hands . ( ) 3.Japanese will bow to others as greeting. ( ) 4. People from Jordan will shake hands with a woman as she introduces herself to them. ( ) 5. Body language in some countries is good while some in others is bad. ( ) (2)Work in groups and discuss: What can you learn from this passage? Instructions:学生通过阅读和讨论对文章有了深层的理解,同时对身势语这个话题更加熟悉。 在此基础上,设计上述问题,引发学生思考,让学生了解并尊重异国文化,培养学生的跨文化意 识。这个环节在有趣的话题激励下,师生互动、生生互动,训练了学生的口语表达能力,促使他 们把所学的知识和技能转化为运用英语的能力。 Step 5. Summary Today we've learned something about body language to greet people in different countries and areas. Just like verbal language , body language is part of culture,which plays an important role in our daily communication. So it's very important to understand and use it properly. As a foreign language learner, we find it necessary to learn body language as well as the verbal language. Instructions: 这一环节主要是对所学内容进行总结, 使学生认识到学习“身势语”的必要性和重 要性。 Step 6. Homework (1)Find more information about body language in different countries. (2)Preview the language points in the text. Instructions: 通过学生从图书馆或从因特网上查询关于不同文化背景下的“身势语”特别是如何运用“身势 语”来表达我们的情感的相关资料,丰富学生的知识,培养学生的跨文化意识,同时也为语言运用 部分 Reading“Showing our feelings”的学习作铺垫。

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