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Unit4BodyLanguage本节课是第四单元的第一课时,是一篇阅读文章。以机场迎接客人为场景,讲述了来自几个不同国家的学生由于文化背景的差异,在初次见面时互相问候的方式迥然不同而造成的一些小误会,形象地表明了肢体语言与文化背景的密切关系,以及肢体语言在人们日常交际中的重要作用。这篇文章的写作方式颇有特色,可以让学生在阅读的过程中,很自然地以“你”自己的身份去观察、倾听在机场发生的一切。目标叙写(Objectives)1.在看完视频后,学生可以说出肢体语言是什么。2.在老师讲解完肢体语言,学生能说出肢体语言的分类并能用英语描述一些常见的肢体语言。(putupone'shand,stepback,bow,nod,turnone'sbackto)3.在读完文章后,学生可以归纳文章各段大意及文章大意解释文章中出现的交际误解的原因概述出肢体语言和文化背景的关系4.以小组形式,学生可以运用所学知识,给他人提供肢体语言方面的建议。教学过程一、导入二、课文学习三、课堂讨论四、作业布置Step1WarmingClassificationofbodylanguageFacialexpression:alookonaperson’sfaceGesture:movementofthehandsandotherpartsofthebodyPosture:thewaypeoplecarrythemselvesExamplesoffacialexpression:sorrowfulhappysadsuprisedExamplesofgesturesExamplesofpostures:ThinkingdeeplyconfidentWhatdopeopleindifferentcountriesusuallydowhenmeeting?Japan:bowChina,Britain:handshakeSomewesterncountries:hugRussia,France,Arab:kissHowdoUygherpeoplegreet?二、课文学习采用“三读”的方法:1.快读:以基本掌握文章内容,明确课文结构为目的。任务:找出课文中心思想和段落大意。2.细读:以了解课文细节。任务:表格填空;回答事先设置的问题。。3.再读:以检验知识点的把握和对文章的深层理解为目的。任务:脱离课文,课文内容填空。IwenttotheAirporttomeettheinternationalstudents.Peoplefromdifferentcountrieshavedifferentbodylanguage.Summaryofbodylanguage.Part1(Para.1)Part2(Para.2-4)Part3(Para.5)ABCStep2:ReadingComprehensionIWhatisthemainideaofthetext?A.Therearedifferentcustomsindifferentcountries.B.Foreignersshouldfollowthecustomsofthecountrywheretheyarevisiting.C.Peoplehavedifferentbodylanguageindifferentcultures.D.Theimportanceofknowingcustoms.FindoutthetwoculturalmistakesinPara2TonyGarciaJuliaSmithThefirstmistake(Colombia)(Britain)HeapproachedJulia,______________________and_______heronthe________.She______________appearing_________andputupherhands,asif__________.shouldertouchedherkissedcheeksteppedbacksurprisedindefenceThesecondmistakeAkiraNagata(Japan)GeorgeCook(Canada)He________hishand________totheJapanesestudent.He________sohisnose________George’s_____________.bowedtouchedmovinghandreachedout1.HowdomenfromMuslimcountriesgreetothers?2.Istheauthormaleorfemale?Howdoyouknow?3.HowdidTonyandDavegreeteachother?Para3:Theyshookhandsandthenkissedeachothertwiceoneachcheek,andthisistheFrenchcustomwhenadultsmeetpeopletheyknow.Tomen:Towomen:standclose,andshakehandsnodMale.BecauseAhmedAzizonlyshakeshandswithmen.Peopleinthecountry/areaWaystogreeteachotherEnglishpeoplePeoplefromSpain,ItalyandSouthAmericancountriesMostpeoplearoundtheworld_________otherscloselyandaremorelikelyto__________.Donotstand_________toothersortouch________whentheymeet.bowshakehandsFillinthetableaccordingtoPara4:veryclosestrangersApproachtouchthemJapanese____languageis_______fromcultureto______.Notall________ofaculture______inthe_____way.Ingeneral,_______inter-nationalcustomscancertainlyhelp_____difficultiesintheculturalcommunication.BodydifferentculturemembersbehavesamestudyingavoidSummary•Travelaroundtheworld↙Jordan←France↖ChinaBritain↘Japan→Colombia↗YourbestfriendLiLeiisgoingtotravelabroad,pleasediscussaboutthedifferentgreetingwaysinthoseforeigncountries.Step3DiscussionDearLiLei,I’msoexcitedtohearthatyouaregoingtotravelabroad.AndI'dliketotellyousomethingaboutthegreetingways.InJapan,peoplepreferto…PeopleinColombialike…Englishpeopledonotusually…TheFrenchcustomis…MenfromJordanwilloften……Wishyouagoodjourney!Yours,…Step4Homework问题设计1.Howdoestheactorintheshowexpresshimself?Answer:Heexpresseshimselfbydoing.2.Whatdowecallthiskindofcommunication?Answer:bodylanguage3.Whatisbodylanguage?Answer:Itisoneformofcommunicationwithoutusinganywords.[设计目的]问题1,2,3是为了引出话题,引导学生说出肢体语言是什么。(达成教学目标一)4.Whatdopeopleindifferentcountriesusuallydowhenmeeting?[设计目的]学生通过图片,辨认出同一含义在不同文化背景下可用不同的肢体语言表达,也为文章讲解做了铺垫。(达成教学目标三)5.WhatarethetwoculturalmistakesinPara2?[设计目的]学生通过填写表格信息,可以把握文章的细节。(达成教学目标三)6.Istheauthormaleorfemale?Howdoyouknow?Male.BecauseAhmedAzizonlyshakeshandswithmen.[设计目的]学生在原文中不能直接找到答案,只有完全理解文章才可以推断出答案。检验学生对文章的深层次理解,提高学生的阅读理解能力。(达成教学目标三)7.WhatshouldyoutellLiLeiaboutthedifferentgreetingwaysinthoseforeigncountries?[设计目的]给学生创设情境,学生根据所学知识给别人提供建议,并能意识到肢体语言与文化之间的关系,树立跨文化交际意识。(达成教学目标四)
本文标题:高中英语必修四 Body language
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