人教版高中英语教案Unit4BodylanguangePeriod3Extensive

1Period3ExtensiveReadingTheGeneralIdeaofThisPeriodThisperiodaimsattrainingthestudents’readingskill.Thestudentshavetogetthegeneralideaofhowbodylanguageexpressesourfeelings.Havingreadthetwoarticles,thestudentsareexpectedtosumupthefunctionsandsimilaritiesofbodylanguage.What’smore,thestudentsareencouragedtoexpresstheirfeelingswithbodyDevelopthestudents’Trainthestudents’Task-basedactiAtape-recorder,aprojector,someslidesandamulti-ThreeDimensionalTeachingAimsTrainthestudents’EnablethestudentstosumupthefunctionsofbodyTrainthestudents’NecessaryexplanationtohelpthemgetthemainBodylanguageisanimportantnon-verbalcommunication.LearningaboutthemeaningsofsomebodyTeachingProceduresStep1ReviewandcheckthehomeworkT:Inthelastlessonwelearnedsomethingaboutthev.-T:S:Thev.-ingastheattribute:WewereallnervousaboutT:S:Thev.-T:Welldone.Allofyouhavereviewedthelesson.Thenlet’sgoontocheckthehomework.UsingstructuresonPage64.IwouldlikesoSuggestedanswers:1.Itseemedthatheavoidedgetting2.Readingislearning,butspeakingthelanguageisalsoakindoflearning3.ThenewsthattheChineseteamwonthegoldmedalwasveryencouraging4.ItisclearthatyourspokenEnglishwillgreatlyimproveifyoucanpractisespeaking5.Isawthemwhispering6.Icountedthepeopleentering27.Themanwithsun-glassesstanding8.Beingill,hedidnottakepartinthesp9.Driving10.Knowing11.Hestayedinthewaiting12.IalmostfeelasleepwhenIsawthatboringfilm.Step2WarmingupT:1.I’mhungry.2.I’T:Youknowalotaboutgestures.ThencanyoufigureoutthemeaningsofthefollowinggesturesinthefollowingWhat’sthematter?OK.Verygood!Step3Pre-readingBeforereadingthetext,assignsomequestionsforthestudentstodiscuss.SotheymayreadthetextlaterwithT:Iwouldlikeyoutodiscussthefollowingquestionswithyourgroupmembers.After4minutes,onefromeach3.Isallthebodylanguagethesameintheworld?Whatd3T:S:T:S:T:Good.Ithinksometimes,it’sevenmoreimportantthanspokenlanguage.Whenyoudon’tunderstandaforeignlanguage,bodylanguagecanhelpyouS:3.Idon’tthinkallthebodylanguagesarethesameintheworld.Thesamebodylanguagecanexpressdifferentfeelingsorideasindifferentcultures.Forexample,noddingtheheadmeans“yes”inmanycountriesbutinsomeT:Welldone!Sowecouldsummarizethatcommunicationisveryimportantinourlife,sometimeslearningtogetalongwellwithothersismoreimportantthangettingsomemoreknowledge.Soweshouldlearnmorebodylanguage,tryourbesttogetalongwellwiththepeoplearoundus.Step4FirstreadingT:Let’sreadapassageabouthowtoshowourfeelingswithbodylanguage.Readthepassageanddecidewhichofthesestatementsaretrueandwhicharefalse.Tickthecorrectbox.Ifthestatementisfalse,explainwhyitis4.Ifyoustandwithyourarmsacrossyourbody,youarealwaysprotectingyourselffrombeingphysically5.Ifyousitlookingawayfromaperson,orwithyourbackturned,youaresayingyouarenotinterestedinthat6.Youshouldnotgreetyournewbossbygiving7.Bodylang8.Mostpeoplecanunderstandeachotheriftheytry.Step5Secondreading(Groupwork)T:Youaregoingtoreadthepassageagainandtrytofindsomeofthebodylanguagewhichshowsimilarfeelingsorideasandsome1.frowningorturningone’sbacktosomeonetoshowanger2.closingone’shandandshakingitatsomeonetothreatenthatperson3.noddingtheheadupanddowntoshowagreement4.shakingtheheadtoshowdisagreementorrefusal5.lookingawayfromapersonoryawningtoshownointeresttotheperson6.standing,holdingyourarmsacrossyourchesttoprotectyourselffromanunwantedconversation7.sitting,lookingatandturningtowardsthepersonyouaretalkingtotoshowyouareinterested8.rollingyoureyesandturnyourheadawaytoshowyoudonotbelievewhatyouhearoryoudonotlikeit1.children’slookingdirectlyatanadultinAsiaandSouthAmericanotgoodbehaviour42.children’snotlookingdirectlyattheteacherinNorthAmericatogetpunishmentfromtheirteachersbecausetheythinkthechildrenarenottellingthetruth.1.asmile2.Asmiledoesnotalwaysmeanthatoneis3.Asmilecanhideotherfeelings,suchasanger,fear4.Ifsomeone“losesface”theymaysmiletohideit.2.ahugtoyourbossorteacherprobablynotagoodideatoshowrespect3.standingtooclosetoyourbossorteachernotacceptableStep6FurtherReadingT:Justnowwehavelearntthatbodylanguagehasdifferentmeaningsindifferentcultures.Nowlet’slearnmoreandgetdetailsofdifferentbodylanguage.Beforereadingthetext,firsthavealookattheexercises.Theinformationwasfoundinthenotesleftbyananthropologist.Youneedtoarrangeitsothatitcanbeusedinareportoninternationalgreetings.Organizetheinformationsothatitcanbeusedtowriteasummary.Iwillgiveyou5minutestofinS:S:S:3.Ifweshowanopenhand,itmeanS:S:S:6.ToshowrespectMuslimpeoplewilltouchtheirheartandmouthwhengreetingsomeone.Step7Post-Afterreadingthetwopassages,thestudentshaveageneralknowledgeonbodylanguage.It’stimeforthemtogofurthertodiscusstheopenquestionsandtoexpresstheiropinions.Thestudentsareencouragedtodiscussingroupssothattheycancommunicatewiththeirmembersandhearothers’1.Howcanweknowother’3.WhyisT:Today,wehavelearntsomuchaboutbodylanguage.HomeworkfortodayistosummarizewhatyouhaveleantaboutbodylanguageandtranslatethefivesentencesonpageTheDesignoftheWritingontheBlackboardUnit4BodylanguagePeriod3Extensivereading2.Warmingup—3.Pre-4.Firstreading-5.Secondreading(Groupwork)—6.FurthRecordafterTeaching5ActivitiesandResearchTodeepenth