高中英语：Unit 4 Body language课件(新人教版必修4)

MODULE4UNIT4BODYLANGUAGE必修4第四单元身势语第二课时：COMMUNICATIONS:NOPROBLEM?教材分析本节课是第四单元的第二课时，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，形象地表明了身势语与文化背景的密切关系，以及身势语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。教学目标知识目标：让学生理解文章所述内容，掌握课文知识要点和approach,likely,defense等重点单词和词组。能力目标：能用自己的语言复述课文内容，了解不同国家由于文化的差异而出现的不同问候方式；讨论并陈述跨文化交际的意义和困难。情感目标：接受并尊重每个国家的文化，提高学生对英语国家文化的兴趣，培养学生自主探究的能力。课文重点、难点和关键点重点：掌握课文新的单词（如：represent/approach/major等）和新的短语（如：indefense/belikelytodo等）的意义。关键点：全面透彻理解整篇文章；学会新的语言表达方式。难点：运用所学语言表达方式根据所提供素材进行讨论，口头表述在跨国际文化交流过程中如何正确应对出现的困难。教法与学法根据我的教学对象，为了更好地实现教学目标，以新课程提倡的三维教学观（呈现、操练、实践）为原则，采取了直观呈现教学、任务型教学、整体语言教学、合作学习教学的方法；在教学过程中指导学生抓重点、鼓励学生互相交流探讨并勇于表达自己观点，并引导学生主动拓宽学习渠道，把英语学习从课堂延伸到课外。教学过程一、导入二、课文学习三、课外拓展四、作业布置一、导入1.以图片直观呈现的方式，复习上节课的所学内容；2.抛出问题“whatdopeopleusuallydotogreetsomeone?”(人们通常如何来问候别人？），要求学生以表演方式展现他们所能想到的身势语。okstopsilentwelldoneuniversalgesturesIamtired.Iamfull.Iamhungry.presspalms/restyourheadonit/eyesclosedpatorrubstomach(inacircle)patstomachChina,BritainRussia,France,Arab,Japan,KoreaSomewesterncountriesShakehandsKissBowEmbrace(hug）Whatdopeopleusuallydotogreetsomeone?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。2.再读：以了解课文细节，学习课文语言点为目的。任务：找寻课文细节；回答事先设置的问题。将语言点教学融入其中。3.深读：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；展开讨论，加深对课文的理解。ReadingCOMMUNICATION:NOPROBLEM?Listentothetapeandtrytofindoutthemainideaofthetext.1.快读Whichisthemainideaofthetext?A.Therearedifferentcustomsindifferentcountries.B.Foreignersshouldfollowthecustomsofthecountrywheretheyarevisiting.C.Peopleusebodymovementstosendmessagesanddifferentbodymovementshavedifferentmeanings.D.Theimportanceofknowingcustoms.Howdodifferentinternationalstudentsbehavewhentheygreetpeople?Completethechartwithinformationfromthepassage.2.再读NameDescriptionBodyLanguageToWhomTonyGarciaeveryonenotouchingmanfromJapanmanfromColombiakissonthecheekbowingeveryoneeveryoneJuliaSmithAkiraNagatawomanfromBritainNameDescriptionBodyLanguageToWhomGeorgeCooktomentowomenshakehandsandkisstwiceoneachcheekmanfromCanadashakinghandsshakinghandsnoddingAhmedAzizDarleneCoulonmanfromJordaneveryonewomanfromFrancepeoplesheknowsUsethepassagetohelpyouanswerthefollowingquestions.1Istheauthorofthispassagemaleorfemale?Howdoyouknow?2Whatwerethetwomistakesthattheauthornoticed?3Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?4Didanystudentshavesimilargreetingcustoms?Ifso,whichones?5“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?COMPLETETHEPASSAGEPeoplecommunicatewithspokenlanguage,andtheyalso____theirfeelingsusingunspoken“language”throughphysical____,actions,or____.Forexample,whenaboycomingformplaceslikeSpain,ItalyorSouthAmericacountriesmeetsanEnglishgirl,theboyis___________approachherclosely,touchherandkissher_________.Butthegirlmustbesurprisedandputupherhands,asif______becauseEnglishpeopledonotusuallystandveryclosetoothersortouchstrangersassoonastheymeet.Mostpeoplearoundtheworldnowgreeteachotherby______,butsomeculturesuseothergreetingsaswell,suchastheJapanese,whopreferto___.3.深读PeoplefromJordan,areusedtomovingveryclosetothepersontheytalkedto.Theywouldshakehandswithmen.However,_________,theysimplynoddedatthegirls.ShakinghandsandthenkissingeachothertwiceoneachcheekistheFrenchcustomwhen___meetpeopletheyknow.Notallculturesgreeteachotherthesameway,noraretheycomfortableinthesamewithtouchingordistancebetweenpeople.______,though,studyinginternationalcustomscancertainlyhelpavoiddifficultiesintoday’sworldof______!DiscussionDoyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?三、课外延伸培养学生对这个主题的兴趣，也为培养他们自主课外学习探究的能力。1.学生的自我经历，形象展现中西方因文化不同而造成的身势语不同；2.以表格形式简单比较中西方在身势语上的相同和不同点；3.简单介绍其他国家的一些有趣身势语。ActivityComparisonMeaningGestureintheUSAGestureinChinaMoneyRubbingthethumbandforefingertogetherComehere.Movingtheindexfingerforwardsandbackwards.RubbingthethumbandforefingertogetherMovingone’shandupanddownwiththepalmfacingdown.MeaningGestureintheUSAGestureinChinaNo,don’tdothat.Movingtheindexfingerfromsidetoside.Idon’tknowShruggingone’sshoulders.MovingthehandfromsidetosideShakingtheheadMeaningGestureintheUSAGestureinChinaWelldoneThumbsup.Incredible.Ican’tbelieveitRollingone’seyes.Openone’seyeormouthwideThumbsup.TheMaoriinNewZealandtouchnosestogreetpeople.InVietnameseculture,onlyparentsorahigh-rankingpersoncantouchyourhead.ABulgariannodstomean“no”andshakeshisheadfromsideosidetomean“yes”.四、作业：巩固及拓展Homework:1.SurftheinternettocollectmoreinformationaboutBodyLanguage.2Dealwiththeexercisesonpages28and29.Payattentiontotheusefulwords,expressionsandstructures.课后反思积极引导学生除了在英语语言方面的学习之外，还要注意文化的学习；根据学生特点，突出重点，由浅入深循序渐进展开教学活动。