新人教必修四UnitBodyLanguage教學(xué)設(shè)計

Ｉ．單元教學(xué)目標技能目標SkillGoalsTalkaboutbodylanguage:culturaldifferencesandinterculturalcommunicationPracticetalkingaboutprohibition&warningaswellasobligationLearntousethe-ingformastheAttribute&AdverbialLearntowriteadiarythatshowingtheobservationofhowbodylanguagehelpsincommunicationII．目標語言功能句式TalkaboutbodylanguageWhatisthepurposeoflanguage?Whatdoyouthink“bodylanguage”means?Howcanyoutellifsomeoneissadorhappyeveniftheydonotspeak?Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?Whydoweneedtostudybodylanguage?Talkaboutculturaldifferences&interculturalcommunicationWhatdoBritishpeopleoftendowhentheymeetstrangers?WhatdoFrenchpeopleoftendowhentheymeetpeopletheyknow?Whyshouldwebecarefulaboutourownbodylanguage?Whyisitimportanttowatchothersaswellaslistentothem?詞匯1．四會詞匯Represent,association,canteen,dormitory,flight,curious,approach,major,misunderstand,dash,adult,crossroad2．認讀詞匯unspoken,,Jordan3．詞組belikelyto,ingeneral,notall,turnone’sbackto,loseface語法4．重點詞匯represent,introduce,approach,touch,express,nod,avoid,misunderstand,punish,general,curious,similar,expression,agreement,gesture,actionThe-ingformastheattribute&&adverbialFindingoutinthereadingtextsentenceswithpresentparticiple(s)usedastheattributeoradverbial.1.The-ingformastheattributeTheyarevisitorscomingfromseveralothercountries,...HisnosetouchesMr.Cook’smovinghand,...Thisisanexcitingexperienceforyou,...2.The-ingformastheadverbial...soyoustandwatchingandlistening.Fourpeopleenterlookingaroundinacuriousway.Youseeherstepbackappearingsurprised,andtakeafewstepsawayfromMr.Garcia.ThevisitorfromJapancomesinsmilingatthesametimeasGeorgeCookfromCanada.Ⅲ．教材分析和教材重組1．教材分析本單元以BodyLanguage——“體態(tài)語”為中心話題，具體涉及什么是“體態(tài)語”，如何理解“體態(tài)語”，以及“體態(tài)語”的跨文化性等。本單元的語言技能和語言知識也都是圍繞“體態(tài)語”這一中心話題設(shè)計的，旨在通過單元教學(xué)，用聽、說、讀、寫、做(表演)等多種形式，讓學(xué)生正確認識和掌握“體態(tài)語”在交際中的作用和意義，使學(xué)生明確“體態(tài)語”在人類交際中的重要性，了解“體態(tài)語”在不同民族、不同文化交際中的多樣性；使學(xué)生在今后的日常生活、學(xué)習(xí)、工作和交往中盡量減少或避免運用“體態(tài)語”時可能產(chǎn)生的誤解，提高他們的“語言交際”能力和“非語言交際”能力。1.1WARMINGUP以列表對比（填充及增補）的形式，并通過WARMINGUP的活動，讓學(xué)生了解有聲語言與“體態(tài)語”的對應(yīng)關(guān)系，了解語言意義與行為意義（“體態(tài)語”）在交際中具有同等重要的作用。同時，學(xué)生在聽、說、做（即表演“體態(tài)語”的動作）中能夠增進對語言交際的感性認識，為他們在閱讀過程中上升到對語言交際的理性認識打下基礎(chǔ)。1.2PRE-READING通過提供三個關(guān)于不同文化背景下“體態(tài)語”的問題，啟發(fā)學(xué)生思考我們所學(xué)習(xí)的“語言”的目的、形式、功能。通過引導(dǎo)學(xué)生聯(lián)系自己日常生活的實際，提高學(xué)生努力學(xué)習(xí)英語的積極性和自覺性；同時培養(yǎng)學(xué)生留心社會、關(guān)注生活的洞察力，為引導(dǎo)學(xué)生進一步“閱讀”作好準備。1.3READING是一篇介紹性（記敘文）體裁的文章，主要介紹了各種文化背景下的“體態(tài)語”的異同，為學(xué)生提供了來自不同國度、不同語言文化背景的“體態(tài)語”及其在交際中的異同和影響的具體例證。學(xué)生也可以結(jié)合自己在語言交際中所遇到的實際例子來進一步理解“交際，毫無問題可言嗎？”這一主題。1.4COMPREHENDING包括八個問題（前5個旨在檢查學(xué)生對閱讀材料細節(jié)的理解，6~7旨在引導(dǎo)學(xué)生對“體態(tài)語”的意義及文化差異的思考，第8個檢查學(xué)生能否通過細節(jié)進行推理判斷），通過對來自不同國度、不同語言文化背景的六個角色對待男女不同性別所使用的“體態(tài)語”異同的（學(xué)生在老師指導(dǎo)下的自我或小組討論后的）歸納，進一步熟悉和掌握“體態(tài)語”在不同語言文化交際中的作用和意義。1.5LEARNINGABOUTLANGUAGE分詞匯和語法兩部分。詞匯部分由“本單元重點詞匯英文釋義”，“詞語填空”和“詞性變換”三項內(nèi)容構(gòu)成，語法部分由兩大方面組成：一是讓學(xué)生自己通過在課文中尋找相關(guān)語法的句子并按其語法功能分類，二是根據(jù)學(xué)生的認知規(guī)律安排該語法項目的練習(xí)讓學(xué)生進行操練。整個項目通過三個練習(xí)和一個游戲，以及語法結(jié)構(gòu)講練，進一步鞏固本單元所學(xué)詞匯（尤其是課文中的黑體字），學(xué)習(xí)“現(xiàn)在分詞”結(jié)構(gòu)用作定語和狀語，并通過操練，以收到“學(xué)以致用”、“熟練生巧”的效果。1.6USINGLANGUAGE通過增加閱讀篇目“ShowingOurFeelings”來拓展學(xué)生在“體態(tài)語”方面的知識視野，并通過“True”or“False”判斷練習(xí)和問題討論，使學(xué)生進一步明確“體態(tài)語”對人們在日常交際中了解對方情感、思想、態(tài)度等方面所起的作用。同時要讓學(xué)生認真對待自己的“體態(tài)語”，并在日常交際中“聽其言”（Listentothem）、“觀其行”（Watchthem）。此外，該部分還通過聽、說、讀、寫四個方面來鞏固本單元所學(xué)內(nèi)容和語言交際項目。1.7SUMMINGUP師生從話題、詞匯和結(jié)構(gòu)三個方面來共同總結(jié)本單元所學(xué)的單詞和短語，語言及語法項目，總結(jié)本單元所學(xué)的主要內(nèi)容和收獲。1.8LEARNINGTIPS建議學(xué)生關(guān)注實用交際技巧，學(xué)會“體態(tài)語”；建議學(xué)生在看英語電影時或與以英語為母語的人士交談時，觀察對方面部表情和體態(tài)姿勢，觀察對方的“言”、“行”，進而形成有效的口筆頭語言及“體態(tài)語”的交際能力。2.教材重組2.1聽力：Usinglanguage中的Listening,Workbook中的Listening和ListeningTask這三部分的任務(wù)及話題較為接近，將這三個部分整合在一起上一堂聽力課。2.2口語：Warmingup,Usinglanguage中的ReadingandTalking,Speaking和Workbook中的Talking，SpeakingTask以及Learningaboutlanguage中的Discoveringusefulwordsandexpressions4,“Playagameingroupoffour”均緊扣本單元話題，同時涉及到本單元的功能句，教師可指導(dǎo)學(xué)生通過“說”（用英語發(fā)出與“體態(tài)語”相關(guān)的指令）與“做”（用“體態(tài)語”表達指令）結(jié)合來進行口語訓(xùn)練，這將是一節(jié)生動有趣的口語課。2.3精讀：把Pre-reading，Reading和Comprehending三部分整合為一節(jié)閱讀課。2.4泛讀：把UsingLanguage中的Reading和Workbook中的ReadingTask整合為一節(jié)拓展學(xué)生視野的泛讀課。2.5語言學(xué)習(xí)：深入處理Learningaboutlanguage中的Discoveringusefulwordsandexpressions,Discoveringusefulstructures;Workbook中的UsingWordsandExpressions和UsingStructures。重點學(xué)習(xí)Discoveringusefulstructures中“-ing(現(xiàn)在分詞)”在句中做定語和狀語的用法。2.6語言運用：處理UsingLanguage中的ReadingandWriting和Workbook中的WritingTask。指導(dǎo)學(xué)生寫一篇有關(guān)“TheBodyLanguageIKnow”短文，反映其在不同文化背景、不同語言環(huán)境中的運用情況，及所造成的理解上的困難、障礙甚至誤解等。3．課型設(shè)計與課時分配 1stperiod Speaking 2ndperiod Reading(I) 3rdperiod Reading（II） 4thperiod LanguageStudy 5thperiod Listening 6thperiod WritingⅣ．分課時教案TheFirstPeriodSpeakingTeachinggoals教學(xué)目標1.TargetLanguage目標語言a.重點詞匯和短語misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punishb.重點句型或交際用語Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoals能力目標a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoals學(xué)能目標a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpoints教學(xué)重點a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpoints教學(xué)難點a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethods教學(xué)方法a.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.Teachingaids教具準備Acomputer,aprojectorandsomepictures.Teachingprocedures&ways教學(xué)過程與方式StepILead-inTheteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningPartyCelebratingthecomingLunarNewYearoftheRoosterof2005.Ss:Yes,ThousandsofHandsKwan-yin.T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.HernameisTaiLihua（邰麗華）.SheiscalledaFairyofPeachblossom(桃花仙子)bypeople.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergeticgirl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewasfamousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdidshegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifeverymuch.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysaveryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebodylanguagetoexpressourselves.Soweshouldpaymoreattentiontolearningbodylanguages.StepIIIntroductionT:Nowlet’sdosomeTPR(TotalPhysicalResponse)activitiestogether,Ihopeyouwillenjoythemandhavefunaswell.Touchyourhead/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/feet/toes...Shakeyourhead/arm/hand...Waveyourarm/hand...Openyoureyes/arms/mouth...Closeyoureyes/mouth...Twistyourwrist/waist.Crossyourarms/fingers.Nodyourhead.Bowyourhead.Makeafacetoeachother.Bend/cry/shout/scream/smile/laugh...T:Allright.Nowlet’sdothemalittlebitdifficult.Let’splayagametogether.Thosewhofailtofollowtheruleofthegamewillbedroppedout.Thegameis:“Simonsays”.Forexample,ifIsay“Simonsays,touchyourhead”,thenyoutouchyourhead.Ifnot,youshouldn’ttouchyourheadbutremainstill.Clear?Ready?Nowlet’sstart.3or5minutesforthegame.T:Ok.It’stimetotakeupthelesson.Pleaselookatthescreen.Let’stakealookatthefollowinggestures:Gesture ActionMeaningAhandshakeYouarewelcome.AclapofhandComeon;becheerful.AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!Orcongratulationsonyoursuccess!Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.Tearscomingoutofhiseyes.Heisverysad.AllsmilesonherfaceSheisveryhappy.WavingtheirhandsTheyarewavinggoodbyetopeoplearound.AhandstretchedoutforwardwithstrengthHeisstoppingatank.Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.T:Whataretheactionsoftheabovegestures?Whatdotheymean?S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.StepⅢPracticeT:LookatPage25.Whatarethesepeoplecommunicating?StepⅣTimeforFunT:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?Ss:Yes.That’sfunny!T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.Ss:Allright.S1:Whatareyoulikelytodoifitrains?(Actions)S2:readsabook;S3:putsonaraincoat;S4:cleansthehouse.S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.S3:Whatareyoulikelytodoiftheriverfloods?(Actions)S1:runsawayasfastashecan;S2:helpstheyoungeroreldertoescapeassoonaspossible;S4:climbsontoatree.S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.S2:Whatareyoulikelytodoifthehousecatchesfire?(Actions)S1:fetchessomewater;S3:triestoputitoutwithblooms;S4:runsawayasquicklyashecan.S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.S4:Whatareyoulikelytodoifyoumeetwithafiercedog?(Actions)S1:remainswhereheisandbendsdown,lookingatthedog; S3:triestoscareitawaywithsmallstones; S4:runsawayasquicklyaspossible.S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.StepVRolePlay(SpeakingtaskonP67)T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.StepVIHomework1.Teamwork:Discusstheimportanceofbodylanguage.2.GoovertheReading:1)Communication:NoProblem?2)Showingourfeeling.T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?TheSecondPeriodReading(I)Teachinggoals教學(xué)目標1.Targetlanguage目標語言a.詞匯和短語major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedyb.重點句子Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.Shesteppedbackappearingsurprisedandputupherhands,asifindefence.2.Abilitygoals能力目標a.Enablethestudentstorealizetheimportanceofbodylanguage.Whatisthepurposeoflanguage?Whatisthepurposeofbodylanguage?Howcanyoutellifsomeoneissadeveniftheydonotspeak?Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?b.Enablethestudentstounderstandthetext.Wherearethevisitorsfrom?HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?Doallculturesgreeteachotherthesameway?DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?IsahandshakeverycommoninJapan?IsakissoftenusedinFrancewhenpeoplemeet?Whyaretheredifferentkindsofbodylanguage?c.Enablethestudentstoretellthetextintheirownwords.3.Learningabilitygoals學(xué)能目標Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.Teachingimportantpoints教學(xué)重點Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?Teachingdifficultpoints教學(xué)難點Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.Teachingmethods教學(xué)方法Skimmingmethod,task-basedmethod,role-playmethod.Teachingaids教具準備Arecorder,aprojectorandacomputer.Teachingprocedures&ways教學(xué)過程與方式StepⅠRevisionFreetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentondutygivesthepresentation,theteachercansimultaneouslyapprovehisorherperformancebyusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.StepⅡPre-readingT:Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?Ss:Yes,sir/madam.1.Whatisthepurposeoflanguage?2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.Afterafewminutes.T:Nowwho’dliketoanswerthefirstquestion?Volunteer!S1:Letmetry.Thepurposeoflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchangewithothersideas,feelings,information,andsoon.T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoonandsoforth.Nextquestion?S2:Eveniftheydon’tspeak,Icantelliftheyaresadbylookingattheirfacialexpressions.I’magoodmind-reader.(Smiling)S3:Yes,thatisquiteeasy.Justbywatchingtheirfrownedbrows,theirlongfaces,weknowthattheyareunhappy.T:Verygood.Wehavegottwo“mindreaders”inourclass;I’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewaytoLosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.StepⅢWhile-reading1.ScanningWhilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.Part1Para1YouaresenttoCapitalInternationalPart2(para.2and3)Examplesoflearnedorcultural“bodylanguage”.Part3.(para.4)Differentpeopleshavedifferentbodylanguages.Part4.(para.5)Summaryofbodylanguage.Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet. Mostpeoplearoundtheworldnowgreeteachotherbykissing.Japanesewillbowtoothersasgreeting.PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.StepIVPostreading1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.2.Whatwerethetwomistakesthattheauthornoticed?HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?Studentswillgivetheirownanswers.StepⅤHomework1.Getreadytoretellthetextinyourownwords.TheThirdPeriodReading(II)Teachinggoals教學(xué)目標1.Targetlanguage目標語言a.詞匯和短語unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjectiveb.重點句子Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.2.Abilitygoals能力目標a.Enablethestudentstoknowmoreaboutbodylanguage.Whatisthefunctionofbodylanguage?Whatisthesimilarityofbodylanguage?Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?Whatisthedifferenceofbodylanguagebetweenvariouscultures?b.Enablethestudentstounderstandbetterbodylanguage.Whatistheproperattitudetowardsbodylanguage?Whatwouldhappenifweknewnothingaboutbodylanguage?3.Learningabilitygoals學(xué)能目標Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.Teachingimportantpoints教學(xué)重點Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.Teachingdifficultpoints教學(xué)難點Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.Teachingmethods教學(xué)方法Fastreading:dealingwiththe“true”or“false”questions.Discussion:theimportanceofbodylanguage.Teachingaids教具準備Arecorder,aprojectorandacomputer.Teachingprocedures&ways教學(xué)過程與方式StepIPre-reading1.Whatisthefunctionofbodylanguage?2.Howdoyoufindbodylanguageinourdailylife?3.Howcanthesamebodylanguageexpressdifferentfeelingsorideasindifferentcultures?4.Howcandifferentbodylanguageexpressthesamefeelingorideaindifferentcultures?StepIIFastreadingTUREOFFALSE1.Bodylanguageisneveraspowerfulasspokenlanguage.2.Ifyouareangryataperson,youmightturnyourbacktohimorher.3.Youcanthreatenapersonbyrefusingtospeak.4.Youshouldnotgreetyournewbossbygivingherorhimahug.5.Bodylanguageisthesameallovertheworld.6.Mostpeoplecanunderstandeachotheriftheytry.Thenaskthestudentstodoitonebyoneandaskthemtoexplainwhysomeofthestatementsarewrong.StepIIIFurtherreadingT:Wehavejustreadapassageentitled“ShowingOurFeelings”,whichtellsusmoreaboutbodylanguage.Nowlet’sreadanotherpassageintheWorkbookonP66.Thetitleofthereadingtextis:TheOpenHand-AUniversalSign.Youwillbegiven3minutestoreadthroughthetextasquicklyasyoucan,tryingtogetasmuchinformationfromthetextaspossible.Ss:Yes,Sir.T:Whatinformationhaveyougot?S1:Moreaboutbodylanguage,sir.Wehavelearnedhowpeoplearecommunicatingorgettingalongwitheachotherbesidesusingspokenlanguage.Wearealsoaskedtothinkaboutsomenewsituationsinwhichwewillcommunicateinbodylanguage.S2:Andwehavetothinkaboutthefollowingquestions:Itisknownthatasmileisasignthatpeoplefeelfriendlyandhappy.Butwehavetoconsider:1.Whatifwedon’tknowwhothenewpersonis?2.Whatifwearenotintroducedbyafriend?3.Whatifwearemeetingastrangerinanunfamiliarplace?S3:Andthemostimportantofallisthatwehavetomakesurewhetherwecantrustpeoplewedonotknow,andwehavetoshowthatwearenotdangerous.S4:Quitetrue.Wehavedifferentwaystoshowourhands—ouropenhands,whichmeansthatwearenotarmedandwearefriendly.S5:Inmanyculturestoday,theWesterncustomofthehandshakeisused.Besidesthis,traditionally,Chinesegreetothersbycoveringthelefthandwiththerighthandandbowing;theJapanesecoveronhandwiththeotherandbowslightlyorquitelow,dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfacesandbowtheirheads;Muslimswilltouchtheirheart,mouthandforeheadtoshowrespect.S6:NowyoungpeopleintheWestgiveeachotherthe“highfive”whentheyclapeachother’shandsintheair.S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostallcultures,tosmileandshowanopenrighthandisthemostcommonwaytoshowthegoodwillgreeting.T:Iammorethanhappytohearyoucangetsomuchinformationfromthepassagewhenyoudothereading!Nowlet’sactoutsomeofthegesturesinthereadingmaterial,OK?Somestudentsareaskedtoactoutthebodylanguagewhichappearsinthereadingtextis:TheOpenHand-AUniversalSign,suchasahandshake,thetraditionalgreetingsinChina,theJapanesewaytogreetpeople,thewaysHindupeopleandMuslimsusetogreetpeople,andthewayyoungpeopleintheWestusenow.Severalminuteslater.T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.S8:Itcanbedangeroustomeetpeopleyoudonotknow.S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.S11:Therighthandisusuallyusedbecauseitisalmostthestronger.S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.StepIVHomework1.Readaloudallthereadingtextsinthisunit.2.Getreadytoretellthetworeadingpassageslearntinthisperiod.TheFourthPeriodGrammarStructureStudy一:V-ing形式由“do＋ing”構(gòu)成,其否定形式是“notdoing”,V-ing可以帶賓語或狀語構(gòu)成V-ing短語,沒有人稱和數(shù)的變化,但有時態(tài)和語態(tài)的變化。V-ing形式在句中作定語和狀語是本單元的學(xué)習(xí)重點。1.作定語V-ing形式可以單獨充當(dāng)名詞的前置修飾語,這時有兩種情況。-ing形式表示“供作之用”的意思,這類作定語的-ing形式過去叫動名詞。Aswimmingpool=apoolforswimming2)-ing形式表示“的”意思,過去叫現(xiàn)在分詞Asleepingchildworkingpeopletherisingsun-ing形式短語作定語時一般放在它所修飾的名詞之后,相當(dāng)于一個定語從句。如:Theyarevisitorscomingfromseveralcountries.Theboystandingthereisaclassmateofmine.2.作狀語可以表示時間,原因,結(jié)果,條件,行為方式或伴隨動作等。AttentionPlease-ing形式作狀語時,它的邏輯主語必須與主句的主語是一致的。Timepermitting,Iwillpayavisittothewholecity.(分詞的邏輯主語是time,而句子的主語是I,兩者不構(gòu)成主謂關(guān)系,所以只能用獨立主格結(jié)構(gòu),也就是給現(xiàn)在分詞補充一個主語。)HomeworkDo“UsingStructures”onPage64.文化背景知識1.SomemoreinformationaboutBodyLanguage:tonodconsent點頭表示同意，tonodone’sfarewell點頭表示告別，tonodasasignofagreementorasafamiliargreeting點頭表示贊同或打招呼，toholdone’sheadhigh昂首挺胸(表示趾高氣揚)，toshakeone’sfist揮動拳頭(表示威脅)，toshakeone’shead搖頭(表示不知道)，toshowaVsign由食指和中指構(gòu)成字母“V”，而“V”是victory的第一個字母。因此，這一手勢是祝愿勝利或慶祝勝利之意。towinkataperson向某人眨眼睛，tomakeaface面部露出厭惡的表情，toshrugone’sshoulders聳聳肩膀(表示冷淡或懷疑)，tokeep(orhave)one’sfingerscrossed把中指疊在食指上交叉著，作十字狀。這是暗中希望上帝保佑自己正在做的事成功。to