Teaching Design

Body Language

Learning Objectives

1. To make students understand how body language differs among people from different cultures?

2. To learn to summarize the main idea using skimming and scanning.

3. To respect each other's culture in order to make good communication.

Learning Plan

Step I: Warming Up

Have a conversation about face-to-face talk with students, and let them enjoy a video about body language.

（课前热身活动与学生生活有一定关系，并且影印材料的趣味性能极大的调动学生的学习积极性）

Step II: Fast-reading

Read the text quickly to summarize the main idea of each part(make good use of skimming and scanning)

Part 1 The cultural mistakes of body language

Part 2 Different body languages In different countries.

Part 3 Summary of body language

Part 4 Meeting this year's international srudents

（设计比较简单的段落大意连线题，同时提醒学生在概指段落大意的过程中运用跳读和略读的技巧，提高学生的阅读技巧。）

Step Ⅲ: Careful reading

Read para.1 and find out the basic information about this paragraph.

Read para.2 and find out the two cultural mistakes in this paragraph.

Read para.3 and think about these questions.

How many new international students appeared in this paragraph? Who were they and where were they from? How did they greet each other?

Read para.4 and fill in a blank.

Read para.5 and decide whether they are true or false.

1.Body language in some countries is good while some in others is bad.

2.All members of a culture behave in the same way.

3.Only learning English well can certainly help avoid difficulties in today’s world of cultural crossroads.

（给学生足够的时间寻找课文细节，锻炼学生提取细节信息的能力。）

Step IV Post reading

Role Play----Greeting

Suppose you are a foreigner, try to make a conversation with your partner. Act out your conversation and let other students guess where are you from.

（学生两人一组，角色扮演的形式展示学生本节课的掌握情况，既提高了学生的合作意识，又增强了学生的成就感。）

Step Ⅴ Homework

• 1 Try to find more information about body language.

• 2 Write a short article on your thought about “When in Rome, do as the Romans do”.

（学生进一步回顾本节课所学信息，并进行情感的升华。）

本课教学对象为高一学生，仍然处在英语基础语言能力的积累阶段，对英语学习有比较强的欲望和兴趣，智力发展趋于成熟，他们正渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。根据《普通高中英语课程标准（实验）》“建立新的外语教育教学理念……建立多元、开放的英语课程评价……”的精神，采用活动教学法实施课堂教学，关注学生语言技能、语言知识、情感态度、学习策略和文化意识等素养的培养。因此本课教学的重点之一是培养学生如何用英语思维和表达的习惯，使学生学会把语言学习与现实生活和兴趣结合起来，提高实际运用语言的能力。通过任务型的课堂活动和学习，使学生能主动参与到课堂活动中来，成为课堂的主体，提高自主学习和合作学习的能力。

本节课是实效性很强的一节课，通过授课，达到了以下效果。

一、 培养了学生的阅读技能。

从导入这个环节就激发了学生阅读此篇文章的兴趣，在快速阅读的环节注重培养了学生通过快速阅读获取文章大意的技能，让学生一上来就能抓住中心思想，了解篇章结构。在接下来的细节阅读的环节，通过设置丰富多彩的阅读任务，帮助学生理解关键短语和句式，扫除对于文章理解的障碍，有利于学生更好的把握细节。

二、 培养了学生的说的技能。

在这堂课中我多次设置了各种不同的活动形式，让学生在细心提取信息的基础上，需要学生开动脑筋，创造性地用已知的语言表达比较复杂的意思。还有让学生分组讨论，在组内让学生们自由交谈、畅所欲言，交流观点，培养学生用英语自由表达的兴趣和信心。

三、 培养了学生对文章细节的挖掘能力。

培养学生对该文章段落大意的缩写，给学生提供了篇章的语境，锻炼学生快速阅读培养学生细节理解能力为以后活动的开展和任务的实现扫除语言障碍。

教材分析

本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；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，提高他们的“语言交际”能力和“非语言交际”能力。

1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。

1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。

1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

1.7 SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。

1.8 LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

Book 4 Unit4 评测练习

班别 姓名 座号 成绩

一．单词填空。（每空1分，共10分）

1. It is one of the best ____________ (approach) to study English.

2. The dove usually ____________(代表) peace.

3. He ___________ (dash) out without telling us where he was going.

4. Maria didn’t let anyone know what she __________ (true) felt .

5. The soldier gave his life in __________ (保卫) of his country.

6. Do you think he has ______________ (misunderstand) the nature of the problem?

7. I don’t want to _______________ (association) myself with them any more.

8. I’d like to reconfirm my __________(航班) from London to Tokyo. 

9. As we all know, most people __________ (问候)each other by shaking hands.

10. She is being very angry, which you can see from her _____________(面部的) expression.

二．完成句子。（每空1分，共15分）

1. 并不是每个学生都通过了考试。

_______ _______ _______ has passed the exam.

2. 他工作疏忽使他在老师面前丢了脸。

His careless work made him ___________ ___________ with his teacher.

3. 总体来说，越来越多的人想住在农村

_______ _____________，more and more people want to live in the countryside.

4. 如果你表现太正式，在你身边的人就觉得很不自在。

If you are formal, people won’t be _________ ___________ around you .

5. 她的丈夫一声不吭地背对着她，这让她十分生气。

Her husband ______ _____ ______ ___ her without a word, which made her very angry.

6. 他们的责任是为国抗敌。

Their duty is to _________ their country _________ enemies.

三．句型转换。（每空1分，共10分）

1. It is likely that I will finish the work within a week.

I am _______ _______ finish the work within a week.

2. When he approached Ms Smith, he touched her shoulder and kissed her.

_______ Ms Smith, he touched her shoulder and kissed her.

3. She sat at the desk and did her homework.

She sat at the desk ______ homework.

4. The meeting is very important and it is being held now.

The meeting ________ ________ now is very important.

5. When we have made full preparations, we are ready for the final examination .

________ ________ full preparations, we are ready for the final examination.

四．语法填空。（每空1.5分，共15分）

So far my mother has the greatest impact on my life. She has shown me that anything is possible with hard work and 1 (determine). She is patient and when she puts her heart into something, she doesn’t give up until she sees the results. My mother runs several _ ____2____ (success) companies and can balance her business and taking care of 3 .

My mother and I are close and I normally go to her 4 advice. She has taught me a lot and has helped me become 5 better person in life. She is intelligent and knows the solution to almost every problem I seek advice for.

My mother struggles day after day to ensure we are all OK while still ___6___ (manage) to run her business .She is a strong woman and doesn’t let any setbacks hold 7 back. I remember a time 8 some burglars broke into one of her companies and took away almost everything. However, that didn’t stop her, she continued as if nothing 9 (happen).

My mother is always there for me and always pushes me to go after my dreams. She doesn’t put any pressure on me 10 walks with me in every step to ensure that I am in the right path towards achieving my goals.

1 2 3 4 5

6 7 8 9 10

参考答案

一、1. approaches 2. represents 3. dashed

4. truly 5.defence 6. misunderstood

7. associate 8. flight 9. greet 10. facial

二、

1. Not every student 2. lose face

3. In general/Generally speaking 4. at ease

5. turned his back 6. defend against

三、

1. likely to 2. When approaching

3. doing her 4. being held

5. Having made

四、1.determination 2.successful 3. us 4. for 5. a 6.managing 7. her 8. when

9. had happened 10. but

教学反思：

通过观看本节课的视频，总结了有待完善的地方：

1、 各个环节之间的连接的顺畅性有待于提升。

2、 师生互动需要更加充实自然，在调动学生积极性方面，还可以有更有效的方式。

教师必须认真对待自己的每一堂课，准备充分、精雕细琢、反复推敲才能有令人满意的结果

Unit4 Body Language

课标分析

Ｉ．单元教学目标

II． 目标语言