高中英语必修四 Body language

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Step1WarmingClassificationofbodylanguageFacialexpression:alookonaperson’sfaceGesture:movementofthehandsandotherpartsofthebodyPosture:thewaypeoplecarrythemselvesExamplesoffacialexpression:sorrowfulhappysadsuprisedExamplesofgesturesExamplesofpostures:ThinkingdeeplyconfidentWhatdopeopleindifferentcountriesusuallydowhenmeeting?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:bodylanguage3.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）