Using LanguageⅡ教案2

高中英语人教版必修4

Unit4 Body language Using LanguageⅡ

1 Teaching Aims

Knowledge and skills

Help the students to learn more about body language. Help the students understand others when body language is being used. Help the students learn how to express themselves in body language when needed. Help the students to write a short passage about what they have seen or experienced, in which body language has been used properly in communication to reach the understanding or body language has been used so inappropriately as to cause misunderstanding. Process and strategies

Train the students’ listening skills, oral English as well as writing.

Affection

After the study of this period the students are sure to understand the body language better and know how to use it in our daily life, thus avoiding some misunderstanding with others in communication. 2 Student Analysis

This period aims at getting the students to train their ability to get the key information with body language. Then they are encouraged to understand the meanings by watching the body language and give their own opinions. They will also try to express themselves and act out some body language. 3 Difficult and Important Points

Teaching difficult points

Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur. How to write a short description of body language used in daily communication. Teaching important points

How to understand different body language used in different cultures.

Listen to the materials about a traffic accident and analyze body language in each picture. Teach the students how to use body language in the most appropriate occasions. 4 Teaching Procedures 4.1第一学时

4.1.1Step

1

Lead－in：

Revision

1. Show students two pictures about people in different countries greeting others. T: What is the first girl doing? S: (imitate the first girl in the picture) SAWADIKA (means hello in Thai). T: Good. The first girl is using the common way of greeting in their culture. How about the second girl? S: waving her hand to say hello. T: Yes, the second is also greeting to others. But these two girls use different kinds of body language. Do you know why? S: (not very sure) Is that because they come from differerent coutries? 2. Give an example of a person who can only speak Chinese dialect traveling around the world to show the advantages of body language. T: Let me introduce you a special “expert” who knows body language very well.

3. Listen to a short passage from this person about body language. Body language is used by people for sending messages to one another. It is very ________ because it can help you make yourselves easily understood. When you are ________ with others, you are not just using words, but also using ________ and gestures. Different countries have ________ body language. For example, men in Russia, France and Arab countries kiss each other when they meet, but men in ______ or Australia shake hands instead of kissing. People in Puerto Rico like touching each other, but people in ________ don’t touch each other. People in Arab countries keep standing close to another when they are talking, English people must keep a ________ one when they are talking. When you use a foreign language, it is very important to

know the ________ of gestures and movements in the foreign country. Following the ________ will help you communicate with people and make your stay there much more ________ and comfortable. T: Listen and fill in the blanks on the paper sheet. T: (after listening) What can we learn from this short passage? S: Different cuntries have differetn body language. S: Body language varies from cultrure to culture. S: We should have a good understanding of body language in order to communicate with people from different countries successfully. S: Body language is very important in intercultrual communication. S:…(students have different opinions towards cultural body language.)

T: Excellent! I think your understanding of body language is very comprehensive. I have a small question to test you. Is there any universal body language that has the same meaning in different cultures? 4. Review some body language items: Many gestures, posture, actions and facial expressions are universal what have you known? Smiles, frowning, turning our backs, making a fist and shaking it, nodding the head up and down, shaking the head from side to side... [设计说明] 本环节能立即抓住学生的注意力,调动学生参与的积极性,通过复习身势语的一些基本知识,为以下的活动作铺垫。

4.1.2Step

2

Listening：

a

road

traffic

accident

Task 1: guess the order of the accident by “reading” the body language of people in the pictures. T: Look at the six pictures and predict the correct order of the story. Task 2: listen to the tape and write down the correct order of the story T: (check the correct order with students) How did you decide the order?

S: I decided the order by watching the body language of people in pictures and information from the tape. Task 3: listen to the tape and take notes of these important points. T: Now I will play the tape again, and this time please take notes of what the charaters in each picture do and say. What Lin Pu says and does? What the cyclist says and does? What the policeman says and does? [设计说明] 本任务通过预测故事发展顺序、记录主要人物对话和活动和给故事情节排序的方式,训练学生在听力过程中学会捕捉重要信息。形成对听力内容的初步理解和把握,调动了学生的思维活跃性。

4.1.3Step

3：

Role

play

Task 1: Choose one scene from this accident, and analyse the body language of characters in it. T: Now each group will get 5 mintues. Please choose one scene from the accident, and discuss the body language of characters in that scene. Task 2: Act the chosen scene T: Which group wants to be the first group to show us your performance? [设计说明] 设计这个环节,主要是为了活跃课堂气氛,加深学生对故事的了解,尤其对身势语如何正确使用有了进一步的认识,可以使教学过程步步推进,使得学生与教师共同融入教学活动过程并促进课程资源的开发。

4.1.4Step

4：

Speaking：

being

upset

and

its

reasons

Task 1: Discuss different kinds of body language to show the feeling of being upset. T: What body language do you know that show the feeling of being upset? S: Frowning S: Staying alone. S: Turning the face down.

S:…

T: There are many kinds of body language to show the feelng of being upset. Not only in real life, but we use a lot of body language online, for example chatting with friends on Wechat and OICQ. Here are some examples (show pictures of online body language). So body language is really very important in our daily life. Task 2: Why a person is upset? T: Now think about why a person feels upset. S: Maybe the person gets a bad grade. S: Perhaps the person breaks up with his/her girlfriend/boyfriend. S: It is possible that something bad happens to the person’s family.

S:…

[设计说明] 此环节着重于让学生能理解具体某个身势语所表达的含义,并且在此基础上开展口头训练,让学生有效地从“学英语”水到渠成地转变为“用英语”,着力培养学生的语言综合运用能力。同时达到深入理解身势语的目的,为接下来的书写能力的训练奠定了基础。

4.1.5Writing：

a

helping

letter

Task 1: write the classmate a short letter to ask about what is wrong and whether you can help. Use the structure on the right to help. Paragraph 1: describe the body language that you noticed Paragraph 2: ask if something is wrong; perhaps make some guesses Paragraph 3: offer to help; remind him/her that you are a good friend Dear ________, ___________________________________________________________________________________________________________________________________________________________________________________________________Yours truly, [设计说明]

此环节学生着手写作,提倡他们创造性地使用之前一个环节所探讨的内容。本部分作为听力、口语后的一个拓展和升华,体现在素质教育中培养学生语言综合运用能力。

4.1.6Step

6

Evaluation

1. Show students criteria of a good letter. 2. Provide a sample letter from the studetns by Powerpoint and ask students to evaluate the letter. After that, ask several students to give comments on the letter. 3. Ask students to evaluate their own letters. 评价内容\等级

优秀

良好

合格

需要努力

内容(思想观点、意义、趣味性) 篇章结构(逻辑性、连贯性) 词汇使用

语法使用

拼写与标点符号

态度(在写作过程中的努力程度) 创造力(想象力) [设计说明] 根据新课程标准的要求,每当学生完成一次课堂任务如:写作实践,都需要进行评价。所以,上表提供给学生自评和同伴互评时用。