Learning about Language教学设计及说课稿

必修4Unit 4 Body Language Reading "Communication: No problem?" 授课时间：2018年6月12日 授课班级：高一（7）班 授课老师：

雷二柳

一、Type：Reading

Body Language is a narrative description，which mainly deals with different body language in different culture. As we know, body language is a kind of language that can be used to express one’s innermost feelings in a silent way. This passage is designed to help the students understand what important part that body language plays in our daily communication to help the students avoid misunderstanding and cultural shock. As a result, their language communication ability will be improved. 二、Analysis of the passage 1、Content Unit 4 Body language Reading "Communication: No problem?"

2、Dealing with the passage Warming up(Lead-in), pre-reading, while-reading and post-reading are designed in the reading passage. Those activities can help the students improve their reading skills and oral English ability. 3、Teaching aims （1）Knowledge goal ①To help the students understand that body language is cross-cultural. ②To help the students understand the differences among body language in different countries.

（2）Ability goal ①To help the students understand the passage and get the main idea and specific information, thus the reading skills will be developed. ②To help the students express their ideas and opinions freely.[来源学+科+网Z+X+X+K]

③To cultivate the students ’pragmatic ability of trans-cultural communication in authentic language environment. （3）Emotional goal ①To help the students learn and respect cultures in different countries.

②To develop the students’ international

cooperation and their awareness of trans-culture. 三、Teaching difficulties and important points （1）Teaching important points ①To help the students learn and use common body language properly in their communication；

②To get the main idea of the text and some key information. （2）Teaching difficulties

①To cultivate the students’ reading skills

②To help the students learn some cultural misunderstanding caused by body language in different situations. 四、Teaching method Task-based method & Communicative-cooperation method 五、Teaching procedures Step 1.Lead- in 1. The teacher ask students to greet partners without using words. 2. The teacher asks students to try to get the purpose of using body language. Instructions：通过让学生用身势语互相打招呼，极大活跃了课堂气势，充分地调动了学生的学习兴趣。让学生自己总结什么是身势语，使用身势语来交流这一目的。

这一过程既能体现本单元的主题，让学生通过亲身体验对身势语有一定的认识，了解口头语与身势语的联系激发他们的兴趣，同时有助于锻炼学生的口语，使学生在愉快的气氛中学习。

Step 2. Pre-Reading 1.try to guess what the teacher want to say through body language acted by the teacher.

2. try to conclude the definition of body language Instructions：通过让学生对老师的身势语要表达的意思进行猜测，总结出身势语的定义和身势语的表现形式。

Step 3. While-Reading 1.Skimming:

[来源:学科网ZXXK]

（1）through looking at the title and picture on page 26,

try to predict(预测) what the passage is about.

Which is the main idea of the text?[来源:Zxxk.Com]

A. There are different customs in different countries.

B. Foreigners should follow the customs of the country where they are visiting. C. People use body movements to send messages and different body movements have different meanings. D. The importance of knowing customs.

(2) through listening to the tape, try to match the main idea of each part with lines.

Part 1.

Different people have different body language.

(Para.1) Part 2.

Summary of body language.

(Para. 2~3) Part 3.

Meet the visitors at the airport. (Para. 4)

Part 4.

People from different countries express greetings in different ways. (Para. 5)

Instructions：让学生通过浏览标题和图片，预测文章大意，并让学生在限定时间内，边听录音，边快速阅读文章，研究文章的结构关系，找出每部分的主题句和大意。注意提醒学生对他们不认识的生词不要急于查后面的单词表，而要根据上下文或者构词法等原则进行猜测，提高猜词的能力。

这一环节目的是引导学生运用略读技巧抓住段落的中心意思、寻找主题句，以此初步了解文章的主要内容。

2.Scanning：

（1）Read Para.1 again and fill in the following blanks. Time:

______________________________________________

People:

______________________________________________

Place:

_____________________________________________

What to do:

_________________________________________ （2）Read the whole passage quickly and answer the following questions. 1.

How many international students are mentioned in the passage? 2.

Where are the international students going to study? 3.

Do all students greet each other in the same way ? (please fill in the blanks)

Name Tony Garcia

Country Body Language

To whom everyone

no touching

George

Cook

shake hands and kiss twice on each cheek

to men to women

Japan

[来源学+科+网Z+X+X+K]

(3) Read Para.2 again and Find out the two cultural mistakes in it.

He approached Julia, ________

The first

Tony Garcia

_____ _________ and _______ her

(Columbia )

on the ________.

mistake

She ______ ________appearing

Julia

Smith

_________ and put up her hands,

(Britain)

as if ___ _______. The second

George Cook

He ________ his hand _____ to the

(Canada )

Japanese student.

mistake

Akira Nagata

He_______ and his nose_______ (Japan)

George’s______ ________.

Instructions：这个环节要求学生仔细阅读文章，捕捉文章细节，并完成上面的表格。学生通过完成上述表格，更深入地了解到来自不同国家和地区的人在进行问候时的不同方式，能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。

同时学生掌握了细节理解题和推理判断题的基本方法，即在了解文章大意的前提下，先用寻读法找出与问题相关的词语或句子，再细读相关部分，找到问题的答案或挖掘文中的深层含义。

Step4 post-reading Task1 Role play: Situation1:

Mr. Garcia (Columbia) meet Julia Smith (Britain) Situation2:

George Cook (Canada,) meet Japanese (East Asia) Situation3:

Chinese (East Asia) meet Ahmed Aziz (Jordan) Situation4:

Madame Coulon (France) meet Mr. Garcia (Columbia ) Instructions：学生通过角色扮演进行文章的情景再现，从而体会到各个国家的不同文化的身势语，让学生置身于各种文化引发的误会之中，引发学生思考，让他们更加了解和尊重异国文化，培养学生的跨文化意识。这个环节可以训练学生的口语表达能力和模仿能力。

Task2 Summary: What can we learn from the text? : Body language is very _________in our daily life, and it is_______ from culture to ______.

When we are visiting other countries, we should __________(遵循) their customs. That is to say,____________________________________(using a proverb谚语). Instructions：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。

Step 5. Homework （1）Find more information about body language in different countries. （2）Preview the language points in the text. Instructions：

通过学生从图书馆或从因特网上查询关于不同文化背景下的“身势语”特别是如何运用“身势语”来表达我们的情感的相关资料，丰富学生的知识，培养学生的跨文化意识，同时也为语言运用部分Reading “Showing our feelings”的学习作铺垫。

教学反思：

在本课教学中，导入环节直观、生动的图片激发了学生的兴趣，使他们积极主动参与到课堂活动中。阅读过程中，不同任务的设置，使不同类型和不同层次的学生容易进入学习状态,大多数学生能顺利完成。不足之处在于内容较，时间较紧，最后的讨论并展示学习成果环节完成的有点仓促，没有使更多的学生展现出自己的风采。因此，在以后的教学中要合理地安排各项教学活动，使教学有条不紊且效果显著。经过实践，我认为在教学中要做到把课堂留给学生，使学生在自主、合作、探究的气氛中愉快度过，既顺利完成任务，又促进其情感教育。