Learning about Language优质课一等奖教案

Unit 4 Body language

阅读课

一、教学内容

Pre-reading (p.25); Reading (p.26); Comprehending (p.27)

二、教学目标

1. 能力目标



让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。



进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。

2. 语言目标



重点词汇与短语

greet

prediction

represent

association

dormitory

canteen

flight

curious

curiouly

Colombia

approach

cheek

defend

defence

major

misunderstanding

Jordan

dash

adult

spoken

Spain

Italy

likely

crossroads

defend against

be likely to

in general



重点句子结构与用法

Yesterday, another student and I, representing our university’s student association, went to …

After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. I stood for a minute watching them and then went to greet them. She stepped back appearing surprised and put up her hands, as if in defence. Then Akira Nagata from Japan came in smiling, together with Japanese student. When Darlene Coulon from France came dashing through

the door, she recognized Tony Garcia’s smiling face.

三、教学步骤

步骤一

读前

1. 引导学生回顾Warming Up部分和听力材料的内容，布置学生各组不同的任务归纳人和黑猩猩的相似之处。

I. Pre-reading

1.Review1) When we humans are worried or frightened,

we sometimes …Chimps however …2) When we are angry, we often …Chimps

however …3) When we want to feel safe and protected,

we …Chimps however …4) When we want to show that we accept and

love someone, we …Chimps however …

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2. 分组讨论下列问题。

Pre-reading

2. Discuss the questions:•What do you think is the purpose of

language?

•How would you communicate with someone

if you cannot speak? Give an example.

•How many ways can you think of to greet someone if you CANNOT speak?

3. 让学生阅读文章的标题，并结合图片预测文章的内容。

Pre-reading3. Make predictions:•Look at the title and picture of the passage on the next page. What do you think the topic will be? •Where do these people come from? From only one country? Why or why not? •How do you think they will communicate ?

Pre-reading3. Make predictions:设计意图：在教师的巡回指导下，通过让学生回顾上节课所学内容，巩固所学知识，为引出阅读课的话题作好铺垫；通过小组讨论激发学生的学习欲望，引导学生对事件的发展进行on the next page. What do you think the topic will be? 预测，自然引出本课的学习内容。

•Where do these people come from? From

•Look at the title and picture of the passage 步骤二

•阅读和理解

How do you think they will communicate ?1.

跳读：让学生在限定时间内快速阅读文章，要求他们在阅读过程中找出时间、人物、事件等关键线索。研究文章的结构关系，找出每部分的主题句。注意提醒学生对他们不认识的生词要根据上下文或者构词法等原则进行猜测。要求同学回答下列问题。

Pre-reading

3. Make predictions:

only one country? Why or Why not?

•Look at the title and picture of the passage on the next page. What do you think the topic will be? •Where do these people come from? From 1. Skimthe passageand find out: only one country? Why or Why not? II. Reading1) What is the main idea of the text?•How do you think they will communicate ?2) How many parts can we divide the passageinto?3) What’s the main idea for each part?

2

Reading1) What is the main idea of the text?The passage introduces some examples of cultural body language when greeting people.Reading3) What’s the main idea for each part?Part 1 (para. 1)Part 2 (para. 2 and 3)You are sent to Capital International Airport to meet some international students.Examples of learned or cultural “body language”.Different people have different physical ways to greet others. Learning about their customs can help avoid difficulties in communication.2) How many parts can we divide the passage into?•Part 1 (para. 1)•Part 2 (para. 2 and 3 )•Part 3 (para. 4 and 5 )Part 3 (para. 4 and 5)

Reading设计意图：训练学生快速寻找段落中心、理解文章大意的能力；通过回答问题训练学生的归纳能力，为进一步学习和理解文章打好基础。通过提醒他们对不认识的生词进行猜测有意The passage introduces some examples of cultural body language when greeting people.识地培养他们连贯阅读的习惯。

2) How many parts can we divide the

passage into?•Part 1 (para. 1)2.

找读：让学生再次在限定时间内快速阅读一遍文章，找出不同的国家见面时问候的方式，•Part 2 (para. 2 and 3 )•Part 3 (para. 4 and 5 )结合“理解”部分的练习1完成下面两个表格（答案以斜体字标出）。这一阶段也要注意提醒学生对他们不认识的生词要根据上下文或者构词法等原则进行猜测。

1) What is the main idea of the text?ReadingReading2. Scan the text and find out:ReadingNameTony GarciaJulia SmithAkira NagataGeorge CookAhmed AzizDarlene CoulonDescriptionman from Colombiawoman from Britainman from Japanman from Canadaman from Jordanwoman from FranceBody languageKiss on the cheekno touchingbowingshaking handsshaking handsnoddingshake hands and kiss twice on each cheekTo whomeveryoneeveryoneeveryoneeveryoneto manto womanpeople she knows1) What is the main idea of the text?BritainShake hands. Do not stand very close to others or CanadaJapanShake hands.Country / AreaWays to greet each othertouch strangers when they meet.The passage introduces some examples of cultural body language when greeting people.2) How many parts can we divide the Bow.passage into?Spain, Italy, South Approach others closely and are more likely to touch American countries Francethem. •Part 1 (para. 1)Shake hands and kiss each other twice on each cheek.•Part 2 (para. 2 and 3 )Middle East, some Shake hands and stand quite close to other men. Nod •Part 3 (para. 4 and 5 )Muslim countries to women but do not shake hands with them.

设计意图：找读是为了捕捉文章中一些具体的信息，能帮助学生进一步理清文章的主要脉络、了解篇章结构，使学生迅速捕捉关键信息的能力得到提高。通过提醒他们对不认识的生词进行猜测有意识地培养他们连贯阅读的习惯。

3.

精读：通过前两次的阅读以及对生词词义的猜测，教师指导完成p.28练习1。教师可以把词汇和英语释义分别写在纸条上，一些学生拿有生词，另一些学生拿有英文释义，让一名拿有生词的学生把纸条贴到黑板上并进行朗读，另一名拿有英文释义的学生也把纸条贴到黑板上并朗读，以此类推。接下来让学生仔细阅读课文并完成课本中的阅读理解问题。

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Reading3.Reading4. Use the passage to help you answer the following questions.1) Is the author of this passage male or female? How do you know?The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.2) What were the two mistakes that the author noticed?He noticed that the Colombian man kissed the Britishwoman, but in her culture, a kiss from a stranger is notexpected. He also noticed that the Japanese manbowed just as the Canadian man started to shake hands,so one man’s nose touched the other man’s hand.

3)Who seemed to prefer to keep more physical diastancefrom others? Who seemed to prefer closer physical distance ?The British woman, Julia and probably the Canadianman, George, seemed to prefer to keep more physicaldistance from others. The Colombian man, Tony, andthe Jordanian man Ahmed, seemed to prefer closerphysical distance.4) Did any students have similar greeting customs? If so, which one?Yes. Tony from Colombia and Darlene from France had a similar greeting custom —a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom —a handshake, but Ahmed shakes hands onlywith men.ReadingReading5) “When in Rome, do as the Romans do.”What do you think this famous saying means?This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.6) Do you agree with the author’s statement that body language is not good or bad? Why or why not?

设计意图：通过词汇练习检查学生在跳读和找读过程中猜测生词词义的效果，并帮助学生进一步理解生词，为精读扫除词汇障碍。让学生利用生词和释义配对的方式进行活动会使得整个掌握生词词义的过程不沉闷，学生可以在有趣的环境中学习生词。在精读的过程中回答问题训练学生的分析内容能力、判断能力和归纳能力，同时也增强他们对文章的深入理解。为下面更细致地学习课文打下好的基础。

步骤三

读后

小组活动：把学生分为四人小组，根据文章的自然段把文章分为五个部分，要求每组用自己的话复述段落，尽量用到新单词和短语，然后进行小组活动示范。在每个小组进行汇报的同时，要求其他学生记录。如果时间允许，这个活动可轮流进行。复述时，可以第一人称来进行，因为是复述过去事情，注意用过去时态。

设计意图：由于文章较长，先让学生进行段落内容的复述，一方面促进他们的合作学习能力，另一方面可让学生先建立信心。然后再根据具体情况要求学生对整篇文章进行复述；用自己的话进行复述并且尽量用到新单词是为了使学生有意识地根据新学到的知识和文章的内容要点复述课文，进一步巩固语言知识，也锻炼他们组织语言以及表达的能力。

步骤四

小结与作业

1.

教师调动学生对本课所学的知识进行总结，可以让学生充当“小老师”的角色。如果一个学生总结不全面，由他来调动其他的学生补充。教师把总结的内容写在黑板上并让学

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生记录以便回家复习。

2.

收交“学生小组课堂评价学生记录表”和“教师对小组评价学生记录表”录入评价分数。（参考第一单元的评价表）

3.

完成p.27练习3。

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