Learning about Language第一课时评课稿

Book 4 Unit4

Body Language Reading教学设计

长汀县新桥中学

高一英语

江镁华

一、教材内容分析

本单元的中心话题是“肢体语言”，阅读部分讲述了一个机场迎接客人的故事。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且发生了一些小误会，反映出肢体语言与文化背景的密切关系，以及其在人们日常交际中的重要作用。

二、学习者特征分析

对于肢体语言学生们都很感兴趣，但却不能正确认识和掌握“体态语”在交际中的作用和意义，也不能明确“体态语”在人类交际中的重要性和了解“体态语”在不同民族、不同文化交际中的多样性；所以作为老师，应在课上设置各种活动，运用多种教学方法，调动学生积极性。使他们在愉快的气氛中学到知识。通过个人努力及小组合作能够完成教学任务，达成教学目标。

三、教学教学目标（知识、技能、

情感态度）

知识目标：Enable the students to realize the importance of body language.

技能目标：Improve the students’reading ability, such as skimming, scanning, get the detailed information and understand the main idea of the text. 情感目标：Train students`teamwork spirit and raise students' awareness of communication. 四、教学策略选择与设计

情景式教学、任务型教学及小组讨论合作

五、教学过程

Step I Lead-in

Let students enjoy an English song named If you are happy .

If you're happy happy happy ，clap your hands

If you're happy happy happy ，clap your hands If you're happy happy happy ，clap your hands If you're happy happy happy ，clap your hands If you're angry angry angry ，stomp your feet If you're angry angry angry ，stomp your feet If you're angry angry angry ，stomp your feet If you're angry angry angry ，stomp your feet ..... 【设计说明】开场歌曲可将学生带入一个轻松的氛围中，同时引出本节要涉及的内容。

Step II Warming-up

1.

Show students some pictures about different body languages including facial expressions, gestures, eye contact and postures.

2.First give students pictures, and let them give the words .Then, give them words, ask them to act out different gestures together.

3.Work in pairs,and let the students act the statements of activity 2 in page 25 with their partners by using body language. 【设计说明】旨在首先通过有趣的图片材料，使学生能对肢体语言有一个全面的了解，提高学生对所学内容的兴趣。利用猜谜游戏竞猜不同肢体语言所表达的意思，也充分起到了热身

的作用，同时锻炼学生听说演能力。

Step III Pre-reading

1.Are body languages the same in different countries all over the world ?

Yes or No ?

No, different countries have different cultures so they have different body languages. 2.

Show pictures about different ways to meet in different countries. 【设计说明】在导入本课话题后，让学生了解到沟通的方式多种多样，自然的衔接到课文中去。

Step IV While-reading 1.

Task 1 Read the passage and find out the main idea and divide the whole passage into several What does the text talk about？

parts . 1.

What does the test talk about?(2mins)

A.Two university students meet the international students in the airport.

B.Different cultures have different body languages.

C.There are different kinds of cultures in the world. Answer:B

2.Skim the passage and match the main idea to every part.

[Suggest answers]

Part 1—D

Part 2—C

Part 3—B

Part 4—A 【设计说明】略读是学生应掌握的一项基本的阅读能力，通过略读可以把握文章大意。在完成阅读任务前，老师可给予学生一些阅读技巧方面的指导，如略读(skimming)文章标题、小标题以及每个段落第一行，关注文章中反复出现的关键词等。通过不断掌握阅读技巧，学生快速获取文章信息的能力及阅读速度也会不断提高。

Task 2 Scan the second part and complete the chart from the passage.

[Suggest answers]

Colombia

Julia Smith

Akira Nagata

Canada

Jordan

Darlene Coulon

China 【设计说明】扫读（查读）也是高中英语阅读训练中的一项基本阅读技巧，通过扫读可以帮助学生寻找特定信息来完成阅读理解的题目。在完成阅读任务时，老师可给予学生一些阅读技巧方面的指导，如运用扫读(scanning)迅速浏览文章, 搜寻关键词等，同时注意文章中是否

有表转折等关系的连词。

Task 3 Read the second part carefully and complete the following chart.

Check the answers in a special way. Each group represents one country and introduces the customs of their own country.

[Suggest answers]

kiss on the cheek

everyone

bowing

everyone

shaking hands

everyone shaking hands

nodding

people they know 【设计说明】小组讨论文章中不同国家学生的不同打招呼方式。再让各组学生做presentation，以表演的方式介绍各个国家的“体态语”和其他习俗。

整个流程充分发挥小组优势，增强小组合作意识，并增加阅读课的趣味性，

提高学生学习英语的兴趣。

Task 4：Read the passage carefully and finish the following exercises. 1.

Besides spoken language, people also use “unspoken language”

through____.

A. physical distance

B. actions

C. posture

D. all above

2.

Which countries approach others closely except _____.

A.

South America

B. Spain

C.

Italy

D. England

3.

What’s the purpose of studying international customs?

A.

To know how they developed.

B. To help prevent difficulties in communications.

B.

To behave in the same way.

D. To learn more cultural knowledge.

[Suggest answers]

DDB 【设计说明】通过这个练习，加强学生对文章细节的判断理解能力以及推理的能力。

Task 5Fill in the blanks according to the whole passage.

Yesterday, another student and I1.____(go)to airport to meet some international 2.____(student).They came 3.____different countries and some of 4._____made two interesting mistakes.

I get5._______(learn) more about cultural“body language”. People can express their feelings6._____(use) unspoken“language”

through physical distance, 7._____(action) or posture. These actions 8._____(be) not good or bad. Task 6 Role play Act out the scene of the author meeting the international students in the airport according to the description of our passage. 【设计说明】培养学生的团队合作精神，让学生通过阅读后并大胆表演。

StepV Post-reading Summary: What can you learn from this passage?

Body language is very important in our daily life, and it may vary from different cultures. When we are visiting other countries, we should follow their customs. That is to say, “When in Rome,do as the Romans do”

【设计说明】教师指导学生根据需要，有方向性、目的性地总结课文内容。学生在总结课文的过程中进一步的合作学习，共同探讨、总结并理解本篇课文的主旨大意。

StepVI Homework

Try to find more different cultures in different countries and write them down in a short passage.

【设计说明】通过完成这项开放性作业，学生在巩固课本知识的同时又增加了新的信息量。英语学习不应仅局限于对语言知识的学习，还应有对各国文化方面的了解。

1) Allow students to read the first paragraph carefully and get the important details, and then

2

answer the questions：When、Who、where、what to do(The intention of the design: to help

the students learn how to get detailed information学习如何获得细节信息，练习高考题型中的细节分析题) 3.

Listen to Para2-3 and answer the following questions.(2mins)

1.

How many international students are there in the story?

2.

Who are they and where are they from? 3.Match the ideas with each part.(2mins)

Answers:

Part 1-C, Part 2-D, Part 3-B, Part 4-A

Summary

Do a short summary by questioning“What have you learned in this class?”

Homework

1.Complete exercise 1 on page28 after class and remember the new words.

2.Go on previewing reading passage.

. Guess Let students use some adjectives to describe these pictures of facial expression. Facial expression: angry afraid surprised happy Let students describe these pictures of gesture, posture. Gesture: well-done victory Ok quiet stop Posture: handshake a loving hug a kiss on the cheek waving nose- kiss bowing T:Whichcountrys people use following posture: handshake, a loving hug, a kiss on the cheek, waving , nose-kiss, bowing.

Task 1: Skimming (3 minutes)

Ask the students to read the passage quickly，get the main idea of it.

The main idea of the text：People use body language to send messages and people from different countries have different customs 【设计说明】阅读策略一：跳读。通过跳读，特别是读标题和首段，培养学生概括文章主旨大意的能力。提高学生阅读理解和阅读表达能力。

Task 2: Careful reading（23minutes）

Careful-Reading

Para 1

Read the first paragraph together and think about follow questions.

1. Who are mentioned?

2. When is it?

3. Where is it?

4. What do they do?

5. Why do they go to airport?

【设计说明】学生齐读此段的同时，思考教师提出的相关问题（When? Where? Who? What? Why?）。教师指导学生采用细读的方法，根据问题去查找相关信息，得出

正确答案。

Careful-Reading

Para 2-3

Read the second and the third paragraph and think about following qWhat are cultural mistakes in paragraph 2? (Para2) Para 2

Find out the two cultural mistakes in Para2

3.

Why do cultural mistakes happen? (Para2) Act out（表演）：The first cultural mistake Act out（表演）：The second cultural mistake

【设计说明】阅读策略三：细读。学生朗读完二、三段后，再次阅读此部分，了解本部分细节内容。教师指导学生根据要求，有目的性地细读信息，然后思考、合作探究、按要求解决问题，表演四个因文化差异产生的文化误会。

学生两人一组，角色表演本课第二段、第三段中的场景即几个来自不同国家的留学生初次见面互相问候时产生误会的场景。通过表演，促使学生加深对课文内容的理解，进一步认识到不同国家的习俗在跨文化交际中的重要性。

Step 4

Summary

（2minutes）

【设计说明】教师指导学生根据需要，有方向性、目的性地总结课文内容。学生在总结课文的过程中进一步的合作学习，共同探讨、总结并理解本篇课文的主旨大意。