Using LanguageⅡppt课件配套教案内容

Unit 4 Body Language

I 教学内容分析

本单元的中心话题是“身体语言”。身体语言的交流在不同的文化中所蕴涵的意义是不一样的。这样，人们在互相交际时，就会出现这样或那样的问题或障碍。本单元就是从该话题展开，通过一系列的交际误会的场景，形象地表现出话题的中心：身体语言本身没有对错或好坏之分，它们是在特定的文化发展规律过程中形成的。

Warming Up 部分由两部分组成。练习1通过让学生讨论四幅照片交流对日常交际的看法。然后让学生选择课本提供的15个日常交际用语中的一个，用身势语言表演出来，让同伴猜测其意义。

Pre-reading

部分设计了四个问题。这些问题集中引导学生思考“语言的目的”、“离开语言人们如何交流”、“有多少途径可用非语言手段向人问好”、“预测下面阅读课文的内容”等，这些问题既是对“热身”所引出的话题的总结，又承接了下一步的阅读教学。

Reading

部分描写了作者在机场迎接外国客人的场景。这几位来自不同国家的学生初次见面时，都按照自己国家的风俗习惯向对方问候，结果却遭遇了尴尬。这一场景增加了文章的真实性和形象性，使读者仿佛身处其中，能引发读者的好奇心，为下面引出中心做好了铺垫。

Learning about Language 包括词汇和语法两部分。词汇部分含有三个练习：从1至3分别为猜词义、用词填空。语法部分分两步走：练习1要求学生从课文中找出含有v-ing形式的句子；然后在练习2中运用v-ing形式，做到了讲练结合。

Using Language 该部分包括四大块：阅读与交谈、写作、听写说和说写。在这一部分学生的各项知识和技能得到了充分的提高。阅读部分进一步阐述了身体语言的重大作用，并用具体的身体语言举例来告知学生们如何使用它们。写作部分环节合理：先收集句子，然后表演，最后写下自己所观看到的主要内容。第三部分先讲述了一场车祸，接着让学生根据图片来表演相关内容，听练结合，学以致用。最后一部分让学生在生活中应用所学的知识：看到Lin Pei的反常行为后，先向另一个朋友描述其举止（以对话的形式）；然后建议Lin Pei讲出心事（以写信的形式展开）。

Learning Tip 指导学生如何更好地掌握理解身体语言——看英语版的电影或与母语是英语的外国人交谈。

II．教学重点和难点

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教学重点

(1) 本单元教学目的和要求中的生词和短语; (2) 掌握动词的-ing形式的句法功能; (3) 学会与人或动物进行身体语的交流。

教学难点：

(1)

培养学生的跨文化交流的心理素质，成为具有跨文化交流能力的现代人; (2)

动词-ing作为定语和状语的辨别; (3)

重点词汇的运用。

III．教学计划

本单元建议分六课时：

第一课时：Warming-up, Listening (Workbook) & Talking (Workbook) 第二课时：Pre-reading, Reading & Comprehension 第三课时：Learning about Language

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第四课时：Using Language

第五课时：Listening task (Workbook) & Speaking task (Workbook) 第六课时：Reading task (Workbook) & Writing task (Workbook) IV. 教学步骤：

Period 4 Using Language

Teaching Goals:

1. To improve Ss’ listening ability.

2. To enlarge Ss’ vocabulary.

3. To ensure Ss have really improved the important skills of reading, writing, listening and speaking. Teaching Procedures: Step 1. Reading and talking (Using Language) Purpose:

To get Ss to know something about how to show themselves by body language. To get Ss to learn more words and phrases.

1. Leading-in Purpose: To know how to show our feelings. Show some pictures to Ss to arouse their interest in the reading text.

angry

put people at ease/hide feelings

agreement

disagree or refuse/threaten not interested

interested

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do not believe

love /like

show respect 2. Fast reading Ask Ss to read the passage quickly and summarize the main idea. Suggested Answers: We should understand the personal body language of the other people and know how to show our feelings. 3. Intensive reading (1) Ask Ss to read the passage carefully and finish Ex1 on P30. And then ask Ss to explain the answers.

(2) Ask Ss to read the text again and finish Ex2 on P30. And then ask Ss to discuss how important body language is in the following jobs.

teaching, medical care, news, management

(3) Ask Ss to compare the similarities and differences of some body languages and finish the form of Writing (Using Language) on P32. Step 2. Listening, writing and speaking (Using Language) Purpose: To help Ss improve the listening ability. 1. Pre-listening Ask Ss to look at the pictures on P31 to guess what has happened and let them know the characters in the pictures.. ●

Lin Pu—the driver ●

the man who was knocked down—the cyclist

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a policeman 2. Listening Ask Ss to look through Ex1 on P31 to make sure that they know what to listen to. Then play the tape once without stopping. (If the students haven’t got the correct order, play the tape once again). Then check the answers. 3. Writing Ask Ss to retell the story and find out the actions in the listening text. Suggested Answer:

Lin Pu , who is driving on the road in an old car from his brother in law, has just got his license.

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Being feeling nervous, he crashed a bicycle and knocked over a basket full of apples. A policeman came over and asked him to pay a fine. But Lin has no more money on him except the car. The policeman told him to pay the fine by the end of the month. The cyclist felt very angry and ordered Lin to pick up his apples and Lin did so. 4. Speaking Divide Ss into groups of three and then ask them to act out the story. Remind Ss to use body language in their acting. Step 3. Speaking and writing (Using Language) Purpose: To help Ss to use spoken language and body language. 1. Speaking. (1)

Ask Ss to imagine that they have a good friend named Lin Pei. In the past she was a good girl and very friendly. But now she is no longer friendly and doesn’t want to talk to anyone. She always looks sad and stays alone. She doesn’t do her homework and looks really bad. (2)

Divide Ss into groups of two and ask Ss to discuss the following questions and then write down their answers. ①

What problem might Lin Pei have? ②

What could be her recent “body language” or behavior? (3)

Ask each group to make up their dialogue and prepare to report to the class. Ss can refer to the example given in Ex1 on P31. 2. Writing Ask Ss to write some advice for Lin Pei, according to the dialogues they have made up. Remind Ss that they should explain in their advice how important body language is in showing feelings and in communication. Step 3. Homework 1. Ask Ss to read the passage fluently and know the use of the important words and phrases of this part. 2. Ask Ss to practice showing themselves by correct body language. 3. Ask Ss to preview Listening task (Workbook) and Speaking task (Workbook).

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