Using LanguageⅠ第二课时教案

璧山中学校教学案

年级

高二

复备人

学科

教材版本

英语

新人教版

主备人

内容

高一英语核心备课组

B4U4 Body language 课时题目

Reading: Communication: No Problem?

单元课标解读及教学设计

设计思想：

《课标》语言技能八级目标关于“读”的方面要求能通过分析句子结构，理解难句和长句，能理解阅读材料中不同的观点和态度，根据学习任务的需要，从多种媒体中获取信息，并进行加工处理；语言知识八级目标关于“话题”要求熟悉有关风俗习惯，科学文化和文学艺术等方面的话题；情感态度八级目标要求能用英语恰当地表达自己的情感态度和价值观，在用英语交流的过程中，能理解语言隐含的情感态度和价值观。

根据以上课标要求，本节课将通过Skim, Scan, Predict, Guess, Summarize等阅读策略来进一步训练学生根据文章标题和图片推测文章大意；培养学生把握篇章中心内容、归纳段落大意以及获取关键信息的阅读技巧，并且能针对阅读内容提出问题，发展思维，抓住文章的行文逻辑进行复述; 提高学生通过阅读获取信息的能力，归纳Body language 与cultural background 的关系，以及Body language在日常交际中的重要作用。

教情分析: 本单元的中心话题是“身势语”，单元各项活动的设计都围绕着这个主题进行。身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心世界。了解身势语的不同文化涵义并正确地加以运用，会在交际场合中起到意想不到的好效果。学习本单元内容有助于学生在日常交际中注意自己和他人的体态、姿势、面部表情等等，正确地理解和运用身势语，以达到良好的交际效果，同时也建立正确的文化观。

“Warming-up”部分由两部分组成。练习1是看图讨论活动，提供四幅图片，让学生通过讨论图片交流对日常交际的看法。练习二要求学生选择课本提供的15个日常交际用语中的一个，用身势语表演出来，让同伴猜测其意义。

“Pre-reading”部分实际上包含两项任务。一是通过提出两个问题What do you think is the purpose of language? How can you communicate with someone if you cannot speak?What do people in different countries usually do when meeting?引导学生思考无声语言—身势语的几种方式。从而很自然地将学生从“Warming-up”部分的讨论，过渡到“Reading”部分的学习。二是通过看图和读标题预测正文部分的内容大意，然后迅速浏览全文来检验自己的预测是否正确。

“Reading” 以Communication: No Problem?为题，以机场迎接客人为场景，讲述了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，而造成一些小误会，形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。“Comprehending”部分设计了四个练习，分别从不同层面引导学生进行阅读。前三个练习通过选择题、归纳段落大意和填表格来检查学生对阅读篇章的理解程度。练习四要求学生在深刻理解课文内容的基础上，思考课文主题所隐含的跨文化交际问题，如要求学生能够运用细节推断出作者的性别，讨论对交际失误、交际双方的身体距离、不同的问候方式、“入乡随俗”的认识，引发学生对身势语的文化差异、身势语的意义进行积极的、深入的思考，如身势语无优劣的观点等，从而让学生更加充分意识到：什么情况下只能使用身势语交流及其原因。

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学情分析: 本阶段让大部分学生继续养成具备略读、扫读获取信息以及根据上下文猜测词义的阅读技能，少部分基础较差的学生基础薄弱，词汇量匮乏，以上所提到的相关阅读技能掌握较差。现阶段的学生对于跨文化交际中人与人的距离、跨文化交际困难及如何避免或解决这些困难的话题有所了解，但并不熟知，缺乏深入的了解和进一步的思考，而本单元就为学生提供了很好的平台，同时让学生理解在不同的情况下使用不同的身势语交流及其原因。

Teaching Goals: After this period, Ss will be able to: 1.Comprehend body language varies from culture to culture and learn methods to summarize the main idea of a story..

2. Predict the main idea of the text by the pictures and the title, acquire useful information quickly by skimming and scanning and analyze the information they get.

3.Learn the importance of body language in communication. 4. Learn some useful words, expressions and some sentence patterns.

5. Learn about cultural differences and intercultural communication and let the Ss avoid misunderstanding in intercultural communication.

Teaching key points:

1.Get Ss. to improve reading skills of skimming, scanning, predicting to get information by reading this passage Get Ss. to better understand different body language in different cultures and come to the idea that when in Rome, do as the Romans do.

Teaching difficult points: 1.Get the students to comprehend the text and understand that body language varies from culture to culture. 2.Get the students to understand different cultural body language to avoid misunderstanding in intercultural communication.

Teaching Methods: Task-based teaching; Cooperation and research

Teaching Aids: Multi-media

Teaching Procedures

Steps Step1 Warming-up

T’s Activities

1.Look at the picture on Page 25.

Ss’ Activities

1.Get ss to discuss with their partner:

2 时间

3”

设计意图

To lead to the topic and 复备记录

Step2 Pre-reading

Step3 While-reading

What are these people communicating? 2. Group work: read the following statements on Page 25.Choose a phrase and act it out without speaking.

Q: Can your partner guess what you are trying to communicate?

3.Help Ss to learn some new

and useful words and expressions related to the text(esp.the words in

Exercise 1 on Page 4)

Get Ss to discuss the questions in pairs and show their answers. Q1 Q2 Q3

1.Fast-reading 1).Show two questions for Ss.

2. Get Ss to choose a phrase

and act it out without

speaking.

3.Before reading, get Ss to

learn new and useful words

and expressions related to the

text.

Discuss the questions in pairs

and show answers.(Group

work)

Q1:What do you think is the

purpose of language?

Q2:How can you

communicate with someone 5”

if you cannot speak?Give an

example.

Q3: Look at the title and the

pictures of the reading

passage. Predict what it is

about.

1.1) Skim the text and answer

the questions:

Q1:Why did the international

students come to China?

6”

Q2:How many cultural

mistakes are there in the text?

3 arouse Ss’ interests. To lead Ss to take part in the group work and think over the the purpose of language.

To remove obstacles of new words in reading.

To lead to the text and make predictions.

To make Ss skim for some general

information and main idea.

2).Help Ss summarize the main idea. Offer Ss. some tips for summing up the main idea of the text.

2.Careful-reading 1) Ask Ss to match the main idea of each part.

2）Get students to read each part carefully and then answer some questions,fill in the blanks or choose the right answer with the information they get from the text.

3)Ask Ss to choose the right answer with the information they get from the text.

2)Read the passage quickly and write down its main idea. The passage is mainly about the ______ and necessity of body language and its _______ between different cultures.

Listen and scan the passage quickly and then match the main idea of each part.. Part 1: ________

Part 2: ________

Part 3:

________

Part 4: __________

A. Different people have different body language.

B.Summary of body language.

C. Meet the visitors at the airport.

D. People from different countries express greetings in different ways. Read, discuss and answer:

Read for detailed information to choose right answers , fill in the blanks or answer the questions on PPT.

Discuss and fill in the chart on Page 27 :Exercise2 by listing some verbs or finding some information in the passage.

(1)Which of the following statement is not true? (2)What does the word “universal”

in paragraph one mean? (3)The author’s attitude towards body language is 4

17”

To make the Ss learn to summarize the main idea.

To let the Ss practise listening and master some learning strategies.

To make Ss read the passage for detailed information by paying attention to the colored words and helping learn the structure of the passage and master some reading

Step4 Post-reading

Assignment

Post-reading Discussion: Get Ss to discuss the three questions in groups.

2.

Homework: Get Ss to finish the assignment On PPT

______.

Discuss the following questions in groups:

Q1:“

When in Rome, do as the Romans do.”

What do you think this famous saying means? Q2:Why do you think we need to study body language? Q3:Do you agree with the author’s statement that body language is not good or bad? Why or why not?

1. Write your suggestions on how to study body language. 2. What are some situations where body language is the only form of communication? Why? 3.Finish the exercise on Page28. Exercises1,2and3.

8’’

1”

skills.

To make Ss get more familiar with different body language in different countries.

To output what is learnt.

To go over what is learned today and before.

To preview the grammar.

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教学反思

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