Unit 4 Body Language 教学设计5Word格式.docx

Unit 4 Body Language 教学设计5Word格式.docx

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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LinPei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LinPei讲出心事（以写信的形式展开）。

LearningTip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

1．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：

LearningaboutLanguage

第四课时：

UsingLanguage

第五课时：

Listeningtask（Workbook）&

Speakingtask（Workbook）

第六课时：

Readingtask（Workbook）&

Writingtask（Workbook）

IV.教学步骤：

Period1WarmingUp，Listening（Workbook）&

TeachingGoals:

1.TogetSstoknowsomethingaboutbodylanguage.

2.ToencourageSstolearntoexpressthemselvesbybodylanguage.

TeachingProcedures:

Step1.Leading-in

Purpose:

ByshowingSsafewpicturesofbodylanguage，askSstoguessthefeelingeachpicturecanconvey.

LeadSstothetopicofthisunit.Teachermaysay，“Allofthepicturesshowmanydifference.Canyoutelltheotherswhateachpictureshows？

Aretheseactionskindoflanguage？

Canwecommunicatewithapersonwhocan’tspeakorapersonwhoselanguageisdifferentfromyours？

”AskSstogivetheirexplanationforalltheabovepicturesinordertoarousetheirinterestinthetopic—bodylanguage.

Step2.WarmingUp

Purpose:

TointroducethetopicofthisunittoSsintheformofdiscussion.

1.AsksomeSsthefollowingquestions.

Ifyouarepainful，whatexpressionwillyouhaveonyourface？

Ifyouareveryangry，howwillyoushowthefeeling？

Ifyouwanttoshow“Bequiet！

”，whatwillyoudowithoutspeaking？

…

2.AskSstopresenttheactionstotheirdeskmates.Thepartcanbedonelikethis:

StudentsAcansaymeaningsandStudentBactsthemout.Thentheycandointurn..

Conclusion:

Wecancommunicatewithpeopleevenifwedon’tusewordsorvoice.Bodylanguageispartoflanguagewhichsometimescanconveymoreemotionsthanwords.Butsometimesbodylanguagemaycausetroublebecausedifferentcultureshavedifferentbodylanguageorevenifthesamebodylanguagemaymeancontrariwise.Soitisanecessityforustoknowbodylanguagetoavoidmisunderstanding.

Step3.Pre-listening

tohelpSstoguessthemainideaaboutthelisteningtextbythegivenpictures.

1.DivideSsintogroupsofsixandaskthemtodiscussthepictureswiththeirpartners.

Whoisthewomaninthepicture？

（JaneGoodall.）

Whatistheanimal？

.（Chimp.）

Whataretheydoing？

（Talkingwitheachother/kissingwitheachother/greetingeachother…）

Aretheyfriendlytoeachother？

（Yes.）

2.GetSstolookatthepicturesonP62andlettheirpartnersstatetheiropinionsonthelisteningmaterial.Atthesametimeremindthemofthekeywords:

similar，peaceful，smiling，angry，chimps，humans，angry，safeandprotected，affection，like.

Step4.Listening（Workbook）

TogetSstolistenforcomparisons

TodevelopthelisteningabilityofSs.

Togainsomeknowledgeofbodylanguageandfindhowsimilarsomeanimalbodylanguageis.

1.AskSstolookthroughthequestionsofEx2onP62andlistentothetapecarefully.Playthetapetwice.Forthefirsttime，justaskSstolistenforthegist.Forthesecondtime，askSstofinishEx1onP62.

2.AskSstolistentothetapeagainandanswerthequestionsinEx3onP62.IfSshavesomedifficultyinfindingouttheanswers，stopthetapewherenecessary.

Step5.Talking（Workbook）

1.ExplainforSs“commands”，“warnings”and“prohibitions”.

command:

giveordersto

e.g.Hecommandedsilence.他命令大家肃静。

Icommandyoutogo.我命令你去。

warning:

advicetobeware/acautionary

e.g.Becauseofherwarning，Iwascareful.由于她的提醒，我很小心。

prohibition:

theactofprohibitingortheconditionofbeingprohibited.

e.g.prohibitionofcorporalpunishmentinschools学校的禁止体罚

2.ToaskSstoactthemoutforthewholeclassbyusingthegivensentences.

SuggestedAnswers:

commands

warnings

prohibitions

Goaway/Bequiet

Stop！

Don’tsithere.

Comehere

Watchout！

Acariscoming！

Don’tstophere.

Pickupthebooks

Becareful！

Don’tslip.

Don’tenterhere.

Step6.Homework

1.AskSstothinkofmoreactionstoexpressthemselvesinsteadofbywords.

2.AskSstogooverallthenewwordsandprepareforthereadingtext.

Period2.Pre-reading，Reading&

Comprehending

1.Tolearnabouttheimportanceofbodylanguage.

2.TodevelopSs’readingskills.

3.ToarouseSs’interestinbodylanguage.

Step1.Pre-reading

TomakeSsrealizetheimportanceofbodylanguage.

1.ShowsomepicturesandencourageSstoguessthemeanings.Thenaskthemtoanswerthefollowingquestions.

（1）Ifyouarehappy，whichpicturewillshowthesamemeaning？

（2）Ifyouwanttoshowyouareverycool，whichpicturewillshowthesamemeaning？

（3）Ifyouareverysad，whichpicturewillshowthesamemeaning？

（4）Ifyouareshy，whichpicturewillshowthesamemeaning？

（5）Ifyouwanttoshowyouarefriendly，whichpicturewillshowthesamemeaning？

（6）Ifyouwanttosinghighpraiseforsomethingorsomebody，whichpicturewillshowthesamemeaning？

（7）Ifyouwishsomebodygoodluck，whichpicturewillshowthesamemeaning？

2.GetSstotalkfreelywiththeirdeskmatesaboutbodylanguage.AndaskthemtogivetheanswerstothethreequestionsofPre-readingonP25.

Step2.Leading-in

tostimulateSs’interestinreadingthetext

AskSstoanswerthefollowingquestions.

1.Whatwouldyoudowhenyoumeetsomeoneforthefirsttime？

2.Whenyoumeetyourboss，howdogreethimorher？

3.Whenyoufirstcametothehighschool，howdoyouintroduceeachotherwithyournewdeskmate？

4.Haveyoueverpaidattentiontothedistancebetweenpeoplewhoaregreetingeachother？

Step3.Fastreading

Togetthegistofthepassage.

1.AskSstolookatthepictureonP26andthenreadthetextquicklyandfindoutthemainideaofthepassage.

（TellSsthatmosttopicsentencesmayappearatthebeginningortheendofthepassageorparagraph.）

Bodylanguageisverygeneral，butnotallmembersofallculturesbehavethesameway.

2.AskSstoreadthetextagainandanalyzetheorganizationofthepassage.

Thetopic

Surprisingscenes

Someexamples

Conclusion

Author’sopinion

details→general→details→general.

.

3.AskSstounderlineallthecountriesandcontinentsinthepassageandtrytogroupthem.

Europe←Britain；

NorthAmerica←Canada；

SouthAmerica←Columbia；

Asia←Japan

Step4.Intensivereading

togetSstolearnthedetailsofthetext.

1.AskSstoreadthepassagecarefullyanddecidewhichofthefollowingstatementsistrueandwhichoneisfalse.

（1）Mr.GarciakissedMissJuliaSmithbecausetheyhaveknowneachotherwell.（）

（2）GeorgeCookreacheshishandoutinordertoshakehandswiththeJapanese.（）

（3）Allculturesdon’tgreeteachthesameway.（）

（4）WhenaJapanesebowstoyou，heisapologizingtoyouforwhathehasdone.（）

（5）Frenchpeople，liketheEnglish，willkeepacertaindistancefromothers.（）

（6）MenfromallMuslincountrieswillnotshakehandswithwomen.（）

（7）Fromthepassagewecanseewesternculturesarebetterthaneasterncultures.（）

（8）It’snecessarytostudybodylanguagebecauseithelpsustogetbetterunderstandingamongpeoplefromdifferentcultures.（）

.SuggestedAnswers:

（1）F

（2）T（3）T（4）F（5）F（6）F（7）F（8）T

2AskSstoreadthetextagainandfinishtheEx1，2onP27.

3AskSstohaveasmalldiscussiontofinishEx2onP27.

4AskSstoreadthetextagainandunderlineimportantornewphrases.

atamajorhotel；

inacuriousway；

introduce…to…；

kisssb.onthecheek；

take…awayfrom…；

reachone’shandout；

inthesameway；

communicatewithsomebody；

spokenlanguage；

expressone’sfeelings；

keepphysicaldistance；

standcloseto；

belikelytodo…；

aswell；

nodatsomebody；

shakehands（with）；

either…or…；

avoiddifficultyincommunication

Step5Homework

1.AskSstousethenewwordstomakesomenewsentences.

2.AskSstoreadthetextfluently.

3.AskSstousebodylanguagetoshowtheirmeaningsandunderstandmorebodylanguage.

Period3LearningaboutLanguage

1.TogetSstoknowhowtousenewwordsandphrases.

2.TohelpSstomastersomenewwordsandexpressions.

3.TogetSstohavetheknowledgeofthisgrammarpoint:

Thev-ingformoftheverbcanbeusedasanadverbialdescribingaverbandasanattributedescribinganoun.

Step1.Consolidation

Toconsolidatethewordsandphrasesinthetext.

1.AskSstoreadthereadingtextagainandfinishEx1onP28

Suggestedanswers:

Defence，likely，Italy，canteen，