Unit 4 Body language.doc

Unit 4 Body language单元教学目标 Skill GoalsTalk about body language: cultural differences and intercultural communicationPractise talking about prohibition & warning as well as obligationLearn to use the -ing form as the Attribute &AdverbialLearn to write a diary that showing the observation of how body language helps in communicationII 目标语言功能句式Talk about body languageWhat is the purpose of language?What do you think “body language” means?How can you tell if someone is sad or happy even if they do not speak?How can you communicate a feeling to someone who does not speak your language?Why do we need to study body language?Talk about cultural differences & intercultural communicationWhat do British people often do when they meet strangers?What do French people often do when they meet people they know?Why should we be careful about our own body language? Why is it important to watch others as well as listen to them?词汇1四会词汇 Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad2认读词汇 unspoken, Jordan3词组be likely to, in general, not all, turn ones back to, lose face语法4重点词汇represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, actionThe -ing form as the attribute & adverbialFinding out in the reading text sentences with present participle(s) used as the attribute or adverbial.1. The -ing form as the attributeThey are visitors coming from several other countries, .His nose touches Mr. Cooks moving hand, .This is an exciting experience for you, .2. The -ing form as the adverbial. so you stand watching and listening.Four people enter looking around in a curious way.You see her step back appearing surprised, and take a few steps away from Mr. Garcia.The visitor from Japan comes in smiling at the same time as George Cook from Canada. 教材分析和教材重组1 教材分析本单元以Body Language“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，67旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。1.7 SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。1.8 LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。2. 教材重组2.1 精读 把Warming up作为Reading 的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。2.2 知识点学习 把Reading的知识上一节“知识课”。2.3. 语言学习 把Learning About Language上一节“练习课”。2.4 语法学习 把Discovering useful structures上一节“语法课”。2.5 听力和阅读Using Language的Listening和Reading上一堂 “听力课加泛读课”。2.6 口语和写作 将Using Language的Speaking和Writing上一堂“写作课”。3 课型设计与课时分配1st period Warming up and Reading2nd period Language points3rd period Using Language4th period Grammar5th period Listening & Reading6th period Speaking & WritingThe 1st period Warming up and ReadingTeaching goals 1. Target Languagea. 词汇和短语major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedyb. 重点句子Yesterday, another student and I , representing our universitys student association, went to the Capital International Airport to meet this year international students.I saw several young people enter the waiting area looking around curiously.She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goalsa. Enable the students to realize the importance of body language.What is the purpose of language?What is the purpose of body language?How can you tell if someone is sad even if they do not speak?How can you communicate a feeling to someone who does not speak your language?b. Enable the students to understand the text.Where are the visitors from?How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?What do Mr. Cook and the Japanese visitor do as they are introduced?How can people express themselves besides their spoken language?Do all cultures greet each other the same way?Do English people and other Europeans act the same when they first meet?Is a handshake very common in Japan?Is a kiss often used in France when people meet?Why are there different kinds of body language?c. Enable the students to retell the text in their own words.3. Learning ability goals Help the students learn how to explain the common idea“different cultures, different body languages” with the target language in this unit.Teaching important points How does body language differ among people from different cultures?Teaching difficult points The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.Teaching methods Skimming method, task-based method, role-play method.Teaching aids A recorder, a projector ,some pictures and a computer.Teaching procedures & waysStep I Lead-in1. The teacher shows ways of communicating:Spoken language speaking ringingWritten language writing typingBody language facial expression gesture action2. What is body language?Body language is one form of nonverbal communication (非言辞交际) without using words. Eye contact or gaze, facial expression, gesture, and posture (姿势), or the way you stand, are different kinds of body language.Some psychologists believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other all these communicate. 3. Facial expressionsLook at the following facial expressions, and try to tell us what his feeling is.Step II IntroductionGesturesDo you know what these gestures mean? Look at the pictures and discuss with your partner what the man is trying to say. Good! Bad!Come here! Me? I dont know!ok stop silent well doneWhat else gestures do you know?victory applauseStep Warming upT: Look at Page 25. What are these people communicating? Read the following statements. Choose a phrase and act it out without speaking. Can your partner guess what you are trying to communicate?“Hello” “Goodbye” “Come here” “Go away!” “Expensive!” “Im surprised!” “Im tired.” “Im confused.” “OK!”“Good luck!” “Im delighted!” “Im upset!” “Im sad!” “I forgot!” “Youre great!”Step Pre-reading1. What is the purpose of language?2. How can you communicate with someone if you cannot speak? Give an example.3. There are many different ways to greet someone using words. How many ways can you think of to greet someone if you cannot speak? Keys: The purpose of language is to communicate with other people. I can use body language to communicate with someone if I cant speak. For example, if Im angry, I might turn away and not talk to others. If Im happy to see someone, I might smile and hold out my hand or open my arms.Ways to greet someone without words: smile, wave, shake hands, hug, kiss, etc.Step V PredictingT: Look at the picture and the title of the passage on page 26. What do you think the topic will be?Step VI Reading1. First-readingI. Read the passage and divide the whole passage into several parts and find out the main idea. Part 1. (Para. 1) Meet the visitors at the airport.Part 2 (Para. 2 and 3)People from different countries express greetings in different ways.Part 3. (Para. 4) Different peoples have different body languages.Part 4. (Para. 5) Summary of body language.Try to write down the main idea of the text.The text is mainly about different _ in different countries. In order to avoid difficulties in todays world of cultural crossroads, we should _. Keys: body language study international customs2. Second-readingRead the passage again and choose the best answers.1. In which of the following countries do people greet each other in the same way? A. Jordan and Italy. B. China and Japan. C. Canada and Colombia.2. From the text, we can know that _. A. people are likely to keep the same distance in different countries B. men from Britain often stand close to others to shake hands C. people are facing multicultural communication problems Keys: A C3. Careful readingHow do different international students behave when they greet people? Complete the chart with information from the passage. Name Description Body LanguageTo WhomTony Garcia everyoneno touching man from Japan George Cookto men to womenshake hands and kiss twice on each cheek 4. Post-readingI. Answer the following questions.1. Is the author of this passage male or female? How do you know?2. What were the two mistakes that the author noticed? 3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance?4. Did any students have similar greeting customs? If so, which ones? 5. “When in Rome, do as the Romans do.” What do you think this famous saying means?Keys: The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one mans nose touched the other mans hand. The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance. Yes. Tony from Colombia and Darlene from France had a similar greeting customa kiss. George from Canada and Ahmed from Jordan also had a similar greeting customa handshake, but Ahmed shakes hands only with men.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.II. Decide if the following statements are true (T) or false (F). 1. Englishmen often stand close to others or touch strangers as soon as they meet.2. Most people around the world now greet each other by kissing.3. Japanese will bow to others as greeting.4. People from Jordan will move very close to you as you introduce yourself to them.5. Some body languages in some countries are good while some countries body language are bad.6. People from different countries may have a major misunderstanding while greeting each other.7. The physical distance from each other that people are comfortable with generally depends on the culture.8. All members of a culture behave in the same way.Keys: FFTF FTTFStep VII Discussion1. If you meet a foreigner who comes up close to you to talk, what countries might he be from? How can you show him that you are uncomfortable with that?2. What are some situations where body language is the only form of communication? Why?3. Discuss Do you agree with the authors statement that body language is not good or bad? Why or why not? Step VIII HomeworkTalk about body languages you usually use.The second period Language points in ReadingStep RevisionFree talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.Step Language points1. Yesterday, another student and I, representing our universitys student association. 阅读下列句子，注意represent的意思用法。 1) The rose represents England.自我归纳 represent作_词, 意为“_”(句1)Keys: 动 象征, 表示2) He represented our school at the meeting.3) He represented himself as a wealthy man, but in fact he was a poor man.“_” (句2), 后多跟名词或代词等; represent oneself as意为“假称是、装作”(句3)；Key: 作为.的代表4) Let me try representing my idea to you in English.另外还可意为“_” (句4), 多用于短语represent sth. (to sb.)，意为“(向某人)陈述、说明、阐述”。Key: 陈述, 阐述拓展 representative作名词，是可数名词，意为“代表”；作形容词，意为“有代表性的、典型的”。翻译下列句子。1. 鸽子通常象征着和平。2. 他假装自己是英语专家。 3. 我想向你说明一下我迟到的原因。Keys: The dove usually represents peace. He represents himself as an expert in English.I would like to represent the reason why I was late to you.2. After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. curiously副词“好奇地”, 其形容词为curious。curious adj. = eager to learn or knowbe curious about sth. 对好奇be curious to do sth. 急于out of curiosity 出于好奇 e.g. The tourists were surrounded by the curious children. Dont be curious about everything. People have always been curious _ how living things on the earth exactly began. A. in B. at C. of D. about本题考查了be curious about sth.结构。3. Tony approached Julia, touched her shoulder and kissed her on the cheek.1) 阅读下列句子，注意 approach的用法。1. Someone is approaching our car.2. She approaches everything in a new way.approach作_ 动词, 意为“_” (句1)、“_” (句2)；Keys: 及物 接近, 靠近 着手处理, 开始对付3. Summer is approaching.4. The approach of the exam is making him nervous.5. Lets try another approach.也可作_动词, 意为 “_”(句3); 还可以作_词, 意为“_”(句4)、“_” (句5)Keys: 不及物 接近, 靠近; 即将达到 名 来临 方法6. All approaches to the city are cut off.“_”(句6), 作“方法”、“通路”、“入口”讲时, 多与介词to连用。Key: 通道用approach的适当形式填空。(1) The dog is _ my little child.(2) With the _ of winter, the weather grows colder.(3) They _ the birds quietly and watched them.(4) It is one of the best _ to studying English.Keys: approaching approach approached approaches2) touch vt. a. 触摸, 接触, 触及, 轻触 e.g. I told you not to touch my things. b. touch sb. 感动(某人)触动某人(某人的感情)e.g. Her miserable experiences touched us all deeply / touched our hearts. 她的不幸经历让我们深受触动/ 触动了我们的心弦。c. 接触，联系 n. get / keep in touch with sb. 与取得/保持联系 be in/ out of touch (with sb.) 与有/无联系 e.g. Weve been out of touch for years.4. Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. 各种文化背景下的人相互问候的方式不尽相同，身体接触和相互间距的程度也不尽相同。此句中, not all意为 “并非全都”表示部分否定。英语中有一些表示“全体”或“完全”意义的总括词, 如all, every (及everybody, everything等), both, always, quite, wholly, entirely, altogether, completely等，含有这些词的否定句并非表示全部否定，而表示部分否定。e.g. Not all explanations are correct. 并不是全部的解释都正确。区分：All explanations are not correct. 所有的解释都是不正确的。e.g. Not everything in the book is caught by me. 我不能完全掌握书中的内容。 Everything in the book is not caught by me. 书中所有的内容我都不能掌握。Not both children are clever. 并不是两个孩子都聪明。Both children are not clever. 这两个孩子都不聪明。5. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through physical distance, actions or posture.(1) that引导的是方式定语从句。The way that/ in which/或不用关联词。(2) using引导的是状语, v-ing做状语。spoken English 口语written English 书面语English-speaking countries 讲英语的国家1. I dont do well in _ English. A. speaks B. to speak C. spoken D. speak2. We must practise _ English every day.A. to speak B. speak C. in speaking D. speaking Keys: C D6. However, people from places like Spain, Italy or South American countries approach others closely and are more likely to touch them. 阅读下列句子，注意likely的意思和用法。1. The weather is likely to be fine.2. He is likely to be late.3. It is likely that he will succeed.自我归纳 likely 意为“可能的、有希望的、预料的”; 常用结构有: _ (句1、句2) 和 _(句3)。Keys: be likely to do sth.It is likely that . Would she mind playing against her fo