UnitBodyLanguageReading教学设计

1、Unit 4 Body Language Reading "Communication:No problem?" 正宁一中教学设计冯振华一、Type：Reading， which mainly deals with differentBody Language is a narrative descriptionbody language in different culture. As we know, body language is a kind of language that can be used to express one' s innermost

2、feelings in a silent way. This passage is designed to help the students understand what important part that body language plays in our daily communication to help the students avoid misunderstanding and cultural shock. As a result, their language communication ability will be improved.二、Analysis of

3、the passage1、Content Unit 4 Body language Reading "Communication: No problem?" （Module 4）2、Dealing with the passageWarming up（Lead-in） while-reading and Comprehending are designed in the reading passage.Those activities can help the students improve their reading skills and oral English ab

4、ility.3、Teaching aims 【Knowledge goal 】 To help the stude nts un dersta nd that body Ian guage is cross-cultural. To help the stude nts un dersta nd the differe nces among body Ian guage in different countries.（2） 【 Ability goal】 To help the stude nts un dersta nd the p assage and get the main idea

5、and specific information,thus the reading skills will be developed. To help the stude nts exp ress their ideas and opinions freely. To cultivate the students' pragmatic ability of trans-culturalcommunication in authentic language environment.（3）【 Emotional goal 】 To help the stude nts lear n and

6、 res pect cultures in differe nt coun tries. To develop the students ' internationalcooperation and their awareness oftrans-culture.三、Teaching difficulties and important points（1）Teaching important points To help the ss lear n and use com mon body Ian guage prop erly in their communication ； To

7、get the main idea of the text and some key in formati on.(2) Teaching difficulties To cultivate the stude nts' read ing skills To help the stude nts lear n some cultural misun dersta nding caused by body language in different situations.四、Teaching methodTask-based method & Communicative-coop

8、eration method五、Teaching aidsPPT Project Blackboard Chalk六、Teaching design(一) General designThis is a reading comprehension lesson. The key to teaching is to improve the students ' reading skills and strategies. And the teacher will help the ss improve their cultural awareness.To arouse the ss &

9、#39; interest in the topic, at the very beginning of the class,the teacher uses the students ' familiar gestures (ok, quiet, stop, great) to lead in the topic and asks somestudents to guess the meaning of each picture. Then the teacher asks some students to perform some body language, thus the a

10、tmosphere in the class is lively. At last,the teacher asks the ss: “What is body language?” As a result ,the new lesson is easily lead-in. The design of the reading activities deals with pre-reading, while-reading and post reading, including getting the main idea of the text, specific information an

11、d so on , aiming at improving ss ' reading comprehension ability and oral English ability.(二) Teaching proceduresStep 1.Leading in(1) The teacher shows some pictures on the screen. They are about some common gestures used in our daily life. Then asks some ss to guess the meaning of eachgesture.(

12、2) The teacher asks somepairs of students to cometo the blackboard to perform some body language, while other students to guess what the body language means.Facial expressions: happy, excited, shocked, angry, etcGestures: Victory, well done, quiet, OK, etcPostures: Shake hands, bow, nod ,hug, etcEye

13、 contact: Wide-eyed, wink, roll eyes, etcInstructions ：通过学生熟悉的手势导入本课，让学生倍感亲切，很自然地过渡到 本课的话题。接下来的学生身势语现场表演和学生分组竞猜，极大活跃了课堂气势，充 分地调动了学生的学习兴趣。甚至平时的一些英语学困生也深受感染，有了表现的机 会 ，从而积极地投入到课堂活动中。最后让学生自己总结什么是身势语。这一过程既能体现本单元的主题，让学生通过亲身体验对身势语有一定的认识，了 解口头语与身势语的联系激发他们的兴趣，同时有助于锻炼学生的口语，使学生在愉快 的气氛中学习。Ste p 2. P re-Read ing

14、Discuss with the partner:1. What do you thi nk of the purp ose of Ian guage?2. Howca n you com muni cate with some on eif you cannot sp eak? Give an exa mple.3. How many ways can you think of to greet some one if you cannot sp eak?In structio ns:在导入本课话题后，通过分组讨论上面三个问题，让学生思考语言的目的，同时也了解到沟通的方式多种多样，有文字、语

15、言甚至无声的语一一“身势 语”，不说话也能表情达意。Ste P 3. While-Read ing1. Skim ming: Look through the p assage , and comp lete the follow ing tasks:have(1) What is the mai n idea of the text?This text mai niy talks about that differe ntcountriesdiffere ntbodyIan guage.(2)What's the main idea for each p art?P art1. Th

16、e author was sent to meet this year's intern ati onal stude nts. P art2. People from differe nt coun tries have differe nt body Ian guage. Part 3.Summary of body Ian guage.In structio ns:让学生在限定时间内快速阅读文，研究文章的结构关系，总结出全文的主题思想并找出每部分的主题句。注意提醒学生对他们不认识的生词不要急于查后 面的单词表，而要根据上下文或者构词法等原则进行猜测，提高猜词的能力。这一环节要求学

17、生在较短的时间内通过快速浏览文章寻找主题句或归纳段落的中心 意思，目的是引导学生运用略读技巧寻找主题句、抓住段落的中心意思，以此初步了解 文章的主要内容。2.Scanning :(1)Read the whole passage quickly and answer the following questions.1.2.3.Where are the intern ati onal stude nts going to study?How many intern ati onal stude nts are men tio ned in the p assage?Do all stude n

18、ts greet each other in the same way ?(2) Careful readingRead P ara.1 aga in and fill in the follow ing bla nks.Time: Peop le: P lace: What to do:(3) Read Para.2 again and Find out the two cultural mistakes in it. He app roached Julia,The first Tony Garciaandhermistake(Columbia ) on theSheapp eari ng

19、Julia Smithand put up her hands.The sec ondBrita in)George Cookas ifHehis handto the(Canada )Japan ese stude nt.mistakeAkira NagataHeso his nose(Ja pan)Georges.:这个环节要求学生仔细阅读文章，捕捉文章细节，并完成上面的表 匕述表格，更深入地了解到来自不同国家和地区的人在进行问候时的In structi ons格。学生通过完成 不同方式，能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。同时学生掌

20、握了细节理解题和推理判断题的基本方法，即在了解文章大意的前提 下，先用寻读法找出与问题相关的词语或句子，再细读相关部分，找到问题的答案或挖 掘文中的深层含义。Step 4. Po st-Readi ng(1) Comprehending ： Decide whether the sentences are true or false.1. Englishmen often stand close to others or touch strangers as soon as they meet. ()2. Most people around the world now greet each

21、other by shak ing hands .()3. Ja pan ese will bow to others as greeti ng.()4. People from Jorda n will shake hands with a woma n as she in troduces herself to them.()5. Body Ian guage in some coun tries is good while some in others is bad.()(2) Work in groups and discuss:What can you lear n from this p assage?In structio ns:学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。在此基础上，设计上述问题，引发学生思考，让学生了解并尊重异国文 化，培养学生的跨文化意识。这个环节在有趣的话题激励下，师生互动、生生互动，训 练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。Ste P 5. SummaryToday we'