高中英语Period1Reading优秀教案新人教版

人教版必修四unit4之Reading教学设计ThisperiodincludesWarmingup,ReadingandComprehendingofUnitintroducesthebodylanguagefromdifferentwillenlargetheirknowledgeofbodylanguagebyreadingthetextandcommunicatingwiththeirthestudentscanlearnmorebodylanguagefromspeaking,listeningandshouldthinkcarefullyaboutthatbodylanguagehavedifferentmeaningsindifferentareencouragedtothinkaboutthepurpose,formsandfunctionsofbodywillrealizetheimportancetounderstanddifferentbodylanguageindifferentculturesandtheyarealsoencouragedtousethebodylanguageappropriately.TeachingImportantPointsHelpthestudentsunderstandthepassagebetter.Learnandmastersomeimportantwordsandphrasesinthisperiod.Helpthestudentstounderstandthedetailsofthetextbyhelpingthemtoaccomplishtheexerciseandactivities.TeachingDifficultPointsHowtohelpthestudentsimprovetheirreadingabilityandunderstandthepassagebetter.Howtomastertheimportantlanguagepointsinthispassage.Howtohelpthestudentsunderstandandusethebodylanguageappropriately.TeachingMethodsFastreadingtogetthegeneralideaofthetext.Carefulreadingtounderstandthepassagebetter.Explanationtohelpthestudentsmastersomelanguagepoints.Discussiontohelpthestudentsunderstandbetterwhatthey’velearnedandtousetheknowledgethey’velearnedinthisperiod.TeachingAidsAtaperecorderThemultimediaThreeDimensionalTeachingAimsKnowledgeandSkillsTrainthestudents’readingability.Learnsomeusefulwordsandexpressions:major,local,represent,curious,introduce,approach,touch,cheek,stranger,spoken,express,action,likely,nod,general,avoidEnablethestudentstosumupthemainideaofeachparagraph.Enablethestudentstounderstanddifferentbodylanguageindifferentcultures.ProcessandStrategiesAct-and-guesstomakethestudentsinvolveintheclassactively.Fastreadingtomakethemgetthemainideaofthepassage.FeelingsandValueTheteachermayapproachthispartbyaskingthemtoactsomebodymovement,whichcannotonlyhelpthemgetreadyforthelearningofthepassage,butcanacquaintthemwithdifferentgesturesinandoutsideChina.TeachingProceduresStep1Leadinasongtothestudentsandaskthemtoacttothemusic.IfYou’reHappyIfyou’rehappyandyouknowit,clapyourhands.(clap,clap)Ifyou’rehappyandyouknowit,clapyourhands.(clap,clap)Ifyou’rehappyandyouknowit,andyoureallywanttoshowit.Ifyou’rehappyandyouknowit,clapyourhands.(clap,clap)gesturesT:Boysandgirls,whynotmoveourbodiestoget’sdoittogether!Iwillsaysomewordsandyouwillacttheirmeanings,raiseyour?Go!(Theteachersaysoutthewordsasfollowandthestudentsdothegestures.)Welldone!Victory!Stop!Quiet!OK!thefacialexpressionsT:Goodjob!Nowrelaxyourthefacialexpressiontoexpressthefollowingfeelings.surprisedangryfearjoydisgusttheposturesT:Excellent!Nowrelaxyourwholearegoingtomoveourwholeareexpectedtodothemovementwithyourpartners.nodbowhughandshaketheeyecontactT:Welldone!Nowuseyoureyestoexpressyourfeelingsinthefollowingone:Supposetodayisyourbirthday,youreceiveaverybig’sasbigaswhenyouseethepresent,what’syourresponse?(answer:wideeyed)Situationtwo:Supposeyouarewalkingonthestreet,someuglyguycomesuptoyouandwantstotalktoyoutogetyourtelephone’syourresponse?(answer:rolleyes)Situationthree:Supposeyouarewalkingonthestreet,somehandsomeguywalksby’syourresponse?(answer:wink)what’sbodylanguageBodylanguageisaformofcommunicationwithoutusinganywordsanditcanhelpusexpressourlookatthepicturesandguesswhatthemanmeansbyhisbodylanguage?Comehere!Bad!Good!Me?Goodluck!Idon’tknow!Step2SkimmingT:First,Iwouldlikeyoutoskimthetextandfindthenamesofthepersonsmentionedandthecountriestheycomeislimitedto2minutes.Character(person)CountryYouChinaColumbiaJuliaSmithBritainCanadaAJapaneseJapanAhmedAzizJordanMadameCoulonFranceStep3ScanningT:Nowyouhavegotallthecharactersinthethistime,Iwouldlikeyoutoscanthetextandfindouttheactions(bodylanguage)mentionedinthepassageandthenactthemoutinfollowingchartmayhelpyoufindtheislimitedto4minutes.Character(person)CountryActionsYouChinaFirst__________________whenintroducingyourselftoAhmedAziz,you____________whenheisveryclose.Columbia_________,_________hershoulderand____________________.JuliaSmithBritainJuliaSmith___________________at’sactionand____________________________.Canada____________________totheJapanese.AJapaneseJapan____________to.AhmedAzizJordan_____________toyouwhenintroduced,_____________toaskquestions,__________atwomen.MadameCoulonFrance______________eachothertwiceonthecheek.Suggestedanswer:Character(person)CountryActionsYouChinaFirststand,watchingandintroduceguestswhenintroducingyourselftoAhmedAziz,youmovebackalittlewhenheisveryclose.ColumbiaApproaches,toucheshershoulderandkissesheronthecheek.JuliaSmithBritainJuliaSmithissurprisedat’sactionandtakesafewstepsawayfromhim.CanadaReacheshishandouttotheJapanese.AJapaneseJapanBowsto.AhmedAzizJordanMovesveryclosetoyouwhenintroduced,comesclosertoaskquestions,nodsatwomen.MadameCoulonFranceShakeshandsandkisseseachothertwiceonthecheek.Step4IntensiveReadingAskthestudentstolookthroughthequestionsonthescreenandreadthetextareexpectedtofindoutalltheanswersbythemselves.T:OK,boysandhavedoneagoodlet’sreadparagraphs2-3andfindoutthemistakesbyusingdifferentbodydothemistakeshappen?Timeislimitedto4minutes.After4minutes,askthestudentswhetherthey’vegottheanswers.T:Nowwhowouldliketobethefirstonetotellmehowmanymistakesyouhavefound?S1:Therearetwomistakesattheairportbyusingdifferentbodylanguage.T:What’sthefirstmistake?Andhowdoesithappen?S2:fromColumbiaapproaches,toucheshershoulderandkissesherontheSmithfromBritainstepsbackappearingsurprisedandtakesafewstepsawayfrom.T:Good!Whowouldliketotalkaboutthesecondmistake?S3:ThesecondmistakehappensbetweenaJapaneseandaJapanesebowstoandhisnosetouches’smovinghand,whenfromCanadareacheshishandouttotheJapanese.T:Excellent!Youhaveunderstooddifferentbodylanguageindifferentlet’smoveontoparagraphs3-6andfinishthefollowingtrueorfalseexercise.oftenstandclosetoothersortouchstrangersassoonastheymeet.peoplearoundtheworldnowgreeteachotherbykissing.willbowtoothersasgreeting.fromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.bodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagesarebad.Suggestedanswers:Step5DividethepassageandfindthemainideaofeachpartT:Nowyouhavetotallyunderstoodthewouldlikeyoutodividethepassageinto4partsandsumupthemainideaofeachcandiscussinthegroupoffour.Afterthediscussion,asksomestudentsabouttheiropinion.T:OK,whichgroupwouldliketoshareyourideawithus?S:Part1:ParamainideaisyouaresenttoPudongAirportS:Part2:Paramainlytalksabouttheexamplesoflearnedorcultural“bodylanguage”.S:Part3:Paratellsusthatdifferentpeopleshavedifferentbodylanguage.S:Part4:Para’sthesummaryofbodylanguage.Step6RetellthestoryT:Sinceyouhavereadthetextforthreetimes,Iguessyouhavetotallyunderstoodthelet’scheckwhetheryouhavecomprehendedthetheblackboard,it’sthesummaryofourreadingit’snothavetothinkoutaproperwordtofillineachblankwithoutreadingyourfillingthemissingwords,youwillhaveacompletesummaryofthe,Iwillgiveyou5minutestodothistask.MybosshassentmetoPudongAirporttomeetsome_________peoplefrommanypartsoftheworld,whoareinterestedinthe_________ofbusinessinfirstonetoarriveisfromColumbiawithJuliaSmith,aBritishlady,_________behind_________themtoeachotherandI’m_________toseecomesuptoMsthen,avisitorfromJapan,comesinand__________whentheCanadian,__________outhishandtohappensthat’shand__________theJapanese’snoseashebowsandtheybothyousee,peoplefrom__________culturesmaynot__________othersinthesamepeopleusuallydonot__________veryclosetoothersortouchthe__________aspeoplefromSpain,ItalyandSouthAmericancountriespeoplearoundtheworld__________handswhentheymeetwhile__________peoplewillfromJordanstandquite__________toothermenandshakehandsandkissothersontheaword,bodylanguagediffersindifferentculturesandiswidelyusedin__________.Suggestedanswer:MybosshassentmetoPudongAirporttomeetsomebusinesspeoplefrommanypartsoftheworld,whoareinterestedinthedevelopmentofbusinessinfirstonetoarriveisfromColumbiawithJuliaSmith,aBritishlady,followingbehindintroducethemtoeachotherandI’msurprisedtoseecomesuptoMsthen,avisitorfromJapan,comesinandbowswhentheCanadian,reachesouthishandtohappensthat’shandtouchestheJapanese’snoseashebowsandtheybothyousee,peoplefromdifferentculturesmaynotgreetothersinthesamepeopleusuallydonotstandveryclosetoothersortouchthestrangersaspeoplefromSpain,ItalyandSouthAmericancountriespeoplearoundtheworldshakehandswhentheymeetwhileJapanesepeoplewillfromJordanstandquiteclosetoothermenandshakehandsandkissothersonthecheekInaword,bodylanguagediffersindifferentculturesandiswidelyusedincommunication.Step7LanguagePointsFocusT:Somuchforthelookthroughthepassageagainandseeifyouhaveanylanguageproblems.S:Idon’tknowwhat’sthemeaningofthesentence“Notallculturesgreeteachotherthesameway,noraretheycomfortabletouchingstrangersorbeingtoocloseortoofaraway.”?T:Thissentencemeans“不是所有人都以同样的方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。”Inthesentence,youhavetopayspecialattentiontotheusageof“not...nor...”whichmeans“既不……也不……”.Forexample,theydonotshakehandswithwomen,noraretheylikelytokisswomenpublicly.“nor”impliesthenegativemeaning,sowhenitisputatthebeginningofthesentence,thesentenceshouldbeinverted.表示否定意义的nor放在句首,该句子应用倒装语序,即把be动词、助动词或情态动词放在主语前。如,Notasingleworddidhesayatthemeetinglastwordshavingthesimilarusagewithnorare“not,never,seldom,hardly,rarely,little”.如,NeverhashebeentoChina.他从来没有来过中国。T:Areyouclearnowwiththeusageof“nor”?S:Weareclearnow.T:Doyouhaveanyotherlanguageproblems?S:Iamnotquitesureabouttheusageof“likely”.T:Inthepassage,thesentence“PeoplefromplaceslikeSpain,ItalyorSouthAmericancountriesapproachotherscloselyandaremorelikelytotouchthem.”means从西班牙、意大利或南美洲国家来的人近距离地接近对方,而且可能会（用身体）接触对方。Therearetwostructuresof“likely”.Theyare“sb./likelytodosth.”and“It’slikelythat+clause”.如,He’sverylikelytobelateforclass.他很有可能会上课迟到。Itislikelytoraintonight.今晚可能要下雨。T:Anymorequestions?Ifnot,let’smoveontodiscussion.Step8DiscussionAftertheexplanationofthelanguagepoints,thestudentshavegotatotalunderstandingofthereadingteacherdrawsthestudents’attentionbacktothetextandputsforwardatopicforthemtothestudentsintofour-persongroupsandgivethemfiveminutestothinkaboutthequestion“Isbodylanguageimportant?”Afterthediscussion,letthestudentsreporttheirdiscussions.T:Let’scomebacktoouryouhaveacompleteunderstandingofthetext,Ihaveaquestionforbodylanguageimportant?T:Afteryourdiscussionwithyourpartners,Iwouldlikeyoutoreportyourislimitedto5.(After5minutes.)T:OK,whowouldliketobethefirsttogiveyourreportonthediscussion?S:Letmethinkbodylanguageisimportant,becauseitisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoon.S:Wecantellalotfromothers’bodyiftheydon’tspeak,weknowiftheyaresadbylookingattheirfacialexpressions.T:Goodwouldliketocontinue?S:Bodylanguagemayhavedifferentmeaningsindifferentit’simportantforustoknowmoresothatwewon’tcausemisunderstandingduringourcommunication.Step9SummaryandHomeworkT:Todaywe’velearnedatextaboutbodylikeverballanguage(言辞),bodylanguageispartofplaysanimportantroleindaily,itisveryimportanttounderstandanduseitforaforeignlanguagelearner,itisnecessarytolearnbodylanguageaswellastolearnverballanguage.T:Somuchforisthehomeworkforyoutodosothatyourknowledgecanbeconsolidated.thekeysentencesinthetext.onPage27,&3onPage&2onPage63.someinformationaboutbodylanguageindifferentareexpectedtoshareitwithyourpartnersinthenextclass.TheDesignoftheWritingontheBlackboardUnit4BodylanguagePeriod1Readingupactitout1)skimming2)scanning3)questions4)getthemainideaofeachpart5)retellthestoryfocusRecordafterTeachingActivitiesandResearchSpeakanddrawthestudentsintoStudentsAineachpairsomepicturescontainingsomebodylanguage.AdescribesthepicturestoStudentBwilldrawoutthepicturesaccordingtoA’sdescriptionsandpointoutthemeaningsofthebodylanguageinthepictures.AtakesupthepicturesandshowsthemtoStudentstudentsdiscussthemeaningsofthebodylanguageshownintheareexpectedtofigureouttheexactmeanings.studentschangetheirthistime,StudentBdescribesthepicturesandStudentAdrawsoutthepicturesandpointsoutthemeanings.teacherfiguresoutthecorrectmeaningsofthebodylanguageineachpicture.ReferenceforteachingBackgroundInformationBodylanguageofAmericansSometimespeopleaddtowhattheysayevenwhentheydon’tarethe“silentlanguage”ofeveryisimportanttoknowthebodylanguageofeverycountryorwemaybemisunderstood.IntheUnitedStates,peoplegreeteachotherwithahandshakeinaformalhandshakemustbethehandshakeisweak,itisasignofweaknessormayplaceahandontheother’sarmorpeople,usuallywomen,greetafriendwithaisimportanttotwopeopletalktoeachother,theyusuallystandabouttwoandahalffeetawayandatanangle,sotheyarenotfacingeachothergetuncomfortablewhenapersonstandstoowillmovebacktohavetheirAmericanstouchanotherpersonbyaccident,theysay,“Pardonme.”Or“Excuseme.”Americansliketolookattheotherpersonintheeyeswhentheyareyoudon’tdoso,itmeansyouarebored,hidingsomething,orarenotwhenyoustareatsomeone,itisnotAmericans,thumbs-upmeansyes,verygood,orwelldone,thumbs-downmeansthecallawaiter,raiseonehandtoheadlevelorshowyouwantthecheck,makeamovementwithyourhandsasifyouaresigningapieceofisallrighttopointatthingsbutnotatpeoplewithindexshaketheirindexfingeratchildrenwhentheyscoldthemandpatthemontheheadwhentheyadmirethem.Learningaculture’sbodylanguageissomethingyoudon’tknowwhattodo,thesafestthingtodoistosmile.LanguagePointsGarciaapproachesMsSmith,toucheshershoulderandkissesheronthecheek.加西亚先生走近史密斯女士,触摸了一下她的肩头,亲吻了一下她的脸颊。在英语中,touch+one’spartofthebody是比较随意的一种表达方法,而touch+sb.+介词+partofthebody是比较正式的表达。Shetappedhimontheshoulder.她轻轻拍了拍他的肩膀。Theteachertappedhimonthehead.老师拍了拍他的头。Susanraisedherhandandslappedtheboyintheface.苏珊举手打了那男孩一个耳光。willbemeetingatamajorhotelwithlocalbusinesspeopleandpeoplewhorepresenttheChinesegovernment.他们将会在大酒店与当地商人和代表中国政府的人们会面。（1）willbemeeting“将要见面”,will/shallbedoing表示“预料将要发生的动作”,在现代英语口语中用得很多,口气往往比较婉转、随便。Whenwilltheybevisitingusagain?你什么时候再来看望我们？Ishallshortlybeattendinganinternationalconference.不久,我就要去参加一个国际会议了。（2）majoradj.较大的,主要的Thecarneedsmajorrepairs.这辆车需要大修。n.专业Hermajorislinguistics.她的专业是语言学。vi.主修,专攻Imajorinbiology.我主修生物。(3)localadj.本地的;地方的;地区的LastTuesdayhereceivedaletterfromthelocalpolice.上星期二他接到当地警察局的一封信。Manyofthelocaldignitariesattendedhisgrandfather’sfuneral.当地许多达官贵人都参加了他外祖父的葬礼。(4)represent代表,象征,标志；作为示范;作为……的例子Thispaintingrepresentsastorm.这幅画描绘暴风雨。Thesestonesrepresentarmies.那些石头代表部队。ThebaldeaglerepresentstheUnitedStates.秃鹰象征了美国。Themuseumhadseveralpaintingsrepresentingtheartist’searlystyle.博物馆藏有几幅代表这个艺术家早期风格的油画。peopleenterlookingaroundinacuriousway.有四个人走了进来,好奇地四处张望。lookingaroundinacuriousway用作状语,表示enter的伴随状态。Shesatatthedeskreadinganewspaper.她坐在桌子旁看报纸。Tomwenttoschool,takingatrain.汤姆坐火车去上学。Whilereadingthenewspaper,henoddedfromtimetotime.看报纸时,他不断地点头。Nothavingreceivedareply,wewroteagain.没有收到回信,我们又写了一封。Heatingwater,wecanchangeitintovapor.水加热之后就可以变成蒸汽。curious富有好奇心的;有求知欲的;感兴趣的Don’tbetoocuriousaboutthingsyouarenotsupposedtoknow.不要对那些你不应该知道的事情太过好奇。IfyouarecuriousaboutBrazil,youmayreadthisbook.如果你对巴西有兴趣,你可以看看这本书。Thetouristsweresurroundedbythecuriouschildren.游客被好奇的孩子们围起来了。thinkthattheremayhavebeenamistake.你想可能出了什么差错了。mayhavebeen/done用来表示对过去事情的猜测,意为“可能,或许”。情态动词+have+过去分词表示推测用法如下:（1）must+have+过去分词表示对过去事情肯定的猜测,意为“一定已经”,此结构用于肯定句。Ididn’thearthemusthavebeenasleep.我没有听到电话,我一定已经睡着了。Itmusthaverainedlastnight.昨天一定下雨了。（2）can/could+have+过去分词用于疑问句或否定句中表示对行为可能性的猜测。但couldhavedone用于肯定句中表示与过去事实相反的假设,意为“本能够做却没有做”。—Therearealreadyfivepeopleinthecar,buttheymanagedtotakemeaswell.车里有5个人,但他们也把我带去了。—Itcouldn’thavebeenacomfortablejourney.这不可能是舒适的旅行。Theycouldnothavedonetheexperiment.他们不可能做过这个实验。Couldtheyhavefinishedtheworkontime?他们能按时完成工作吗？（3）may/might+have+过去分词表示对过去事情不肯定的推测,意为“也许做过”。另外,mighthavedone还可表示委婉的责备,意为“本来可以……”。Youmighthavegivenhimmorehelp,thoughyouwerebusy.尽管你很忙,其实你可以多帮助他一下。Theymighthavetriedeverymeans.他们可能尝试了一切手段。Hemighthavebeenhurtintheaccident.他有可能在事故中受伤了。allculturesgreeteachotherthesameway,noraretheycomfortabletouchingstrangersorbeingtoocloseortoofaraway.不是所有人都以同样的方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。（1）not...nor...既不……也不……Theydonotshakehandswithwomen,noraretheylikelytokisswomenpublicly.他们既不与妇女握手，也不在公共场合亲吻她们。（2）表示否定意义的nor放在句首,该句子应用部分倒装语序,即把be动词、助动词或情态动词放在主语前面。Notasingleworddidhesayatthemeetinglastnight.昨天在会上他一句话也没说。NeverhashebeentoChina.他从来没有来过中国。类似的用法还有not,never,seldom,hardly,rarely,little等。fromplaceslikeSpain,ItalyorSouthAmericancountriesapproachotherscloselyandaremorelikelytotouc