人教版身势语

人教版必修4第四单元身势语ⅠUnderstandingofteachingmaterial(教材分析）ThismaterialisthefirstperiodofUnit4——thereadingpart,whichmainlyintroducesavarietyofculturalbodylanguageingreetingpeople,aimedatshowingthatthereisaconnectionbetweenbodylanguageandtheculturebackground.Asweknow,everylanguageisbasedonitsownculture.Therefore,thislessoniswellworthlearning,whichistheverycoreofthetextbook.ⅡTeachingAims(教学目标）Accordingtothethree-dimentionalobjectivesofNewCurriculumReform(新课改的三维目标)——knowledgeandability;processandmethod;emotion,attitudeandvalues.Iadoptthefollowingteachingaims.Aims(知识目标）Englishstudybeginswiththebasicknowledge.Asaresultofthis,Studentsshouldmastersomenewwords，expressionsrelatedtobodylanguage,sentencepatterns,grammarandunderstandthetext.Aims(能力目标）Onlyifyouacquiretheabilitycanyoureallymasteraforeignlanguage.SoIwouldimprovestudents’readingability,readingskillsaswellastheabilityofobtaininganddealingwithinformation.Besides,studentsarerequiredtoknowaboutdifferentbodylanguageindifferentculturesandhowtosolvetheproblemindifferentsituations.Aims(情感目标）Learninghowtobeanuprightpersonismuchmoreimportantthanknowledge.Therefore,Arousestudents’interesttowardsEnglishculture,forexample,thedifferencesbetweeneasternandwesternculture.Thustheycanacceptandrespecteveryculture,avoidingmisunderstandingincommunication.ⅢTeachingImportantandDifficultPoints(教学重难点及突破)Amongtheseobjectives,itisconsideredasthelanguagefocusthatstudentscangetthemainideaandsomespecificinformationaboutthebodylanguagebyskimmingandscanning.Inaddition,mastersomenewwordsusingtheguessinggame.Whilethedifficultpointwouldbefindingouttheculturedifferences.HereIwillmakestudentshaveadiscussion,role-playanddebatetoovercomeit.What’smore,usethewordsandexpressionslearnedinthisunittoretellthetext.ⅣTeachingandlearningMethods(教学方法,学习方法及学情分析)Asformystudents,theybelongtotheliberalarts,andtheyprefertobroadentheirhorizon.Moreover,theyareeasilyactivatedbysomethingspeciallikepictures,gamesanddiscussion.Inordertoachievetheobjectivesaboveandaccordingtostudents’conditions,I’lladopttask-basedmethod(任务型教学法)，learner-centeredmethod(以学生为中心),situationalandcommunicativemethod(情景法和交际法)，brainstorming(头脑风暴),role-play(角色表演)，debate(辩论)，guessinggame(猜单词)，teamwork(pairworkandgroupwork)andsoon.Studentswilllearnautonomouslyandcooperativelyindifferentactivitiesbefore,duringandafterreading,andcommunicateactivelywiththeirpartnersindiscussingthequestionsonbodylanguage.ⅤTeachingProcedures(教学过程)Basedonallabove,I’lldividemyteachingproceduresinto6parts.Step1.Lead-in(导入)3minutesInordertoarousestudents’interest,I’llchoosefourstudents,providethemwithfourpiecesofpaper,whichshowfoursituations,andmakethemactoutwithoutspeaking.a.Youeatapepper.b.Youseeaflyinyoursoupwhenyoueatout.c.Youfindwhatyouwant.d.Youseeasnake.Thenaskthemhowtheycanunderstanditwithoutlanguage,andmakethemselvespointoutthetopic----bodylanguage.NextI’lldefinebodylanguage,facialexpressioneyecontactgestureandaskthemtogivesomeexamplesinourdailylife.Good!Bad!Blessyou!Idon’tknow.Comehere!Thereasonforthisstep(环节理由):HereIusethesituationalmethodandshowsomepicturestomakestudentsgetageneralideaaboutbodylanguage.Step2.Pre-reading(读前)5minutesI’llgivestudentstwotasks:Task1:Doalltheculturesusethesamebodylanguagetoexpressthesamemeaning?Task2:Accordingtothetitleandpictures,makestudentshaveadiscussioninpairstopredictthecontent.differentbodylanguagemeetsomebodycommunicatewithforeignersCommunication:Noproblem?haveproblemsdon’thaveproblemsThereasonforthisstep(环节理由):HereIusebrainstormingandteamwork.Taskonemakespreparationfortheprediction,whichhelpsunderstandthetext.Step3:skimmingandscanning(略读及细读)5minutesInwhile-readingstage,Idesigntwoactivities.First,dividestudentsintogroupsandmakethemskimthewholepassagetogetthegeneralideaofthepassage(byusingwho,when,where,whyandwhat)andfindthetopicsentenceineveryparagraph.Eachgroupwillchooseonepersontoanswerit.Activity2istolookforsomedetailedinformationrelatedtothebodylanguageandfillintheblanks.Task1:Mainidea:Differentculturalbodylanguageingreetingeachother.Part1YouaresenttoAirporttomeetforforeignstudents.Part2.~3)Examplesofcultural“bodylanguage”.Part3.Bodylanguagevariesfromculturetoculture,notallthesame.Part4.Summaryofbodylanguage.Task2:Howdodifferentinternationalstudentsbehavewhentheygreetpeople?Completethechartwithinformationfromthepassage.NameDescriptionBodyLanguageToWhomTonyGarciamanfromColombiakissonthecheekeveryoneJuliaSmithwomanfromBritainnotouchingeveryoneAkiraNagatamanfromJapanbowingeveryoneThereasonforthisstep(环节理由):Skimmingandscanningabilitycanbebothstrengthenedinthisperiod.Inthisstage,I’llusetask-basedmethodandlearner-centeredmethodtoimprovestudents’readingabilityandknowaboutdifferentbody,overcometheimportantanddifficultpoints.Step4:LanguagePoints(语言点)15minutesInthisperiod,studentsarerequiredtomastersomenewwords,phrases,sentencepatternsandgrammar.Task1:Lookattheeasywordsandsentencepatterns.Enablestudentstohaveadiscussioningroupsandguessthemeaningaccordingtothecontext,andaskthemhowtheyworkoutthemeaning.Task2:Findoutthedifficultwords,phrasesandsentencepatterns,andhowtheywilldealwiththem.Thereasonforthisstep(环节理由)：HereIwillusesituationalandcommunicativemethod,makingstudentslearnthebasicknowledgeinsituationsandcommunicatebyusingthem.Inaddition,fromtask1totask2,Idesignitfromeasyleveltodifficultlevel.Step5:Consolidation(巩固)10minutesTask1:GuessingGame:I’llchoosesomewordsrelatedtobodylanguage.Onestudentactsoutthefollowingwords(approach,dash,curiously,canteen,dormitory),andtheotherstudentsguesstheword.Task2:Groupwork:chooseonestudenttoretellthestorybythekeywordsandtheotherstudentsdoarole-play.Thereasonforthisstep(环节理由):Asthesayinggoes:Onestonekillstwobirds.HereInotonlymakestudentsreviewthenewwordsandthetext,butalsousethebodylanguage.What’smore,overcometheimportantanddifficultpoints.Step6:HomeworkandSelf-assessment（作业及自我评价）2minutesDebate:Shouldwepaymoreattentiontotheculturecollision(文化冲突)?Self-assessment:Howdidyoufeelaboutthepassageyouread?Wereyouexcitedorbored?Canyouundersta