高中牛頓第二定律教案

SEFCI Unit 4 body language第二課時(shí)reading說(shuō)課稿。

一位優(yōu)秀的教師不打無(wú)準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，有效的提高課堂的教學(xué)效率。高中教案的內(nèi)容要寫些什么更好呢？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《SEFCI Unit 4 body language第二課時(shí)reading說(shuō)課稿》，供大家參考，希望能幫助到有需要的朋友。

SEFCIUnit4bodylanguage第二課時(shí)reading說(shuō)課稿
我要說(shuō)的是高中英語(yǔ)新教材高一（下）第21單元第二課時(shí)reading，我將從教材分析、教學(xué)目標(biāo)、教學(xué)重點(diǎn)與難點(diǎn)、教學(xué)策略與教學(xué)方法、教學(xué)過(guò)程、教學(xué)反思等六個(gè)方面對(duì)進(jìn)行說(shuō)明。
一教材分析
本單元內(nèi)容緊緊圍繞“身勢(shì)語(yǔ)”這一話題展開(kāi)，具體涉及“什么是身勢(shì)語(yǔ)”“如何理解身勢(shì)語(yǔ)”及“身勢(shì)語(yǔ)”的跨文化性等等。閱讀部分是一篇介紹性的文章，介紹了各種背景下身勢(shì)語(yǔ)的異同。文中列舉了不同國(guó)家對(duì)眼神交流和基本手勢(shì)的不同理解和表達(dá)，還介紹了一些國(guó)際通用的身勢(shì)語(yǔ)，例如：微笑。
根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)對(duì)閱讀課的要求，應(yīng)著重培養(yǎng)學(xué)生的閱讀策略；培養(yǎng)語(yǔ)感，培養(yǎng)學(xué)生在閱讀過(guò)程中獲取和處理信息的能力。因此通過(guò)教材所設(shè)計(jì)的Pre-reading,Reading及Post-reading三項(xiàng)內(nèi)容，循序漸進(jìn)地訓(xùn)練學(xué)生運(yùn)用略讀與查讀等閱讀技能。

二教學(xué)目標(biāo)
本課的教學(xué)目標(biāo)是依據(jù)《新課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）所設(shè)立的，主要有三個(gè)目標(biāo)：
1．知識(shí)與能力目標(biāo)：
在這節(jié)課里要理解、內(nèi)化、運(yùn)用以下生詞及詞組—fold、anger、vary、thumb、crazy、mod、part、hug、bow、palm、shrug、incredible、pat、getthrough、teardown、chart。通過(guò)閱讀獲取關(guān)于bodylanguage的相關(guān)信息,且進(jìn)行skimming,scanning,carefulreading,generalization,guessingmeaning等閱讀技能訓(xùn)練。另外，還要充分利用網(wǎng)絡(luò)資源，強(qiáng)化學(xué)生自主學(xué)習(xí)的意識(shí)，培養(yǎng)學(xué)生組織語(yǔ)言、運(yùn)用語(yǔ)言的能力。
2．過(guò)程與方法目標(biāo)：
本節(jié)課的教學(xué)以建構(gòu)主義學(xué)習(xí)理論為指導(dǎo)，以學(xué)生為中心，以問(wèn)題為出發(fā)點(diǎn)，進(jìn)行任務(wù)驅(qū)動(dòng)，層層深入。利用“任務(wù)驅(qū)動(dòng)”方法，使學(xué)生自主探究、解決一系列層層深入的問(wèn)題，培養(yǎng)學(xué)生獨(dú)立自主的思維意識(shí)。當(dāng)面對(duì)難度較大的學(xué)習(xí)任務(wù)時(shí)鼓勵(lì)學(xué)生采取小組合作的方式，這是因?yàn)椤皡f(xié)作學(xué)習(xí)”更方便英語(yǔ)的交流和體驗(yàn)，有利于培養(yǎng)學(xué)生與他人合作的能力，同時(shí)信息差異也更能激燃起學(xué)生的“創(chuàng)新火花”。在教學(xué)中，教師作為問(wèn)題的精心設(shè)計(jì)者和疑難問(wèn)題的點(diǎn)撥者，培養(yǎng)學(xué)生組織語(yǔ)言的能力。設(shè)置富有情趣的情境，激發(fā)他們的閱讀欲望，積極主動(dòng)地進(jìn)行自主探究。循序漸進(jìn)的設(shè)計(jì)問(wèn)題,培養(yǎng)學(xué)生質(zhì)疑意識(shí)，分析問(wèn)題、解決問(wèn)題、綜合問(wèn)題的能力和創(chuàng)造性思維能力。層層深入地引導(dǎo)學(xué)生進(jìn)行自主和協(xié)作學(xué)習(xí)。培養(yǎng)學(xué)生篩選局部和整體信息的能力、獨(dú)立閱讀能力，通過(guò)自主學(xué)習(xí)和協(xié)作學(xué)習(xí)，獲取信息和處理信息的能力。
3．情感態(tài)度價(jià)值觀：
在有趣的話題激勵(lì)下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動(dòng)他們學(xué)習(xí)的興趣。在共同完成設(shè)計(jì)的roleplay等任務(wù)的過(guò)程中，加強(qiáng)小組合作意識(shí)。而且通過(guò)本課教學(xué)，可以使學(xué)生了解不同國(guó)家的身勢(shì)語(yǔ)，及在各國(guó)相同身勢(shì)語(yǔ)所表示的不同交際含義。增強(qiáng)對(duì)中外“身勢(shì)語(yǔ)”差異的敏感性，拓寬學(xué)生的文化視野，培養(yǎng)世界意識(shí)；通過(guò)文化地域?qū)Ρ龋由顚?duì)祖國(guó)相關(guān)知識(shí)的理解，鼓勵(lì)學(xué)生以滿腔的熱忱在語(yǔ)言情景中激發(fā)愛(ài)國(guó)主義熱情。

三教學(xué)難點(diǎn)與重點(diǎn)
訓(xùn)練學(xué)生的略讀與掃讀技巧是本課的重點(diǎn)。根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)關(guān)于語(yǔ)言技能的教學(xué)建議，略讀與掃讀是閱讀教學(xué)的基本技能之一，是學(xué)生必須掌握的。
怎樣使學(xué)生理解不同國(guó)家的身勢(shì)語(yǔ)，正確的使用身勢(shì)語(yǔ)及比較各國(guó)身勢(shì)語(yǔ)的不同是本課的難點(diǎn)。根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)，文化意識(shí)是內(nèi)容標(biāo)準(zhǔn)之一，要求學(xué)生掌握一些行為規(guī)范、風(fēng)土人情等方面的知識(shí)，這有利于培養(yǎng)學(xué)生的世界意識(shí)，有利于形成跨文化交際能力。

四教學(xué)策略與教學(xué)方法
教法的選擇是課堂教學(xué)成敗的關(guān)鍵，閱讀課重在培養(yǎng)學(xué)生的閱讀能力。根據(jù)我們幾年來(lái)“第二語(yǔ)言習(xí)得論”和“整體語(yǔ)言教學(xué)”的理論和實(shí)踐，同時(shí)滲透當(dāng)前教學(xué)改革，課程改革等的先進(jìn)理念。為達(dá)成上述教學(xué)目標(biāo)，我運(yùn)用任務(wù)型教學(xué)途徑，將所要學(xué)習(xí)的新知識(shí)隱含在一個(gè)或幾個(gè)問(wèn)題之中，學(xué)生通過(guò)對(duì)所提的任務(wù)進(jìn)行分析、討論，并在老師的指導(dǎo)、幫助下找出解決問(wèn)題的方法，最后通過(guò)任務(wù)的完成而實(shí)現(xiàn)對(duì)所學(xué)知識(shí)的意義建構(gòu)。
英語(yǔ)課堂設(shè)計(jì)采用“P—T—P”自主學(xué)習(xí)立體模式。這種學(xué)習(xí)模式分Pre-task，Task-cycle，Post-task三個(gè)步驟。Pre-task:是引入話題的過(guò)程。在這個(gè)過(guò)程里，學(xué)生的認(rèn)知處于主動(dòng)狀態(tài)，有完成任務(wù)的強(qiáng)烈愿望。而教師是學(xué)習(xí)的組織者、促進(jìn)者；這是一個(gè)善導(dǎo)、激趣的過(guò)程。Task-cycle:是任務(wù)的完成過(guò)程。在這個(gè)過(guò)程里，學(xué)生運(yùn)用體驗(yàn)、參與、合作、實(shí)踐、交流、探究等方式進(jìn)行自主學(xué)習(xí)、合作學(xué)習(xí)，發(fā)展聽(tīng)、說(shuō)、讀、綜合英語(yǔ)技能。教師是指導(dǎo)者、幫助者、參與者、合作者；這是一個(gè)引思的過(guò)程。Post-task:是展示成果，交流成果的過(guò)程。在這個(gè)過(guò)程里，學(xué)生會(huì)體驗(yàn)到成功和喜悅，能夠認(rèn)識(shí)自己、樹(shù)立自信。而教師是評(píng)價(jià)者、總結(jié)者；總結(jié)教學(xué)中的成功與不足；發(fā)現(xiàn)學(xué)生學(xué)習(xí)中的問(wèn)題和不足?！網(wǎng)WW.277433.COm 正能量句子】

五．教學(xué)過(guò)程
整個(gè)教學(xué)包括三個(gè)步驟。第一個(gè)步驟Pre-task引入話題
在說(shuō)完“Classbegins”,學(xué)生起立之后，不說(shuō)”Sitdown,please.”而是給學(xué)生一個(gè)“請(qǐng)坐”的手勢(shì)。然后，問(wèn)學(xué)生一個(gè)問(wèn)題：“你是怎樣知道我的意思的?”。學(xué)生自然回答“手勢(shì)”。借此機(jī)會(huì)給學(xué)生留下第一個(gè)任務(wù)：在我們的日常生活中，我們可以通過(guò)那些方式進(jìn)行交流？
★Task1:Inoureverydaylife,bywhichwayscanwecommunicatewitheachother?
然后通過(guò)展示圖片給出線索，使學(xué)生在視覺(jué)和聽(tīng)覺(jué)上受到刺激，自然導(dǎo)入本課主題——身勢(shì)語(yǔ)，而且同時(shí)也激發(fā)了學(xué)生獲取更多信息的欲望。
第二個(gè)步驟是Task-cycle完成任務(wù)過(guò)程。首先，給學(xué)生下達(dá)第二個(gè)任務(wù)，討論以下三個(gè)問(wèn)題：
★task2:Discussthefollowingthreequestions:
●Canyouguesswhatsomeoneisthinkingorfeelingbylookingathisorherbodylanguage?
●Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?
●Howdoyoucommunicatethefollowingwithbodylanguage?
Thankyou!No.Yes.Idon’tknow.Comehere!
經(jīng)過(guò)這三個(gè)問(wèn)題的討論會(huì)使學(xué)生置身于“身勢(shì)語(yǔ)”之中，增添了實(shí)效性與可操作性。接著提問(wèn):“你們想更多了解身勢(shì)語(yǔ)嗎？”以引入正文。
●Doyouwanttoknowmoreaboutbodylanguage?
然后進(jìn)行Skimming訓(xùn)練，給學(xué)生下達(dá)第3個(gè)任務(wù)：找出每段的中心大意。
★task3:Findoutthemainideaofeachparagraph.
Mainidea:
Paragraph1:Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.
Paragraph2:Bodylanguagevariesfromculturetoculture.
Paragraph3:Thesamebodylanguagehasdifferentmeaningsinsomedifferentcountries.
Paragraph4:Somegesturesareuniversal.
Paragraph5:Smileisthebestexampleofuniversallyunderstoodbodylanguage.
這個(gè)步驟不但可以訓(xùn)練學(xué)生的略讀技能，而且可以使學(xué)生知曉本文涉及了身勢(shì)語(yǔ)的哪幾個(gè)方面，使學(xué)生對(duì)文章的脈絡(luò)更清晰，為下一步找出細(xì)節(jié)作好鋪墊。接著給學(xué)生下達(dá)第4個(gè)任務(wù)：仔細(xì)讀文章，回答下列細(xì)節(jié)問(wèn)題。
★task4:Readthepassageagainandfinishansweringthefollowingquestions:
●Findoutthedifferentmeaningsofeyecontact,OK,thumpsup,”crazy”gesture.
●Howtogreeteachother?
●Howtoexpress“Iamtired.”“Iamfull.”“Iamhungry.”
●Whatcansmilehelpus?
這一步驟可以訓(xùn)練學(xué)生的查讀技巧，并且?guī)椭鷮W(xué)生理解文章的細(xì)節(jié)部分。在幫助學(xué)生理清文章的線索的過(guò)程中，仍須處理以下問(wèn)題：
●Whichofthefollowingwordsissimilarto“vary”?
A.changeB.bethesameasC.besimilarto
●What’stheChinesemeaningfortheword“disrespectful”inParagraph?
A尊敬的B尊敬C無(wú)禮的
這兩個(gè)問(wèn)題可以幫助學(xué)生更好地通過(guò)構(gòu)詞法和上下文猜測(cè)詞義，訓(xùn)練學(xué)生的猜詞技巧。
完成以上的任務(wù)，學(xué)生對(duì)于文章的脈絡(luò)以及細(xì)節(jié)都以有了深刻的了解。此時(shí)是發(fā)揮學(xué)生想象力以及考查他們課前準(zhǔn)備的時(shí)候了。讓學(xué)生做手勢(shì)并讓其他學(xué)生用英語(yǔ)猜測(cè)其含義以及在什么場(chǎng)合能用到這些手勢(shì)。這個(gè)任務(wù)可以提高學(xué)生的英語(yǔ)思維能力和表達(dá)能力。然后給學(xué)生下達(dá)第5個(gè)任務(wù)：角色表演：
★task5:Roleplay
每4人一組，編一個(gè)短劇，要求表演的學(xué)生適當(dāng)加上身勢(shì)語(yǔ)和表情。表演完后進(jìn)行評(píng)價(jià)：評(píng)價(jià)包括自評(píng)和互評(píng)，評(píng)價(jià)內(nèi)容包括：語(yǔ)言、眼神、面部表情以及身體姿勢(shì)。滿分20各項(xiàng)均4分。這個(gè)任務(wù)可以讓學(xué)生在真實(shí)的情境中體驗(yàn)“身勢(shì)語(yǔ)”，讓閱讀與交際相輔相成，而且有利于培養(yǎng)學(xué)生與他人合作的能力。在表演中可能會(huì)有學(xué)生作出與其語(yǔ)言不一致的身勢(shì)語(yǔ)或表情。如果沒(méi)有的話，就放一段這樣的錄象，然后問(wèn)學(xué)生一個(gè)問(wèn)題：有時(shí)我們說(shuō)一樣，但我們的身勢(shì)語(yǔ)說(shuō)的卻是另一樣。為什么會(huì)發(fā)生這樣的事？你能舉出一些例子嗎？
Sometimeswesayonethingbutbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyexamples?
將這個(gè)話題引入課堂中，是對(duì)本課話題的進(jìn)一步的延伸；通過(guò)引導(dǎo)學(xué)生積極關(guān)注身邊發(fā)生的事，拓展視野。
第三個(gè)步驟post-task給學(xué)生下達(dá)第6個(gè)任務(wù)：下課以后，讓學(xué)生通過(guò)因特網(wǎng)、英語(yǔ)書(shū)、新聞報(bào)紙尋找更多的關(guān)于“身勢(shì)語(yǔ)”的信息。在下一堂課，用對(duì)話、演講、短劇等形式告訴其他學(xué)生。
★task6:Findmoreinformationabout“bodylanguage”.(Groupwork)
(Studentsareaskedtofindmoreinformationrelatedto“bodylanguage”byInternet,Englishbooksandnewspaper.Thenshowthemtotheclassthenextlessoninformofdialogue,speech,shortplay,etc.)
這個(gè)任務(wù)可以培養(yǎng)學(xué)生課外探究學(xué)習(xí)的能力和合作精神；讓學(xué)生以演講、短劇等多種形式展示成果，有利于發(fā)揮學(xué)生自主學(xué)習(xí)語(yǔ)言的能動(dòng)性。
六教學(xué)反思
本節(jié)課英語(yǔ)教學(xué)中以問(wèn)題為線索，采用“任務(wù)驅(qū)動(dòng)”方法，通過(guò)略讀、掃讀、猜詞等訓(xùn)練，培養(yǎng)學(xué)生的閱讀能力。我在這節(jié)課中安排了學(xué)生的個(gè)人探索、合作學(xué)習(xí)、表演等各種形式來(lái)激發(fā)學(xué)生學(xué)習(xí)的興趣，學(xué)生在教師的指導(dǎo)下，通過(guò)感知、體驗(yàn)、實(shí)踐，參與和合作等方式，實(shí)現(xiàn)任務(wù)的目標(biāo)，自主搜索與身勢(shì)語(yǔ)相關(guān)的信息資料，然后以個(gè)人探究和合作學(xué)習(xí)相結(jié)合，并以各種的形式展示交流成果，感受成功。在學(xué)習(xí)過(guò)程中進(jìn)行情感和策略調(diào)整，形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。通過(guò)課后利用網(wǎng)絡(luò)、報(bào)紙、雜志等渠道尋找有關(guān)身勢(shì)語(yǔ)的更多信息這一形式引發(fā)學(xué)生對(duì)身勢(shì)語(yǔ)的深入思考，進(jìn)一步深化主題。

相關(guān)知識(shí)

Unit 4 Body language第二節(jié)教案

Book 4 unit 4 Body language第一課時(shí)教案

Unit 4 Body language 教案

Unit 4 Body language教案

一位優(yōu)秀的教師不打無(wú)準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來(lái)，幫助授課經(jīng)驗(yàn)少的高中教師教學(xué)。那么一篇好的高中教案要怎么才能寫好呢？下面是小編為大家整理的“Unit 4 Body language教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！

Unit4Bodylanguage教案
Unit4Bodylanguage(6.3-6.13)
課型設(shè)計(jì)與課時(shí)分配
1stperiodwarmingup(6.3-6.4)
2ndperiodReading(I)(6.5)
3rdperiodReading（II）(6.9)
4thperiodLanguageStudy(6.10-6.11)
5thperiodListening(6.12)
6thperiodWriting(6.13)
Ⅳ．分課時(shí)教案

TheFirstPeriodwarmingup
Teachinggoals教學(xué)目標(biāo)
1.TargetLanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重點(diǎn)句型或交際用語(yǔ)
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals學(xué)能目標(biāo)
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教學(xué)重點(diǎn)
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教學(xué)難點(diǎn)
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教學(xué)方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具準(zhǔn)備
Acomputer,aprojectorandsomepictures.
Teachingproceduresbecheerful.
AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.
AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.
Tearscomingoutofhiseyes.Heisverysad.
AllsmilesonherfaceSheisveryhappy.
WavingtheirhandsTheyarewavinggoodbyetopeoplearound.
AhandstretchedoutforwardwithstrengthHeisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.
T:Whataretheactionsoftheabovegestures?Whatdotheymean?
S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.
S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.
S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.
S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.
S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.
S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.
S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.
S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.
T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.

StepⅢPractice
T:LookatPage25.
Whatarethesepeoplecommunicating?

StepⅣTimeforFun
T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?
Ss:Yes.That’sfunny!
T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.
Ss:Allright.
S1:Whatareyoulikelytodoifitrains?
(Actions)S2:readsabook;
S3:putsonaraincoat;
S4:cleansthehouse.
S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.
S3:Whatareyoulikelytodoiftheriverfloods?
(Actions)S1:runsawayasfastashecan;
S2:helpstheyoungeroreldertoescapeassoonaspossible;
S4:climbsontoatree.
S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.
S2:Whatareyoulikelytodoifthehousecatchesfire?
(Actions)S1:fetchessomewater;
S3:triestoputitoutwithblooms;
S4:runsawayasquicklyashecan.
S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.
S4:Whatareyoulikelytodoifyoumeetwithafiercedog?
(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;
S3:triestoscareitawaywithsmallstones;
S4:runsawayasquicklyaspossible.
S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.
T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.

StepVRolePlay(SpeakingtaskonP67)
T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.

Homework
1.Teamwork:Discusstheimportanceofbodylanguage.
2.GoovertheReading:
1)Communication:NoProblem?
2)Showingourfeeling.
T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?

ThesecondperiodReading
TheSecondPeriodReading(I)
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.詞匯和短語(yǔ)
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重點(diǎn)句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教學(xué)重點(diǎn)
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教學(xué)難點(diǎn)
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教學(xué)方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
TeachingproceduresI’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?
S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.
T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?
S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto
LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.
T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.
StepⅢWhile-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(para.2and3)
Examplesoflearnedorcultural“bodylanguage”.
Part3.(para.4)
Differentpeopleshavedifferentbodylanguages.
Part4.(para.5)
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).
?Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.
?Mostpeoplearoundtheworldnowgreeteachotherbykissing.
?Japanesewillbowtoothersasgreeting.
?PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.
?Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.

StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?
HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.
5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?
Studentswillgivetheirownanswers.
StepⅤHomework
1.Getreadytoretellthetextinyourownwords.

TheThirdPeriodReading(II)
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.詞匯和短語(yǔ)
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重點(diǎn)句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals學(xué)能目標(biāo)
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教學(xué)重點(diǎn)
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教學(xué)難點(diǎn)
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教學(xué)方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
TeachingprocedurestheJapanesecoveronhandwiththeotherandbowslightlyorquitelow,dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfacesandbowtheirheads;Muslimswilltouchtheirheart,mouthandforeheadtoshowrespect.
S6:NowyoungpeopleintheWestgiveeachotherthe“highfive”whentheyclapeachother’shandsintheair.
S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostallcultures,tosmileandshowanopenrighthandisthemostcommonwaytoshowthegoodwillgreeting.
T:Iammorethanhappytohearyoucangetsomuchinformationfromthepassagewhenyoudothereading!Nowlet’sactoutsomeofthegesturesinthereadingmaterial,OK?
Somestudentsareaskedtoactoutthebodylanguagewhichappearsinthereadingtextis:TheOpenHand-AUniversalSign,suchasahandshake,thetraditionalgreetingsinChina,theJapanesewaytogreetpeople,thewaysHindupeopleandMuslimsusetogreetpeople,andthewayyoungpeopleintheWestusenow.
Severalminuteslater.
T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.
S8:Itcanbedangeroustomeetpeopleyoudonotknow.
S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.
S11:Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.
S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.

Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.

TheFourthPeriodGrammar
StructureStudy
一:V-ing形式由“do＋ing”構(gòu)成,其否定形式是“notdoing”,V-ing可以帶賓語(yǔ)或狀語(yǔ)構(gòu)成V-ing短語(yǔ),沒(méi)有人稱和數(shù)的變化,但有時(shí)態(tài)和語(yǔ)態(tài)的變化。
V-ing形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。
1.作定語(yǔ)
V-ing形式可以單獨(dú)充當(dāng)名詞的前置修飾語(yǔ),這時(shí)有兩種情況。
1)-ing形式表示“供作......之用”的意思,這類作定語(yǔ)的-ing形式過(guò)去叫動(dòng)名詞。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,過(guò)去叫現(xiàn)在分詞
Asleepingchild
workingpeople
therisingsun
-ing形式短語(yǔ)作定語(yǔ)時(shí)一般放在它所修飾的名詞之后,相當(dāng)于一個(gè)定語(yǔ)從句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作狀語(yǔ)
可以表示時(shí)間,原因,結(jié)果,條件,行為方式或伴隨動(dòng)作等。
AttentionPlease
-ing形式作狀語(yǔ)時(shí),它的邏輯主語(yǔ)必須與主句的主語(yǔ)是一致的。
Timepermitting,Iwillpayavisittothewholecity.
(分詞的邏輯主語(yǔ)是time,而句子的主語(yǔ)是I,兩者不構(gòu)成主謂關(guān)系,所以只能用獨(dú)立主格結(jié)構(gòu),也就是給現(xiàn)在分詞補(bǔ)充一個(gè)主語(yǔ)。)

Homework
Do“UsingStructures”onPage64.

ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.

ThesixthperiodWriting
LookthroughthisunitandotherresourcesforexamplesofthedifferencesinChineseandwesternbodylanguage.Notethemdown.Writeareportinwhichyoudiscussthedifferencesyouhavefound.Focusontheonesyoufindunusual,funny,ordifficulttounderstand.
Answers:Teacher’sbookp65.