1、Unit 4 Body Language Reading "Communication:No problem?" 教學設計正寧一中 馮振華 一、Type：ReadingBody Language is a narrative description，which mainly deals with different body language in different culture. As we know, body language is a kind of language that can be used to express ones innermost feel

2、ings 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 the

3、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 abilit

4、y.3、 Teaching aims【Knowledge goal】To help the students understand that body language is cross-cultural.To help the students understand the differences among body language in different countries. （2）【Ability goal】To help the students understand the passage and get the main idea and specific informati

5、on,thus the reading skills will be developed.To help the students express their ideas and opinions freely.To cultivate the studentspragmatic ability of trans-cultural communication in authentic language environment.（3）【Emotional goal】To help the students learn and respect cultures in different count

6、ries.To develop the students international cooperation and their awareness of trans-culture.三、Teaching difficulties and important points（1）Teaching important pointsTo help the ss learn and use common body language properly in their communication；To get the main idea of the text and some key informat

7、ion.（2）Teaching difficulties To cultivate the students reading skillsTo help the students learn some cultural misunderstanding caused by body language in different situations.4、 Teaching methodTask-based method & Communicative-cooperation method五、Teaching aidsPPT Project Blackboard Chalk 六、Teach

8、ing 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 interest in the topic, at the very beginning of the class,the teacher us

9、es the students familiar gestures (ok, quiet, stop, great) to lead in the topic and asks some students to guess the meaning of each picture. Then the teacher asks some students to perform some body language, thus the atmosphere in the class is lively. At last,the teacher asks the ss: “What is body l

10、anguage?” 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 and so on , aiming at improving ss reading comprehension ability and oral English ab

11、ility.（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 each gesture.(2)The teacher asks some pairs of students to come to the blackboard to perform some body

12、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 contact: Wide-eyed, wink, roll eyes, etcInstructions：通過學生熟悉的手勢導入本課，讓學生倍感親切，很自然地過渡到本課的話題

13、。接下來的學生身勢語現場表演和學生分組競猜，極大活躍了課堂氣勢，充分地調動了學生的學習興趣。甚至平時的一些英語學困生也深受感染，有了表現的機會 ，從而積極地投入到課堂活動中。最后讓學生自己總結什么是身勢語。這一過程既能體現本單元的主題，讓學生通過親身體驗對身勢語有一定的認識，了解口頭語與身勢語的聯系激發他們的興趣，同時有助于鍛煉學生的口語，使學生在愉快的氣氛中學習。Step 2. Pre-ReadingDiscuss with the partner:1.What do you think of the purpose of language?2. How can you communicat

14、e with someone if you cannot speak? Give an example.3. How many ways can you think of to greet someone if you cannot speak?Instructions：在導入本課話題后，通過分組討論上面三個問題，讓學生思考語言的目的，同時也了解到溝通的方式多種多樣，有文字、語言甚至無聲的語“身勢語”，不說話也能表情達意。Step 3. While-Reading1. Skimming: Look through the passage , and complete the following

15、 tasks:(1)What is the main idea of the text?This text mainly talks about that different _countries_have different _body_language.(2)What's the main idea for each part?Part1. The author was sent to meet this year's international students.Part2. People from different countries have different b

16、ody language.Part 3.Summary of body language. Instructions：讓學生在限定時間內快速閱讀文，研究文章的結構關系，總結出全文的主題思想并找出每部分的主題句。注意提醒學生對他們不認識的生詞不要急于查后面的單詞表，而要根據上下文或者構詞法等原則進行猜測，提高猜詞的能力。這一環節要求學生在較短的時間內通過快速瀏覽文章尋找主題句或歸納段落的中心意思，目的是引導學生運用略讀技巧尋找主題句、抓住段落的中心意思，以此初步了解文章的主要內容。2. Scanning：（1）Read the whole passage quickly and answer t

17、he following questions.1. Where are the international students going to study?2. How many international students are mentioned in the passage?3. Do all students greet each other in the same way ?（2）Careful readingRead Para.1 again and fill in the following blanks.Time: _ People: _ Place: _What to do

18、: _ （3）Read Para.2 again and Find out the two cultural mistakes in it. He approached Julia, _ The first Tony Garcia _ _ and _ her (Columbia ) on the _. mistake She _ _appearing Julia Smith _ and put up her hands, Britain) as if _ _.The second George Cook He _ his hand _ to the (Canada ) Japanese stu

19、dent. mistake Akira Nagata He_ so his nose_(Japan) Georges_ _. Instructions：這個環節要求學生仔細閱讀文章，捕捉文章細節，并完成上面的表格。學生通過完成上述表格，更深入地了解到來自不同國家和地區的人在進行問候時的不同方式，能使學生在今后的日常生活、學習、工作和交往中盡量減少或避免運用“體態語”時可能產生的誤解。同時學生掌握了細節理解題和推理判斷題的基本方法，即在了解文章大意的前提下，先用尋讀法找出與問題相關的詞語或句子，再細讀相關部分，找到問題的答案或挖掘文中的深層含義。Step 4. Post-Reading（1）Co

20、mprehending： 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 other by shaking hands . ( )3.Japanese will bow to others as greeting. ( )4. People from Jordan will shake ha

21、nds with a woman as she introduces herself to them. ( )5. Body language in some countries is good while some in others is bad. ( )（2）Work in groups and discuss:What can you learn from this passage? Instructions：學生通過閱讀和討論對文章有了深層的理解，同時對身勢語這個話題更加熟悉。在此基礎上，設計上述問題，引發學生思考，讓學生了解并尊重異國文化，培養學生的跨文化意識。這個環節在有趣的話題激勵下，師生互動、生生互動，訓練了學生的口語表達能力，促使他們把所學的知識和技能轉化為運用英語的能力。Step 5. Summar