教學設計1.教學目標(1)知識目標：學生能掌握下列重點單詞和短語的意義和用法：greet,represent,approach,expression,defend,misunderstand,adult,cheek,major,likely,ingeneral。能夠表達一些Bodylanguage.(2)能力目標：學生能掌握基本的閱讀理解方法：速讀，尋讀，歸納中心和查找細節。(3)情感目標：學生了解不同國家和文化的身勢語，激發學生學習這種語言的興趣。2.教學重點和難點(1)培養學生的閱讀策略和技巧，讓學生了解文章的細節知識和文章結構。(2)讓學生合適地使用不同的身勢語。(3)課文中現在分詞作定語和狀語的長難句。3.教學策略(1)通過先自主學習，再小組合作討論，最后輔以精要講解和反饋練習。(2)閱讀能力方面：采用速讀，瀏覽，細讀等閱讀方法。(3)利用教學目標（任務）導引方法。4.教學設備：多媒體和其他教具。5.教學過程Step1.Leadin(1)Theteachershowsaquestiononscreen：Howcanwecommunicatewithotherswhenwecan’tspeak?Thenaskastudenttoanswer.設計說明：引出本單元的話題。(2)Theteachershowssomepicturesonscreenofsomebodylanguageandasksomestudentstoguessanddiscussthemeaningtheystandfor.設計說明：引出本節課的題目。Step2.Fastreading1.Gothroughthepassagequicklyandfindoutthemainideaofeachparagraph.·Matchthemainideaofeachpara.withlines.A.Otherexamplesofdifferentgreetingbodylanguage.B.Differentpeoplehavedifferentbodylanguage.C.Summaryofbodylanguage.D.Meetthevisitorsattheairport.E.Examplesofdifferentgreetingbodylanguage.2.Trytowritedownthemainideaofthetext.Thetextismainlyaboutdifferent_____________indifferentcountries.Inordertoavoiddifficultiesintoday’sworldofculturalcrossroads,weshould___________________________.設計說明：通過這個題目的練習，讓學生掌握速讀，先對文章段落大意有一個了解。然后再去歸納中心思想。Step3.CarefulreadingReadPara.1anddecideifthefollowingstatementsaretrue(T)orfalse(F).(1)Yesterday,anotherstudentandI,representingouruniversity'sstudentassociation,wenttotheCapital(2)Afteranhourofwaitingfortheirflighttoarrive,Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.()Read&3andmatchthepeoplewiththeirwaysofgreetingTonyGarcia(Columbia)A.shakeshandsandkissesotherstwiceoneachcheekAhmedAzizB.Bows(Jordan)AkiraNagata(Japan)C.shakeshandsGeorgeCook(Canada)D.approachesotherscloselyandtouchestheirshoulderandkissesthemonthecheekDarleneCoulon(France)E.standquiteclosetoothermenbutwillusuallynottouchwomen.ReadPara.4&5anddecidewhetherthefollowingstatementsaretrue(T)orfalse(F).(1)Allculturesdon’tgreeteachotherthesameway.()(2)Fromthepassagewecanseewesternculturesarebetterthaneasterncultures. ()(3)It’snecessarytostudybodylanguagebecauseithelpsustogetbetterunderstandingamongpeoplefromdifferentcultures.()(4)Onlyasmallnumberofpeoplegreetbyshakinghands.()設計說明：通過這些題目的練習，讓學生掌握文章的細節內容和閱讀理解的細節題目的解題方法。LanguagePoints1.approachvi.&vt.向……靠近；n.靠近;方法，步驟（后常跟介詞to）即時練習(1)WhenI____________(approach)thedog,itranawayatonce.(2)Canyoucomeupwithagoodapproachofsolvingthisproblem?(單句改錯）2.likelyadj.可能的；有希望的belikelytodo很可能……；有希望……(主語既可以是人，也可以是物）Itislikelythat...很可能……即時練習(1)Sheisthemost_________girltowintheprize.(2)It’slikelythathewillsucceed.(句型轉換）=____________________________3.Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternational…...representing是現在分詞(非謂語）作定語，相當于定語從句：whorepresented….，謂語是went。即時練習(1)Mr.Wang,whotaughtusEnglishbefore,retiredlastweek.(把劃線部分變為非謂語）_____________(2)Thegirl__________(study)intheclassroomismysister.(用非謂語填空）4.Istoodforaminutewatchingthemandthenwenttogreetthem.watching是現在分詞(非謂語）作伴隨狀語，表示watch和stood同時發生，謂語動詞是stood和went。即時練習(1)Theboystoodthereandcried.(把劃線部分變為非謂語）Theboystoodthere_________.(2)Theboyissittingbeforethecomputer__________(play)games.(用非謂語填空）設計說明：通過這些題目的練習，讓學生掌握課文中的重點單詞，短語和長難句，促進對文章細節的理解。Step4.Consolidation閱讀下面材料，在空白處填入適當的內容（1個單詞）或括號內單詞的正確形式。Yesterday,anotherstudentandI,(1)___________(represent)ouruniversity’sstudentassociation,wenttomeetthisyear’sinternationalstudents.Afterhalfanhourof(2)_______(wait),Isawseveralyoungpeopleenterthewaitingarealookingaround(3)___________(curious).Iwentforwardtomeet(4)_______(their).Afterbeingintroduced,theygreetedeachotherindifferentways,(5)__________(cause)someculturalmistakes.AsIgettoknowmoreinternationalfriends,Ilearnmoreaboutthis(6)__________(culture)bodylanguage.Peoplecommunicatenotonlywith(7)_________(speak)language,butalsothroughphysicaldistance,actionsorposture.Theseactionsaresimplywaysin(8)__________cultureshavedeveloped.(9)__________general,studyinginternationalcustomscancertainlyhelpavoid(10)__________(difficult)intoday’sworldofculturalcrossroads.Correctthemistakesinthesentences.1.Istoodforaminutewatchedthemandthenwenttogreetthem.2.Juliasteppedbackappearingsurprising.3.AkiraNagatafromJapancameinsmiled.4.Mostpeoplearoundtheworldnowgreeteachotherbyshakehands.5.Theseactionarenotgoodorbad.Step5.FreetalkAfterdiscussingwithyourdeskmate,thinkoutthebodylanguageyouknowandactitout.Asksomepairstoperforminfrontoftheclass.設計說明：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。這個環節師生互動、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。Step6.SummaryWhathavewelearnedinth