高二英語(yǔ)必修4Unit4Bodylanguage

I.單元教學(xué)目標(biāo)

技能目標(biāo)SkillGoals

Talkaboutbodylanguage:culturaldifferencesandinterculturalcommunication

Practisetalkingaboutprohibition&warningaswellasobligation

Learntousethe-ingformastheAttribute&Adverbial

Learntowriteadiarythatshowingtheobservationofhowbodylanguagehelps

incommunication

II.目標(biāo)語(yǔ)言

Talkaboutbodylanguage

Whatisthepurposeoflanguage?

Whatdoyouthink'bodylanguagemeans?

Howcanyoutellifsomeoneissadorhappyeveniftheydonotspeak?

功Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyoui*

language?

能Whydoweneedtostudybodylanguage?

Talkaboutculturaldifferences&interculturalcommunication

句WhatdoBritishpeopleoftendowhentheymeetstrangers?

WhatdoFrenchpeopleoftendowhentheymeetpeopletheyknow?

式Whyshouldwebecarefillaboutourownbodylanguage?

Whyisitimportanttowatchothersaswellaslistentothem?

1.四會(huì)詞匯

Represent,association,canteen,dormitory;flight,curious,approach,inajor,

詞misunderstand,dash,adult,crossroad

2.認(rèn)讀詞匯

匯unspoken,,Jordan

3.詞組

belikelyto,ingeneral,notall,turnone'sbackto,losefoce

4.重點(diǎn)詞匯

represent,introduce,approach,touch,express,nod,avoid,misunderstand,

punish,general,curious,similar,expression,agreement,gesture,action

The-ingformastheattribute&&adverbial

Findingoutinthereadingtextsentenceswithpresentparticiple(s)usedasthe

attributeoradverbial.

1.The-ingformastheattribute

語(yǔ)Theyarevisitorscomingfromseveralothercountries,...

法HisnosetouchesMr.Cook'smovinghand,...

Thisisanexcitingexperienceforyou,...

2.The-ingformastheadverbial

...soyoustandwatchingandlistening.

Fourpeopleenterlookingaroundinacuriousway.

Youseeherstepbackappearingsurprised,andtakeafewstepsawayfromMr.

Garcia.

ThevisitorfromJapancomesinsmilingatthesametimeasGeorgeCookfrom

Canada.

in.教材分析和教材重組

i.教材分析

本單元以BodyLanguage"體態(tài)語(yǔ)”為中心話(huà)題，具體涉及什么是“體態(tài)語(yǔ)”，如

何理解，體態(tài)語(yǔ)”，以及“體態(tài)語(yǔ)”的跨文化性等。本單元的語(yǔ)言技能和語(yǔ)言知識(shí)也都

是圍繞“體態(tài)語(yǔ)”這一中心話(huà)題設(shè)計(jì)的，旨在通過(guò)單元教學(xué)，用聽(tīng)、說(shuō)、讀、寫(xiě)、做

（表演）等多種形式，讓學(xué)生正確認(rèn)識(shí)和掌握“體態(tài)語(yǔ)''在交際中的作用和意義，使學(xué)

生明確“體態(tài)語(yǔ)”在人類(lèi)交際中的重要性，了解“體態(tài)語(yǔ)”在不同民族、不同文化交際

中的多樣性；使學(xué)生在今后的日常生活、學(xué)習(xí)、工作和交往中盡量減少或避免運(yùn)用

“體態(tài)語(yǔ)”時(shí)可能產(chǎn)生的誤解，提高他們的，吾言交際”能力和“非語(yǔ)言交際”能力。

1.1WARMINGUP以列表對(duì)比（填充及增補(bǔ)）的形式，并通過(guò)WARMINGUP

的活動(dòng)，讓學(xué)生了解有聲語(yǔ)言與“體態(tài)語(yǔ)”的對(duì)應(yīng)關(guān)系，了解語(yǔ)言意義與行為意義

（“體態(tài)語(yǔ)”）在交際中具有同等重要的作用。同時(shí)，學(xué)生在聽(tīng)、說(shuō)、做（即表演“體

態(tài)語(yǔ)”的動(dòng)作）中能夠增進(jìn)對(duì)語(yǔ)言交際的感性認(rèn)識(shí)，為他們?cè)陂喿x過(guò)程中上升到對(duì)

語(yǔ)言交際的理性認(rèn)識(shí)打下基礎(chǔ)。

1.2PRE-READING通過(guò)提供三個(gè)關(guān)于不同文化背景下“體態(tài)語(yǔ)”的問(wèn)題，啟發(fā)學(xué)

生思考我們所學(xué)習(xí)的，吾言”的目的、形式、功能。通過(guò)引導(dǎo)學(xué)生聯(lián)系自己日常生活

的實(shí)際，提高學(xué)生努力學(xué)習(xí)英語(yǔ)的積極性和自覺(jué)性；同時(shí)培養(yǎng)學(xué)生留心社會(huì)、關(guān)注

生活的洞察力，為引導(dǎo)學(xué)生進(jìn)一步“閱讀”作好準(zhǔn)備。

1.3READING是一篇介紹性（記敘文）體裁的文章，主要介紹了各種文化背景

下的"體態(tài)語(yǔ)''的異同，為學(xué)生提供了來(lái)自不同國(guó)度、不同語(yǔ)言文化背景的“體態(tài)語(yǔ)”

及其在交際中的異同和影響的具體例證。學(xué)生也可以結(jié)合自己在語(yǔ)言交際中所遇到

的實(shí)際例子來(lái)進(jìn)一步理解“交際，毫無(wú)問(wèn)題可言嗎？”這一主題。

1.4COMPREHENDING包括八個(gè)問(wèn)題（前5個(gè)旨在檢查學(xué)生對(duì)閱讀材料細(xì)節(jié)的

理解，6~7旨在引導(dǎo)學(xué)生對(duì)“體態(tài)語(yǔ)”的意義及文化差異的思考，第8個(gè)檢查學(xué)生能

否通過(guò)細(xì)節(jié)進(jìn)行推理判斷），通過(guò)對(duì)來(lái)自不同國(guó)度、不同語(yǔ)言文化背景的六個(gè)角色

對(duì)待男女不同性別所使用的“體態(tài)語(yǔ)”異同的（學(xué)生在老師指導(dǎo)下的自我或小組討論

后的）歸納，進(jìn)一步熟悉和掌握“體態(tài)語(yǔ)’在不同語(yǔ)言文化交際中的作用和意義。

1.5LEARNINGABOUTLANGUAGE分詞匯和語(yǔ)法兩部分。詞匯部分由“本單

元重點(diǎn)詞匯英文釋義”，“詞語(yǔ)填空”和‘洞性變換”三項(xiàng)內(nèi)容構(gòu)成，語(yǔ)法部分由兩大

方面組成：一是讓學(xué)生自己通過(guò)在課文中尋找相關(guān)語(yǔ)法的句子并按其語(yǔ)法功能分

類(lèi)，二是根據(jù)學(xué)生的認(rèn)知規(guī)律安排該語(yǔ)法項(xiàng)目的練習(xí)讓學(xué)生進(jìn)行操練。整個(gè)項(xiàng)目通

過(guò)三個(gè)練習(xí)和一個(gè)游戲，以及語(yǔ)法結(jié)構(gòu)講練，進(jìn)一步鞏固本單元所學(xué)詞匯(尤其是

課文中的黑體字)，學(xué)習(xí)“現(xiàn)在分詞”結(jié)構(gòu)用作定語(yǔ)和狀語(yǔ)，并通過(guò)操練，以收至『‘學(xué)

以致用“、“熟練生巧”的效果。

1.6USINGLANGUAGE通過(guò)增加閱讀篇目，ShowingOurFeelings”來(lái)拓展學(xué)生在

“體態(tài)語(yǔ)面的知識(shí)視野，并通過(guò)“True”or中alse”判斷練習(xí)和問(wèn)題討論，使學(xué)生進(jìn)

一步明確“體態(tài)語(yǔ)7寸人們?cè)谌粘＝浑H中了解對(duì)方情感、思想、態(tài)度等方面所起的作

用。同時(shí)要讓學(xué)生認(rèn)真對(duì)待自己的“體態(tài)語(yǔ)”，并在日常交際中“聽(tīng)其言"(Listento

them)、“觀(guān)其行"(Watchthem)。此外，該部分還通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)四個(gè)方面來(lái)

鞏固本單元所學(xué)內(nèi)容和語(yǔ)言交際項(xiàng)目。

1.7SUMMINGUP師生從話(huà)題、詞匯和結(jié)構(gòu)三個(gè)方面來(lái)共同總結(jié)本單元所學(xué)的

單詞和短語(yǔ)，語(yǔ)言及語(yǔ)法項(xiàng)目，總結(jié)本單元所學(xué)的主要內(nèi)容和收獲。

1.8LEARNINGTIPS建議學(xué)生關(guān)注實(shí)用交際技巧，學(xué)會(huì)“體態(tài)語(yǔ)”；建議學(xué)生在

看英語(yǔ)電影時(shí)或與以英語(yǔ)為母語(yǔ)的人士交談時(shí)，觀(guān)察對(duì)方面部表情和體態(tài)姿勢(shì)，觀(guān)

察對(duì)方的“言”、“行”，進(jìn)而形成有效的口筆頭語(yǔ)言及“體態(tài)語(yǔ)”的交際能力。

2.教材重組

2.1聽(tīng)力:Usinglanguage中的Listening,Workbook中的Listening和ListeningTask

這三部分的任務(wù)及話(huà)題較為接近，將這三個(gè)部分整合在一起上一堂聽(tīng)力課。

2.2口語(yǔ)：Warmingup,Usinglanguage中的ReadingandTalking,Speaking和

Workbook中的Talking,SpeakingTask以及Learningaboutlanguage中的Discovering

usefulwordsandexpressions4,“Playagameingroupoffbur”均緊扣本單元話(huà)題，同

時(shí)涉及到本單元的功能句，教師可指導(dǎo)學(xué)生通過(guò)“說(shuō)”(用英語(yǔ)發(fā)出與“體態(tài)語(yǔ)”相關(guān)

的指令）與“做”（用“體態(tài)語(yǔ)”表達(dá)指令）結(jié)合來(lái)進(jìn)行口語(yǔ)訓(xùn)練，這將是一節(jié)生動(dòng)有

趣的口語(yǔ)課。

2.3精讀：把Pre-reading,Reading和Comprehending三部分整合為一節(jié)閱讀課。

2.4泛讀：把UsingLanguage中的Reading和Workbook中的ReadingTask整合為

一節(jié)拓展學(xué)生視野的泛讀課。

2.5語(yǔ)言學(xué)習(xí)：深入處理Learningaboutlanguage中的Discoveringusefulwordsand

expressions,Discoveringusefulstructures;Workbook中的UsingWordsand

Expressions和UsingStructureSo重點(diǎn)學(xué)習(xí)Discoveringusefulstructures中“-ing（現(xiàn)在

分詞）”在句中做定語(yǔ)和狀語(yǔ)的用法。

2.6語(yǔ)言運(yùn)用：處理UsingLanguage中的ReadingandWriting和Workbook中的

WritingTasko指導(dǎo)學(xué)生寫(xiě)一篇有關(guān)“TheBodyLanguageIKnow”短文，反映其在不

同文化背景、不同語(yǔ)言環(huán)境中的運(yùn)用情況，及所造成的理解上的困難、障礙甚至誤

解等。

3.課型設(shè)計(jì)與課時(shí)分配

1stperiodSpeaking

2ndperiodReading(I)

3rdperiodReading(II)

4thperiodLanguageStudy

5thperiodListening

6thperiodWriting

IV.分課時(shí)教案

TheFirstPeriodSpeaking

leachinggoals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,fecial,expression,agreement,yawn,chest,gesture,adult,

punish

b.重點(diǎn)句型或交際用語(yǔ)

Actoutthefollowingmeanings,please.

PleaseguesswhatImean.

Pleaseshowtheactions,usingbodylanguage.

Nowitisyoui*turntoshowtheaction/gesture.

Pleaseuseeitherspokenwordsorbodylanguagetoexpressyoui*ideas.

Pleaseusebothspokenwordsandbodylanguagetoexpressyoui,ideas.

2.Abilitygoals能力目標(biāo)

a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeans

inagivensituation.

b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituations

giveninthetargetlanguage.

c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbody

language.

3.Learningabilitygoals學(xué)能目標(biāo)

a.Helpthestudentsleamhowtoexpressthemselvesinbodylanguagewhenneeded.

b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.

Teachingimportantpoints教學(xué)重點(diǎn)

a.leachthestudentshowtounderstandbodylanguageusedindifferentcountriesor

culturesaswellasindifferentoccasions.

b.leachthestudentshowtousebodylanguageinthemostappropriateoccasions.

leachingdifficultpoints教學(xué)難點(diǎn)

a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationso

thatlittleornomisunderstandingmayoccur.

b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebody

language.

leachingmethods教學(xué)方法

a.Individualwork,pairworkandgroupwork.

b.Actingoutbyimitation,inimeorwithgesturesandbodymovement.

leachingaids教具準(zhǔn)備

Aconputei;aprojectorandsomepictures.

leachingprocedui-es&ways教學(xué)過(guò)程與方式

StepILead-in

Theteachershowssomepicturesonscreen.ThesepicturesarefromtheEveningParty

CelebratingthecomingLunarNewYearoftheRoosterof2005.

Ss:Yes,ThousandsofHandsKwan-yin.

T:Butdoyouknowwhosheis?Yes,shewastheleadingdanceroftheprogram.Her

nameislaiLihua（邰麗華）.SheiscalledaFairyofPeachblossom（桃花仙子）by

people.Youknowsheisadeafgirl,butsheisawise,diligent,charmingandenergetic

girl.Shestudiedveryhardandgottwodegreesofbachelorsinuniversity.Shewas

famousasanartistforherwonderfulperformance.Sheisdeafanddumb.Buthowdid

shegetthatgreatachievementandbecameasuccessfulperson?Sheloveslifevery

much.Weshouldlearnfromherspirit.Besidesherhardworking,bodylanguageplaysa

veryimportantpartinherlife.Weareallhealthypeople,sometimeswecanusebody

languagetoexpressourselves.Soweshouldpaymoreattentiontolearningbody

languages.

StepIIIntroduction

T:NowlefsdosomeTPR（TotalPhysicalResponse）activitiestogether,Ihopeyouwill

enjoythemandhaveftinaswell

Touchyourhead/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/

stomach/legs/feet/toes...

Shakeyourhead/arm/hand...

Waveyourarm/hand...

Openyoureyes/arms/mouth...

Closeyoureyes/mouth...

Twistyourwrist/waist.

Crossyoui*arms/fingers.

Nodyourhead.Bowyourhead.

Makeafocetoeachother.

Bend/cry/shout/scream/smile/laugh...

T:Allright.Nowlefsdothemalittlebitdifficult.Let'splayagametogether.Those

whofailtofollowtheruleofthegamewillbedroppedout.Thegameis:'Simonsays”.

Forexample,ifIsay"Simonsays,touchyourhead”,thenyoutouchyourhead.Ifnot,

youshouldn'ttouchyourheadbutremainstill.Clear?Ready?Nowlet'sstart.

3or5minutesforthegame.

T:Ok.It'stimetotakeupthelesson.Pleaselookatthescreen.Lefstakealookatthe

followinggestures:

GestureActionMeaning

AhandshakeYouarewelcome.

b，（

IAclapofhandComeon;becheerftil.

AV-shapeoftheMayyousucceed!

fore-fingerandmiddleOrcongratulationson

fingeryoursuccess!

Ahalf-cfosedhandwithIamnotinfavorofyour

.thumbdownideaorrilhavetorefuse

-

you.

AwrinklingofthebrowSheiswomed.

inthoughtordispleasure

orascowl

TearscomingoutofhisHeisverysad.

eyes.

EL.H

F產(chǎn)FAllsmilesonherfaceSheisveryhappy.

■■r

!

I1

Wavingthen,handsTheyarewavinggoodbye

ptopeoplearound.

31*A

■AhandstretchedoutHeisstoppingatank.

forwardwithstrength

k

PeoplejumpwiththeirTheyarecheeringforthe

Ibothhandsstretchedvictory.

狒openintheair.

T:Whataretheactionsoftheabovegestures?Whatdotheymean?

S4:Thefirstgestureisahandshake,whichmeans'"Ybu'rewelcome”.

S5:Thesecondisahandclap,whichmeans'Comeon^^or“BecheerfuF,orsomething

likethat.

S6:ThethirdoneisaV-shapedpostuieofthefirstfingerandthemiddlefinger,which

suggestsawishfortheotherorotherstosucceed.

S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogives

thisgestureisagainsttheother'sideaorsimplyrefiisestherequest.

S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italso

seemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheis

unhappy.

S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisvery

sadforlosinghisrelativesorsadforhisfailure.

S10:Theseventhisasmilingfece.Itiseasytoseethatsheisveryhappy.

Sil:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewho

arearoundtoseethemoff

S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingto

stopatankfromenteringintohishomeland.

S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewild

withjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfor

then,victory.

T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsin

whichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.If

youwanttoknowmoreaboutit,let'scometoUnit4BodyLanguage.

StepHIPractice

T:LookatPage25.

Whatarethesepeoplecommunicating?

StepIVTimeforFun

T:Nowlefsplayagameingroupsoffour.Onethinksofasituationandaskstheothers

toshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatis

mostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowthe

actionssothatthegamemaygoonforafewrounds.Clear?

Ss:Yes.That'sfunny!

T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthe

situationaslivelyaspossible.Besides,makesui*ethateveryonehasaturn.

Ss:Allright.

S1:Whatareyoulikelytodoifitrains?

(Actions)S2:readsabook;

S3:putsonaraincoat;

S4:cleansthehouse.

S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.

S3:Whatareyoulikelytodoiftheriverfloods?

(Actions)S1:mnsawayaslastashecan;

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.IthinkSIseemsthemostlikely,soweallhavedoneagoodjob.

T:Yes.Icouldn'tagreewithyou.Now,onemoregroup.

StepVRolePlay(SpeakingtaskonP67)

T:Now,there9sstillalittletimeleft.LefscometoSpeakingTaskonPage67.

Homework

1.Teamwork:Discusstheimpoitanceofbodylanguage.

2.GoovertheReading:

1)Communication:NoProblem?

2)Showingourfeeling.

T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefroma

programofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,the

comingLunarNewYearoftheRooster.IthinkthatwasthebestprogramDoyou

rememberthenameofthisprogram?

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,went

totheCapitalInternationalAirporttomeetthisyear'internationalstudents.

...Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.

Shesteppedbackappearingsuiprisedandputupherhands,asifindefence.

2.Abilitygoals能力目標(biāo)

a.Enablethestudentstorealizetheimportanceofbodylanguage.

Whatisthepuiposeoflanguage?

Whatisthepurposeofbodylanguage?

Howcanyoutellifsomeoneissadeveniftheydonotspeak?

Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?

b.Enablethestudentstounderstandthetext.

Wherearethevisitorsfrom?

HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyare

introducedtoeachother?

WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?

Howcanpeopleexpressthemselvesbesidestheii*spokenlanguage?

Doallculturesgreeteachotherthesameway?

DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?

IsahandshakeveiycommoninJapan?

IsakissoftenusedinFrancewhenpeoplemeet?

Whyaretheredifierentkindsofbodylanguage?

c.Enablethestudentstoretellthetextintheii*ownwords.

3.Learningabilitygoals學(xué)能目標(biāo)

Helpthestudentslearnhowtoexplainthecommonidea一"differentcultures,difierent

bodylanguages^^withthetargetlanguageinthisunit.

leachingimportantpoints教學(xué)重點(diǎn)

Howdoesbodylanguagedifferamongpeoplefromdifierentcultures?

Teachingdifficultpoints教學(xué)難點(diǎn)

Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationsh^)

awkwardlybuiltupbetween"you"andtheotherpeopleinthetext,whoaremetbythe

awkwardarrangementofthecompilersofthetextbook,

leachingmethods教學(xué)方法

Skimmingmethod,task-basedmethod,role-playmethod.

leachingaids教具準(zhǔn)備

Arecorder,aprojectorandacomputer.

Teachingprocedures&ways教學(xué)過(guò)程與方式

StepIRevision

Freetalkaboutthetopic:theImportanceofBodyLanguage.Whilethestudentonduty

givesthepresentation,theteachercansimultaneouslyapprovehisorherperformance

byusingthebodylanguagelearnedorfamiliartothestudentssuchasnoddingthehead,

stretchingoutthehandwiththumbup,shruggingtheshoulders,etc.

StepIIPre-reading

T:Ourtextisaboutaspecialmeansofcommunication一BodyLanguage.Nowplease

lookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeof

youwillbeaskedtoreportyoui,work.Areyouclear?

Ss:Yes,sir/madam.

1.Whatisthepurposeoflanguage?

2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?

3.Whatwouldyoudoifyouneedtheother'shelpurgentlywhileyoutwospeak

diflerentlanguages?

4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnot

speakyoui*language.

Afterafewminutes.

T:Nowwho'dliketoanswerthefirstquestion?Volunteer!SI:Letmetry.Thepurpose

oflanguage,ofcourse,istobeusedasatoolofcommunication.Thatis,toexchange

withothersideas,feelings,information,andsoon.

T:Perfect!Bodylanguageisusedanytimeandanywheretoconveypeople'sideas,

feelings,information,andsoonandsoforth.Nextquestion?

S2:Eveniftheydon'tspeak,Icantelliftheyaresadby

lookingattheii*focialexpressions.Fmagoodmind-reader.(Smiling)

S3:Yes,thatisquiteeasy.Justbywatchingtheirfrownedbrows,theirlongfaces,we

knowthattheyareunhappy.

T:Verygood.Wehavegottwo“mindreaders”inourclass;I'msuretherearemore

thantwo!Nowwho'dliketogivetheanswertothethirdquestion?

S4:Letmetry,Sir/MadamI'lltrytousebodylanguagetotelltheotherwhatIneed

urgently,rildoitbymiming,byanyproperposture,orgestures,evenbydrawing

pictures.

T:Youaresmart!Nowwho'dliketodothelastone.Itismorechallenging,right?

S5:rdliketohaveatry,sir.LastsummerIwentonastudytoui,intheStates.WhenI

wasonthewayto

LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportin

Japanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigital

camera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandthenin

English.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitin

bodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.

ThesalesgirlspoketomeinJapanesethistimebutIcouldn'tunderstandawordofit.

SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstanding

andshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandasked

herthepriceofitbydrawingabig'2"intheairwithmyforefinger.Shetookouther

calculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaid

foritandthesalesgirlbowedtomeagainandagain.

T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogood

anexarrpleofbodylanguage.

StepHIWhile-reading

1.Scanning

Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemain

idea.

Part1Para1

YouaresenttoCapitalInternationalAi/porttomeetthisyearsinternationalstudents.

Part2(para.2and3)

Examplesoflearnedorcultural"bodylanguage”.

Part3.(para.4)

Differentpeopleshavedifferentbodylanguages.

Part4.(para.5)

Summaryofbodylanguage.

Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).

?Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.

?Mostpeoplearoundtheworldnowgreeteachotherbykissing.

?Japanesewillbowtoothersasgreeting.

?PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.

?Somebodylanguagesinsomecountriesaregoodwhilesomecountries?bodylanguageare

bad.

StepIVPostreading

1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?

Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswith

theauthor.

2.Whatwerethetwomistakesthattheauthornoticed?

HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfroma

strangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianman

startedtoshakehands,sooneman'snosetouchedtheotherman'shand.

3.Whoseemedtoprefertokeepmorephysicaldistancefiomothers?Whoseemedtoprefercloser

physicaldistance?

TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeep

morephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,

seemedtoprefercloserphysicaldistance.

4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?

Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.

GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,

butAhmedshakeshandsonlywithmen.

5.“WheninRome,doastheRomansdo."Whatdoyouthinkthisfamoussayingmeans?

Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthe

peoplewholiveinthatplace,notourowncustoms.

6.Doyouagreewiththeauthor'sstatementthatbodylanguageisnotgoodorbad?Whyorwhy

not?

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,Junction,atease,loseface,turnone'sbackto,fist,subjective

b.重點(diǎn)句子

Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmore

powerfulthanspokenlanguage.

2.Abilitygoals能力目標(biāo)

a.Enablethestudentstoknowmoreaboutbodylanguage.

Whatisthefunctionofbodylanguage?

Whatisthesimilarityofbodylanguage?

Howcanyouunderstandtheuniversalfacialexpression“smile"?Does"asmile“always

meanthesamething?

Whatisthedifferenceofbodylanguagebetweenvariouscultures?

b.Enablethestudentstounderstandbetterbodylanguage.

Whatistheproperattitudetowardsbodylanguage?

Whatwouldhappenifweknewnothingaboutbodylanguage?

3.Learningabilitygoals學(xué)能目標(biāo)

Howwecan“showourfeelings^^withthebodylanguagelearnedinthisunitorgained

inoursociallife.

leachingimportantpoints教學(xué)重點(diǎn)

Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferent

cultures.

leachingdifficultpoints教學(xué)難點(diǎn)

Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.

leachingmethods教學(xué)方法

Fastreading:dealingwiththe'"true"or"魚(yú)Ise"questions.

Discussion:theimportanceofbodylanguage.

Teachingaids教具準(zhǔn)備

Arecorder,aprojectorandacomputer.

leachingprocedures&ways教學(xué)過(guò)程與方式

1Pre-reading

1.Whatisthefunctionofbodylanguage?

2.Howdoyoufindbodylanguageinoui*dailylife?

3.Howcanthesamebodylanguageexpressdifferentfeelingsorideasindifferent

cultuies?

4.Howcandifferentbodylanguageexpressthesamefeelingorideaindifferent

cultures?

2Fastreading

TUREOFFALSE

1.Bodylanguageisneveraspowerfulasspokenlanguage.

2.Ifyouareangryataperson,youmightturnyourbacktohimorher.

3.Youcanthreatenapersonbyrefusingtospeak.

4.Youshouldnotgreetyournewbossbygivingherorhimahug.

5.Bodylanguageisthesameallovertheworld.

6.Mostpeoplecanunderstandeachotheriftheytry.

Thenaskthestudentstodoitonebyoneandaskthemtoexplainwhysomeofthe

statementsarewrong.

3Furtherreading

T:Wehavejustreadapassageentitled'ShowingOurFeelings”,whichtellsusmore

aboutbodylanguage.Nowlet'sreadanotherpassageintheWorkbookonP66.Thetitle

ofthereadingtextis:TheOpenHand-AUniversalSign.Ybuwillbegiven3minutes

toreadthroughthetextasquicklyasyoucan,tryingtogetasmuchinformationfrom

thetextaspossible.

Ss:Yes,Sir.

T:Whatinformationhaveyougot?

SI:Moreaboutbodylanguage,sir.Wehavelearnedhowpeoplearecommunicatingor

gettingalongwitheachotherbesidesusingspokenlanguage.Wearealsoaskedtothink

aboutsomenewsituationsinwhichwewiDcommunicateinbodylanguage.

S2:Andwehavetothinkaboutthefollowingquestions:Itisknownthatasmileisa

signthatpeoplefeelfriendlyandhappy.Butwehavetoconsider:1.Whatifwedon't

knowwhothenewpersonis?2.Whatifwearenotintroducedbyafriend?3.What

ifwearemeetingastrangerinanunfamiliarplace?

S3:Andthemostimportantofallisthatwehavetomake

surewhetherwecantrustpeoplewedonotknow,andwehavetoshowthatwearenot

dangerous.

S4:Quitetrue.Wehavedifferentwaystoshowourhands-ouropenhands,which

meansthatwearenotarmedandwearefriendly.

S5:Inmanyculturestoday,theWesterncustomofthehandshakeisused.Besidesthis,

traditionally,Chinesegreetothersbycoveringthelefthandwiththerighthandand

bowing;theJapanesecoveronhandwiththeotherandbowslightlyorquitelow,

dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfaces

andbowthen,heads;Muslimswilltouchtheirheart,mouthandforeheadtoshow

respect.

S6:NowyoungpeopleintheWestgiveeachotherthe“highfive“whentheyclapeach

other'shandsintheair.

S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostal