Unit 4 Body Language教案及课堂教学反思

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Unit 4 Body Language教案及课堂教学反思
Communication: No problem?
Teaching aims
1. Knowledge aims:
a. Get students to learn some new words:
major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy
b. Get students to learn some useful sentence patterns:
Yesterday, another student and I , representing our university’s student association, went to the CapitalInternationalAirport to meet this year’ international students.
…I saw several young people enter the waiting area looking around curiously.
She stepped back appearing surprised and put up her hands, as if in defence.
2. Ability aims:
a. Enable the students to realize the importance of body language.
b. Enable the students to understand the text.
c. Enable the students to retell the text in their own words.
3. Moral aims:
Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.

Teaching important point:
How does body language differ among people from different cultures?

Teaching difficult point:
The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.

Teaching procedures:
Step 1 Lead-in
Ask students listen to If you’re happy and act to the music.
Then tell them we can express the feelings by body language.
Step 2 Warming-up
Ask students whether the same gestures always have the same meanings even in different countries. Then show some pictures to them. Students can easily tell the different meanings in the same gestures. Then ask them what will happen if people from different countries meet together.
Step 3  Reading
1. Scanning
    While reading, please try to divide the whole passage into several parts and find out the main idea.
Part 1 Para 1
You are sent to Capital International Airport to meet this year’s international students.
Part 2 (para. 2 and 3 )
Examples of learned or cultural “body language”.
Part 3. (para. 4  )
    Different peoples have different body languages.
Part 4. (para. 5)  
Summary of body language.
2. Detailed reading.
Task one: Listen to Para 1 and fill in the blanks
Time:  __________________________
People:  ______________________________
______________________________________
Place:  _______________________________
What to do:  ____________________________
_______________________________________
_______________________________________

Task two: Read Para2 by students and fill in the blanks.
Task three: Listen to the tape and answer the following questions.
1.How do men from Muslim countries greet others ?
2. Is the author male or female? How do you know?
3. How did Tony and Darlene greet each other?
Task four: Read the text carefully, then fill a blank.
People in the country/area
Ways to greet each other

ljalang

English people

People from Spain, Italy and South American countries

Japanese

Most people around the world

Task five: decide if the following statements are true (T) or false (F).


1.  Body language in some countries is good while some in others is bad.
2.   All members of a culture behave in the same way.
3.   Learning English well can certainly help avoid difficulties in today’s world of cultural crossroads.

Step 4 Post reading
Task 1 Finish a summary about 30 words..
Task 2 Discussion
Do you think body language is important?
Can you give some examples in our daily life?   
Then show some pictures to them. At the end, we can draw a conclusion that when in Rome we should do as a Roman do.
Step 5 Homework
Finish the exercises on page 28.
Find out the language points in the text..
教学反思
经过前一天的热身，学生对于肢体语言已经不再陌生，因而能够得到比较好的回应。阅读课的设计采用了听读，默读，齐读等方式，并设有相应的练习，使得学生在看文章时能够有的放矢。从整体来看，过程流畅，过度自然，不失为一堂好的阅读课。但是在总结部分难度过大，对于高一学生而言，比较吃力。

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