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1、 Unit 4 Body language Ｉ．單元教學(xué)目標(biāo) 技能目標(biāo) Skill Goals Talk about body language: cultural differences and intercultural communication Practise talking about prohibition & warning as well as obligation Learn to use the -ing form as the Attribute && Adverbial Learn to write a diary that showing the o

2、bservation of how body language helps in communication II． 目標(biāo)語(yǔ)言 功 能 句 式 Talk about body language What is the purpose of language? What do you think “body language” means? How can you tell if someone is sad or happy even if they do not speak? How can you communicate a feeling to

3、someone who does not speak your language? Why do we need to study body language? Talk about cultural differences && intercultural communication What do British people often do when they meet strangers? What do French people often do when they meet people they know? Why should we be careful abou

4、t our own body language? Why is it important to watch others as well as listen to them? 詞 匯 1． 四會(huì)詞匯 major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy, misunderstand, similar, facial, expre

5、ssion, agreement, yawn, chest, gesture, adult, punish 2． 認(rèn)讀詞匯 Garcia, Julia, learned, unspoken, posture, Ahmed Aziz, Coulon, Muslim, frown, threaten 3． 詞組 be likely to, at ease, an exciting experience for, not all ..., introduce oneself to sb 語(yǔ) 法 4． 重點(diǎn)詞匯 represent, introduce,

6、approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action The -ing form as the attribute && adverbial Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial. 1. The -ing form as t

7、he attribute They are visitors coming from several other countries, ... His nose touches Mr. Cook’s moving hand, ... This is an exciting experience for you, ... 2. The -ing form as the adverbial ... so you stand watching and listening. Four people enter looking around in a curious way. You se

8、e her step back appearing surprised, and take a few steps away from Mr. Garcia. The visitor from Japan comes in smiling at the same time as George Cook from Canada. 重 點(diǎn) 句 子 1. They will be meeting at a major hotel with local business people and people who represent the Chinese gov

9、ernment. P25 2. The first person who arrives is Mr. Garcia from Columbia, closely followed by Julia Smith from Britain. P26 3. You think that there may have been a mistake. P26 4. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or

10、too far away. P26 5. In the same way that people communicate with spoken language, they also express their feelings using unspoken “l(fā)anguage” through keeping physical distance, actions or posture. P26 6. People from places like Spain, Italy or ... others closely and are more likely to touch them

11、. P26 7. ... nodding the head shows agreement, while shaking the head means that you do not agree, ... P30 Ⅲ． 教材分析和教材重組 1． 教材分析 本單元以Body Language——“體態(tài)語(yǔ)”為中心話題，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)”這一中心話題設(shè)計(jì)的，旨在通過單元教學(xué)，用聽、說(shuō)、讀、寫、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

12、人類交際中的重要性，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“語(yǔ)言交際”能力和“非語(yǔ)言交際”能力。 1.1 WARMING UP 以列表對(duì)比（填充及增補(bǔ)）的形式，并通過WARMING UP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、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)。 1.2 PRE-READING 通過提供三個(gè)關(guān)

13、于不同文化背景下“體態(tài)語(yǔ)”的問題，啟發(fā)學(xué)生思考我們所學(xué)習(xí)的“語(yǔ)言”的目的、形式、功能。通過引導(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。 1.3 READING 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)問題可言嗎？”這一主題。 1.4 COMPREHENDING 包括八個(gè)問題（前5個(gè)旨在檢查學(xué)生

14、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)生能否通過細(xì)節(jié)進(jìn)行推理判斷），通過對(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。 1.5 LEARNING ABOUT LANGUAGE 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“詞性變換”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，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

15、習(xí)讓學(xué)生進(jìn)行操練。整個(gè)項(xiàng)目通過三個(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)，并通過操練，以收到“學(xué)以致用”、“熟練生巧”的效果。 1.6 USING LANGUAGE 通過增加閱讀篇目“Showing Our Feelings”來(lái)拓展學(xué)生在“體態(tài)語(yǔ)”方面的知識(shí)視野，并通過“True” or “False”判斷練習(xí)和問題討論，使學(xué)生進(jìn)一步明確“體態(tài)語(yǔ)”對(duì)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“聽其言”（Listen to them）、“觀其行”

16、（Watch them）。此外，該部分還通過聽、說(shuō)、讀、寫四個(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。 1.7 SUMMING UP 師生從話題、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。 1.8 LEARNING TIPS 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)，觀察對(duì)方面部表情和體態(tài)姿勢(shì)，觀察對(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 聽力：Using language中的Listening, Workbook中

17、的Listening和Listening Task這三部分的任務(wù)及話題較為接近，將這三個(gè)部分整合在一起上一堂聽力課。 2.2 口語(yǔ)：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均緊扣本單元話題，同時(shí)涉及到本單元的功能句，教師可指導(dǎo)學(xué)生通過“說(shuō)”（用英語(yǔ)發(fā)出與“體

18、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Using Language中的Reading和Workbook中的Reading Task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Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的U

19、sing Words and Expressions和Using Structures。重點(diǎn)學(xué)習(xí)Discovering useful structures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Using Language中的Reading and Writing和Workbook中的Writing Task。指導(dǎo)學(xué)生寫一篇有關(guān)“The Body Language I Know”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 1st period Speaking 2nd period Reading (I) 3rd period Reading（II） 4th period Language Study 5th period Listening 6th period Writing 單位：湖北省荊門　姓名：李國(guó)　E_mail：liguo619@