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1、 Unit 4 Body language Ｉ．單元教學目標 技能目標 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． 目標語言 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 法 4． 重點詞匯 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 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”為中心話題，具體涉及什么是“體態(tài)語”，如何理解“體態(tài)語”，以及“體態(tài)語”的跨文化性等。本單元的語言技能和語言知識也都是圍繞“體態(tài)語”這一中心話題設計的，旨在通過單元教學，用聽、說、讀、寫、做(表演)等多種形式，讓學生正確認識和掌握“體態(tài)語”在交際中的作用和意義，使學生明確“體態(tài)語”在

12、人類交際中的重要性，了解“體態(tài)語”在不同民族、不同文化交際中的多樣性；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(tài)語”時可能產生的誤解，提高他們的“語言交際”能力和“非語言交際”能力。 1.1 WARMING UP 以列表對比（填充及增補）的形式，并通過WARMING UP的活動，讓學生了解有聲語言與“體態(tài)語”的對應關系，了解語言意義與行為意義（“體態(tài)語”）在交際中具有同等重要的作用。同時，學生在聽、說、做（即表演“體態(tài)語”的動作）中能夠增進對語言交際的感性認識，為他們在閱讀過程中上升到對語言交際的理性認識打下基礎。 1.2 PRE-READING 通過提供三個關

13、于不同文化背景下“體態(tài)語”的問題，啟發(fā)學生思考我們所學習的“語言”的目的、形式、功能。通過引導學生聯系自己日常生活的實際，提高學生努力學習英語的積極性和自覺性；同時培養(yǎng)學生留心社會、關注生活的洞察力，為引導學生進一步“閱讀”作好準備。 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”的異同，為學生提供了來自不同國度、不同語言文化背景的“體態(tài)語”及其在交際中的異同和影響的具體例證。學生也可以結合自己在語言交際中所遇到的實際例子來進一步理解“交際，毫無問題可言嗎？”這一主題。 1.4 COMPREHENDING 包括八個問題（前5個旨在檢查學生

14、對閱讀材料細節(jié)的理解，6~7旨在引導學生對“體態(tài)語”的意義及文化差異的思考，第8個檢查學生能否通過細節(jié)進行推理判斷），通過對來自不同國度、不同語言文化背景的六個角色對待男女不同性別所使用的“體態(tài)語”異同的（學生在老師指導下的自我或小組討論后的）歸納，進一步熟悉和掌握“體態(tài)語”在不同語言文化交際中的作用和意義。 1.5 LEARNING ABOUT LANGUAGE 分詞匯和語法兩部分。詞匯部分由“本單元重點詞匯英文釋義”，“詞語填空”和“詞性變換”三項內容構成，語法部分由兩大方面組成：一是讓學生自己通過在課文中尋找相關語法的句子并按其語法功能分類，二是根據學生的認知規(guī)律安排該語法項目的練

15、習讓學生進行操練。整個項目通過三個練習和一個游戲，以及語法結構講練，進一步鞏固本單元所學詞匯（尤其是課文中的黑體字），學習“現在分詞”結構用作定語和狀語，并通過操練，以收到“學以致用”、“熟練生巧”的效果。 1.6 USING LANGUAGE 通過增加閱讀篇目“Showing Our Feelings”來拓展學生在“體態(tài)語”方面的知識視野，并通過“True” or “False”判斷練習和問題討論，使學生進一步明確“體態(tài)語”對人們在日常交際中了解對方情感、思想、態(tài)度等方面所起的作用。同時要讓學生認真對待自己的“體態(tài)語”，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、讀、寫四個方面來鞏固本單元所學內容和語言交際項目。 1.7 SUMMING UP 師生從話題、詞匯和結構三個方面來共同總結本單元所學的單詞和短語，語言及語法項目，總結本單元所學的主要內容和收獲。 1.8 LEARNING TIPS 建議學生關注實用交際技巧，學會“體態(tài)語”；建議學生在看英語電影時或與以英語為母語的人士交談時，觀察對方面部表情和體態(tài)姿勢，觀察對方的“言”、“行”，進而形成有效的口筆頭語言及“體態(tài)語”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這三部分的任務及話題較為接近，將這三個部分整合在一起上一堂聽力課。 2.2 口語：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，同時涉及到本單元的功能句，教師可指導學生通過“說”（用英語發(fā)出與“體

18、態(tài)語”相關的指令）與“做”（用“體態(tài)語”表達指令）結合來進行口語訓練，這將是一節(jié)生動有趣的口語課。 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)拓展學生視野的泛讀課。 2.5 語言學習：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。重點學習Discovering useful structures中“-ing (現在分詞)”在句中做定語和狀語的用法。 2.6 語言運用：處理Using Language中的Reading and Writing和Workbook中的Writing Task。指導學生寫一篇有關“The Body Language I Know”短文，反映其在不同文化背景、不同語言環(huán)境中的運用情況，及所造成的理解上的困難、障礙甚至誤解等。 3． 課型設計與課時分配 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　E_mail：liguo619@