（公开课教案）人教英语必修四-Book4-Unit4-Body-Language-Reading教学设计.doc

1、 Book4 Unit4 Body Language Reading教学设计教材分析： 本单元的中心话题是“身势语”，阅读部分讲述了一个机场迎接客人的故事。来自几个不同国家的商人由于文化背景的差异，在初次见面时互相问候的方式迥然不同且发生了一些小误会，反映出身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。教学设计思想： READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。在教学过程中实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中

2、学习语言知识以提高语言应用能力。在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来.把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。让学生在实践中掌握阅读技巧和方法，提高阅读能力。教学中以学生体验为主，在语境中体会词义，培养学生爱思考的好习惯。英语学习不仅是对语言的学习，更是对文化的学习。教学目标：1. 让学生通过阅读文章去了解不同的文化、不同的身势语。同时，在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。2. 身势语是传递交际信息的非语言手段。帮助学生了解由于文化

3、差异所带来的身势语的变化，减少在跨文化交际中产生的误解。教学重点和难点：1. 了解不同文化中的身势语的不同含义。掌握略读、查读、猜生词及推理判断等阅读方法和技巧。2.对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。教学过程：Step 1 Leading-in T: Lets enjoy a video about The Gold Rush again. T: How do you think the character express his feelings? S: T: Yes, sometimes gestures and body language can help us

4、to express ourself, too. Are all the gestures similar around the world? S: Look at the title and picture of the passage. Predict what you think he topic will be.Then skim the passage and check to see if your prediction was right.【设计说明】这项任务旨在通过回顾上一单元的视频材料来展现和导入本单元的主题Body language，不仅能提高学生对所学内容的兴趣，充分起到

5、了热身的作用，而且能使学生通过对旧知识的回顾从而自然过渡到对新知识的学习上来。Step2 Fast-readingTask1 Skim the whole passage to get the main idea, then evaluate your predictions. Which is the main idea of the text? A. There are different customs in different countries. B. Foreigners should follow the customs of the country where they are

6、 visiting. C. People use body movements to send messages and different body movements have different meanings. D. The importance of knowing customs. Task2 Skim the passage and divide it into three parts and match the main idea to every part .Part 1 (paragraph_) A. Not all cultures greet each other t

7、he same way. Part 2 (paragraphs_) B. A conclusion of the passage.Part 3 (paragraph _) C. Meet business people from several countries.【设计说明】略读是学生应掌握的一项基本的阅读能力，通过略读可以把握文章大意。在完成阅读任务前，老师可给予学生一些阅读技巧方面的指导，如略读(skimming)文章标题、小标题以及每个段落第一行，关注文章中反复出现的关键词等。通过不断掌握阅读技巧，学生快速获取文章信息的能力及阅读速度也会不断提高。Step3 Careful-readi

8、ngTask1：Scan the second part and complete the chart with information from the passage. NameDescriptionBody language To whom Tony Garcia everyoneNo touchingMan from JapanGeorge CookTo menTo womenShake hands and kiss twice on each other设计说明】扫读（查读）也是高中英语阅读训练中的一项基本阅读技巧，通过扫读可以帮助学生寻找特定信息来完成阅读理解的题目。在完成阅读任务

9、时，老师可给予学生一些阅读技巧方面的指导，如运用扫读(scanning)迅速浏览文章, 搜寻关键词等，同时注意文章中是否有表转折等关系的连词。Task2：Read carefully and finish the following exercises.Exercise1: Answer the following questions.1.What were the two mistakes that the author noticed?2. Who seemed to prefer to keep physical distance from others? Who seemed to p

10、refer closer physical distance?3. Did those people have similar greeting customs? If so, which ones?4. If you meet a foreigner who stands close to you to talk, where might the foreigner be from?Spain, Italy or South America.Exercise 2: Read the statements and decide whether it is true or false and g

11、ive the reasons.1. Englishmen often stand close to others or touch strangers as soon as they meet.( ) 2. Most people around the world now greet each other by kissing. （ ）3. Japanese will bow to others as greeting. （ ）4. People from Jordan will move very close to you as you introduce yourself to them

12、. ( )【设计说明】高考阅读理解题目中很多是细节判断题。通过这个练习，可以加强学生对文章细节的判断和理解。Step4 Post-readingActivity: Work in pairs, choose one scene, make a dialogue and act it out.Situation 1:Mr Garcia (Columbia, South America) and Julia Smith (Britain, Europe)Situation 2:George Cook (Canada, North America) and A Japanese (East Asia

13、)Situation 3:A Chinese (East Asia) and Ahmed Aziz (Jordan, Middle East)Situation 4:Madame Coulon (France, West Europe) and Mr Garcia (Columbia, South America)【设计说明】学生既需要对文章内容有深入的理解，又要在实践中运用所学的知识。这项任务可以很好地检测学生对文章理解和熟悉的程度，从而不断提高学生的口语表达能力Step5 Homework Surf the Internet to collect more information about body language in different countries.【设计说明】通过完成这项开放性作业，学生在巩固课本知识的同时又增加了新的信息量。英语学习不应仅局限于对语言知识的学习，还应有对各国文化方面的了解。