高中英語人教版必修四MODULE-4-UNIT-4BODY-LANGUAGE課件

MODULE4UNIT4

BODYLANGUAGE教材分析本節(jié)課是第四單元的第二課時，是一篇閱讀文章。以機(jī)場迎接客人為場景，講述了來自幾個不同國家的學(xué)生由于文化背景的差異，在初次見面時互相問候的方式迥然不同而造成的一些小誤會，形象地表明了身勢語與文化背景的密切關(guān)系，以及身勢語在人們?nèi)粘＝浑H中的重要作用。這篇文章的寫作方式頗有特色，可以讓學(xué)生在閱讀的過程中，很自然地以“你”自己的身份去觀察、傾聽在機(jī)場發(fā)生的一切。教學(xué)目標(biāo)知識目標(biāo)：讓學(xué)生理解文章所述內(nèi)容，掌握課文知識要點(diǎn)和approach,likely,defense等重點(diǎn)單詞和詞組。能力目標(biāo)：能用自己的語言復(fù)述課文內(nèi)容，了解不同國家由于文化的差異而出現(xiàn)的不同問候方式；討論并陳述跨文化交際的意義和困難。情感目標(biāo)：接受并尊重每個國家的文化，提高學(xué)生對英語國家文化的興趣，培養(yǎng)學(xué)生自主探究的能力。課文重點(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)重點(diǎn)：掌握課文新的單詞（如：represent/approach/major等）和新的短語（如：indefense/belikelytodo等）的意義。關(guān)鍵點(diǎn)：全面透徹理解整篇文章；學(xué)會新的語言表達(dá)方式。難點(diǎn)：運(yùn)用所學(xué)語言表達(dá)方式根據(jù)所提供素材進(jìn)行討論，口頭表述在跨國際文化交流過程中如何正確應(yīng)對出現(xiàn)的困難。

教法與學(xué)法根據(jù)我的教學(xué)對象，為了更好地實(shí)現(xiàn)教學(xué)目標(biāo)，以新課程提倡的三維教學(xué)觀（呈現(xiàn)、操練、實(shí)踐）為原則，采取了直觀呈現(xiàn)教學(xué)、任務(wù)型教學(xué)、整體語言教學(xué)、合作學(xué)習(xí)教學(xué)的方法；在教學(xué)過程中指導(dǎo)學(xué)生抓重點(diǎn)、鼓勵學(xué)生互相交流探討并勇于表達(dá)自己觀點(diǎn)，并引導(dǎo)學(xué)生主動拓寬學(xué)習(xí)渠道，把英語學(xué)習(xí)從課堂延伸到課外。教學(xué)過程一、導(dǎo)入二、課文學(xué)習(xí)三、課外拓展四、作業(yè)布置一、導(dǎo)入1.以圖片直觀呈現(xiàn)的方式，復(fù)習(xí)上節(jié)課的所學(xué)內(nèi)容；2.拋出問題“whatdopeopleusuallydotogreetsomeone?”(人們通常如何來問候別人？），要求學(xué)生以表演方式展現(xiàn)他們所能想到的身勢語。okstopsilentwelldone

universalgesturesIamtired.Iamfull.Iamhungry.

presspalms/restyourheadonit/eyesclosed

patorrubstomach(inacircle)

patstomachChina,BritainRussia,France,Arab,Japan,KoreaSomewesterncountriesShakehandsKissBowEmbrace(hug）Whatdopeopleusuallydotogreetsomeone?二、課文學(xué)習(xí)采用“三讀”的方法：1.快讀：以基本掌握文章內(nèi)容，明確課文結(jié)構(gòu)為目的。任務(wù)：找出課文中心思想。2.再讀：以了解課文細(xì)節(jié)，學(xué)習(xí)課文語言點(diǎn)為目的。任務(wù)：找尋課文細(xì)節(jié)；回答事先設(shè)置的問題。將語言點(diǎn)教學(xué)融入其中。3.深讀：以檢驗(yàn)知識點(diǎn)的把握和對文章的深層理解為目的。任務(wù)：脫離課文，課文內(nèi)容填空；展開討論，加深對課文的理解。ReadingCOMMUNICATION:NOPROBLEM?

Listentothetapeandtrytofindoutthemainideaofthetext.1.快讀Whichisthemainideaofthetext?A.Therearedifferentcustomsindifferentcountries.B.Foreignersshouldfollowthecustomsofthecountrywheretheyarevisiting.C.Peopleusebodymovementstosendmessagesanddifferentbodymovementshavedifferentmeanings.D.Theimportanceofknowingcustoms.Howdodifferentinternationalstudentsbehavewhentheygreetpeople?Completethechartwithinformationfromthepassage.2.再讀NameDescriptionBodyLanguageToWhomTonyGarciaeveryonenotouchingmanfromJapanmanfromColombiakissonthecheekbowingeveryoneeveryoneJuliaSmithAkiraNagatawomanfromBritainNameDescriptionBodyLanguageToWhomGeorgeCooktomentowomenshakehandsandkisstwiceoneachcheekmanfromCanadashakinghandsshakinghandsnoddingAhmedAzizDarleneCoulonmanfromJordaneveryonewomanfromFrancepeoplesheknowsUsethepassagetohelpyouanswerthefollowingquestions.1Istheauthorofthispassagemaleorfemale?Howdoyouknow?2Whatwerethetwomistakesthattheauthornoticed?3Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?4Didanystudentshavesimilargreetingcustoms?Ifso,whichones?5“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?COMPLETETHEPASSAGEPeoplecommunicatewithspokenlanguage,andtheyalso____theirfeelingsusingunspoken“l(fā)anguage”throughphysical____,actions,or____.Forexample,whenaboycomingformplaceslikeSpain,ItalyorSouthAmericacountriesmeetsanEnglishgirl,theboyis___________approachherclosely,touchherandkissher_________.Butthegirlmustbesurprisedandputupherhands,asif______becauseEnglishpeopledonotusuallystandveryclosetoothersortouchstrangersassoonastheymeet.Mostpeoplearoundtheworldnowgreeteachotherby______,butsomeculturesuseothergreetingsaswell,suchastheJapanese,whopreferto___.3.深讀PeoplefromJordan,areusedtomovingveryclosetothepersontheytalkedto.Theywouldshakehandswithmen.However,_________,theysimplynoddedatthegirls.ShakinghandsandthenkissingeachothertwiceoneachcheekistheFrenchcustomwhen___meetpeopletheyknow.Notallculturesgreeteachotherthesameway,noraretheycomfortableinthesamewithtouchingordistancebetweenpeople.______,though,studyinginternationalcustomscancertainlyhelpavoiddifficultiesintoday’sworldof______!Discussion

Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?三、課外延伸培養(yǎng)學(xué)生對這個主題的興趣，也為培養(yǎng)他們自主課外學(xué)習(xí)探究的能力。1.學(xué)生的自我經(jīng)歷，形象展現(xiàn)中西方因文化不同而造成的身勢語不同；2.以表格形式簡單比較中西方在身勢語上的相同和不同點(diǎn)；3.簡單介紹其他國家的一些有趣身勢語。ActivityComparison

MeaningGestureintheUSAGestureinChina

MoneyRubbingthethumbandforefingertogetherComehere.Movingtheindexfingerforwardsandbackwards.RubbingthethumbandforefingertogetherMovingone’shandupanddownwiththepalmfacingdown.Meaning

GestureintheUSAGestureinChina

No,don’tdothat.Movingtheindexfingerfromsidetoside.Idon’tknow

Shruggingone’sshoulders.MovingthehandfromsidetosideShakingtheheadMeaningGestureintheUSAGestureinChina

Welldone

Thumbsup.Incredible.Ican’tbelieveit

Rollingone’seyes.

Openone’seyeormouthwideThumbsup.TheMaoriinNewZealandtouchnosestogreetpeople.InVietnameseculture,onlyparentsorahigh-rankingpersoncantouchyourhead.ABulgariannodstomean“no”andshakeshisheadfromsideosidetomean“yes”.OtherinformationaboutBody