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Unit4Body Language第一部分《金色教案》教学设计说明About the topic本单元的中心话题是“身势语”,介绍了“身势语”的意义,“什么是身势语”,“如and the何理解身势语”以及“身势语的跨文化性”通过本单元的学习,可以帮助了解学习structures身势语对语言学习者的重要性本单元的语言技能训练和语言知识训练都是围绕“身单元话题和结构势语”这一中心话题设计的本单元语言功能项目是禁止、警告和义务本单元语言结构项目是“动词-ing形式作定语和状语二本单元还要求学生学习写作“反思性写作关心信”《金色教案》教学设计在单元课时划分上与课本保持一致,即“阅读课、知识课、运用课三课时/三课型划分”但在实际教学过程中,建议教师依据学生基础、教学条件、学校安排的因素,对课本、对《金色教案》教学设计重新划分课时,裁剪、拼接使用提供的材料,以便“物尽所用”,达到最佳教学效果教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学Period1Warming Up课本在此让学生通过提示的句子用身势语将其意思表演出来这部分Reading的设计贴近学生,用表演的方式走进本单元的主题,形式活泼而又容易激发学生的学习兴趣,为本单元Reading部分的精彩故事做好了铺垫教师也可以采用本书的“热阅读课身”设计Warming up by acting,Warming up by defining一What isbodylanguage进行热身教学Pre-reading课本通过四个问题使学生明白“身势语”的不可替代性,激发学生的阅读兴趣;教师也可以以Pre-reading bylooking andsaying形式进行预读/读前教学Reading是一篇记叙文,开头以一个接待员的身份观察来自不同国家的客人刚见面时对身势语的不同反应,从而引出文化不同而体态语不尽相同的中心话题本书提供了如下程序设计Talking andsharing,Listening andreading aloud,Reading andunderlining,Reading toidentify thetopic sentenceof eachparagraph,Reading todecide on the type of writing and
9.Reading the text again to make a diagram of COMMUNICAATION:NO PROBLEMMeetingpeople fromseveral countriesat airportpara1Body language by people from Columbia,Britain,Japan andCanada para2Communicating by unspoken language,learned orcultural bodyBody language byEnglish Body languageby people frompeople,by people from Spain,Jordan,France,Middle East orItaly,South Americanand Japansome Muslimcountries para5para4language”para3Study ofbody languagehelping oneavoid difficultyin communicationpara
610.Reading andunderstanding difficult sentencesAs youhave read the texttimes,you cansurely tellwhich sentencesare difficultto understand.Now putyour questionsconcerning thedifficult pointsto theteacher.
11.Closing downby checkingbasic non-verbal cuesToend theclass,turn around in classand checksome of the basicnon-verbal cuesin yourstudents andyoullrecognize thatyou alreadyspeak andtranslate muchof thelanguage.“Pm surprised!”Im shocked!”“Im sad!”summary of the text,Reading tomake adiagram of the text,Reading andunderstanding difficultsentences,Closing downby checkingcuesoPeriod2Learning aboutLanguage分为两部分,Discovering useful words and expressions是本单元的词汇练习题;Discovering usefulstructures是本单元的语法练习题,通Learning about过本单元的学习,要求学生熟练掌握-ing形式作定语和状语的语法功能本书下列教language学程序设计可供参考Warming upby discoveringusefulwordsand expressions,知识课Reading andthinking,Doing exercises,Going over the readymaterials for the〜ingform asthe adverbial,Doing exercisesfor consolidation,Closing downby doingaquizoPeriod3Using Language分为三部分,Reading部分要求学生通过阅读另一篇文章了解更多Using language的身势语文化Listening andspeaking要求通过六幅图和听力内容说出故事中的体运用课态语言,并用相关句型把它写出来,有利于学生写作能力的提局第二部分speakingand writing通过观察讨论林
11.的体态语B,分析她的心态,并给她提出建议,这是由身势语引出的一个开放性写作教师可以参考使用本书提供的如下设计Readingand underlining,Read andunderline all the usefulexpressions orcollocations in thepassage,Doing exercises,Making alist ofbody language expressions,Make alist ofthreepositive body languageexpressions and threenegative body languageexpressions,Speaking andwriting,Closing downby summarizingbody languageo实际教学过程课时划分建议Period1W WarmingUp、Pre-reading Reading和Comprehending整合在起上一节“阅读课”Period2将Learning aboutlanguage和Workbook中的USING WORDSANDEXPRESSIONS USINGSTRUCTURES整合在一起上一节“语言知识课”Period3将Using language设计为一节包括听说读写单项技能或组合技能训练的“综合技能课
(一)”Period4将Workbook的READING ANDLISTENING和TALKING整合在T上一节“听说课Period5将Workbook的LISTENING TASK、READING ANDWRITING TASK和SPEAKING TASK整合为一节“综合技能课二”第二部分教学资源说明Section1围绕单元话题uFestival aroundthe world”,《金色教案》提供了几则语言规范、短Background小精干的趣味性材料这些材料既可以作为教师教学参考材料为教师所用,也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生背景Section2重点针对“阅读课型”中的课文难句,《金色教案》不仅提供了详尽的,就句论句的解析和翻译,而且还以解析的焦点话题为线索,进行了一定的归纳、辨析和总结,以Explanation帮助教师更好地实施“语言形式”的教学解析Section3按照课本单元词汇表顺序,《金色教案》重点提供动词、短语搭配的讲解所提供的例句,经典、地道、实用、易懂,完全可以直接用于教学Vocabulary词汇第三部分教学测评说明围绕单元词法、句法项目,《金色教案》提供了长短不一的“单元教学测评”,并备有参有些测评题目直接源于历年高考试卷,更具有说服力和实用性Part1Teaching Design第一部分教学设计Period1A samplelesson planfor readingCOMMUNICATION:NO PROBLEMIntroductionInthis period,after thewarming up,students willfirst beguided to talk andshare.Then comeslisteningand readingaloud,reading andunderlining,reading toidentify thetopic sentenceof eachparagraph,reading todecideon the type of writing and summary of the text,reading tomake adiagramof the textandreading andunderstandingdifficultsentences.The periodends instudents checkingcues.ObjectivesTo help students understandthe texfsforms andcontents andlearn aboutbody languageTohelpstudentscommunicate on thetopicin focus with thewords,expressionsandstructures learnedinthis unitFocusgreet,represent,approach,defend,misunderstand,dash,frown,misread,ease,yaw,WordshugExpressions belikely to,in general,at ease
1.Four peopleenter lookingaroundin a curious way.Patterns
2.The firstperson whoarrives isMr.Garcia fromColumbia,closely followedbyJulia fromBritain.
3.Not allcultures greet each otherthe same way,nor arethey comfortabletouchingstrangers orbeing tooclose ortoo faraway.
4.People fromplaces likeSpain,Italy orSouth Americancountries approachothersclosely andare morelikely totouch them.AidsMultimedia facilities,tape-recorder,photos,diagramsProcedures
1.Warming upWarmingupbyactingLook at the listof interpretationon theright sideof thechart.Perform theaction orthe nonverbalbehavioron theleft side.用原版Examples ofBody LanguageNONVERBALBEHAVIOR INTERPRETATIONBrisk,erect walkConfidenceStanding withhands onhips Readiness,aggressionSitting withlegs crossed,foot kickingslightly BoredomSitting,legs apartOpen,relaxedArms crossedon chestDefensivenessWalking withhands inpockets,shoulders hunchedDejectionHand tocheek Evaluation,thinkingTouching,slightly rubbingnose Rejection,doubt,lyingRubbing theeye Doubt,disbeliefHands claspedbehind backAnger,frustration,apprehensionLocked anklesApprehensionHead restingin hand,eyes downcastBoredomRubbing handsAnticipationSitting withhands claspedbehind head,legs crossedConfidence,superiorityOpen palmSincerity,openness,innocencePinching bridgeof nose,eyes closedNegative evaluationTappingor drummingfingers ImpatienceSteeplingfingers AuthoritativerLackof self-confidence;insecurityPatting/fondling hairrInterestTiltedheadrTrying tomakeadecisionStroking chinIDisbeliefLookingdown,face turnedawayrInsecurity,nervousnessBiting nailsIIndecisionPullingor tuggingat earWarmingupbydefining—What isbodylanguage*The gestures,poses,movements,andexpressionsthat a person usesto communicate.*The outwardsigns ofapersonwhich indicatetheir innerthoughts orattitude.For example,a bowedheadindicates submission,a handoverthemouth indicatesthe persondoesnt wanttotalkor feelstheir wordsarentworth listeningto.Scratching indicatesnervousness.A personpassing anotheron thestreet mightbowtheir headas asubconscious signof submission.^Conscious orunconscious bodilymovements andgestures thatcommunicate toothers apersonsattitudes andfeelings.This mayalso includedress,facial features,skin colouror otherpersonal meansofcommunication withoutwords.*Communication viathe movementsor attitudesofthebody*Body languageis abroad termfor severalforms ofcommunication usingbody movementsor gestures,instead of,or asa complementto,sounds,verbal language,or otherforms ofcommunication.In turn,it isonecategory ofparalanguage,which describesall formsof humancommunication that are notlanguage.
3.Talking andsharing*Bodylanguageis thequiet,secret andmost powerfullanguage ofall!According toexperts,our non-verbal languagecommunicates about50%of whatwe reallymean voicetonalitycontributes38%while wordsthemselves contributea mere7%.*Our bodiessend outmessages constantlyand oftenwe dontrecognize thatwere communicatinga lotmorethan werealize.*Our understandingand useof non-verbal cuesin facialexpression arefamiliar tous nearlyfrom birth
4.Listening andreading aloudReadingaloud tothe recordingofthetext improvesour literacyskills—reading,writing,speaking,andlistening.Now pleaselisten andthen readaloud tothe recordingofthetext COMMUNICATION:NOPROBLEM Payattention tothe pronunciationof eachword andthe pauseswithin eachsentence.
6.Reading toidentify thetopic sentenceof eachparagraphNext youare toskim thetext toidentify thetopic sentenceof eachparagraph.
7.Reading andtransferring informationReadthetextagaintocomplete thetable.Where ishe/she fromWhat doeshe/she dowhen he/shemeets someoneattheairport forthe firsttimeName Country Action MeaningMrGarciaJulia SmithGeorgeCookAhmed AzizMadameCoulonFor referenceNameCountryActionMeaningTouching JuliaSmiths shouldersand kissingMrGarcia ColumbiaGreeting peopleheronthecheekJulia SmithBritain Steppingback frommen AppearingsuiprisedGeorge CookCanada Reachinghis handout tothe JapaneseGreeting peopleAhmed Aziz JordanShaking handswith men,nodding atGreeting peoplewomenShakinghands andkissing eachother twiceonMadame FranceGreeting peoplethecheekCoulon
8.Going overthetextforthetypeof writingandsummaryofthe textDeterminingthetypeofwritingwill helpyou determinethe authorstopic subject,purpose whyhe iswriting,style howhe shouldwrite andtone hisattitude towardhis subject-supportive,condemning,objective,etc.COMMUNICAATION:NO PROBLEMTypeofwritingThis isa pieceof descriptivewriting.Main idea ofthepassageBy familiarizingourselves withafewbasic nonverbalsignals,we canimprove ourability tounderstand whatpeople arereallycommunicating andbecome awareof whatwe arebroadcastingto theworld withour ownnon-verbal cues.You weresent tomeet businesspeoplefromseveral countriesatMain idea of1st paragraphPudongAirport.Main ideaof2nd paragraphExamples ofgreeting by peoplefromdifferent countries.People communicatebyunspokenlanguage,that is,learned orMain ideaof3rd paragraphculturalbodylanguage”.Greeting byEnglish people,bypeoplefrom Spain,Italy,SouthMain ideaof4th paragraphAmericanand Japan.Examples ofgreeting byAhmedAzizfrom Jordan,by MadameMainideaof5th paragraphCoulonfrom France,bypeoplefrom MiddleEastorsomeMuslim countries.Mainideaof6th paragraphBodylanguageis eithergood orbad.。