高中英语 新人教版 选择性必修1课时88_选择性必修第一册 Unit 4_第一课时 Reading and Thinking 1-教案

生体验肢体语言的表现力活动是一个分类填表题，需要学生在阅读中完成信息转换与分类,把肢体2语言及其表达的意义和所属地域进行梳理匹配活动需要学生在进一步阅读的基础上回答两个个问题3第一个问题需要学生结合我国地域和文化特征，判断文章中描述的肢体语言在我国将如何被理解第二个问题是让学生模仿文章举例说明的逻辑模式，举出一个例子说明在我国地域文化中恰当得体的某个肢体语言可能在其他文化中会被误解以上两个问题分别关注了学生的分析和批判能力，属于高阶思维能力的训练活动是一个视听说综合技能的提高训练学生首先要看一段关于微笑实验的小视频在这4个实验中，一些被随机挑选的路人从不同人物的真假微笑对比图中选择真实的微笑这个选择其实颇有难度，而对于真实微笑的研究源自法国神经学家的实验，他发现真实的微笑会伴有眼Guillaume Duchenne部肌肉收缩产生的皱纹观看视频之后，学生要讨论并回答三个问题这三个问题也是对学生高阶思维能力的训练，让学生从“假笑”出发，讨论肢体语言中的不真实成分，进而探讨与本单元开篇页名人名言有关联的核心问题肢体语言和言语，到底哪一个更可信？教学重点帮助学生了解肢体语言的地域文化属性，形成有深度的文化对比，进而培养基于文化理解的尊重与自觉意识在阅读策略上，需要培养学生读出言外之意的能力这一点在与文化属性有关的概念理解上尤其重要比如文章中提到，在巴西和德国，手势”是不礼貌的，却没有解释为什么不礼貌在“0K文化属性上，有很多语言或行为属于文化禁忌，一般不便于明说教学目标By theend ofthis class,students willbe ableto:

1.figure outthe structure of the text

2.hear andtalk abouthow peopleuse andunderstand body language.

3.learn about the functionof body language andits implications indifferent cultures.教学步骤Procedure ActivitiesPurposesTo activatestudent^Step1:Lead-inThe teacherasks the following question:curiosity forthe upcomi ngSupposewe areliving ina silentworld Howwill youcom municatewith tasksand brainstormforideaseach otherPossibleanswers:write letter^use gestures,send textsand emailsStep2:Activity1:Arouse studentsinterest inTheteacher showssome pictureson screen and asksthefollowingthe topicand predict the mainquestions:content of the passage.Pre-readingActivity11What mightthe peoplebe doingin thephotos2What do you thinkthey might be feeling3When andhow doyou usebody languageto conveymeaningsThen T asks Ss topartner upwith deskmates andact out3sentences withoutspeaking,then asks:How manytypes of body languagedoyoufindT sum marizes thelanguages usedin thedaily life:the writtailanguageand thebodylanguage.ThenT asks Ss to lookat page38and discuss thetitle of the articlewhich enablesSs topredictthecontents of theupcoming articleActivity2:Let Sspractice theability ofStep3:T showsthe articleon thescreenandleads theSs tofind outthe topicscanning,getting theWhile-readingsentences ineach paragraph.structure ofthe passage,Activity2-4Then,T asksSs tosummarize wherethe key sentences areusually placedcareful readingand gettingandshows answerson thescreen somedetailed informationfromthe passageEnable theAccordingto thekeysentencesgiven,T asksSs toconclude the main ideasstudents to acquire theskillof eachparagraph.of making inferencewhenreading apassage,Based on themainideas,T asksSs toguess the structureofthe articlebyshowing sometree graphson thescreen.By thisstep,Ss couldbe abletoform abasic understandingfro mthestructureofthe article toeachparagraph,which may laya foundationfor activity

3.Activity3:Stepl:T asksSs themeaning ofthe word“MteractiorT accordingto thecontext,after whichpresents thereading tipon thescreen Step2:Using theprevious articlestructurei Tleads Ssinto thedetailcomprehension ofthe wholearticle Inthis section,T asksSs tocompletea tableabout bodylanguageThen T asksSs to furtherexplore thefollowing questionsbased onthetable:1Ho wis thebodylanguagementioned inthetextinterpreted inChina2Can youthink ofan exampleofbodylanguage thatis appropriateinChina butmightbemisunderstood inanother cultureActivity4:Knowing morefun factsStepl:T showsa videoaboutthetrue s mile andthe fakesmile.Step2:T asksSs todescribe asituation inwhich theymight usea fakesmileStep3:TasksSs tothink aboutmore body languages thatcould sometimesbefake.Step4:TasksSs tocompare thereliability ofunderstanding peopld sfeelings,peopldsbodylanguagesor theirconversationsT dividesthe studentsinto groupsof fourSs areasked toEncourage studentstoStep5:discussthequestion andone memb erofthegroup willact asa reporterreflect onw hatthey havePost-readingand presentideas ofhis/her groupafter discussion.learnt inthe classandDiscussionQ:What adviceon bodylanguage canyou givetoaforeign friendon his/understand theherfirst tripto Chinadifferences andcommonbehaviors invariousAfter discussion,T showsthe titleonthescreen againand asksSstocultures,during whichsharetheir thoughtson it,after whichT showsfront-page quoteon screenprocess guidethe studentstoand leadSstoreflect onthe associationbetween thetitle andthe quotepresent non-verbal languageWhat Ihide bymy language,my bodyutters say.appropriately.Roland BarthesRe mindthe studentsoftheimportance ofbody languageincommunicationStep6:

1.Exercise onpage

40.Review theknowledge learntHomework

2.Read thearticle aloudand demonstratethe

3.Review thewords inbold inthearticlecross-culturalcom muni cationability。