MODULE 4 UNIT 4 BODY LANGUAGE 必修4 第四单元 身势语 第二课时：COMMUNICATIONS:NO PROBLEM?

教材分析 本节课是第四单元的第二课时，是一篇阅读文章。以机场迎接客人为场景，讲述了来自几个不同国家的学生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而造成的一些小误会，形象地表明了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。这篇文章的写作方式颇有特色，可以让学生在阅读的过程中，很自然地以“你”自己的身份去观察、倾听在机场发生的一切。

教学目标 知识目标：让学生理解文章所述内容，掌握课文知识要点和approach,likely,defense等重点单词和词组。 能力目标：能用自己的语言复述课文内容，了解不同国家由于文化的差异而出现的不同问候方式；讨论并陈述跨文化交际的意义和困难。 情感目标：接受并尊重每个国家的文化，提高学生对英语国家文化的兴趣，培养学生自主探究的能力。

课文重点、难点和关键点 重点：掌握课文新的单词（如：represent/ approach/ major等）和新的短语（如：in defense/ be likely to do等）的意义。 关键点：全面透彻理解整篇文章；学会新的语言表达方式。 难点：运用所学语言表达方式根据所提供素材进行讨论，口头表述在跨国际文化交流过程中如何正确应对出现的困难。

教法与学法 根据我的教学对象，为了更好地实现教学目标，以新课程提倡的三维教学观（呈现、操练、实践）为原则，采取了直观呈现教学、任务型教学、整体语言教学、合作学习教学的方法； 在教学过程中指导学生抓重点、鼓励学生互相交流探讨并勇于表达自己观点，并引导学生主动拓宽学习渠道，把英语学习从课堂延伸到课外。

教学过程 一、导入 二、课文学习 三、课外拓展 四、作业布置

一、导入 1.以图片直观呈现的方式，复习上节课的所学内容； 2.抛出问题“what do people usually do to greet someone?”(人们通常如何来问候别人？），要求学生以表演方式展现他们所能想到的身势语。

ok stop well done silent

I am full. I am hungry. I am tired. pat or rub press palms/rest universal gestures I am full. I am tired. I am hungry. pat or rub stomach (in a circle) press palms/rest your head on it/ eyes closed pat stomach

What do people usually do to greet someone? Shake hands Kiss Bow Embrace (hug） China, Britain Russia, France, Arab, Japan, Korea Some western countries

二、课文学习 采用“三读”的方法： 1.快读：以基本掌握文章内容，明确课文结构为目的。任务：找出课文中心思想。 2.再读：以了解课文细节，学习课文语言点为目的。任务：找寻课文细节；回答事先设置的问题。将语言点教学融入其中。 3.深读：以检验知识点的把握和对文章的深层理解为目的。任务：脱离课文，课文内容填空；展开讨论，加深对课文的理解。

Reading COMMUNICATION: NO PROBLEM?

Listen to the tape and try to find out the main idea of the text. 1. 快读 Listen to the tape and try to find out the main idea of the text.

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 visiting. C. People use body movements to send messages and different body movements have different meanings. D. The importance of knowing customs.

2. 再读 How do different international students behave when they greet people? Complete the chart with information from the passage.

Name Description Body Language To Whom Tony Garcia everyone no touching man from Japan man from Colombia kiss on the cheek woman from Britain Julia Smith everyone Akira Nagata bowing everyone

Name Description Body Language To Whom George Cook to men to women shake hands and kiss twice on each cheek man from Canada shaking hands everyone shaking hands nodding Ahmed Aziz man from Jordan people she knows Darlene Coulon woman from France

Use the passage to help you answer the following questions. 1 Is the author of this passage male or female? How do you know? 2 What were the two mistakes that the author noticed? 3 Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance?

4 Did any students have similar greeting customs? If so, which ones? 5 “ When in Rome, do as the Romans do.” What do you think this famous saying means?

COMPLETE THE PASSAGE 3. 深读 People communicate with spoken language, and they also ____ their feelings using unspoken “language” through physical ____, actions, or ____. For example, when a boy coming form places like Spain, Italy or South America countries meets an English girl, the boy is ____ ____ ___ approach her closely, touch her and kiss her ___ ___ ___. But the girl must be surprised and put up her hands, as if ___ ___ because English people do not usually stand very close to others or touch strangers as soon as they meet. Most people around the world now greet each other by ___ ___, but some cultures use other greetings as well, such as the Japanese, who prefer to ___.

People from Jordan, are used to moving very close to the person they talked to. They would shake hands with men. However, ___ ___ ___, they simply nodded at the girls. Shaking hands and then kissing each other twice on each cheek is the French custom when ___ meet people they know. Not all cultures greet each other the same way, nor are they comfortable in the same with touching or distance between people. ___ ___, though, studying international customs can certainly help avoid difficulties in today’s world of ___ ___!

Discussion Do you agree with the author’s statement that body language is not good or bad? Why or why not?

三、课外延伸 培养学生对这个主题的兴趣，也为培养他们自主课外学习探究的能力。 1.学生的自我经历，形象展现中西方因文化不同而造成的身势语不同； 2.以表格形式简单比较中西方在身势语上的相同和不同点； 3.简单介绍其他国家的一些有趣身势语。

Activity Comparison

Meaning Gesture in the USA Gesture in China Money Rubbing the thumb and forefinger together Come here. Moving the index finger forwards and backwards. Rubbing the thumb and forefinger together Moving one’s hand up and down with the palm facing down.

Moving the index finger from side to side. Shrugging one’s shoulders. Meaning Gesture in the USA Gesture in China No, don’t do that. Moving the index finger from side to side. I don’t know Shrugging one’s shoulders. Moving the hand from side to side Shaking the head

Meaning Gesture in the USA Gesture in China Well done Thumbs up. Incredible. I can’t believe it Rolling one’s eyes. Thumbs up. Open one’s eye or mouth wide

Other information about Body Language: The Maori in New Zealand touch noses to greet people. In Vietnamese culture, only parents or a high-ranking person can touch your head. A Bulgarian nods to mean “no” and shakes his head from side o side to mean “yes”.

四、作业：巩固及拓展 Homework: Surf the internet to collect more information about Body Language. 2 Deal with the exercises on pages 28 and 29 . Pay attention to the useful words, expressions and structures.

课后反思 积极引导学生除了在英语语言方面的学习之外，还要注意文化的学习； 根据学生特点，突出重点，由浅入深循序渐进展开教学活动。