人教版必修四unit4之Reading教學設計ThisperiodincludesWarmingup,ReadingandComprehendingofUnitintroducesthebodylanguagefromdifferentwillenlargetheirknowledgeofbodylanguagebyreadingthetextandcommunicatingwiththeirthestudentscanlearnmorebodylanguagefromspeaking,listeningandshouldthinkcarefullyaboutthatbodylanguagehavedifferentmeaningsindifferentareencouragedtothinkaboutthepurpose,formsandfunctionsofbodywillrealizetheimportancetounderstanddifferentbodylanguageindifferentculturesandtheyarealsoencouragedtousethebodylanguageappropriately.TeachingImportantPointsHelpthestudentsunderstandthepassagebetter.Learnandmastersomeimportantwordsandphrasesinthisperiod.Helpthestudentstounderstandthedetailsofthetextbyhelpingthemtoaccomplishtheexerciseandactivities.TeachingDifficultPointsHowtohelpthestudentsimprovetheirreadingabilityandunderstandthepassagebetter.Howtomastertheimportantlanguagepointsinthispassage.Howtohelpthestudentsunderstandandusethebodylanguageappropriately.TeachingMethodsFastreadingtogetthegeneralideaofthetext.Carefulreadingtounderstandthepassagebetter.Explanationtohelpthestudentsmastersomelanguagepoints.Discussiontohelpthestudentsunderstandbetterwhatthey’velearnedandtousetheknowledgethey’velearnedinthisperiod.TeachingAidsAtaperecorderThemultimediaThreeDimensionalTeachingAimsKnowledgeandSkillsTrainthestudents’readingability.Learnsomeusefulwordsandexpressions:major,local,represent,curious,introduce,approach,touch,cheek,stranger,spoken,express,action,likely,nod,general,avoidEnablethestudentstosumupthemainideaofeachparagraph.Enablethestudentstounderstanddifferentbodylanguageindifferentcultures.ProcessandStrategiesAct-and-guesstomakethestudentsinvolveintheclassactively.Fastreadingtomakethemgetthemainideaofthepassage.FeelingsandValueTheteachermayapproachthispartbyaskingthemtoactsomebodymovement,whichcannotonlyhelpthemgetreadyforthelearningofthepassage,butcanacquaintthemwithdifferentgesturesinandoutsideChina.TeachingProceduresStep1Leadinasongtothestudentsandaskthemtoacttothemusic.IfYou’reHappyIfyou’rehappyandyouknowit,clapyourhands.(clap,clap)Ifyou’rehappyandyouknowit,clapyourhands.(clap,clap)Ifyou’rehappyandyouknowit,andyoureallywanttoshowit.Ifyou’rehappyandyouknowit,clapyourhands.(clap,clap)gesturesT:Boysandgirls,whynotmoveourbodiestoget’sdoittogether!Iwillsaysomewordsandyouwillacttheirmeanings,raiseyour?Go!(Theteachersaysoutthewordsasfollowandthestudentsdothegestures.)Welldone!Victory!Stop!Quiet!OK!thefacialexpressionsT:Goodjob!Nowrelaxyourthefacialexpressiontoexpressthefollowingfeelings.surprisedangryfearjoydisgusttheposturesT:Excellent!Nowrelaxyourwholearegoingtomoveourwholeareexpectedtodothemovementwithyourpartners.nodbowhughandshaketheeyecontactT:Welldone!Nowuseyoureyestoexpressyourfeelingsinthefollowingone:Supposetodayisyourbirthday,youreceiveaverybig’sasbigaswhenyouseethepresent,what’syourresponse?(answer:wideeyed)Situationtwo:Supposeyouarewalkingonthestreet,someuglyguycomesuptoyouandwantstotalktoyoutogetyourtelephone’syourresponse?(answer:rolleyes)Situationthree:Supposeyouarewalkingonthestreet,somehandsomeguywalksby’syourresponse?(answer:wink)what’sbodylanguageBodylanguageisaformofcommunicationwithoutusinganywordsanditcanhelpusexpressourlookatthepicturesandguesswhatthemanmeansbyhisbodylanguage?Comehere!Bad!Good!Me?Goodluck!Idon’tknow!Step2SkimmingT:First,Iwouldlikeyoutoskimthetextandfindthenamesofthepersonsmentionedandthecountriestheycomeislimitedto2minutes.Character(person)CountryYouChinaColumbiaJuliaSmithBritainCanadaAJapaneseJapanAhmedAzizJordanMadameCoulonFranceStep3ScanningT:Nowyouhavegotallthecharactersinthethistime,Iwouldlikeyoutoscanthetextandfindouttheactions(bodylanguage)mentionedinthepassageandthenactthemoutinfollowingchartmayhelpyoufindtheislimitedto4minutes.Character(person)CountryActionsYouChinaFirst__________________whenintroducingyourselftoAhmedAziz,you____________whenheisveryclose.Columbia_________,_________hershoulderand____________________.JuliaSmithBritainJuliaSmith___________________at’sactionand____________________________.Canada____________________totheJapanese.AJapaneseJapan____________to.AhmedAzizJordan_____________toyouwhenintroduced,_____________toaskquestions,__________atwomen.MadameCoulonFrance______________eachothertwiceonthecheek.Suggestedanswer:Character(person)CountryActionsYouChinaFirststand,watchingandintroduceguestswhenintroducingyourselftoAhmedAziz,youmovebackalittlewhenheisveryclose.ColumbiaApproaches,toucheshershoulderandkissesheronthecheek.JuliaSmithBritainJuliaSmithissurprisedat’sactionandtakesafewstepsawayfromhim.CanadaReacheshishandouttotheJapanese.AJapaneseJapanBowsto.AhmedAzizJordanMovesveryclosetoyouwhenintroduced,comesclosertoaskquestions,nodsatwomen.MadameCoulonFranceShakeshandsandkisseseachothertwiceonthecheek.Step4IntensiveReadingAskthestudentstolookthroughthequestionsonthescreenandreadthetextareexpectedtofindoutalltheanswersbythemselves.T:OK,boysandhavedoneagoodlet’sreadparagraphs2-3andfindoutthemistakesbyusingdifferentbodydothemistakeshappen?Timeislimitedto4minutes.After4minutes,askthestudentswhetherthey’vegottheanswers.T:Nowwhowouldliketobethefirstonetotellmehowmanymistakesyouhavefound?S1:Therearetwomistakesattheairportbyusingdifferentbodylanguage.T:What’sthefirstmistake?Andhowdoesithappen?S2:fromColumbiaapproaches,toucheshershoulderandkissesherontheSmithfromBritainstepsbackappearingsurprisedandtakesafewstepsawayfrom.T:Good!Whowouldliketotalkaboutthesecondmistake?S3:ThesecondmistakehappensbetweenaJapaneseandaJapanesebowstoandhisnosetouches’smovinghand,whenfromCanadareacheshishandouttotheJapanese.T:Excellent!Youhaveunderstooddifferentbodylanguageindifferentlet’smoveontoparagraphs3-6andfinishthefollowingtrueorfalseexercise.oftenstandclosetoothersortouchstrangersassoonastheymeet.peoplearoundtheworldnowgreeteachotherbykissing.willbowtoothersasgreeting.fromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.bodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagesarebad.Suggestedanswers:Step5DividethepassageandfindthemainideaofeachpartT:Nowyouhavetotallyunderstoodthewouldlikeyoutodividethepassageinto4partsandsumupthemainideaofeachcandiscussinthegroupoffour.Afterthediscussion,asksomestudentsabouttheiropinion.T:OK,whichgroupwouldliketoshareyourideawithus?S:Part1:ParamainideaisyouaresenttoPudongAirportS:Part2:Paramainlytalksabouttheexamplesoflearnedorcultural“bodylanguage”.S:Part3:Paratellsusthatdifferentpeopleshavedifferentbodylanguage.S:Part4:Para’sthesummaryofbodylanguage.Step6RetellthestoryT:Sinceyouhavereadthetextforthreetimes,Iguessyouhavetotallyunderstoodthelet’scheckwhetheryouhavecomprehendedthetheblackboard,it’sthesummaryofourreadingit’snothavetothinkoutaproperwordtofillineachblankwithoutreadingyourfillingthemissingwords,youwillhaveacompletesummaryofthe,Iwillgiveyou5minutestodothistask.MybosshassentmetoPudongAirporttomeetsome_________peoplefrommanypartsoftheworld,whoareinterestedinthe_________ofbusinessinfirstonetoarriveisfromColumbiawithJuliaSmith,aBritishlady,_________behind_________themtoeachotherandI’m_________toseecomesuptoMsthen,avisitorfromJapan,comesinand__________whentheCanadian,__________outhishandtohappensthat’shand__________theJapanese’snoseashebowsandtheybothyousee,peoplefrom__________culturesmaynot__________othersinthesamepeopleusuallydonot__________veryclosetoothersortouchthe__________aspeoplefromSpain,ItalyandSouthAmericancountriespeoplearoundtheworld__________handswhentheymeetwhile__________peoplewillfromJordanstandquite__________toothermenandshakehandsandkissothersontheaword,bodylanguagediffersindifferentculturesandiswidelyusedin__________.Suggestedanswer:MybosshassentmetoPudongAirporttomeetsomebusinesspeoplefrommanypartsoftheworld,whoareinterestedinthedevelopmentofbusinessinfirstonetoarriveisfromColumbiawithJuliaSmith,aBritishlady,followingbehindintroducethemtoeachotherandI’msurprisedtoseecomesuptoMsthen,avisitorfromJapan,comesinandbowswhentheCanadian,reachesouthishandtohappensthat’shandtouchestheJapanese’snoseashebowsandtheybothyousee,peoplefromdifferentculturesmaynotgreetothersinthesamepeopleusuallydonotstandveryclosetoothersortouchthestrangersaspeoplefromSpain,ItalyandSouthAmericancountriespeoplearoundtheworldshakehandswhentheymeetwhileJapanesepeoplewillfromJordanstandquiteclosetoothermenandshakehandsandkissothersonthecheekInaword,bodylanguagediffersindifferentculturesandiswidelyusedincommunication.Step7LanguagePointsFocusT:Somuchforthelookthroughthepassageagainandseeifyouhaveanylanguageproblems.S:Idon’tknowwhat’sthemeaningofthesentence“Notallculturesgreeteachotherthesameway,noraretheycomfortabletouchingstrangersorbeingtoocloseortoofaraway.”?T:Thissentencemeans“不是所有人都以同樣的方式寒暄。接觸陌生人時,距離太近或太遠都會使他們不舒服?！盜nthesentence,youhavetopayspecialattentiontotheusageof“not...nor...”whichmeans“既不……也不……”.Forexample,theydonotshakehandswithwomen,noraretheylikelytokisswomenpublicly.“nor”impliesthenegativemeaning,sowhenitisputatthebeginningofthesentence,thesentenceshouldbeinverted.表示否定意義的nor放在句首,該句子應用倒裝語序,即把be動詞、助動詞或情態(tài)動詞放在主語前。如,Notasingleworddidhesayatthemeetinglastwordshavingthesimilarusagewithnorare“not,never,seldom,hardly,rarely,little”.如,NeverhashebeentoChina.他從來沒有來過中國。T:Areyouclearnowwiththeusageof“nor”?S:Weareclearnow.T:Doyouhaveanyotherlanguageproblems?S:Iamnotquitesureabouttheusageof“l(fā)ikely”.T:Inthepassage,thesentence“PeoplefromplaceslikeSpain,ItalyorSouthAmericancountriesapproachotherscloselyandaremorelikelytotouchthem.”means從西班牙、意大利或南美洲國家來的人近距離地接近對方,而且可能會（用身體）接觸對方。Therearetwostructuresof“l(fā)ikely”.Theyare“sb./likelytodosth.”and“It’slikelythat+clause”.如,He’sverylikelytobelateforclass.他很有可能會上課遲到。Itislikelytoraintonight.今晚可能要下雨。T:Anymorequestions?Ifnot,let’smoveontodiscussion.Step8DiscussionAftertheexplanationofthelanguagepoints,thestudentshavegotatotalunderstandingofthereadingteacherdrawsthestudents’attentionbacktothetextandputsforwardatopicforthemtothestudentsintofour-persongroupsandgivethemfiveminutestothinkaboutthequestion“Isbodylanguageimportant?”Afterthediscussion,letthestudentsreporttheirdiscussions.T:Let’scomebacktoouryouhaveacompleteunderstandingofthetext,Ihaveaquestionforbodylanguageimportant?T:Afteryourdiscussionwithyourpartners,Iwouldlikeyoutoreportyourislimitedto5.(After5minutes.)T:OK,whowouldliketobethefirsttogiveyourreportonthediscussion?S:Letmethinkbodylanguageisimportant,becauseitisusedanytimeandanywheretoconveypeople’sideas,feelings,information,andsoon.S:Wecantellalotfromothers’bodyiftheydon’tspeak,weknowiftheyaresadbylookingattheirfacialexpressions.T:Goodwouldliketocontinue?S:Bodylanguagemayhavedifferentmeaningsindifferentit’simportantforustoknowmoresothatwewon’tcausemisunderstandingduringourcommunication.Step9SummaryandHomeworkT:Todaywe’velearnedatextaboutbodylikeverballanguage(言辭),bodylanguageispartofplaysanimportantroleindaily,itisveryimportanttounderstandanduseitforaforeignlanguagelearner,itisnecessarytolearnbodylanguageaswellastolearnverballanguage.T:Somuchforisthehomeworkforyoutodosothatyourknowledgecanbeconsolidated.thekeysentencesinthetext.onPage27,&3onPage&2onPage63.someinformationaboutbodylanguageindifferentareexpectedtoshareitwithyourpartnersinthenextclass.TheDesignoftheWritingontheBlackboardUnit4BodylanguagePeriod1Readingupactitout1)skimming2)scanning3)questions4)getthemainideaofeachpart5)retellthestoryfocusRecordafterTeachingActivitiesandResearchSpeakanddrawthestudentsintoStudentsAineachpairsomepicturescontainingsomebodylanguage.AdescribesthepicturestoStudentBwilldrawoutthepicturesaccordingtoA’sdescriptionsandpointoutthemeaningsofthebodylanguageinthepictures.AtakesupthepicturesandshowsthemtoStudentstudentsdiscussthemeaningsofthebodylanguageshownintheareexpectedtofigureouttheexactmeanings.studentschangetheirthistime,StudentBdescribesthepicturesandStudentAdrawsoutthepicturesandpointsoutthemeanings.teacherfiguresoutthecorrectmeaningsofthebodylanguageineachpicture.ReferenceforteachingBackgroundInformationBodylanguageofAmericansSometimespeopleaddtowhattheysayevenwhentheydon’tarethe“silentlanguage”ofeveryisimportanttoknowthebodylanguageofeverycountryorwemaybemisunderstood.IntheUnitedStates,peoplegreeteachotherwithahandshakeinaformalhandshakemustbethehandshakeisweak,itisasignofweaknessormayplaceahandontheother’sarmorpeople,usuallywomen,greetafriendwithaisimportanttotwopeopletalktoeachother,theyusuallystandabouttwoandahalffeetawayandatanangle,sotheyarenotfacingeachothergetuncomfortablewhenapersonstandstoowillmovebacktohavetheirAmericanstouchanotherpersonbyaccident,theysay,“Pardonme.”O(jiān)r“Excuseme.”Americansliketolookattheotherpersonintheeyeswhentheyareyoudon’tdoso,itmeansyouarebored,hidingsomething,orarenotwhenyoustareatsomeone,itisnotAmericans,thumbs-upmeansyes,verygood,orwelldone,thumbs-downmeansthecallawaiter,raiseonehandtoheadlevelorshowyouwantthecheck,makeamovementwithyourhandsasifyouaresigningapieceofisallrighttopointatthingsbutnotatpeoplewithindexshaketheirindexfingeratchildrenwhentheyscoldthemandpatthemontheheadwhentheyadmirethem.Learningaculture’sbodylanguageissomethingyoudon’tknowwhattodo,thesafestthingtodoistosmile.LanguagePointsGarciaapproachesMsSmith,toucheshershoulderandkissesheronthecheek.加西亞先生走近史密斯女士,觸摸了一下她的肩頭,親吻了一下她的臉頰。在英語中,touch+one’spartofthebody是比較隨意的一種表達方法,而touch+sb.+介詞+partofthebody是比較正式的表達。Shetappedhimontheshoulder.她輕輕拍了拍他的肩膀。Theteachertappedhimonthehead.老師拍了拍他的頭。Susanraisedherhandandslappedtheboyintheface.蘇珊舉手打了那男孩一個耳光。willbemeetingatamajorhotelwithlocalbusinesspeopleandpeoplewhorepresenttheChinesegovernment.他們將會在大酒店與當?shù)厣倘撕痛碇袊娜藗儠?。?）willbemeeting“將要見面”,will/shallbedoing表示“預料將要發(fā)生的動作”,在現(xiàn)代英語口語中用得很多,口氣往往比較婉轉(zhuǎn)、隨便。Whenwilltheybevisitingusagain?你什么時候再來看望我們？Ishallshortlybeattendinganinternationalconference.不久,我就要去參加一個國際會議了。（2）majoradj.較大的,主要的Thecarneedsmajorrepairs.這輛車需要大修。n.專業(yè)Hermajorislinguistics.她的專業(yè)是語言學。vi.主修,專攻Imajorinbiology.我主修生物。(3)localadj.本地的;地方的;地區(qū)的LastTuesdayhereceivedaletterfromthelocalpolice.上星期二他接到當?shù)鼐炀值囊环庑?。Manyofthelocaldignitariesattendedhisgrandfather’sfuneral.當?shù)卦S多達官貴人都參加了他外祖父的葬禮。(4)represent代表,象征,標志；作為示范;作為……的例子Thispaintingrepresentsastorm.這幅畫描繪暴風雨。Thesestonesrepresentarmies.那些石頭代表部隊。ThebaldeaglerepresentstheUnitedStates.禿鷹象征了美國。Themuseumhadseveralpaintingsrepresentingtheartist’searlystyle.博物館藏有幾幅代表這個藝術(shù)家早期風格的油畫。peopleenterlookingaroundinacuriousway.有四個人走了進來,好奇地四處張望。lookingaroundinacuriousway用作狀語,表示enter的伴隨狀態(tài)。Shesatatthedeskreadinganewspaper.她坐在桌子旁看報紙。Tomwenttoschool,takingatrain.湯姆坐火車去上學。Whilereadingthenewspaper,henoddedfromtimetotime.看報紙時,他不斷地點頭。Nothavingreceivedareply,wewroteagain.沒有收到回信,我們又寫了一封。Heatingwater,wecanchangeitintovapor.水加熱之后就可以變成蒸汽。curious富有好奇心的;有求知欲的;感興趣的Don’tbetoocuriousaboutthingsyouarenotsupposedtoknow.不要對那些你不應該知道的事情太過好奇。IfyouarecuriousaboutBrazil,youmayreadthisbook.如果你對巴西有興趣,你可以看看這本書。Thetouristsweresurroundedbythecuriouschildren.游客被好奇的孩子們圍起來了。thinkthattheremayhavebeenamistake.你想可能出了什么差錯了。mayhavebeen/done用來表示對過去事情的猜測,意為“可能,或許”。情態(tài)動詞+have+過去分詞表示推測用法如下:（1）must+have+過去分詞表示對過去事情肯定的猜測,意為“一定已經(jīng)”,此結(jié)構(gòu)用于肯定句。Ididn’thearthemusthavebeenasleep.我沒有聽到電話,我一定已經(jīng)睡著了。Itmusthaverainedlastnight.昨天一定下雨了。（2）can/could+have+過去分詞用于疑問句或否定句中表示對行為可能性的猜測。但couldhavedone用于肯定句中表示與過去事實相反的假設,意為“本能夠做卻沒有做”?！猅herearealreadyfivepeopleinthecar,buttheymanagedtotakemeaswell.車里有5個人,但他們也把我?guī)チ?。—Itcouldn’thavebeenacomfortablejourney.這不可能是舒適的旅行。Theycouldnothavedonetheexperiment.他們不可能做過這個實驗。Couldtheyhavefinishedtheworkontime?他們能按時完成工作嗎？（3）may/might+have+過去分詞表示對過去事情不肯定的推測,意為“也許做過”。另外,mighthavedone還可表示委婉的責備,意為“本來可以……”。Youmighthavegivenhimmorehelp,thoughyouwerebusy.盡管你很忙,其實你可以多幫助他一下。Theymighthavetriedeverymeans.他們可能嘗試了一切手段。Hemighthavebeenhurtintheaccident.他有可能在事故中受傷了。allculturesgreeteachotherthesameway,noraretheycomfortabletouchingstrangersorbeingtoocloseortoofaraway.不是所有人都以同樣的方式寒暄。接觸陌生人時,距離太近或太遠都會使他們不舒服。（1）not...nor...既不……也不……Theydonotshakehandswithwomen,noraretheylikelytokisswomenpublicly.他們既不與婦女握手，也不在公共場合親吻她們。（2）表示否定意義的nor放在句首,該句子應用部分倒裝語序,即把be動詞、助動詞或情態(tài)動詞放在主語前面。Notasingleworddidhesayatthemeetinglastnight.昨天在會上他一句話也沒說。NeverhashebeentoChina.他從來沒有來過中國。類似的用法還有not,never,seldom,hardly,rarely,little等。fromplaceslikeSpain,ItalyorSouthAmericancountriesapproachotherscloselyandaremorelikelytotouc