1、Unit 20 Humour The third & fourth period一、教学内容及解析1、内容：课文以教人们认识最基本的肢体语言“Body Talk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功能2、解析: “读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。“阅读”(Reading)部分是一篇介绍性的文章，介绍的是各种文化背景下的身势语的异
2、同。文中列举了不同国家对眼神交流和基本手势的不同理解和表达，还介绍了一些国际通用的身势语，比如微笑等。 “读后”(Post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。二、目标及解析1、目标：识记目标词, 训练并培养学生的阅读能力。2、解析：让学生认识身势语在日常生活中所起的重要作用，帮助他们熟悉，掌握肢体动作的表达方式，正确地用身势语进行交流。加强学生跨文化的意识，提高学生对比研究的能力，了解各种文化背景下身势语的异同。训练学生的阅读方法和阅读技能
3、，提高学生的阅读速度和理解准确率。培养学生探究精神，通过自己的努力，学会收集，整理知识。三教学问题诊断及分析阅读部分的重点是介绍各种文化背景下身势语的异同处，以此提高学生的跨文化交际的意识。阅读材料是一个说明文，标题body talk确定了文章主题的范围，但不明确。为此，教师应在warming up 教学环节，先让学生欣赏两段表演，在活跃气氛，提高兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题-body language.在课前要求学生尽可能通过各种途径搜寻有关的材料，鼓励学生上因特网查找主题 “body language”的内容，材料交流，整理。在本课中，教师通过归纳段落大意和表
4、格形式，加深学生对课文的理解。四教学支持条件分析录音机。使教学氛围更加充实，学生更感兴趣。五、教学过程设计（一）教学基本流程greetingpre-readingreadingpost-readingsummary（二）教学情景Step1 GreetingStep2 Pre-readingIn the first period of this unit, weve learned that we can use our facial expressions and gestures to express ourselves or tell what someone is thinking or
5、 feeling by looking at their facial expressions and gestures. 1. Who can tell us some ways of telling what one is thinking or feeling? 2. Do people from different parts of the world use different body language? What about people who live in different parts of China?3. How do you communicate the foll
6、owing with body language?Thank you! No. Yes. I dont know. Come here!设计意图: 读前热身，使学生结合自身经验讨论，为学习课文做好准备。师生活动: 小组活动，师问生答。Step3 Reading1. SkimmingRead the text quickly and find out the main idea/key sentence of each paragraph in pairs.Para 1: We use both words and body language to express our thoughts an
7、d opinions and to communicate with other people. Para 2: Just like spoken language, body language varies from culture to culture.(The same gesture has different meanings in different countries.) Para 3: People in different countries show the same idea in different ways.Para 4: Some gestures seem to
8、be universal.Para 5: Perhaps the best example of universally understood body language is the smile.设计意图: 通过略读，训练学生提炼文章主旨大意的能力，通过归纳总结一方面从整体上把握文章。另一方面也可提高阅读技能。师生活动: 师问生答。2. ScanningRead the text again and try to complete the table GESTURESCOUNTRIESMEANINGSeye contactsome countriesa way to show that on
9、e is interestedother countriesrude or disrespectfula circle with ones thumb and index fingermost countriesOKJapanMoneyFranceZeroBrazilRudeGermanythumbs upthe USgreat or good jobNigeriaRudeGermanyThe number oneJapanmoving the index finger in a circle in front of the earsome countriesCrazyBrazilYou ha
10、ve a phone call.设计意图: 引导学生分析课文，抓住关键词，概括文章的细节，通过填写表格培养学生的理解能力和概括能力，培养和提高阅读能力和技巧。师生活动: 师问生答。3. Careful-readingListen to the tape, follow it in a low voice, then answer the following questions.1)How many kinds of body language are mentioned ( 提到）to show that “ body Language” varies from culture to cult
11、ure” in para.2-3.Making eye contact /touch, The gesture for OK, Thumbs-up gesture, The “crazy” gesture, Shaking head & nodding head, How often we touch, How close we stand, How we act when we meet or part, How to greet2) Universal(世界性) body language in Para 45 includes: The gesture for “ I am tired”
12、 , The gesture for“ I am full” , The gesture for “ I am hungry”, smile3) What can a smile do ?get through difficulty find friends; open doors and tear down walls; express any emotion, apologize , ask for help , start a conversation ; feel happier and stronger; dont feel down and lonely when seeing a
13、 smiling face设计意图: 检查学生对文章的掌握及理解程度。师生活动: 小组活动，并作答。Step4 Post-readingWork in pairs or in groups, try to make a comparison between the body language in china and that in the US.MeaningGestures in the USA Gestures in ChinaNo, dont do that.Moving the index finger from side to side.Moving the head or han
14、d from side to side I dont know Shrugging ones shouldersShaking the head or handWell done Thumbs up.Thumbs up.Incredible. I cant believe it. Rolling ones eyes. open ones eyes and mouth wideMoney Rubbing the thumb and forefinger togetherRubbing the thumb and forefinger togetherCrazyMoving the index f
15、inger in a circle in front of the ear.No such a gestureGood luckCross the fingers on both handsNo such a gestureCome hereMoving the index finger forwards and backwards.Moving ones hand up and down with the palm facing down.设计意图: 通过表格形式培养学生分析比较研究能力，从而更好的掌握不同文化背景下身势语的异同，达到本节课的教学目的，同时也提高学生的跨文化交流意识。师生活动
16、: 小组讨论，并作答。Step5 目标检测课文缩写Body language is used by people to _ their thoughts and opinions and to _ with each other. Just like words, body language _ from culture to culture. Take the gesture for OK as an example. The gesture means _ in Japan and in _ it means zero, while in Brazil and Germany doing
17、so is _. People in different countries show the same idea in _ ways. For example, in many countries, shaking ones head means “no” while _ means “yes”. However, in Bulgaria, parts of Greece and Iran, the gestures have the _ meaning. Although therere many interpretations of our body language, some ges
18、tures are _. The _ is the best example. It can be used to express almost any _.设计意图: 检测学生对本篇文章内容的学习情况。师生活动: 请生做题，师检查，师问生答。Step6 Summary配餐作业 建议下列题中任选两组题完成（AB）或（BC）基础题（A组题）I. 根据下列各句句意及所给单词的首字母或汉语提示，写出该单词的正确形式。1. She f_ the letter and put it into her pocket. .6. There does not appear to be _ (普遍的) agre
19、ement on the plan of the project.II. 用括号内所给词的适当形式填空。注意词性转换。1. part: (1) In _ of Canada, French is the first language.(2) The friends _: Jane went home and Mary went to the library.2. firm: (1) Sheila found a job as a secretary in an electronics _. (2) Youd better make sure the ladder feels _ before
20、you climb up.3. bow: (1) All the people _ to show their respect for the mayor while he was passing by.(2) The actress gave a final _ just as the curtains came down.设计意图: 使学生掌握重点词汇用法。巩固题（B组题） 根据括号内的提示翻译下列句子。1. 房价每天都在变化，因此你们最好今天就买下这套房子。(vary from . to .).10. 我不知道她最近为何一直情绪低落。(feel down)设计意图:固巩学生对新短语的使用
21、，并锻炼其的翻译能力。提高题（C组题）1. 短文阅读 A I suddenly heard an elephant crying as though frightened. Looking down, but to her calf it was music56The moment the author got down to the river bank he saw Athe calf was about to fall into the river BMa Shwe was placing the calf on the rock Cthe calf was washed away by
22、 the rising water DMa Shwe was holding the calf against the rushing water.63Why did David decide to leave school and start working?AHe received lots of job offersBHe was eager to help his mother CHe lost interest in school studies DHe wanted to earn his own living2. 短文改错After five years away in may
23、hometown, I find that 76. .A supermarket. Besides the bookstore next to our middle 85. School is still there.3、句型转换1.To learn the customs of your foreign friend is necessary._ _ necessary _ _the customs of your foreign friend.5.Have you prepared everything for the conference?Have you _ everything_ for the conference?设计意图: 帮助学生提高阅读能力，捕捉信息的能力。提高学生对文章结构分析的能力。教学反思：_
