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高中人教版 (2019)Unit 4 History and traditions教案
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这是一份高中人教版 (2019)Unit 4 History and traditions教案，共11页。
This perid includes Warming up,Reading and Cmprehending f Unit 4.It intrduces the bdy language frm different cuntries.Students will enlarge their knwledge f bdy language by reading the text and cmmunicating with their peer.Meanwhile the students can learn mre bdy language frm speaking,listening and acting.Students shuld think carefully abut that bdy language have different meanings in different cultures.Students are encuraged t think abut the purpse,frms and functins f bdy languages.Students will realize the imprtance t understand different bdy language in different cultures and they are als encuraged t use the bdy language apprpriately.
Teaching Imprtant Pints
Help the students understand the passage better.
Learn and master sme imprtant wrds and phrases in this perid.
Help the students t understand the details f the text by helping them t accmplish the exercise and activities.
Teaching Difficult Pints
Hw t help the students imprve their reading ability and understand the passage better.
Hw t master the imprtant language pints in this passage.
Hw t help the students understand and use the bdy language apprpriately.
Teaching Methds
Fast reading t get the general idea f the text.
Careful reading t understand the passage better.
Explanatin t help the students master sme language pints.
Discussin t help the students understand better what they’ve learned and t use the knwledge they’ve learned in this perid.
Teaching Aids
A tape recrder
The multimedia
Three Dimensinal Teaching Aims
Knwledge and Skills
Train the students’ reading ability.
Learn sme useful wrds and expressins:
majr,lcal,represent,curius,intrduce,apprach,tuch,cheek,stranger,spken,express,actin,likely,nd,general,avid
Enable the students t sum up the main idea f each paragraph.
Enable the students t understand different bdy language in different cultures.
Prcess and Strategies
Act-and-guess t make the students invlve in the class actively.
Fast reading t make them get the main idea f the passage.
Feelings and Value
The teacher may apprach this part by asking them t act sme bdy mvement,which can nt nly help them get ready fr the learning f the passage,but can acquaint them with different gestures in and utside China.
Teaching Prcedures
Step 1 Lead in
1.Play a sng t the students and ask them t act t the music.
If Yu’re Happy
If yu’re happy and yu knw it,clap yur hands.(clap,clap)
If yu’re happy and yu knw it,clap yur hands.(clap,clap)
If yu’re happy and yu knw it,and yu really want t shw it.
If yu’re happy and yu knw it,clap yur hands.(clap,clap)
2.Intruduce gestures
T:Bys and girls,why nt mve ur bdies t get relaxed.Let’s d it tgether!I will say sme wrds and yu will act their meanings ut.First,raise yur hands.Ready?G!(The teacher says ut the wrds as fllw and the students d the gestures.)
Well dne! Victry!
Stp! Quiet!
OK!
3.Intrduce the facial expressins
T:Gd jb!Nw relax yur face.Shw the facial expressin t express the fllwing feelings.
surprised angry
fear jy
disgust
4.Intruduce the pstures
T:Excellent!Nw relax yur whle bdies.We are ging t mve ur whle bdies.Yu are expected t d the mvement with yur partners.
nd bw
hug handshake
5.Intrduce the eye cntact
T:Well dne!Nw use yur eyes t express yur feelings in the fllwing situatins.Situatin ne:Suppse tday is yur birthday,yu receive a very big present.It’s as big as yu.S when yu see the present,what’s yur respnse?
(answer:wide eyed)
Situatin tw:Suppse yu are walking n the street,sme ugly guy cmes up t yu and wants t talk t yu t get yur telephne number.What’s yur respnse?
(answer:rll eyes)
Situatin three:Suppse yu are walking n the street,sme handsme guy walks by yu.What’s yur respnse?
(answer:wink)
6.Summarize what’s bdy language
Bdy language is a frm f cmmunicatin withut using any wrds and it can help us express ur feelings.Nw lk at the pictures and guess what the man means by his bdy language?
Cme here! Bad!
Gd! Me?
Gd luck! I dn’t knw!
Step 2 Skimming
T:First,I wuld like yu t skim the text and find the names f the persns mentined and the cuntries they cme frm.Time is limited t 2 minutes.
Step 3 Scanning
T:Nw yu have gt all the characters in the text.Fr this time,I wuld like yu t scan the text and find ut the actins (bdy language) mentined in the passage and then act them ut in pairs.The fllwing chart may help yu find the mvement.Time is limited t 4 minutes.
Suggested answer:
Step 4 Intensive Reading
Ask the students t lk thrugh the questins n the screen and read the text silently.Students are expected t find ut all the answers by themselves.
T:OK,bys and girls.Yu have dne a gd jb.Nw let’s read paragraphs 2-3 and find ut the mistakes by using different bdy languages.Hw d the mistakes happen?Time is limited t 4 minutes.
After 4 minutes,ask the students whether they’ve gt the answers.
T:Nw wh wuld like t be the first ne t tell me hw many mistakes yu have fund?
S1:There are tw mistakes at the airprt by using different bdy language.
T:What’s the first mistake?And hw des it happen?
S2:Mr.Garcia frm Clumbia appraches Ms.Smith,tuches her shulder and kisses her n the cheek.Julia Smith frm Britain steps back appearing surprised and takes a few steps away frm Mr.Garcia.
T:Gd!Wh wuld like t talk abut the secnd mistake?
S3:The secnd mistake happens between a Japanese and a Canadian.A Japanese bws t Mr.Ck and his nse tuches Mr.Ck’s mving hand,when Mr.Ck frm Canada reaches his hand ut t the Japanese.
T:Excellent!Yu have understd different bdy language in different cultures.Nw let’s mve n t paragraphs 3-6 and finish the fllwing true r false exercise.
Suggested answers:
1.F 2.F 3.T 4.T 5.F
Step 5 Divide the passage and find the main idea f each part
T:Nw yu have ttally understd the passage.I wuld like yu t divide the passage int 4 parts and sum up the main idea f each part.Yu can discuss in the grup f fur.
After the discussin,ask sme students abut their pinin.
T:OK,which grup wuld like t share yur idea with us?
S:Part 1:Para 1.The main idea is yu are sent t Pudng Airprt t meet business peple.
S:Part 2:Para 2-3.It mainly talks abut the examples f learned r cultural “bdy language”.
S:Part 3:Para 4-5.It tells us that different peples have different bdy language.
S:Part 4:Para 6.It’s the summary f bdy language.
Step 6 Retell the stry
T:Since yu have read the text fr three times,I guess yu have ttally understd the text.Nw let’s check whether yu have cmprehended the text.On the blackbard,it’s the summary f ur reading text.But it’s nt cmplete.Yu have t think ut a prper wrd t fill in each blank withut reading yur textbk.After filling the missing wrds,yu will have a cmplete summary f the text.Nw,I will give yu 5 minutes t d this task.
Suggested answer:
My bss has sent me t Pudng Airprt t meet sme business peple frm many parts f the wrld,wh are interested in the develpment f business in China.The first ne t arrive is Mr.Garcia frm Clumbia with Julia Smith,a British lady,fllwing behind clsely.I intrduce them t each ther and I’m surprised t see Mr.Garcia cmes up t Ms Smith.Just then,a visitr frm Japan,cmes in and bws when the Canadian,Mr.Ck reaches ut his hand t him.It happens that Mr.Ck’s hand tuches the Japanese’s nse as he bws and they bth aplgize.S yu see,peple frm different cultures may nt greet thers in the same way.English peple usually d nt stand very clse t thers r tuch the strangers as peple frm Spain,Italy and Suth American cuntries d.Mst peple arund the wrld shake hands when they meet while Japanese peple will bw.Peple frm Jrdan stand quite clse t ther men and shake hands and kiss thers n the cheek In a wrd,bdy language differs in different cultures and is widely used in cmmunicatin.
Step 7 Language Pints Fcus
T:S much fr the exercises.Nw lk thrugh the passage again and see if yu have any language prblems.
S:I dn’t knw what’s the meaning f the sentence “Nt all cultures greet each ther the same way,nr are they cmfrtable tuching strangers r being t clse r t far away.”?
T:This sentence means “不是所有人都以同样的方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。” In the sentence,yu have t pay special attentin t the usage f “”which means “既不……也不……”.Fr example,they d nt shake hands with wmen,nr are they likely t kiss wmen publicly.“nr” implies the negative meaning,s when it is put at the beginning f the sentence,the sentence shuld be inverted.表示否定意义的nr放在句首,该句子应用倒装语序,即把be动词、助动词或情态动词放在主语前。如,Nt a single wrd did he say at the meeting last night.The wrds having the similar usage with nr are “nt,never,seldm,hardly,rarely,little”.如,Never has he been t China.他从来没有来过中国。
T:Are yu clear nw with the usage f “nr”?
S:We are clear nw.
T:D yu have any ther language prblems?
S:I am nt quite sure abut the usage f “likely”.
T:In the passage,the sentence “Peple frm places like Spain,Italy r Suth American cuntries apprach thers clsely and are mre likely t tuch them.” means 从西班牙、意大利或南美洲国家来的人近距离地接近对方,而且可能会（用身体）接触对方。There are tw structures f “likely”.They are “sb./sth.is likely t d sth.” and “It’s likely that+clause”.如,He’s very likely t be late fr class.他很有可能会上课迟到。It is likely t rain tnight.今晚可能要下雨。
T:Any mre questins?If nt,let’s mve n t discussin.
Step 8 Discussin
After the explanatin f the language pints,the students have gt a ttal understanding f the reading text.Then teacher draws the students’ attentin back t the text and puts frward a tpic fr them t discuss.Divide the students int fur-persn grups and give them five minutes t think abut the questin “Is bdy language imprtant?” After the discussin,let the students reprt their discussins.
T:Let’s cme back t ur discussin.Since yu have a cmplete understanding f the text,I have a questin fr yu.Is bdy language imprtant?
T:After yur discussin with yur partners,I wuld like yu t reprt yur discussins.Time is limited t 5 minutes.G.
(After 5 minutes.)
T:OK,wh wuld like t be the first t give yur reprt n the discussin?
S:Let me try.I think bdy language is imprtant,because it is used anytime and anywhere t cnvey peple’s ideas,feelings,infrmatin,and s n.
S:We can tell a lt frm thers’ bdy language.Even if they dn’t speak,we knw if they are sad by lking at their facial expressins.
T:Gd pint.One mre.Wh wuld like t cntinue?
S:Bdy language may have different meanings in different cultures.S it’s imprtant fr us t knw mre s that we wn’t cause misunderstanding during ur cmmunicatin.
Step 9 Summary and Hmewrk
T:Tday we’ve learned a text abut bdy language.Just like verbal language(言辞),bdy language is part f culture.It plays an imprtant rle in daily cmmunicatin.S,it is very imprtant t understand and use it crrectly.And fr a freign language learner,it is necessary t learn bdy language as well as t learn verbal language.
T:S much fr tday.Here is the hmewrk fr yu t d s that yur knwledge can be cnslidated.
1.Recite the key sentences in the text.
2.Finish Ex.1 n Page 27,Ex.2&3 n Page 28.Ex.1&2 n Page 63.
3.Cllect sme infrmatin abut bdy language in different cultures.Yu are expected t share it with yur partners in the next class.
The Design f the Writing n the Blackbard
Recrd after Teaching
Activities and Research
Speak and draw
1.Divide the students int pairs.Give Students A in each pair sme pictures cntaining sme bdy language.
2.Student A describes the pictures t Student B.Student B will draw ut the pictures accrding t A’s descriptins and pint ut the meanings f the bdy language in the pictures.
3.Student A takes up the pictures and shws them t Student B.The students discuss the meanings f the bdy language shwn in the pictures.They are expected t figure ut the exact meanings.
4.The students change their rles.Fr this time,Student B describes the pictures and Student A draws ut the pictures and pints ut the meanings.
5.The teacher figures ut the crrect meanings f the bdy language in each picture.
Reference fr teaching
Backgrund Infrmatin
Bdy language f Americans
Smetimes peple add t what they say even when they dn’t talk.Gestures are the “silent language” f every culture.It is imprtant t knw the bdy language f every cuntry r we may be misunderstd.
In the United States,peple greet each ther with a handshake in a frmal intrductin.The handshake must be firm.If the handshake is weak,it is a sign f weakness r unfriendliness.Friends may place a hand n the ther’s arm r shulder.Sme peple,usually wmen,greet a friend with a hug.Space is imprtant t Americans.When tw peple talk t each ther,they usually stand abut tw and a half feet away and at an angle,s they are nt facing each ther directly.Americans get uncmfrtable when a persn stands t clse.They will mve back t have their space.If Americans tuch anther persn by accident,they say,“Pardn me.” Or “Excuse me.” Americans like t lk at the ther persn in the eyes when they are talking.If yu dn’t d s,it means yu are bred,hiding smething,r are nt interested.But when yu stare at smene,it is nt plite.Fr Americans,thumbs-up means yes,very gd,r well dne,thumbs-dwn means the ppsite.T call a waiter,raise ne hand t head level r abve.T shw yu want the check,make a mvement with yur hands as if yu are signing a piece f paper.It is all right t pint at things but nt at peple with index finger.Americans shake their index finger at children when they scld them and pat them n the head when they admire them.
Learning a culture’s bdy language is smething cnfusing.If yu dn’t knw what t d,the safest thing t d is t smile.
Language Pints
1.Mr Garcia appraches Ms Smith,tuches her shulder and kisses her n the cheek.
加西亚先生走近史密斯女士,触摸了一下她的肩头,亲吻了一下她的脸颊。
在英语中,tuch+ne’s part f the bdy是比较随意的一种表达方法,而tuch+sb.+介词+part f the bdy是比较正式的表达。
She tapped him n the shulder.她轻轻拍了拍他的肩膀。
The teacher tapped him n the head.老师拍了拍他的头。
Susan raised her hand and slapped the by in the face.
苏珊举手打了那男孩一个耳光。
2.They will be meeting at a majr htel with lcal business peple and peple wh represent the Chinese gvernment.
他们将会在大酒店与当地商人和代表中国政府的人们会面。
（1）will be meeting“将要见面”,will/shall be ding 表示“预料将要发生的动作”,在现代英语口语中用得很多,口气往往比较婉转、随便。
When will they be visiting us again?你什么时候再来看望我们？
I shall shrtly be attending an internatinal cnference.
不久,我就要去参加一个国际会议了。
（2）majr adj. 较大的,主要的
The car needs majr repairs.这辆车需要大修。
n. 专业
Her majr is linguistics.她的专业是语言学。
vi. 主修,专攻
I majr in bilgy.我主修生物。
(3)lcal adj.本地的;地方的;地区的
Last Tuesday he received a letter frm the lcal plice.
上星期二他接到当地警察局的一封信。
Many f the lcal dignitaries attended his grandfather’s funeral.
当地许多达官贵人都参加了他外祖父的葬礼。
(4)represent 代表,象征,标志；作为示范;作为……的例子
This painting represents a strm.这幅画描绘暴风雨。
These stnes represent armies.那些石头代表部队。
The bald eagle represents the United States.秃鹰象征了美国。
The museum had several paintings representing the artist’s early style.
博物馆藏有几幅代表这个艺术家早期风格的油画。
3.Fur peple enter lking arund in a curius way.
有四个人走了进来,好奇地四处张望。
lking arund in a curius way 用作状语,表示enter的伴随状态。
She sat at the desk reading a newspaper.她坐在桌子旁看报纸。
Tm went t schl,taking a train.汤姆坐火车去上学。
While reading the newspaper,he ndded frm time t time.
看报纸时,他不断地点头。
Nt having received a reply,we wrte again.
没有收到回信,我们又写了一封。
Heating water,we can change it int vapr.
水加热之后就可以变成蒸汽。
curius 富有好奇心的;有求知欲的;感兴趣的
Dn’t be t curius abut things yu are nt suppsed t knw.
不要对那些你不应该知道的事情太过好奇。
If yu are curius abut Brazil,yu may read this bk.
如果你对巴西有兴趣,你可以看看这本书。
The turists were surrunded by the curius children.
游客被好奇的孩子们围起来了。
4.Yu think that there may have been a mistake.
你想可能出了什么差错了。
may have been/dne 用来表示对过去事情的猜测,意为“可能,或许”。情态动词+have+过去分词表示推测用法如下:
（1）must+have+过去分词表示对过去事情肯定的猜测,意为“一定已经”,此结构用于肯定句。
I didn’t hear the phne.I must have been asleep.
我没有听到电话,我一定已经睡着了。
It must have rained last night.昨天一定下雨了。
（2）can/culd+have+过去分词用于疑问句或否定句中表示对行为可能性的猜测。但culd have dne 用于肯定句中表示与过去事实相反的假设,意为“本能够做却没有做”。
—There are already five peple in the car,but they managed t take me as well.
车里有5个人,但他们也把我带去了。
—It culdn’t have been a cmfrtable jurney.
这不可能是舒适的旅行。
They culd nt have dne the experiment.
他们不可能做过这个实验。
Culd they have finished the wrk n time?
他们能按时完成工作吗？
（3）may/might+have+过去分词表示对过去事情不肯定的推测,意为“也许做过”。另外,might have dne 还可表示委婉的责备,意为“本来可以……”。
Yu might have given him mre help,thugh yu were busy.
尽管你很忙,其实你可以多帮助他一下。
They might have tried every means.他们可能尝试了一切手段。
He might have been hurt in the accident.他有可能在事故中受伤了。
5.Nt all cultures greet each ther the same way,nr are they cmfrtable tuching strangers r being t clse r t far away.
不是所有人都以同样的方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。
（1）既不……也不……
They d nt shake hands with wmen,nr are they likely t kiss wmen publicly.
他们既不与妇女握手，也不在公共场合亲吻她们。
（2）表示否定意义的nr放在句首,该句子应用部分倒装语序,即把be动词、助动词或情态动词放在主语前面。
Nt a single wrd did he say at the meeting last night.
昨天在会上他一句话也没说。
Never has he been t China.他从来没有来过中国。
类似的用法还有nt,never,seldm,hardly,rarely,little等。
6.Peple frm places like Spain,Italy r Suth American cuntries apprach thers clsely and are mre likely t tuch them.
从西班牙、意大利或南美洲国家来的人近距离地接近对方,而且可能会（用身体）接触对方。
likely
常用的结构有sb./sth.is likely t d sth.
It’s likely that 从句
He’s very likely t be late fr class.他很有可能会迟到上课。
He is much mre likely t be in France nw.
他现在很可能人已在法国。
It is likely t rain tnight.今晚可能要下雨。
It’s highly likely that he will succeed.他很有可能成功。
Mst likely he has gne t the restaurant.很有可能他已去了餐馆。
7.Mst peple arund the wrld nw greet each ther by shaking hands,but sme cultures use ther greetings as well.
现在世界上多数人见面要握手互相问候,但是有些文化（背景下的人）会采取另外一些寒暄方式。
as well 同样,也,还
I am interested in painting and dancing as well.
我对绘画和跳舞都感兴趣。
It’s a big surprise fr him as well as fr her.
这对于他和她都是一个惊喜。
8.It is an interesting study and can help yu avid difficulty in cmmunicatin.
这个研究很有趣,它能帮助你避免交际中（可能出现）的困难。
avid 避免,回避,躲开。后跟名词或动名词作宾语,不跟不定式。
T avid cnfusin,the tw teams wre different clurs.
为避免混淆,两队分穿不同颜色的衣服。
I crssed the street t avid meeting him.我横穿马路以便避开他。
T avid the city centre,we may turn right here and take the belt highway.
从这里往右拐走环行道可以避开闹市中心。
9.similar adj.相似的
We have similar tastes in music.我们在音乐方面爱好相似。
be similar t sb./sth.与……相似
Gld is similar in clr t brass.金和黄铜的颜色相似。
similarity n. 相似；相似性
10.respect
(1)n.respect fr sb./sth.
I have the greatest respect fr yu.我非常尊重你。
Students shuld shw respect fr their teachers.学生要尊重老师。
in respect f sth.就某方面而言,关于某事物
The bk is admirable in respect f style.这本书风格极佳。
(2)v.respect sb./sth.(fr sth.)
I respect yu fr yur hnesty.由于你为人正直,我对你十分敬重。
respect neself 自重,自尊
If yu dn’t respect yurself,hw can yu expect thers t respect yu.
如果你不自重,又怎能受到别人的尊重呢？
respectable adj.体面的,有身份的,值得尊敬的
a respectable cuple 一对值得尊敬的夫妻
respectful adj.恭敬的,表示尊敬或尊重的
respectful t/twards sb.;respectful f sth.
listen in respectful silence 毕恭毕敬地静听着
respectful f ther peple’s pinins 尊重他人意见
respective adj.各自的,各个的,分别的
After the party we all went ff t ur respective rms.
聚会之后我们回到各自的房间。
11.be willing t 愿意做某事
Are yu willing t accept respnsibility?你愿意承担责任吗？
12.punish v.
(1)punish sb.(fr sth.) (by/with sth.) 处罚或惩罚某人
He punished the children fr their carelessness.
他让孩子赔偿损失,惩罚他们粗心大意。
(2)punish sth.(by/with sth.) 以（过错）为由处罚某人
Serius crime shuld be punished by lnger terms f imprisnment.
重罪须处以长期监禁。
punishment n.
Character(persn)
Cuntry
Yu
China
Mr.Garcia
Clumbia
Julia Smith
Britain
Mr.Ck
Canada
A Japanese
Japan
Ahmed Aziz
Jrdan
Madame Culn
France
Character(persn)
Cuntry
Actins
Yu
China
First ________.Then _________ _________ when intrducing yurself t Ahmed Aziz,yu ____________ when he is very clse.
Mr.Garcia
Clumbia
_________ Ms.Smith, _________ her shulder and ____________________.
Julia Smith
Britain
Julia Smith ___________________ at Mr.Garcia’s actin and ____________________________.
Mr.Ck
Canada
____________________ t the Japanese.
A Japanese
Japan
____________ t Mr.Ck.
Ahmed Aziz
Jrdan
_____________ t yu when intrduced,_____________ t ask questins,__________ at wmen.
Madame Culn
France
______________ each ther twice n the cheek.
Character(persn)
Cuntry
Actins
Yu
China
First stand,watching and listening.Then intrduce guests when intrducing yurself t Ahmed Aziz,yu mve back a little when he is very clse.
Mr.Garcia
Clumbia
Appraches Ms.Smith,tuches her shulder and kisses her n the cheek.
Julia Smith
Britain
Julia Smith is surprised at Mr.Garcia’s actin and takes a few steps away frm him.
Mr.Ck
Canada
Reaches his hand ut t the Japanese.
A Japanese
Japan
Bws t Mr.Ck.
Ahmed Aziz
Jrdan
Mves very clse t yu when intrduced,cmes clser t ask questins,nds at wmen.
Madame Culn
France
Shakes hands and kisses each ther twice n the cheek.
1.Englishmen ften stand clse t thers r tuch strangers as sn as they meet.
2.Mst peple arund the wrld nw greet each ther by kissing.
3.Japanese will bw t thers as greeting.
4.Peple frm Jrdan will mve very clse t yu as yu intrduce yurself t them.
5.Sme bdy languages in sme cuntries are gd while sme cuntries’ bdy languages are bad.
My bss has sent me t Pudng Airprt t meet sme _________ peple frm many parts f the wrld,wh are interested in the _________ f business in China.The first ne t arrive is Mr.Garcia frm Clumbia with Julia Smith,a British lady, _________ behind clsely.I _________ them t each ther and I’m _________ t see Mr.Garcia cmes up t Ms Smith.Just then,a visitr frm Japan,cmes in and __________ when the Canadian,Mr.Ck __________ ut his hand t him.It happens that Mr.Ck’s hand __________ the Japanese’s nse as he bws and they bth __________.S yu see,peple frm __________ cultures may nt __________ thers in the same way.English peple usually d nt __________ very clse t thers r tuch the __________ as peple frm Spain,Italy and Suth American cuntries d.Mst peple arund the wrld __________ hands when they meet while __________ peple will bw.Peple frm Jrdan stand quite __________ t ther men and shake hands and kiss thers n the __________.In a wrd,bdy language differs in different cultures and is widely used in __________.
Unit 4 Bdy language
Perid 1 Reading
1.Warming up
act it ut
2.Reading
1)skimming
2)scanning
3)questins
4)get the main idea f each part
5)retell the stry
3.Language fcus
This perid includes Warming up,Reading and Cmprehending f Unit 4.It intrduces the bdy language frm different cuntries.Students will enlarge their knwledge f bdy language by reading the text and cmmunicating with their peer.Meanwhile the students can learn mre bdy language frm speaking,listening and acting.Students shuld think carefully abut that bdy language have different meanings in different cultures.Students are encuraged t think abut the purpse,frms and functins f bdy languages.Students will realize the imprtance t understand different bdy language in different cultures and they are als encuraged t use the bdy language apprpriately.
Teaching Imprtant Pints
Help the students understand the passage better.
Learn and master sme imprtant wrds and phrases in this perid.
Help the students t understand the details f the text by helping them t accmplish the exercise and activities.
Teaching Difficult Pints
Hw t help the students imprve their reading ability and understand the passage better.
Hw t master the imprtant language pints in this passage.
Hw t help the students understand and use the bdy language apprpriately.
Teaching Methds
Fast reading t get the general idea f the text.
Careful reading t understand the passage better.
Explanatin t help the students master sme language pints.
Discussin t help the students understand better what they’ve learned and t use the knwledge they’ve learned in this perid.
Teaching Aids
A tape recrder
The multimedia
Three Dimensinal Teaching Aims
Knwledge and Skills
Train the students’ reading ability.
Learn sme useful wrds and expressins:
majr,lcal,represent,curius,intrduce,apprach,tuch,cheek,stranger,spken,express,actin,likely,nd,general,avid
Enable the students t sum up the main idea f each paragraph.
Enable the students t understand different bdy language in different cultures.
Prcess and Strategies
Act-and-guess t make the students invlve in the class actively.
Fast reading t make them get the main idea f the passage.
Feelings and Value
The teacher may apprach this part by asking them t act sme bdy mvement,which can nt nly help them get ready fr the learning f the passage,but can acquaint them with different gestures in and utside China.
Teaching Prcedures
Step 1 Lead in
1.Play a sng t the students and ask them t act t the music.
If Yu’re Happy
If yu’re happy and yu knw it,clap yur hands.(clap,clap)
If yu’re happy and yu knw it,clap yur hands.(clap,clap)
If yu’re happy and yu knw it,and yu really want t shw it.
If yu’re happy and yu knw it,clap yur hands.(clap,clap)
2.Intruduce gestures
T:Bys and girls,why nt mve ur bdies t get relaxed.Let’s d it tgether!I will say sme wrds and yu will act their meanings ut.First,raise yur hands.Ready?G!(The teacher says ut the wrds as fllw and the students d the gestures.)
Well dne! Victry!
Stp! Quiet!
OK!
3.Intrduce the facial expressins
T:Gd jb!Nw relax yur face.Shw the facial expressin t express the fllwing feelings.
surprised angry
fear jy
disgust
4.Intruduce the pstures
T:Excellent!Nw relax yur whle bdies.We are ging t mve ur whle bdies.Yu are expected t d the mvement with yur partners.
nd bw
hug handshake
5.Intrduce the eye cntact
T:Well dne!Nw use yur eyes t express yur feelings in the fllwing situatins.Situatin ne:Suppse tday is yur birthday,yu receive a very big present.It’s as big as yu.S when yu see the present,what’s yur respnse?
(answer:wide eyed)
Situatin tw:Suppse yu are walking n the street,sme ugly guy cmes up t yu and wants t talk t yu t get yur telephne number.What’s yur respnse?
(answer:rll eyes)
Situatin three:Suppse yu are walking n the street,sme handsme guy walks by yu.What’s yur respnse?
(answer:wink)
6.Summarize what’s bdy language
Bdy language is a frm f cmmunicatin withut using any wrds and it can help us express ur feelings.Nw lk at the pictures and guess what the man means by his bdy language?
Cme here! Bad!
Gd! Me?
Gd luck! I dn’t knw!
Step 2 Skimming
T:First,I wuld like yu t skim the text and find the names f the persns mentined and the cuntries they cme frm.Time is limited t 2 minutes.
Step 3 Scanning
T:Nw yu have gt all the characters in the text.Fr this time,I wuld like yu t scan the text and find ut the actins (bdy language) mentined in the passage and then act them ut in pairs.The fllwing chart may help yu find the mvement.Time is limited t 4 minutes.
Suggested answer:
Step 4 Intensive Reading
Ask the students t lk thrugh the questins n the screen and read the text silently.Students are expected t find ut all the answers by themselves.
T:OK,bys and girls.Yu have dne a gd jb.Nw let’s read paragraphs 2-3 and find ut the mistakes by using different bdy languages.Hw d the mistakes happen?Time is limited t 4 minutes.
After 4 minutes,ask the students whether they’ve gt the answers.
T:Nw wh wuld like t be the first ne t tell me hw many mistakes yu have fund?
S1:There are tw mistakes at the airprt by using different bdy language.
T:What’s the first mistake?And hw des it happen?
S2:Mr.Garcia frm Clumbia appraches Ms.Smith,tuches her shulder and kisses her n the cheek.Julia Smith frm Britain steps back appearing surprised and takes a few steps away frm Mr.Garcia.
T:Gd!Wh wuld like t talk abut the secnd mistake?
S3:The secnd mistake happens between a Japanese and a Canadian.A Japanese bws t Mr.Ck and his nse tuches Mr.Ck’s mving hand,when Mr.Ck frm Canada reaches his hand ut t the Japanese.
T:Excellent!Yu have understd different bdy language in different cultures.Nw let’s mve n t paragraphs 3-6 and finish the fllwing true r false exercise.
Suggested answers:
1.F 2.F 3.T 4.T 5.F
Step 5 Divide the passage and find the main idea f each part
T:Nw yu have ttally understd the passage.I wuld like yu t divide the passage int 4 parts and sum up the main idea f each part.Yu can discuss in the grup f fur.
After the discussin,ask sme students abut their pinin.
T:OK,which grup wuld like t share yur idea with us?
S:Part 1:Para 1.The main idea is yu are sent t Pudng Airprt t meet business peple.
S:Part 2:Para 2-3.It mainly talks abut the examples f learned r cultural “bdy language”.
S:Part 3:Para 4-5.It tells us that different peples have different bdy language.
S:Part 4:Para 6.It’s the summary f bdy language.
Step 6 Retell the stry
T:Since yu have read the text fr three times,I guess yu have ttally understd the text.Nw let’s check whether yu have cmprehended the text.On the blackbard,it’s the summary f ur reading text.But it’s nt cmplete.Yu have t think ut a prper wrd t fill in each blank withut reading yur textbk.After filling the missing wrds,yu will have a cmplete summary f the text.Nw,I will give yu 5 minutes t d this task.
Suggested answer:
My bss has sent me t Pudng Airprt t meet sme business peple frm many parts f the wrld,wh are interested in the develpment f business in China.The first ne t arrive is Mr.Garcia frm Clumbia with Julia Smith,a British lady,fllwing behind clsely.I intrduce them t each ther and I’m surprised t see Mr.Garcia cmes up t Ms Smith.Just then,a visitr frm Japan,cmes in and bws when the Canadian,Mr.Ck reaches ut his hand t him.It happens that Mr.Ck’s hand tuches the Japanese’s nse as he bws and they bth aplgize.S yu see,peple frm different cultures may nt greet thers in the same way.English peple usually d nt stand very clse t thers r tuch the strangers as peple frm Spain,Italy and Suth American cuntries d.Mst peple arund the wrld shake hands when they meet while Japanese peple will bw.Peple frm Jrdan stand quite clse t ther men and shake hands and kiss thers n the cheek In a wrd,bdy language differs in different cultures and is widely used in cmmunicatin.
Step 7 Language Pints Fcus
T:S much fr the exercises.Nw lk thrugh the passage again and see if yu have any language prblems.
S:I dn’t knw what’s the meaning f the sentence “Nt all cultures greet each ther the same way,nr are they cmfrtable tuching strangers r being t clse r t far away.”?
T:This sentence means “不是所有人都以同样的方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。” In the sentence,yu have t pay special attentin t the usage f “”which means “既不……也不……”.Fr example,they d nt shake hands with wmen,nr are they likely t kiss wmen publicly.“nr” implies the negative meaning,s when it is put at the beginning f the sentence,the sentence shuld be inverted.表示否定意义的nr放在句首,该句子应用倒装语序,即把be动词、助动词或情态动词放在主语前。如,Nt a single wrd did he say at the meeting last night.The wrds having the similar usage with nr are “nt,never,seldm,hardly,rarely,little”.如,Never has he been t China.他从来没有来过中国。
T:Are yu clear nw with the usage f “nr”?
S:We are clear nw.
T:D yu have any ther language prblems?
S:I am nt quite sure abut the usage f “likely”.
T:In the passage,the sentence “Peple frm places like Spain,Italy r Suth American cuntries apprach thers clsely and are mre likely t tuch them.” means 从西班牙、意大利或南美洲国家来的人近距离地接近对方,而且可能会（用身体）接触对方。There are tw structures f “likely”.They are “sb./sth.is likely t d sth.” and “It’s likely that+clause”.如,He’s very likely t be late fr class.他很有可能会上课迟到。It is likely t rain tnight.今晚可能要下雨。
T:Any mre questins?If nt,let’s mve n t discussin.
Step 8 Discussin
After the explanatin f the language pints,the students have gt a ttal understanding f the reading text.Then teacher draws the students’ attentin back t the text and puts frward a tpic fr them t discuss.Divide the students int fur-persn grups and give them five minutes t think abut the questin “Is bdy language imprtant?” After the discussin,let the students reprt their discussins.
T:Let’s cme back t ur discussin.Since yu have a cmplete understanding f the text,I have a questin fr yu.Is bdy language imprtant?
T:After yur discussin with yur partners,I wuld like yu t reprt yur discussins.Time is limited t 5 minutes.G.
(After 5 minutes.)
T:OK,wh wuld like t be the first t give yur reprt n the discussin?
S:Let me try.I think bdy language is imprtant,because it is used anytime and anywhere t cnvey peple’s ideas,feelings,infrmatin,and s n.
S:We can tell a lt frm thers’ bdy language.Even if they dn’t speak,we knw if they are sad by lking at their facial expressins.
T:Gd pint.One mre.Wh wuld like t cntinue?
S:Bdy language may have different meanings in different cultures.S it’s imprtant fr us t knw mre s that we wn’t cause misunderstanding during ur cmmunicatin.
Step 9 Summary and Hmewrk
T:Tday we’ve learned a text abut bdy language.Just like verbal language(言辞),bdy language is part f culture.It plays an imprtant rle in daily cmmunicatin.S,it is very imprtant t understand and use it crrectly.And fr a freign language learner,it is necessary t learn bdy language as well as t learn verbal language.
T:S much fr tday.Here is the hmewrk fr yu t d s that yur knwledge can be cnslidated.
1.Recite the key sentences in the text.
2.Finish Ex.1 n Page 27,Ex.2&3 n Page 28.Ex.1&2 n Page 63.
3.Cllect sme infrmatin abut bdy language in different cultures.Yu are expected t share it with yur partners in the next class.
The Design f the Writing n the Blackbard
Recrd after Teaching
Activities and Research
Speak and draw
1.Divide the students int pairs.Give Students A in each pair sme pictures cntaining sme bdy language.
2.Student A describes the pictures t Student B.Student B will draw ut the pictures accrding t A’s descriptins and pint ut the meanings f the bdy language in the pictures.
3.Student A takes up the pictures and shws them t Student B.The students discuss the meanings f the bdy language shwn in the pictures.They are expected t figure ut the exact meanings.
4.The students change their rles.Fr this time,Student B describes the pictures and Student A draws ut the pictures and pints ut the meanings.
5.The teacher figures ut the crrect meanings f the bdy language in each picture.
Reference fr teaching
Backgrund Infrmatin
Bdy language f Americans
Smetimes peple add t what they say even when they dn’t talk.Gestures are the “silent language” f every culture.It is imprtant t knw the bdy language f every cuntry r we may be misunderstd.
In the United States,peple greet each ther with a handshake in a frmal intrductin.The handshake must be firm.If the handshake is weak,it is a sign f weakness r unfriendliness.Friends may place a hand n the ther’s arm r shulder.Sme peple,usually wmen,greet a friend with a hug.Space is imprtant t Americans.When tw peple talk t each ther,they usually stand abut tw and a half feet away and at an angle,s they are nt facing each ther directly.Americans get uncmfrtable when a persn stands t clse.They will mve back t have their space.If Americans tuch anther persn by accident,they say,“Pardn me.” Or “Excuse me.” Americans like t lk at the ther persn in the eyes when they are talking.If yu dn’t d s,it means yu are bred,hiding smething,r are nt interested.But when yu stare at smene,it is nt plite.Fr Americans,thumbs-up means yes,very gd,r well dne,thumbs-dwn means the ppsite.T call a waiter,raise ne hand t head level r abve.T shw yu want the check,make a mvement with yur hands as if yu are signing a piece f paper.It is all right t pint at things but nt at peple with index finger.Americans shake their index finger at children when they scld them and pat them n the head when they admire them.
Learning a culture’s bdy language is smething cnfusing.If yu dn’t knw what t d,the safest thing t d is t smile.
Language Pints
1.Mr Garcia appraches Ms Smith,tuches her shulder and kisses her n the cheek.
加西亚先生走近史密斯女士,触摸了一下她的肩头,亲吻了一下她的脸颊。
在英语中,tuch+ne’s part f the bdy是比较随意的一种表达方法,而tuch+sb.+介词+part f the bdy是比较正式的表达。
She tapped him n the shulder.她轻轻拍了拍他的肩膀。
The teacher tapped him n the head.老师拍了拍他的头。
Susan raised her hand and slapped the by in the face.
苏珊举手打了那男孩一个耳光。
2.They will be meeting at a majr htel with lcal business peple and peple wh represent the Chinese gvernment.
他们将会在大酒店与当地商人和代表中国政府的人们会面。
（1）will be meeting“将要见面”,will/shall be ding 表示“预料将要发生的动作”,在现代英语口语中用得很多,口气往往比较婉转、随便。
When will they be visiting us again?你什么时候再来看望我们？
I shall shrtly be attending an internatinal cnference.
不久,我就要去参加一个国际会议了。
（2）majr adj. 较大的,主要的
The car needs majr repairs.这辆车需要大修。
n. 专业
Her majr is linguistics.她的专业是语言学。
vi. 主修,专攻
I majr in bilgy.我主修生物。
(3)lcal adj.本地的;地方的;地区的
Last Tuesday he received a letter frm the lcal plice.
上星期二他接到当地警察局的一封信。
Many f the lcal dignitaries attended his grandfather’s funeral.
当地许多达官贵人都参加了他外祖父的葬礼。
(4)represent 代表,象征,标志；作为示范;作为……的例子
This painting represents a strm.这幅画描绘暴风雨。
These stnes represent armies.那些石头代表部队。
The bald eagle represents the United States.秃鹰象征了美国。
The museum had several paintings representing the artist’s early style.
博物馆藏有几幅代表这个艺术家早期风格的油画。
3.Fur peple enter lking arund in a curius way.
有四个人走了进来,好奇地四处张望。
lking arund in a curius way 用作状语,表示enter的伴随状态。
She sat at the desk reading a newspaper.她坐在桌子旁看报纸。
Tm went t schl,taking a train.汤姆坐火车去上学。
While reading the newspaper,he ndded frm time t time.
看报纸时,他不断地点头。
Nt having received a reply,we wrte again.
没有收到回信,我们又写了一封。
Heating water,we can change it int vapr.
水加热之后就可以变成蒸汽。
curius 富有好奇心的;有求知欲的;感兴趣的
Dn’t be t curius abut things yu are nt suppsed t knw.
不要对那些你不应该知道的事情太过好奇。
If yu are curius abut Brazil,yu may read this bk.
如果你对巴西有兴趣,你可以看看这本书。
The turists were surrunded by the curius children.
游客被好奇的孩子们围起来了。
4.Yu think that there may have been a mistake.
你想可能出了什么差错了。
may have been/dne 用来表示对过去事情的猜测,意为“可能,或许”。情态动词+have+过去分词表示推测用法如下:
（1）must+have+过去分词表示对过去事情肯定的猜测,意为“一定已经”,此结构用于肯定句。
I didn’t hear the phne.I must have been asleep.
我没有听到电话,我一定已经睡着了。
It must have rained last night.昨天一定下雨了。
（2）can/culd+have+过去分词用于疑问句或否定句中表示对行为可能性的猜测。但culd have dne 用于肯定句中表示与过去事实相反的假设,意为“本能够做却没有做”。
—There are already five peple in the car,but they managed t take me as well.
车里有5个人,但他们也把我带去了。
—It culdn’t have been a cmfrtable jurney.
这不可能是舒适的旅行。
They culd nt have dne the experiment.
他们不可能做过这个实验。
Culd they have finished the wrk n time?
他们能按时完成工作吗？
（3）may/might+have+过去分词表示对过去事情不肯定的推测,意为“也许做过”。另外,might have dne 还可表示委婉的责备,意为“本来可以……”。
Yu might have given him mre help,thugh yu were busy.
尽管你很忙,其实你可以多帮助他一下。
They might have tried every means.他们可能尝试了一切手段。
He might have been hurt in the accident.他有可能在事故中受伤了。
5.Nt all cultures greet each ther the same way,nr are they cmfrtable tuching strangers r being t clse r t far away.
不是所有人都以同样的方式寒暄。接触陌生人时,距离太近或太远都会使他们不舒服。
（1）既不……也不……
They d nt shake hands with wmen,nr are they likely t kiss wmen publicly.
他们既不与妇女握手，也不在公共场合亲吻她们。
（2）表示否定意义的nr放在句首,该句子应用部分倒装语序,即把be动词、助动词或情态动词放在主语前面。
Nt a single wrd did he say at the meeting last night.
昨天在会上他一句话也没说。
Never has he been t China.他从来没有来过中国。
类似的用法还有nt,never,seldm,hardly,rarely,little等。
6.Peple frm places like Spain,Italy r Suth American cuntries apprach thers clsely and are mre likely t tuch them.
从西班牙、意大利或南美洲国家来的人近距离地接近对方,而且可能会（用身体）接触对方。
likely
常用的结构有sb./sth.is likely t d sth.
It’s likely that 从句
He’s very likely t be late fr class.他很有可能会迟到上课。
He is much mre likely t be in France nw.
他现在很可能人已在法国。
It is likely t rain tnight.今晚可能要下雨。
It’s highly likely that he will succeed.他很有可能成功。
Mst likely he has gne t the restaurant.很有可能他已去了餐馆。
7.Mst peple arund the wrld nw greet each ther by shaking hands,but sme cultures use ther greetings as well.
现在世界上多数人见面要握手互相问候,但是有些文化（背景下的人）会采取另外一些寒暄方式。
as well 同样,也,还
I am interested in painting and dancing as well.
我对绘画和跳舞都感兴趣。
It’s a big surprise fr him as well as fr her.
这对于他和她都是一个惊喜。
8.It is an interesting study and can help yu avid difficulty in cmmunicatin.
这个研究很有趣,它能帮助你避免交际中（可能出现）的困难。
avid 避免,回避,躲开。后跟名词或动名词作宾语,不跟不定式。
T avid cnfusin,the tw teams wre different clurs.
为避免混淆,两队分穿不同颜色的衣服。
I crssed the street t avid meeting him.我横穿马路以便避开他。
T avid the city centre,we may turn right here and take the belt highway.
从这里往右拐走环行道可以避开闹市中心。
9.similar adj.相似的
We have similar tastes in music.我们在音乐方面爱好相似。
be similar t sb./sth.与……相似
Gld is similar in clr t brass.金和黄铜的颜色相似。
similarity n. 相似；相似性
10.respect
(1)n.respect fr sb./sth.
I have the greatest respect fr yu.我非常尊重你。
Students shuld shw respect fr their teachers.学生要尊重老师。
in respect f sth.就某方面而言,关于某事物
The bk is admirable in respect f style.这本书风格极佳。
(2)v.respect sb./sth.(fr sth.)
I respect yu fr yur hnesty.由于你为人正直,我对你十分敬重。
respect neself 自重,自尊
If yu dn’t respect yurself,hw can yu expect thers t respect yu.
如果你不自重,又怎能受到别人的尊重呢？
respectable adj.体面的,有身份的,值得尊敬的
a respectable cuple 一对值得尊敬的夫妻
respectful adj.恭敬的,表示尊敬或尊重的
respectful t/twards sb.;respectful f sth.
listen in respectful silence 毕恭毕敬地静听着
respectful f ther peple’s pinins 尊重他人意见
respective adj.各自的,各个的,分别的
After the party we all went ff t ur respective rms.
聚会之后我们回到各自的房间。
11.be willing t 愿意做某事
Are yu willing t accept respnsibility?你愿意承担责任吗？
12.punish v.
(1)punish sb.(fr sth.) (by/with sth.) 处罚或惩罚某人
He punished the children fr their carelessness.
他让孩子赔偿损失,惩罚他们粗心大意。
(2)punish sth.(by/with sth.) 以（过错）为由处罚某人
Serius crime shuld be punished by lnger terms f imprisnment.
重罪须处以长期监禁。
punishment n.
Character(persn)
Cuntry
Yu
China
Mr.Garcia
Clumbia
Julia Smith
Britain
Mr.Ck
Canada
A Japanese
Japan
Ahmed Aziz
Jrdan
Madame Culn
France
Character(persn)
Cuntry
Actins
Yu
China
First ________.Then _________ _________ when intrducing yurself t Ahmed Aziz,yu ____________ when he is very clse.
Mr.Garcia
Clumbia
_________ Ms.Smith, _________ her shulder and ____________________.
Julia Smith
Britain
Julia Smith ___________________ at Mr.Garcia’s actin and ____________________________.
Mr.Ck
Canada
____________________ t the Japanese.
A Japanese
Japan
____________ t Mr.Ck.
Ahmed Aziz
Jrdan
_____________ t yu when intrduced,_____________ t ask questins,__________ at wmen.
Madame Culn
France
______________ each ther twice n the cheek.
Character(persn)
Cuntry
Actins
Yu
China
First stand,watching and listening.Then intrduce guests when intrducing yurself t Ahmed Aziz,yu mve back a little when he is very clse.
Mr.Garcia
Clumbia
Appraches Ms.Smith,tuches her shulder and kisses her n the cheek.
Julia Smith
Britain
Julia Smith is surprised at Mr.Garcia’s actin and takes a few steps away frm him.
Mr.Ck
Canada
Reaches his hand ut t the Japanese.
A Japanese
Japan
Bws t Mr.Ck.
Ahmed Aziz
Jrdan
Mves very clse t yu when intrduced,cmes clser t ask questins,nds at wmen.
Madame Culn
France
Shakes hands and kisses each ther twice n the cheek.
1.Englishmen ften stand clse t thers r tuch strangers as sn as they meet.
2.Mst peple arund the wrld nw greet each ther by kissing.
3.Japanese will bw t thers as greeting.
4.Peple frm Jrdan will mve very clse t yu as yu intrduce yurself t them.
5.Sme bdy languages in sme cuntries are gd while sme cuntries’ bdy languages are bad.
My bss has sent me t Pudng Airprt t meet sme _________ peple frm many parts f the wrld,wh are interested in the _________ f business in China.The first ne t arrive is Mr.Garcia frm Clumbia with Julia Smith,a British lady, _________ behind clsely.I _________ them t each ther and I’m _________ t see Mr.Garcia cmes up t Ms Smith.Just then,a visitr frm Japan,cmes in and __________ when the Canadian,Mr.Ck __________ ut his hand t him.It happens that Mr.Ck’s hand __________ the Japanese’s nse as he bws and they bth __________.S yu see,peple frm __________ cultures may nt __________ thers in the same way.English peple usually d nt __________ very clse t thers r tuch the __________ as peple frm Spain,Italy and Suth American cuntries d.Mst peple arund the wrld __________ hands when they meet while __________ peple will bw.Peple frm Jrdan stand quite __________ t ther men and shake hands and kiss thers n the __________.In a wrd,bdy language differs in different cultures and is widely used in __________.
Unit 4 Bdy language
Perid 1 Reading
1.Warming up
act it ut
2.Reading
1)skimming
2)scanning
3)questins
4)get the main idea f each part
5)retell the stry
3.Language fcus
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