人教版 (2019)选择性必修 第一册Unit 4 Body Language教学设计

Unit 4 Body Language

Reading and Thinking教学设计

教材分析

本单元围绕“肢体语言”（Body Language）这一主题，介绍了不同国家、不同文化、不同场合、不同语境中的肢体语言所表达的意义。开篇页主题图由四张反映不同场景中的典型肢体语言的照片拼接而成。而图中的引言“我的身体会说出我用言语掩饰的话”出自法国作家、社会评论家和文学评论家罗兰·巴特。引言与主题图相呼应，旨在引出本单元“肢体语言”的主题。同时也为本单元Reading and Thinking有关肢体语言的内容作铺垫。阅读板块围绕“理解（读懂）肢体语言”（Understand body language）为第一个重要活动主题，该部分主要从地域文化的角度解读肢体语言。学生需要理解肢体语言与语言表达在实际交流中是共存的，并在一定程度上承担着传情达意的功能；同时，学生还应理解，因为地域文化的不同，肢体语言也可能有相应的变化，同一个动作可能传递不同的意义和情绪。

教学目标 

1. 能正确理解使用下列词汇：interaction，vary，approve，cheek，bow，anger等。

2. 能读懂并理解说明文，了解用以说明现象和阐明事理。

3. 通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。

4. 能够在阅读语篇中根据上下文线索正确理解文本没有直接表达的意义。

5. 能够梳理和比较不同文化背景中的肢体语言的共性和差异。

教学重难点

【教学重点】

引导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。

【教学难点】

在阅读策略中，培养学生读出语篇言外之意的能力。

教学过程

Step 1 Warming-up

1. Look at the opening page and discuss the following question.

What comes to your mind when you see the unit title and the theme picture?

2. Appreciate quote and think of the questions.

         How do you understand the quote?

         What does Barthes mean by “my body utters”?

设计意图：引导学生讨论开篇页所呈现的信息，引出本单元话题，激活学生关于肢体语言的背景知识。

Step 2 Pre-reading

1. Look at the picture and think of the questions.      

         What’s the function of language?

         Suppose we are living in a silent world. How will you communicate with each other?

2. Work on Activity 1. Choose five sentences and act them out without speaking. Can your partner guess what you are trying to communicate?

3. Look at the tittle and pictures on this page and think of the questions.

(1) What do you think the young lady might want to convey with her body language?

(2) What do you think will be talked about?

设计意图：引导学生看图片和标题，通过这些内容预判文本内容，形成阅读期待。

Step 3 While-reading

1. Read the strategy.

2. Go through the whole text and try to work out the structure of the text.

3. Work on Activity 2. Read the text and fill in the table on page 39.

4. Work on Activity 3. Read the text again, and then discuss these questions.

(1) How is the body language mentioned in the text interpreted in China?

(2) Can you think of an example of body language that is appropriate in China but might be misunderstood in another culture?

(3) What advice on body language can you give a foreign friend on his/her first trip to China?

设计意图：通过活动2，让学生在阅读中完成信息转化与分类，概括并匹配段落大意，帮助学生快速掌握文本内容和篇章结构；通过活动3，锻炼学生的分析、批判和创新能力。

Step 4 Post-reading

Work on Activity 4. Watch the video Smile Trial, and then discuss the questions in groups.

(1) Smiles can be used to hide feelings like anger, fear, or worry. Can you describe a situation where you might smile when you don’t mean it?

(2) Apart from fake smiles, is there any other kind of body language that can sometimes be fake?

(3) Which is a more reliable guide for understanding someone’s feelings, their body language or the words they speak?

设计意图：通过活动4，训练学生的视听说综合技能，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：肢体语言和语言，到底哪一个更可信？

Step 5 Assignment

Collect more examples about body language with different meanings in different cultures in your group.

设计意图：将自己所学运用到实际情境中，练习和巩固语言和文化知识。