教案【一】
教學準備
教學目標
1. 教學目標
(1)知識目標：學生能掌握下列重點單詞和短語的意義和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。能夠表達一些Body language.
(2)能力目標：學生能掌握基本的閱讀理解方法：速讀，尋讀，歸納中心和查找細節(jié)。
(3)情感目標：學生了解不同國家和文化的身勢語，激發(fā)學生學習這種語言的興趣。
教學重難點
教學重點和難點
(1) 培養(yǎng)學生的閱讀策略和技巧，讓學生了解文章的細節(jié)知識和文章結(jié)構。
(2) 讓學生合適地使用不同的身勢語。
(3)課文中現(xiàn)在分詞作定語和狀語的長難句。
教學過程
Step 1. Lead in
(1)The teacher shows a question on screen： How can we communicate with others when we can’t speak ?
Then ask a student to answer.
設計說明：引出本單元的話題。
(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 設計說明：引出本節(jié)課的題目。
Step 2. Fast reading
1. Go through the passage quickly and find out the main idea of each paragraph.
o Match the main idea of each para. with lines.
(Para.1) A. Other examples of different greeting body language.
(Para.2) B. Different people have different body language.
(Para.3) C. Summary of body language.
(Para.4) D. Meet the visitors at the airport.
(Para.5) E. Examples of different greeting body language.
2. Try to write down the main idea of the text.
The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.
設計說明：通過這個題目的練習，讓學生掌握速讀，先對文章段落大意有一個了解。然后再去歸納中心思想。
Step 3. Careful reading
Read Para. 1 and decide if the following statements are true (T) or false (F).
(1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( )
(2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.
( )
Read Para.2&3 and match the people with their ways of greeting
Tony Garcia (Columbia) A. shakes hands and kisses others twice
on each cheek
Ahmed Aziz B. Bows
(Jordan)
Akira Nagata (Japan) C. shakes hands
George Cook (Canada) D. approaches others closely and touches
their shoulder and kisses them on the cheek
Darlene Coulon(France) E. stand quite close to other men but will
usually not touch women.
Read Para. 4&5 and decide whether the following statements are true (T) or false (F).
(1) All cultures don’t greet each other the same way. ( )
(2) From the passage we can see western cultures are better than eastern cultures. ( )
(3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( )
(4) Only a small number of people greet by shaking hands. ( )
設計說明：通過這些題目的練習，讓學生掌握文章的細節(jié)內(nèi)容和閱讀理解的細節(jié)題目的解題方法。
Language Points
1. approach vi. &vt.向……靠近;n.靠近;方法，步驟(后常跟介詞to)
即時練習
(1) When I ____________(approach) the dog, it ran away at once.
(2) Can you come up with a good approach of solving this problem? (單句改錯)
2. likely adj. 可能的;有希望的
be likely to do 很可能……;有希望……(主語既可以是人，也可以是物)
It is likely that...很可能……
即時練習
(1)She is the most _________ girl to win the prize.
(2) It’s likely that he will succeed.(句型轉(zhuǎn)換)
=____________________________
3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...
representing 是現(xiàn)在分詞(非謂語)作定語，相當于定語從句：who represented ….，謂語是went。
即時練習
(1) Mr. Wang, who taught us English before, retired last week. (把劃線部分變?yōu)榉侵^語)_____________
(2)The girl __________(study) in the classroom is my sister. (用非謂語填空)
4. I stood for a minute watching them and then went to greet them.
watching 是現(xiàn)在分詞(非謂語)作伴隨狀語，表示watch和stood同時發(fā)生，謂語動詞是stood和went。
即時練習
(1) The boy stood there and cried.(把劃線部分變?yōu)榉侵^語)
The boy stood there_________.
(2)The boy is sitting before the computer__________ (play) games. (用非謂語填空)
設計說明：通過這些題目的練習，讓學生掌握課文中的重點單詞，短語和長難句，促進對文章細節(jié)的理解。
Step 4. Consolidation
閱讀下面材料，在空白處填入適當?shù)膬?nèi)容(1個單詞)或括號內(nèi)單詞的正確形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
(6) __________ (culture) body language. People communicate not only with
(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1. I stood for a minute watched them and then went to greet them.
2. Julia stepped back appearing surprising.
3. Akira Nagata from Japan came in smiled.
4. Most people around the world now greet each other by shake hands.
5. These action are not good or bad.
Step 5. Free talk
After discussing with your deskmate, think out the body language you know and act it out.
Ask some pairs to perform in front of the class.
設計說明：學生通過閱讀和討論對文章有了深層的理解，同時對身勢語這個話題更加熟悉。 這個環(huán)節(jié)師生互動、生生互動，訓練了學生的口語表達能力，促使他們把所學的知識和技能轉(zhuǎn)化為運用英語的能力。
Step 6. Summary
What have we learned in this class?
We have learned:
o some body language in different countries
osome language points
ohow to communicate with different people properly using body language
設計說明：這一環(huán)節(jié)主要是對所學內(nèi)容進行總結(jié)，使學生認識到學習“身勢語”的必要性和重要性。
Step 7. Homework
Underline all the important words, expressions and sentences.
課后習題
閱讀下面材料，在空白處填入適當?shù)膬?nèi)容(1個單詞)或括號內(nèi)單詞的正確形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
(6) __________ (culture) body language. People communicate not only with
(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1. I stood for a minute watched them and then went to greet them.
2. Julia stepped back appearing surprising.
3. Akira Nagata from Japan came in smiled.
4. Most people around the world now greet each other by shake hands.
5. These action are not good or bad.
教案【二】
教學準備
教學目標
Teaching aims：
1. Knowledge aims: enable the students to know the meaning of some words and phrases, such as frown, yawn, turn his back to someone, nod the head up and down .
2. Ability aims: enable the students to know how the people around the world to show their feelings by using body language.
3. Emotional aims: encourage the students to show out their feelings by using body language.
教學重難點
Teaching important and difficult points:
1. Make the students familiar with the universal gestures and actions.
2. How we show our feelings by using body language correctly.
教學過程
...
課后習題
Homework：
Rewrite this passage by using the outline and details.
