【同步教学】新课标人教版英语必修4：教学案Unit 4 Body language Reading

Unit 4 Body language

阅读课

一、教学内容Pre-reading (p.25); Reading (p.26); Comprehending (p.27)

二、教学目标

1. 能力目标

●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。

●进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心

内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。

2. 语言目标

●重点词汇与短语

greet prediction represent association dormitory canteen flight curious

curiouly Colombia approach cheek defend defence major

misunderstanding Jordan dash adult spoken Spain Italy likely crossroads

defend against be likely to in general

●重点句子结构与用法

Yesterday, another student and I, representing our university’s student association, went

to …

After half an hour of waiting for their flight to arrive, I saw several young people enter

the waiting area looking around curiously.

I stood for a minute watching them and then went to greet them.

She stepped back appearing surprised and put up her hands, as if in defence.

Then Akira Nagata from Japan came in smiling, together with Japanese student.

When Darlene Coulon from France came dashing through the door, she recognized

Tony Garcia’s smiling face.

三、教学步骤

步骤一读前

1. 引导学生回顾Warming Up部分和听力材料的内容，布置学生各组不同的任务归纳人和黑

猩猩的相似之处。

I. Pre-reading

1.Review

1) When we humans are worried or frightened,

we sometimes …Chimps however …

2) When we are angry, we often …Chimps

however …

3) When we want to feel safe and protected,

we …Chimps however …

4) When we want to show that we accept and

love someone, we …Chimps however …

2. 分组讨论下列问题。

3. 让学生阅读文章的标题，并结合图片预测文章的内容。

设计意图：在教师的巡回指导下，通过让学生回顾上节课所学内容，巩固所学知识，为引

出阅读课的话题作好铺垫；通过小组讨论激发学生的学习欲望，引导学生对事件的发展进行预测，自然引出本课的学习内容。

阅读和理解 1. 跳读：让学生在限定时间内快速阅读文章，要求他们在阅读过程中找出时间、人物、事

件等关键线索。研究文章的结构关系，找出每部分的主题句。注意提醒学生对他们不认识的生词要根据上下文或者构词法等原则进行猜测。要求同学回答下列问题。

2. Discuss the questions:

?What do you think is the purpose of language?

?How would you communicate with someone

if you cannot speak? Give an example.

?How many ways can you think of to greet

someone if you CANNOT speak?Pre-reading

3. Make predictions:

?Look at the title and picture of the passage on the next page. What do you think the topic will be?

?Where do these people come from? From only one country? Why or why not? ?How do you think they will communicate ?

Pre-reading

3. Make predictions:

?Look at the title and picture of the passage

on the next page. What do you think the

topic will be? ?Where do these people come from? From

only one country? Why or Why not?

?How do you think they will communicate ?

Pre-reading

3. Make predictions:

?Look at the title and picture of the passage on the next page. What do you think the topic will be?

?Where do these people come from? From

only one country? Why or Why not?

?How do you think they will communicate ?

Pre-reading

II. Reading

1. Skim the passage and find out: 1) What is the main idea of the text?2) How many parts can we divide the passage

into?

3) What ’s the main idea for each part?

设计意图：训练学生快速寻找段落中心、理解文章大意的能力；通过回答问题训练学生的

归纳能力，为进一步学习和理解文章打好基础。通过提醒他们对不认识的生词进行猜测有意识地培养他们连贯阅读的习惯。 找读：让学生再次在限定时间内快速阅读一遍文章，找出不同的国家见面时问候的方式，结合“理解”部分的练习1完成下面两个表格（答案以斜体字标出）意提醒学生对他们不认识的生词要根据上下文或者构词法等原则进行猜测。设计意图：找读是为了捕捉文章中一些具体的信息，能帮助学生进一步理清文章的主要脉

络、了解篇章结构，使学生迅速捕捉关键信息的能力得到提高。通过提醒他们对不认识的生词进行猜测有意识地培养他们连贯阅读的习惯。

3. 精读：通过前两次的阅读以及对生词词义的猜测，教师指导完成p.28练习1。教师可以

把词汇和英语释义分别写在纸条上，一些学生拿有生词，另一些学生拿有英文释义，让一名拿有生词的学生把纸条贴到黑板上并进行朗读，另一名拿有英文释义的学生也把纸条贴到黑板上并朗读，以此类推。接下来让学生仔细阅读课文并完成课本中的阅读理解问题。

1) What is the main idea of the text?

The passage introduces some examples of cultural body language when greeting people.

2) How many parts can we divide the passage into?

?Part 1 (para. 1)

?Part 2 (para. 2 and 3 )?Part 3 (para. 4 and 5 )

Reading

1) What is the main idea of the text?

The passage introduces some examples of

cultural body language when greeting people.2) How many parts can we divide the

passage into?

?Part 1 (para. 1)

?Part 2 (para. 2 and 3 )

?Part 3 (para. 4 and 5 )Reading

1) What is the main idea of the text?The passage introduces some examples of cultural body language when greeting people.

2) How many parts can we divide the passage into??Part 1 (para. 1)

?Part 2 (para. 2 and 3 )

?Part 3 (para. 4 and 5 )Reading 3) What ’s the main idea for each part?

Different people have different physical ways to greet others. Learning about their customs can help avoid difficulties in communication.

Part 3 (para. 4 and 5)

Examples of learned or cultural “body language ”.

Part 2 (para. 2 and 3)

You are sent to Capital International Airport to meet some international students.

Part 1 (para. 1)Reading

Shake hands and stand quite close to other men. Nod to women but do not shake hands with them.

Middle East, some Muslim countries Shake hands and kiss each other twice on each cheek.France

Approach others closely and are more likely to touch

them.

Spain, Italy, South American countries Bow.

Japan

Shake hands.

Canada Shake hands. Do not stand very close to others or

touch strangers when they meet.Britain Ways to greet each other

Country / Area Reading

2. Scan the text and find out:

people she knows

shake hands and kiss twice on each cheek

woman from France

Darlene

Coulon

to man to woman shaking hands nodding

man from Jordan Ahmed Aziz everyone shaking hands man from Canada George Cook everyone bowing man from Japan Akira Nagata everyone no touching woman from Britain

Julia Smith everyone Kiss on the cheek man from Colombia Tony Garcia To whom Body language Description Name Reading

设计意图：通过词汇练习检查学生在跳读和找读过程中猜测生词词义的效果，并帮助学生

进一步理解生词，为精读扫除词汇障碍。让学生利用生词和释义配对的方式进行活动会使得整个掌握生词词义的过程不沉闷，学生可以在有趣的环境中学习生词。在精读的过程中回答问题训练学生的分析内容能力、判断能力和归纳能力，同时也增强他们对文章的深入理解。为下面更细致地学习课文打下好的基础。

步骤三 读后

小组活动：把学生分为四人小组，根据文章的自然段把文章分为五个部分，要求每组用自己的话复述段落，尽量用到新单词和短语，然后进行小组活动示范。在每个小组进行汇报的同时，要求其他学生记录。如果时间允许，这个活动可轮流进行。复述时，可以第一人称来进行，因为是复述过去事情，注意用过去时态。

设计意图：由于文章较长，先让学生进行段落内容的复述，一方面促进他们的合作学习能

力，另一方面可让学生先建立信心。然后再根据具体情况要求学生对整篇文章进行复述；用自己的话进行复述并且尽量用到新单词是为了使学生有意识地根据新学到的知识和文章的内容要点复述课文，进一步巩固语言知识，也锻炼他们组织语言以及表达的能力。

步骤四 小结与作业

1. 教师调动学生对本课所学的知识进行总结，可以让学生充当“小老师”的角色。如果一

个学生总结不全面，由他来调动其他的学生补充。教师把总结的内容写在黑板上并让学

4. Use the passage to help you answer the following

questions.

1) Is the author of this passage male or female? How do you know?

The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.2) What were the two mistakes that the author noticed?He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not expected. He also noticed that the Japanese man

bowed just as the Canadian man started to shake hands,so one man ’s nose touched the other man ’s hand.

Reading

3)Who seemed to prefer to keep more physical diastance from others? Who seemed to prefer closer physical distance ?

The British woman, Julia and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man Ahmed, seemed to prefer closer physical distance.

4) Did any students have similar greeting customs? If so, which one?

Yes. Tony from Colombia and Darlene from France had a similar greeting custom —a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom —a handshake, but Ahmed shakes hands only with men.

Reading

3.

Reading

5) “When in Rome, do as the Romans do.”What do you think this famous saying means?

This saying means that when we are in a certain

place, we should follow the customs of the people who live in that place, not our own customs.

6) Do you agree with the author ’s statement that body language is not good or bad? Why or why not?

Reading

生记录以便回家复习。

2.收交“学生小组课堂评价学生记录

表”和“教师对小组评价学生记录

表”录入评价分数。（参考第一单

元的评价表）

3.完成p.27练习3。

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