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視頻標簽：Body Languag,湖北好課堂
所屬欄目：高中英語優質課視頻
視頻課題：湖北好課堂新課標高一英語必修4第五課時Unit4 Body Language--Speaking and Reading黃石
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湖北好課堂新課標高一英語必修4第五課時Unit4 Body Language--Speaking and Reading黃石市第三中學肖芳
高中英語優課教學設計
肖 芳
湖北省黃石市第三中學
| 教學課題 |
SEFC Book4, Unit 4 Body Language Speaking & Reading (新課標高一英語必修4第四單元第五課時) |
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| 課程類型 | Speaking & Reading | 授課地點 | 黃石市第三中學 |
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教學目標 |
Teaching Objectives
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學 情 分 析 |
Analysis For Students
of grade one aged around 16. Their thinking pattern is still in the process of transition from relying mainly on experience to induction and analysis. When they are learning abstract ideas like the importance or the concept of something, they would like to step from their perceptual stage of cognition and experiences. Thus when the teacher is presenting the importance and the concept of body language in this part, he should lay great emphasis on the related knowledge the students already have stored in their mind and try to associate them with the real life to provide the students a better and easier understanding.
However, in terms of the knowledge of the diversity of the meaning of the same body language under different cultural context, they are no experts. They haven’t got enough chance to experience that much, which makes this point the teacher’s emphasis.
However, this lesson involves lots parts that need the students’ participation by using their body language like imitation, acting and making presentation with body language. Thus, it is crucial that the teacher can do class management very well and stimulate the students’ willing and passion in participation as soon as possible and an active atmosphere is just important. |
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| 教學內容分析 |
Analysis On the Teaching Contents The central topic of this unit is “body language”, upon which the whole unit develops. Body language is one important aspect of non-verbal communication; it can express one’s mind and mood silently. At the same time it is affected by cultural factors, and the same posture, gesture, facial expression of a person can be interpreted quite differently under different cultural context. These two points make the core purpose of learning this unit to remind the students that they pay enough attention on their own as well as others’ body language when they communicate with others in daily life to achieve their communicative goals, also they should try their best to reduce or avoid misunderstandings in cross-cultural communication by using their knowledge on the diversity of the meaning of the same body language under different culture context. As the beginning part of the whole period, the warming up part should give the students an overall impression of the topic that they will discuss in detail later in their study, and here the teacher can firstly try to make the students know the importance of body language, the meaning of some body language that often seen and try to give a definition to body language. Also the teacher should give some examples of the diversity of the meaning of body language in different culture and make sure the students all grasp them by making them practice in created situations. Along with the deepening open-up of our country, the students in the future will have more chances to have contacts with people from different culture, which makes the basic knowledge of cross-cultural communication very important, thus the teaching focus of the lesson is to make the students understand that body language has cultural diversity and there is no division of good or bad for the diversity. And the hard point in teaching is to make sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future. |
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| 教學重難點 |
Teaching Focus Make the students understand that body language has cultural diversity and there is no division of good or bad for the diversity. Make sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future. Challenge Let students read and find as much information about body language as possible in the passages, make their Mind Map in a short time and make presentation in English. |
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| 教學準備 |
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| 教學方法 |
Teaching methods A. Asking-and-answering between the teacher and the students B.. Interaction among individuals and group-work C. Task-based teaching D. Teacher’s demonstration and interpretation E. Students’ discovery F. Presentation |
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| 活動內容 | ||||
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StepI 導入 |
Let students watch a video and sing the song together and do the body language. Ask them the question “How do you show your happiness?” to make them use their body language to show their feeling.Several students will be asked to express their happiness. The teacher will ask how she showed her happiness and how the people in the video show their happiness. Possible Answers Are
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B.Discuss what Body Language concludes and define Body Language and ( 2 min) ) In this step, the teacher will guide the students to give a general definition to body language. Design
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Step 2 介紹身勢語的重要性 |
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Step 3 介紹不同類型的身勢 語 |
( Step 3 will use around 10 min )
 C. Guessing game : what am I doing? (5m) Students are divided into three groups. Every group has one chance to perform three actions.Other groups try to get the meanings of performances.Whichever group gets the meaning first will get one point for each and whichever group gets the highest mark will be the winner.
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Step 4 Reading, dicussing, and drawing. |
The teacher will guide the students to read two passages and find the information about different body language in different countries.
Body language is one of the most powerful means of communication, often even more powerful than spoken language. People around the world show all kinds of feelings, wishes and attitudes that they might never speak aloud. It is possible to "read" others around us, even if they do not intend for us to catch their unspoken communication. Of course, body language can be misread, but many gestures and actions are universal. The most universal facial expression is, of course, the smile – its function is to show happiness and put people at ease. It does not always mean that we are truly happy, however. Smiles around the world can be false, hiding other feelings like anger, fear or worry. There are unhappy smiles, such as when someone "loses face" and smiles to hide it. However, the general purpose of smiling is to show good feelings. From the time we are babies, we show unhappiness or anger by frowning. In most places around the world, frowning and turning one's back to someone shows anger. Making a fist and shaking it almost always means that someone is angry and threatening another person. There are many ways around the world to show agreement, but nodding the head up and down is used for agreement, almost worldwide. Most people also understand that shaking the head from side to side means disagreement or refusal. How about showing that I am bored? Looking away from people or yawning will, in most cases, make me appear to be uninterested. However, if I turn toward and look at someone or something, people from almost every culture will think that I am interested. If I roll my eyes and turn my head away, I most likely do not believe what I am hearing or do not like it. Being respectful to people is subjective, based on each culture, but in general it is probably not a good idea to give a hug to a boss or teacher. In almost every culture, it is not usually good to stand too close to someone of a higher rank. Standing at a little distance with open hands will show that I am willing to listen. With so many cultural differences between people, it is great to have some similarities in body language. We can often be wrong about each other, so it is an amazing thing that we understand each other as well as we do.  After the students finish reading passage A and make presentations, they are familiar with some universal body language in the world and know the similarities of it.
The "Thumbs-Up" While Western culture has become used to the thumbs-up as a good signal(probably coming from World War II pilots using the signal to show that they were "good to go" with ground crews), there are cultures where a thumbs-up may land you in trouble．In West Africa, as well as Greece, Italy and Middle East, the thumbs-up is pretty much the biggest insult(侮辱)． Rather more interesting is a thumbs-up in Germany and in parts of Japan－they just see it as the hand signal for the number one． The "A-OK" This sign is mainly used by divers(潛水員)to mean "OK"(to prevent being confused with the thumbs-up sign, which means "rise")．Basically the meaning comes out as "great", or "completely fine"．However, in a few countries in Europe, people may think you’re telling them that you think they’re a “'zero”. The "V Sign" The sign comes in two formats(版本)：one with the palm(手掌)faced outwards, and one with the palm inwards．In America they mean the same thing －"victory"．However, if the outside of your hand is facing your target(目標), you're giving somebody an insult in Great Britain and many English-speaking countries such as Australia, Ireland and New Zealand．Winston Churchill famously used the "incorrect" version of the V sign during the early years of the war, turning the outside inside later．The V sign is also considered rude in Italy． The "Corna" The Corna gesture represents bull’s horns, and in some countries it can be an expression of good luck or love. The gesture has most recently been adopted by fans of rock and heavy metal music．Nowadays many Americans use the gesture simply to mean "rock on", or in support of the University of Texas in Austin．  After reading the passage, the students can know the cultural differences in body language. Then they can learn how to communicate with different people in different countries better and avoid making trouble. |
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Step 5 presentation |
One student of each group will make their presentation before the whole class.
One student of each group will make their presentation before the whole class. |
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Step 6 介紹身勢語的文化多樣性 |
 Conclusion:  |
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Step 7 布置作 業 |
Homework （1 min） Find more information about body language and especially pay attention to cultural differences in body language to avoid misunderstanding and make good communication. |
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Step 8 教 師 反 思 |
本堂課介紹的是身勢語。身勢語在人類交流中起著不可忽視的作用。在跨文 化交際中它幫助人們傳情達意，消除語言障礙，促進交流。21世紀， 隨著國際經 濟文化交流的加深，由于語言，文化的差異而產生的障礙隨時都可能存在，在跨 文際中，消除障礙的最有效的方法就是了解身勢語的含義。然而即使我們對常用 的身勢語了解，我們仍然面臨著一些困難，身勢語含義千變萬化，即使同一身勢 語在不的文化中有不同的含義。錯誤地用身勢語不僅會使我們在跨文化交際中失 敗而且會造成和外國朋友之間的沖突，所以怎樣正確地使用身勢語，怎樣理解身 勢語的差異都非常重要。本節課教師播放了視頻，引導學生通過認讀表情，表演 動作和猜測意義游戲幫助學生了解常見身勢語。并且通過閱讀幫助學生提升快速 查找信息的能力。通過思維導圖這一新穎的方法讓學生通過小組討論和協作，自 己動手畫出思維導圖，極大地提升了學生學習的熱情和動手能力。導圖呈現讓學 生自己用英語介紹找到的信息，鍛煉了學生的口語表達能力，起到了很好的學習 和提升的作用。 不足之處在于時間緊張，部分同學未能完成全部思維導圖。 |
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