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章节分析（Reading section ）综述 本章节通过 Debbie 和 Simon 接人待物时的成功与失败，来说明肢体语言的重要性。在引导学生对文章进 行整体理解同时，培养学生良好的礼仪。 本课的任务有两个： 1 对课文进行整体阅读。培养学
生略读（获取大意） 、扫读（整理有关信息） 、细读（分析篇章结构，慨 括中心）等阅读能力。 2 与时俱进。结合课文以及上海迎世博倡导学礼仪的活动，引导学生畅谈作为东道主该用何种 Body Language 来迎接四方宾客。 （二）阅读目标 1 知识目标：学习课文中重点词、词组、句型和语法。 2 能力目标：提高学生的阅读理解能力和培养学生的阅读技巧。阅读准备（收集相关资料） 、略读（获取 大意） 、扫读（整理有关信息） 、细读（分析篇章结构，慨括中心）等是高中学生必须具备的阅读技能，教 师对高一新生可以以本课为例作仔细介绍。 3 情感目标：帮助学生对 ―body language‖ 有更深入的思考，学会礼貌接人待物。 （三）重点和难点 词汇学习 1) 核心词汇 ? senior ? appearance ? express/expression ? impress/impression ? middle-aged, well-dressed, part-time ? communicate/communication ? opposite ? greet ? cheerful ? employ (employer, employee) ? colleague ? customer ? gesture 2) 拓展词汇 ? sigh ? fax ? headline (练习 D 中) ? heading 3) 词组和短语 ? glance at, ? get down to, ? give sb. a good impression, make a good impression on…, ? without hesitation, ? hold up, ? prefer…to, would rather do… 2 句型学习 1）look ( sound, smell, taste, feel) + adj.
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2）make sb. +v.原形 教学内容 Pre-reading 教学实施建议 介绍高中课本的结构特点;课文所涉及的内容;以及阅读时 skimming 和 scanning 技巧. 根据课文主题，向学生展示一些生动形象并表示不同含义 的肢体语言图片并与讨论它们所起的作用， While-reading 这是本课的主体部分，学习重点词汇和句型，提高学生的阅读理解能力，培 养学生的阅读技巧。 ? Skimming 要求学生快速略读，获得课文的大概轮廓，能在有限的 时间内运用 skimming 技巧，找到最基本的信息。 ? Scanning 由于课本上 scanning 全词填空太难，不符合由易到难 的教学规律，故把课本第 4 页 E Read and think 部分稍作修改变 scanning 的内容。要求学生运用 scanning 技巧，搜索需要的信息。 ? Further understanding 经过以上两个基础环节后，进入课文深层 次的理解，要求学生能找出文中描写 Debbie 和 Simon 身体语言的词语，通 过比较总结出两人接人待物的成功与失败的原因。 ? Consolidation and conclusion 把课本第 2 页 C Scanning 部分进 行适当修改，巩固刚学过的内容。 Post-reading Discussion 这是课文的拓展部分，也是进行情感教育部分。结合课文以及上 海迎世博倡导学礼仪的活动，引导学生畅谈作为东道主该用何种 body Language 来迎接四方宾客。 1 介绍高中教材的特点，介绍阅读中 skimming 和 scanning 的含义与技巧. 1) What is skimming? Skimming is a reading strategy. When we skim a piece of reading, we read it very quickly in order to get the general idea of the reading. When we skim, we skip the unimportant parts. Therefore, when we skim, we usually only look at titles and headings, pictures and diagrams, and important sentences (usually the first and last sentences of a paragraph) in the reading. Skimming takes only a minute or two, and it helps us get the general outline of the reading and follow the writer‘s idea more easily. It is a way to prepare us for a better and detailed understanding of the writer‘s ideas. 略读是一种阅读方式。当我们进行阅读时，我们是在非常快速地阅读，目的是获地阅读材料的大概轮廓或 意义。在略读时，我们跳过不重要的部分。因此，我们通常只看题目和段落标题、附图和图表以及重要的句子 （一般是每个段落的第一句和最后一句） 。 略读只需一二分钟， 它帮助我们获得阅读材料的大概轮廓并使我们更 好地跟上作者的思路，它为我们更准确、更仔细的理解作者的思想做好了准备。 2) What is scanning? Scanning is a reading strategy. When we scan a piece of reading, we read it very quickly in order to get specific or single pieces of information. So we scan to get information about time, names, places and numbers, etc. When we scan, we always skip the irrelevant parts and we only focus on what we need to find out.跳读是一种阅读方法。当我们在扫读一篇阅读材料时，我们是在非常快速地阅读，目的是获得有关时间、 姓名、地点和数据等的信息。在跳读时，我们总是跳过不相关的部分，而只是集中注意我们需要发现的信息。 3）Practice ( 老师们可以用以下材料说明介绍 skimming 和 scanning 的阅读技巧。) English Manners When we meet someone we know, the simplest thing to say in English is ―Good morning‖, ―Good afternoon‖, or ―Good evening‖. ―Hello‖ and ―Hi‖ are forms of informal greeting. We avoid using them with 《牛津英 语教学参 考》Page 1
seniors or in a very formal situation. ―How are you?‖ and ―How are you doing?‖ are often used to greet friends. They are used either during the day or in the evening. ―How do you do?‖ seems to be used less
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often than before. Some forms of greeting which are good manners in China are not considered so in Britain or some other English-speaking countries. For example, usually we should avoid greeting a foreign friend by
saying ― Where are you going?‖ or ―Where have you been?‖, which are quite common among friends in China. If we did ask either of these questions, the foreign friend would think that we were asking about his private affairs. Neither should we greet a foreigner by saying ―Have you had your dinner?‖. He might think you were inviting him to dinner！These forms of greeting are only acceptable when they are used with close friends. In most English-speaking countries shaking hands is also a form of greeting, and the best kind of
handshake is gentle and firm. Close friends or relatives, on the other hand, usually do not shake hands with each other; they often exchange a quick kiss on the cheek when they meet or part. Men, however, don‘t often kiss or embrace when greeting each other. Men still tend to open doors for women in public. However, some young girls cannot stand that. Nowadays more and more women are opening doors for men! Good manners are made up of many small things. Foreign friends or colleagues can get very upset if we forget to say or do something properly. This can be clearly shown through the following example. One day, on the desk of a department office in a college, lay a letter for a visiting American professor. Her Chinese colleague happened to pass by. She saw it, picked it up, and later gave it to the American professor, saying, ― Mrs Willis, a letter for you from your hometown.‖ To her surprise, the visiting professor immediately put on a stiff face. She didn‘t know the reason why the Chinese colleague was interested in her private affairs. At the same time, the Chinese teacher didn‘t know the reason why Mrs Willis took offence. Thus, we have a lot to learn about English manners. The native speakers around us offer very good
examples when talking and acting. English books, TV programmes and the Internet provide lessons as well. Some dictionaries also present lists of common polite expressions. So, we must try our best to learn more about English manners and people‘s ways of life so that we can communicate with foreigners more properly. Exercises: A) Skimming: Read the first and last sentences of each paragraph and match the summaries
in Column Ⅰwith the paragraphs in ColumnⅡ. The first one has been done for you as an example.
a) b) c) d) e) f) g) b)---F, Things that make up good manners A good example to show cultural differences in manners Shaking hands, kissing and embracing Opening doors and good manners Different forms of greeting Manners in China and English-speaking countries Getting to know more about English manners c)---C, d)---D, e)---A, f)---B )
Paragraph A Paragraph B Paragraph C Paragraph D Paragraph E Paragraph F Paragraph G wer: a)---E,
（虽然这篇文章很长，但经过 skimming 环节，同学们基本能在较短的时间内，通过看每一段 落的第一句和最后一句，找到每段的段落大意，理清作者的写作思路，为下一步寻找细节奠定基础。 ） B. Scanning: Scan the text and answer the following questions. In what situation(s) is each of the following used?
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? ―Good morning.‖, ―Good afternoon.‖, ―Good evening.‖ ? ―Hello.‖, ―Hi.‖ ? ―How are you?‖ , ―How are you doing?‖ ? ―How do you do?‖ ? ―Where are you going?‖, ―Where have you been?‖, ―Have you had your dinner?‖ (经过 skimming 环节后，同学们知道以上问题的答案应在第 A 段和 B 段去找。) When and with whom do people exchange a quick kiss on the cheek? (在第 C 段找。答案：relatives or close friends when meeting) How many ways has the writer suggested to help us learn more about English manners? ( 在 G 段找。答案：3 ) （同学们往往畏惧阅读长文章，从头到尾读下来，却不知文章到底讲什么。通过学习理解文章的大意， 知道在什么段落去寻找需要的信息，并为下一步深层理解奠定基础。 ） [链接 2]The many meanings of body language(见课件：body language 2 ) [链接 3] 说明：本部分建议采用任务型阅读教学方法。通过略读、扫读、细读等不同手段来提高学 生的阅读理解能力，从而培养学生的阅读技巧。 Step One Warming-up Look at the pictures on ppt. Different body language (facial language) shows some different feelings. ( Students use different words esp. adj. to describe them). （具体处理见课件―body language2 ppt.) Step Two Task cycle---reading 1 Skimming Skim the story and look at the photo on the next page, and then try to answer the following questions. Where does the story take place? When did the story take place? 1 Scanning ( in the Sunbeam Travel Company) (on a Saturday morning) Who are the people sitting down? (Debbie and Simon) Which person looks the most friendly? (Debbie) Scan the passage and find the answer to the following questions. Who sat down opposite Debbie? ( A middle-aged, well-dressed woman) How did Debbie greet her? (cheerfully) Who was Mr.Yang? (a senior employee in the company) Can you find two examples of Mr Yang‘s body language ? Why did he do the things? (put his hand on Simon‘s shoulders; gave an encouraging smile; to tell him why the customer didn‘t prefer to deal with him in a friendly way.) Why did the customer prefer to deal with Debbie?( 进入下一环节的细读。) 3 Further understanding（通过比较两人不同的身体语言，得出文章的主题） 1) Find the different body language of Debbie and Simon. Debbie greet cheerfully hold her head up hook at the customer‘s eyes smile turn her head or body towards the customer 2) Question
Simon sigh rest his head on his hand look downwards not smile not turn his head or body towards the customer
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Why did customers prefer to deal with Debbie instead of Simon? (Because her body language makes customers feel welcome, while Simon‘s tells customers to go away. ) ( 书上原句) 3) Conclusion:(main idea of the passage) Communicating is more than speaking and listening. Your body language is important, too.( 书上) Step Three Consolidation Simon is phoning a friend about his experience. Fill in the blanks. The first letters have been given. (Deal with some words and expressions that students have just learned in the previous steps.) I spoke to Mr Yang today. He‘s one of Sunbeam Travel‘s s_____ employees. I told him that our customers always p______ to deal with Debbie. He told me the problem might be the way I c_________. He explained to me about b____ language. He said that I was not giving customers a good i________. My body language was telling customers to go a_____, instead of making them feel w________. So now I‘m trying to i_________ my body language. (reference : senior, prefer, communicate, body, impression, away, welcome, improve) Step Four Discussion The World Expo will be held in Shanghai in 2010. Our government is advocating excellent etiquette(礼仪). As a native, what do you think you will do to greet friends both at home and abroad? Step Five Homework Read the text after the tape recorder. Do Ex.D1&D2 on P4.（见课件 body language 2） Reflection --- Post-reading
Eyes and language (More Language Input )
本章节是补充阅读材料， 通过介绍在人际交往中眼神交流所起的重要作用， 来进一步说明肢体语言的重要性， 同时也帮助学生明确在不同文化背景中所表达的不同含义。 本课的任务有两个： 1 对课文进行整体阅读，培养学生略读、扫读、细读等阅读能力。 2 培养学生的文化意识。结合课文和学生的实际情况，帮助学生明确同样的肢体动作在不同文化背景中 表达的意义差异，从而培养学生的跨文化交际意识和能力。 （二）阅读目标 1 知识目标 2 能力目标 3 情感目标 （三）重点和难点 学习课文中重点词、词组、句型和语法。 提高学生的阅读理解能力和培养学生的阅读技巧。阅读准备、略读、扫读、细读等是高 启发学生对语言和文化之间关系的思考,进一步明确 When you are in Rome, do as 词汇学习
中学生必须具备的阅读技能。 Romans do 的重要性。 1) 核心词汇 ? communicate ? situation ? contact ? signal ? maintain ? lack ? consider
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? frequent 2) 拓展词汇 ? hostility ? subtle ? boredom 3) 词组和短语 ? the key to ? as a matter of fact ? lead to ? stare at 1 句型学习 consider sb/ sth as… 教学内容 Pre-reading 教学实施建议 这部分是主阅读的延伸，故在引入环节可以采用复习手段，既能加深学生对本 章节主题的理解，又能很自然过渡到对课文的阅读。要求学生完成两份任务: 介绍 Debbie and Simon 接人待物的成功与失败，说明 body language 重要性。 While-reading 这是本课的主体部分， ，既要学习重点词汇和句型，又要提高阅读理解能力， 培养学生的阅读技巧。 ? 要求学生带着问题快速通读全文，了解文章大意。 ? 要求学生分段阅读，针对各段采用提问，完成表格等不同手段进一步 理解课文，然后总结段落大意，掌握文章的篇章结构。完成 A2 中的练习。 ? 培养学生猜词能力。在阅读的过程中，要求学生根句上下文，推测新 单词的词意。完成课本第 18 页 A1 中的练习。 Post-reading 这是课文的拓展部分，根据自己生活经验来猜测它们表达的含义，并完成课本 第 19 页 A3 中的练习， 同时提问是否这些手势在不同的国家具有不同的含义， 提醒他们注意文化背景和肢体语言之间的关系。 [cultural difference ] 1 情景是顾客进门时他们是如何问候顾客的。 要求： 只能使用肢体语言。 一位 Simon , 一位扮演 Debbie, 要求根据自己的理解来表演。 2 在 Simon 表演后， 请班级其他同学描述 Simon 的肢体动作， 说明他的肢体动作传达的含义。 对 Debbie 肢体动作的复习同上。 3 教师请学生总结：Communication is more than speaking and listening . Body language is also very important . 4 教师在帮助学生再次明确肢体语言重要性后，要求学生思考：which plays the most important role in communication, eye, nose or mouth ? 从而引出在与人交往中，eye contact 是必不可少的。 5 请一些学生用眼神来表达不同的情感，请其他学生来判断他们的表演是否恰当，同时补充一些关于情 感方面的词汇，如：angry, sad, embarrassed ,depressed, excited, happy, disappointed, surprised, guilty 等. 说明：提高学生阅读理解能力，培养学生的阅读技巧，同时增强学生跨文化交流的意识。 Step One Skimming --- to get the general idea of the passage Skim the passage to get the general idea of the passage. Answer the following Wh- questions In what ways do people communicate with each other ? What is the key to communication ? What is considered necessary in conversation in Western cultures ? Do you agree the saying that the more eye contact you have , the more polite you will be ?
《牛津英 语教学参 考》 Page18
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Step Two Scanning --- to get certain facts Scan the passage to find facts to complete these sentences. Put one word in each space. The _____ you say something is far more than the thing you say. _______ contact is the key to communication . __________ eye contact in conversation is necessary in Western culture. Eye contact is a ________ thing. ( way; Eye; Maintaining; subtle ) Step Three Reading ---to have a deep understanding of the passage. 1 Read the passage one paragraph after another. 2 Ask students to raise questions about each paragraph to test their understanding of the paragraph . 3 Summarize each paragraph of the passage. Para 1. The importance of body language Para 2. Eye contact ---the key to communication Para 3. The importance of eye contact in Western culture Para 4. The subtlety of eye contact 4 Do Ex A 2. Directions: 1) Students work in group of two . 2) One asks and the other answers and then change the role. 3) Discuss 1 and 4 in class, asking students to give some examples to illustrate their point of view. Step Four Production ---to enlarge students‘ knowledge and deepen their understanding of cultural differences . 1 Look at the pictures of some gestures and hand shapes. Match them with the descriptions . Page 19. 2 Ask students to think of some gestures whose meanings may change under different cultural backgrounds. 3 From the examples given by students the teacher help students understand the importance of the proverb ---When you are in Rome, do as Romans do. Step Five Assignment ---to do some research work on the effect of cultural differences on body language. Directions: 1 Divide the students into groups of four . 2 Choose one research aspect 3 Collect some information on it. 4 Analyze the information and form your own opinion. 5 Report it to the class in PPT （cultural difference） [链接 3] 说明：这是知识和能力的拓展部分，要求在对课文的理解和掌握的基础上，进行拓展活动，不仅能增强运用语 言的能力，而且培养自习自研的精神和文化意识，在将来与人交往中有更好的沟通能力。 (cultural difference )
Chapter1.Body language +Listening, Speaking, Using English, Writing
章节分析 （Section Analysis ） 本章节是语言运用部分。通过听，说，写方面的训练，提高语言词汇方面的能力，加强运用语言知识来表达 思想感情的能力。针对高一新生情况 using language 的任务是培养学生如何正确有效的使用字典。 （二）目标
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帮助学生通过抓关键词培养其听力理解能力。听说结合，提高听力教学效果。 帮助学生运用本课关于肢体语言信息，培养他们良好的礼议。 鼓励学生在此过程中动脑动口，学会推荐自己及如何评价他人。 帮助学生如何有效的使用字典。 培养学生自习自研能力