communication-no+problem--3
解读文本,挖掘文化含义——阅读课Communication——No Problem？的片段分析
分别给两组 学生分别 写着 Ｔ ｏ ｎ ｙ Ｃ ａ ｒ ｃ ｉ ａ和 Ｊ ｕ ｌ ｉ ａ Ｓ ｍｉ 凼及 Ｔ ｏ ｎ ｙ Ｃ ａ ｒ ｃ ｉ ａ和 Ｊ ｕ ｌ ｉ ａ Ｓ ｍｉ ｔ ｈ的纸条 ， 根据 所赋予 的身份 ， 进行 表演 ． 要求观看的 同学说 出每一位同学表演 的分别是文章中 的哪一位 。由于情景表演更生动 、 更趣味地表 现了文章 的中
景 ．讲述了来 自几个不 同国家的学生 由于文化背景 的差异 ， 在初次见面时相互 问候是 的方 式迥然不 同 ． 而造成的一些小 误会 ． 形象地表 明了身体语言 和文化背 景的 密切联系 。 结合 本文的 内容 ， 本人尝试从文化视角解读 、 处理 本阅读课 ， 构造 具有丰富文化 内涵的课堂 。本文笔者选取 了本课的几个片段
ｃ ａ ｔ ｉ ｏ ｎ ——Ｎ ｏ培养跨文化意识 。 ２ ． 培养学生的阅读技能 。
二、 教 学 思 路
（ ２ ） Ｗｈ ｙ ｄ ｉ ｄ ｔ ｈ ｅ ｙ ｈ ａ ｖ ｅ ｐ ｒ ｏ ｂ ｌ ｅ ｍ ｓ ｉ ｎ ｃ ｏ ｍ ｍｕ ｎ ｉ ｃ ａ ｔ ｉ ｏ ｎ ？ 弓 Ｉ 导学 生从文化角度思考 问题 ， 培养跨文化意识 。
这一段文章是关于约旦人 和法 国人问候的不同风俗。在 学习 了这一段的文 字含义后 ． 要求学生运用所学 习的跨文化
知识 ． 推断
Ａｃ ｃ ｏ ｒ ｄ ｉ ｎ ｇ ｔ ｏ ｔ Ｉ ｌ ｅ ｉ ｎ ｆ ｏ ｒ ｍａ ｔ ｉ ｏ ｎ．啪 “ Ｉ”ｍａ ｌ ｅ ｏ ｒ ｆ ｅ ｍａ ｌ ｅ ？ Ｗｈ ｙ ？
加 以说明。
案 例描 述 授课内容和教学 目标
一
的ｃ ｕ ｌ ｔ ｕ ｒ ａ ｌ ｃ ｏ ｎ ｆ ｌ ｉ ｃ ｔ ｓ ｉ ｎ ｂ ｏ ｄ ｖ ｌ ａ ｎ ｇ ｕ ａ ｇ ｅ ． 学生笑声 中感受 了文化 差异在身体语言方面 的体现 。 设计 意图 ： 通过文本 内容 的情 景表演 ， 使学生对身体语 言在文化方面的差异有更直观 的感知。
2019年高中英语人教必修四 Unit4 Communication no problem阅读[课件] (共14张PPT)
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Who are they and where do they come from?
Tony Garcia Julia Smith Akira Nagata George Cook Ahmed Aziz Darlene Coulon
Columbia Britain Japan Canada Jordan France
American countries
Do not stand _ve_r_y_c_l_o_s_e_to others or touch _s_tr_a_n_g_e_r_s when they meet.
_A_p_p_ro__ac_h__others closely and are more likely to_t_o_u_c_h_t_h_e_m_.
we know how to behave correctly
No problem? and properly in different countries.
Successful communication?
No problem!
If not, you will have difficulties.
Unit 4 Body Language
Communication: No problem?
skimming
1.How many international students are there in the story? Six 2.Who are they and where do they come from?
Scanning Describe the two mistakes
scanning Fill in the table according to Para4:
COMMUNICATION, NO PROBLEM
Unit 4 BODY LANGUAGECOMMUNICATION， NO PROBLEM?阅读课教学设计一、教学设计思路教育部颁布的《全日制义务教育普通高中英语课程标准（实验）》的基本理念为：在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，逐步培养学生用英语进行思维和表达的能力。
为了帮助学生打好高中英语课程的共同基础，教师要鼓励学生通过体验、实践、讨论、合作和探究等方式，结合课标要求以及课程内容，创造性地使用教材，设计学生感兴趣的教学活动，在此过程中培养学生用英语解决实际问题的能力。
二、学习任务分析本单元的中心话题是“身体语言”，从该话题展开，通过一系列的交际误会的场景，形象地表现出话题的中心：身体语言本身没有对错或好坏之分，它们是在特定的文化发展规律过程中形成的。
阅读文章描写了作者在机场迎接外国客人的场景，通过各国不同问候习惯造成的尴尬，形象地表明声势语与文化背景的密切关系。
阅读课读前让学生对身体语言的差异有初步感性的认识，而文章细节信息较频繁，需要教师梳理引导，通过阅读使学生具体了解声势语差异并升华到尊重文化差异的理性高度。
教学重难点【教学重点】1、合理使用不同的阅读策略帮助分析、理解文章，提高速读、略读能力。
2、了解声势语的不同文化内涵并正确加以运用同时能够尊重文化差异。
【教学难点】1、大部分的学生能够通过通过本课学习，提高速读、略读能力。
2、了解声势语的不同文化内涵并正确加以运用同时能够尊重文化差异。
三、学习者分析本课授课对象为来自湖北省荆州市北门中学高二（3）班的学生，声势语作为相对新颖有趣的话题，能够激发同学的讨论与学习兴趣，且通过第一课时热身课的准备，学生对于声势语有了一定的感性认识；同时3班学生上课发言较积极，敢于表达观点，这一特点为课堂活动的顺利进行提供了保证，也对教师适时引导和课堂掌控能力提出了要求；但3班学生英语水平参差不齐，尤其一部分程度较差的学生需要教师设计较基础的问题来提高参与度与积极性，另外在教学环节设计及细节处理上需要加入更多学生感兴趣的图片和内容，以吸引学生注意力。
Communication No problem阅读课教学设计
教学设计设计教师：教学年级：高中一年级课题名称：Communication: No problem?阅读课教材版本：人教版授课时间：45分钟（一）学生分析我所教高一学生普遍年龄是16、17岁，他们已具备了之直觉思维和抽象思维能力，正处于发展、培养创造性思维能力的最佳时期和智力的向高水平发展的关键时期，他们又极强的好奇心和求知欲，但学生基础知识相当糟糕，因为他们多数初中都是混过来的，有的根本就没学英语，另外他们认为英语学习枯燥，学习英语的毅力和耐心都比较差，遇到困难退缩不前不做深入思考，大多不愿作长期艰苦的砖研，很少反思自己的学习情况。
（二）教材分析本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。
本课的READING材料处于教材的第三部分，是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解Communication: No problem?（交际，毫无问题可言吗？）这一主题。
课后COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
Body-language--reading课件
a woman from Britain to a man: not too close, shake hands
to a woman: shakes hands, will get closer
a man from Japan the same to man and woman: bows.
Both apologize when Mr Cook’s moving hand touches the Japanese’s nose.
Moves very close to you when introduced, comes closer to ask you questions, nods at women.
body languages.
Part4(Pa6): Summary of body language.
Details
character country
action(body language)
You Mr Garcia Julia smith Mr Cook a Japanese
Ahmed Aziz
If you want to buy a digital camera in Japan, how will you make yourself understood?
Scanning: Read through the passage and try to answer the following questions.
Part1(Pa1): You are sent to Pudong Airport to meet
business people.
Part2(Pa2&Pa3): Examples of learned or cultural
高中英语人教版选修四课文翻译
高中英语人教版选修四课文翻译人教版高中英语必修四Unit 4课文翻译Unit 4Body language―Reading―COMMUNICATION:NOPROBLEM交际：没有问题了吗The firt peron to arrive wa Tony Garcia from Colombia,cloely followed by Julia Smith from Britain。
第一个到达的是从哥伦比亚来的托尼∙加西亚，随后紧跟着的是英国的朱莉娅∙史密斯。
After I met them and then introduced them to each other, I wa very urpried。
在与他们碰面并介绍他们彼此认识之后，我(对看到的情景)感到很吃惊。
Tony approached Julia, touched her houlder and kiedher on the cheek! 托尼走进朱莉娅，摸了摸她的肩，亲了亲她的脸!She tepped back appearing urpried and put up her hand, a if in defence。
她后退了几步，看上去有些吃惊，并举起了手，好像是在自卫。
I gueed that there wa probably a major miundertanding。
我猜想这里可能有个很大的误会。
Then Akira Nagata from Japan came in miling, together with George Cook from Canada。
随后，来自日本的永田明微笑着走了进来，同时进来的还有加拿大的乔治∙库克。
A theywere introduced, George reached hi hand out to the Japanee tudent。
当我为他们做介绍时，乔治把手伸向了这位日本学生。
必修四unit4 Reading communication：no problem 课件
C. People use body movements to send messages and
different body movements have different meanings. D. The importance of knowing customs.
Communication: No problem?
1)not 与all, both, every, each 及含every 的合成词连用时， 无论not位于这些词的前面还是后面，都构成部分否定， 意为“并非所有的… …都… …” 表示全部否定，要用none, neither, no one, nothing或no 等来表示或借用never, not…at all来进行全部否定。
Expressions preview
1.defend against 保卫……以免 2.on the contrary 相反地 3.in the same way 以相同的方式 4.at ease
舒适；快活； 总的来说；通常
5.be likely to
6.in general
很可能……；有希望……
昨天我 represent 代表 ed马金中学去 迎接 greet 英国的一个 association 社团 到我们学校
communicate 交流 ， 出于 curiosity 好奇 我们 approach 靠近 ed他们，但同时由于潜意识 ed自己，我们出现了 major 地 defend 保护 主要 misunderstanding truly 发生 的 误会 。 这是真实 的。
7. People from places like Spain, Italy or South American countries approach others closely and are more likely to touch them.
communication_no_problem_中英文
COMMUNICATION:NO PROBLEM?Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. They were coming to study at Beijing University. We would take them first to their dormitories and then to the student canteen. 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.The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. After I met them and then introduced them to each other, I was very surprised. Tony approached Julia, touched her shoulder and kissed her on the cheek! She steppedback appearing surprised and put up her hands, as if in defence. I guessed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As they were introduced, George reached his hand out to the Japanese student. Just at that moment, however, Akira bowed so his nose touched George's moving hand. They both apologized - another cultural mistake!Ahmed Aziz, another international student, was from Jordan. When we met yesterday, he moved very close to me as I introduced myself. I moved back a bit, but he came closer to ask a question and then shook my hand. When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia's smiling face. They shook hands and then kissed each other twice on each cheek, since that is the French customwhen adults meet people they know. Ahmed Aziz., on the contrary, simply nodded at the girls. Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women.As I get to know more international friends, I learn more about this cultural "body language". Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people communicate with spoken language, they also express their feelings using unspoken "language" through physical distance, actions or posture. English people, for example, do not usually stand very close to others or touch strangers as soon as they meet. However, people from places like Spain, Italy or South American countries approach others closely and are morelikely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.These actions are not good or bad, but are simply ways in which cultures have developed. I have seen, however, that cultural customs for body language are very general - not all members of a culture behave in the same way. In general, though, studying international customs can certainly help avoid difficulties in today's world of cultural crossroads!沟通:没问题吗?昨天,另一个学生和代表我们学校学生会,去首都国际机场迎接今年的国际学生。
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Para4:
Not all cultures greet each other the same way.
• What did the author learn about cultural “body language”?
Careful reading
Para3
What happened between Ahmed Aziz and the author? Why?
male or female
male
Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women. Ahmed Aziz is from Jordan and did such thing to the author.
Unit 4 Body language
What did I say?
Game: Act and Guess
Watch carefully and think:
What parts of the body are used to express feelings?
Game: Act and Guess
cultural customs body language
difficulties
Fast Reading
Match the main idea of each part with lines.
Part 1. (Para.1) Part 2. (Para.2~3) Part 3. (Para.4) Part 4. (Para.5) Go to the Airport to meet some international students. <C> Different students have different greeting customs . <D>
“Hello!” “Come here!” “Go away!” “Ok!” “I’m sleepy.” “I’m surprised.” “You are great!” “I can’t move!”
What is body language? Body language is one form of nonverbal
Skimming: Read the two paragraphs quickly and catch the key information. • Para1: when: yesterday
• who: Another student, I, international students • where: The Capital International Airport • what: meet…greet… • Para5: key/important words:
Not all cultures greet each other the same way. <A>
Summary of body language. <B>
Careful reading
Para2-3 :Different students have different greeting custmunication without _____________. facial expressions Eye contact (眼神交流）or ___________,
gestures _________, postures and__________, or the
Julia Smith (Britain) George Cook The second mistake (Canada) Akira Nagata
(Japanese)
bowed so his nose He ________ touched ________George’s _______ moving ________. hand
Objective
• At the end of the class, you will able to:
• Know more about cultural differences
Fast Reading
What is the passage mainly about?
What is the passage mainly about?
ways you stand, are different kinds of body language.
Reading :
Communication : No Problem?
Communication : No problem?
What do you think the passage will tell us?
How many international students here? Where are they from? How did they greet and what happened in the two paragraphs?
Find out the two cultural mistakes in Para2 Tony Garcia The first mistake (Columbia ) He approached Julia, ________ touched her _________and shoulder kissed her _____ _______ cheek on the ________. She ______ stepped ________ back surprised and put appearing _________ in defence up her hands, as if ___ _______. He ________ reached his hand ________ to the Japanese out student.