[推荐精选]Book 4 unit 4 Body language第一课时上课学习上课学习教案
单元讲解必修四unit4 body language
单元讲解必修四unit4 bodylanguage课本单元讲解（含课文音频）：必修四Unit4 Body language_doctor今天，要和大家分享的是人教版必修四Unit4常考单词、高频短语和写作句式，并附有课文音频学起来哦！Unit4 Body language常考单词、高频短语和写作句式Ⅰ. 常考单词必背1．statementn. 陈述；说明His statement is pletely untrue.他的话完全是在撒谎。
2．greetvi.&vt. 迎接；问候I greeted her with a smile.我笑着向她致意。
(1)greet sb with... 用……迎接……；用……向某人打招呼(2)greeting n. (常用复数形式) 问候；祝贺；贺词3．representvt. 代表；象征In the western countries，V often represents victory.在西方国家，V常象征着胜利。
He represented himself as a doctor.他自称是一个医生。
[快速闪记](1)represent sth to sb 向某人说明某事，向某人传达某事represent...as... 把……描绘成……represent oneself as/to be... 自称是……(2)representative n. 代表4．curiousadj. 好奇的The children were curious to know what was happening over there.孩子们很想知道那边发生了什么事。
[快速闪记](1)be curious about 对(某事物)感到好奇be curious to do... 很想做某事；渴望做某事(2)curiously adv. 好奇地5．approachvt..&vi.接近；靠近；走近 n. 接近；方法；途径As summer approached，the weather became hotter and hotter.随着夏天的临近，天气越来越热。
选择性必修一UNIT4 BODY LANGUAGE SectionⅠ导学讲义
UNIT 4BODY LANGUAGE背景导学肢体语言(又称身体语言)是指通过头、眼、颈、手、肘、臂、身、胯、足等人体部位的协调活动来传达人物的思想,形象地借以表情达意的一种沟通方式。
在不同的文化中,肢体语言的含义可能有一定的差异,因此在跨文化交流中正确理解肢体语言是十分有必要的,也是十分重要的。
When we communicate with others, we do not only express ourselves through words, but also through our tones of voice, facial expressions and body language. In fact, many scholars believe that far more information is communicated non-verbally (非口头地). Body language is just an important part of non-verbal communication.Learning another language is more than just learning its words and grammar; it also involves learning another culture. We learn much of our body language before we learn to speak from the time we are children. Body language varies from culture to culture, so it's important for us to pay attention.Sometimes, cultural differences in appropriate body language can cause discomfort or misunderstanding too. For example, there are definite cultural differences in how much distance should be kept between two speakers. If you are used to keeping your distance from people, you will feel very uncomfortable when people get close to you while talking at a party. We call this the “personal comfort zone”.Another common example of misunderstanding is the use of a smile. In some Asian cultures, a smile can show embarrassment or apology. However, smiling at a teacher who is unhappy with you is probably not a good idea in most English-speaking cultures!So it's worth learning the cultural differences in body language. Understanding any cultural or regional attitudes can help you improve your communicative skills.【译文】当我们与他人交流时,我们不仅通过语言来表达自己,而且还通过我们的语调、面部表情和肢体语言来表达自己。
Unit 4 Body Language 词汇知识点课件 高二英语(人教2019版选择性必修第一册)
.call on
• ①拜访(某人) • ②号召;要求
•n
• [C]目击者;见证人;证人
• be (a) witness to ...是...的目击者;是...的见证人
• vt
• 目击;亲眼所见
.employ
• vt
• ①雇用;聘请
• employ sb to do sth雇佣/聘请某人做某事
• ②[正式用语]使用;利用
• be employed in doing sth忙于做某事
• 内部的;体内的;内心的
.straighten up
• 起来;整理;收拾整齐
• 【拓展】
• straight
• adj①(笔)直的; 平直的②整齐的;端正的③正直的;诚实的④纯粹的
• get sth straight [口语]弄清楚某事
• adv①笔直地;成直线地②直接;立即③连续地
• straight away / off立即;马上
.distract
• vt
• 分散（注意力);使分心
• 【同根词】
• distracted adj.注意力分散的；思想不集中的
.perceive
• vt
• [正式用语]察觉;发觉;看待;理解
.distinguish
•v
• ①vi&vt区别;辨认;使有别于 • ②vt使杰出;使显出特色
• 【同根词】
• 【同根词】
• bare adj ①赤裸的;光秃秃的;空的 ②仅有的;最基本的
.chin
• n.
• 下巴,下颌
.occupy
• vt
• ①占领;占据 • ②占用/占去(时间、空间) (take up) • ③使忙碌
新人教版 Book Unit 4 Body Language 课文
Unit 4Body languagePart I Communication: No Problem?Yesterday, another student and I, represent ing 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 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 follow ed by Julia Smith from Britain. After I met them and then introduce d them to each other, I was very surprised. Tony approach ed Julia, touch ed her shoulder and kissed her on the cheek! She step ped back appear ing surprised and put up her hands, as if in defence. I guess ed 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 reach ed his hand out to the Japanese student. Just at that moment, however, Akira bow ed so his nose touch ed George’s moving hand. They both apologize d —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 dash ing through the door, she recognize d Tony Garcia’s smiling face. They shook hands and then kissed each other twice on each cheek, since that is the French custom when adult s meet people they know. Ahmed Aziz, on the contrary, simply nod ded 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, action s or posture. English people, for example, do not usually stand very close to others or touch stranger s as soon as they meet. However, people from places like Spain, Italy or South American countries approach others closely and are more likely 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 develope d. I have seen, however, that cultural customs for body language are very general - not all member s of a culture behave in the same way. In general, though, studying international custom s can certainly help avoid difficulties in today’s world of cultural crossroad s!Part II Showing our FeelingsBody 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 attitude s 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 gesture s 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 frown ing. 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 threaten ing another person.There are many ways around the world to show agreement, but nod ding 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 bore d? Looking away from people or yawn ing 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, base d 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!。
boo4 unit4教案
我从来没有看过这么好的电影。
_______________________________________________.
练
课
外
拓
展
possible, probable, likely
1) possible常用于下列结构:
课题
Book4 Unit4 of Body language
第一课时教案
高中人教版英语必修四第四单元阅读：Reading: Cmmunication: No Problem?
教学程序
能
力
要
求
(一)知识目标
1. Get students to learn the usefulwords and expressions in this part.
Find out the main idea of each part
Part1 ( ) ________________________________________
Part2 ( ) _________________________________________
Part3 ( ) __________________________________________
III.Discussion:
What’s the purpose of language?
IV. What is body language?
•Body Language is a form of non-verbal communication.
•It uses movements or positions of our body to show other people what we are thinking or feeling.
高中英语 Book4 Unit4body language 说课课件 新人教必修4(通用)
1). Analysis of the teaching material 教材分析
The type of this class is an extensive reading class, which plays an important part in developing students’ reading ability. So,during the teaching process, the teacher should focus on developing the students’s reading ability by extensive reading, and get them to learn some reading skills such as skimming, scanning and so on. Moreover, the students should receive some moral education, let them know more about body language in cultures in different countries.
课前探索（Pre-class Exploration）：
Let students search for more information about body language which shows different meanings in different cultures and countries.
掌握该部分的重点词句
3.Let students read and understand the passage “Showing our feelings”.
让学生读懂本篇文章
Teaching difficult points （教学难点）
高中英语《Book 4 Unit 4 Body language》优质教学课件
Para.3
1. How do men from Muslim countries greet others? To men: stand quite close, and shake hands. To women: nodding 2.Is the author male or female? How do you know? Male. Because Ahmed Aziz only shakes hands with men. 3. How did Tony and Darlene greet each other?
Suppose you're a man from Muslim countries, try to make a converstion and act it out!
Group Discussion
What will we do to better communicate with others from different cultures?
to meet this year’s international students.
Part 3: Para.4_
C. Summary of body language.
Part 4: _Para.5_
D. Different people have different body language.
The (Colombia )
touched her shoulderand
first
_kissed her on the _cheek .
mistake Julia Smith (Britain)
She _s_te_p_ped__bac_k appearing _surpr_is_e_d_and
BOOK 4 UNIT 4 BODY LANGUAGE第一课时教案
book 4 unit 4 body languagelistening and speaking一、教学课型：听说输入课(an input-based lesson)二、设计思路：本节课主要采用多媒体教学辅助手段，通过师生问答，生生互动，编对话，情景表演等多种活动方式，让学生多方面地了解身势语和有声语言的关系，提高学生语言实际运用能力，通过训练学生的听说能力，培养他们用英语进行思维、在真实情景中运用英语的能力。
同时，通过组织学生讨论话题并进行口语操练，培养学生用英语交流的能力，结合新课标的教学理念，实现从口语提升到写作的过渡。
一、教材分析（一）、本课的地位及作用（二）教学重点和难点本课的教学重点是：第一，帮助学生了解、掌握日常生活中的一些常用身势语。
第二，要求学生结合口语及身势语来表达自己的思想。
第三，训练学生通过听、说练习提高自己的听力及口语水平。
本课的教学难点则在于：第一，身势语的中外文化区别及其动作的正确表达。
第二，学生课外查阅资料的能力培养。
二、教学目标分析新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。
本课所有的语言知识和语言技能都是围饶“身势语”这一中心话题而设计的。
因此，我把本课的教学目标确定为：1．语言知识与技能目标：1）熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。
3）使学生能根据听力材料中的线索把相关事实和信息联系起来。
2．情感态度与文化意识目标1）在有趣的话题激励下，师生互动，生生互动，调动学生的学习兴趣，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势。
2）让学生在共同完成一些交流、表演等任务的过程中，加强团体协作意识。
3）帮助学生在学习过程中了解东、西方文化的差别。
三、教法、学法分析课堂教学方法的选择是课堂教学效率高低的关键。
Book4 Unit4 Body Language
高一英语Book4 Unit4 Body Language公开课教案Period 1 Warming up and ReadingTeaching material教材: Book4 Unit4Class 班级: Class 4 Grade 1 高一4班Teacher 教师: Wang Hongni王虹妮Time 时间：2015-4-7I. Analysis of teaching material. 教学内容分析本次公开课的内容是新课标高中英语人教版必修四第四单元Body Language第一课时reading部分。
本课时reading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“交际，毫无问题可言吗？”这一主题。
II. Analysis of the students学情分析高37（4）班共55人,少部分同学基础较好，能带动班级学习气氛。
大部分学生的英语基础较薄弱，但有学习的积极性。
部分学生有畏学思想。
针对这种情况，教师设计了点面结合、层层深入的课堂活动，以体现学生为主体的原则，激发学生参与课堂活动的积极性，逐步实现各项教学目标。
III. Teaching Goals（教学目标）Knowledge and ability aimsAt the end of the class, the students can analysis the structure of this passage.b. Help the students understand different body movements have different meaningsc. Help the students understand others when body language is being used.d. Train the students reading abilities-----skimming and scanning.2. Emotional aimsEnable the students to realize the importance of body language.IV. Teaching important points and difficult points (教学重难点)Students can analysis the structure of this passage.Students master two reading skills-----skimming and scanning.How does body language differ among people from different cultures?Students master the meanings of body language which used in different countries or culturesV. Teaching Time（教学时间）: 40 minutesVI. Teaching aids: CAIVII. Teaching procedures (教学过程)Step I Lead in and warming up (5”)T: Hello, everyone. Today we will learn book4 unit4 Body Language.Ss: Hello, teacher.T: Sit down, please.(Teacher use some body language and students guess the meaning)（for example，you are great!Stop etc.）T: How do you know what they mean?Ss: From their body languageT: How do people communicate with others?spoken language: speaking, ringingwritten language: writing, typingbody language: gestures, facial expression and body movementsT: the definition of body language. (Read together)Body Language is a set of gestures, facial expression and body movements people use to make themselves understood.T: There are many ways of communication in the world. And today, we’re going to read a passage “Communication: no problem?”. It will lead us to see if people from different countries can understand each other? If you want to learn more about them, let’s read the passage.设计意图：谈论及介绍肢体语言，从而激起学生的兴趣。
Book4unit4Bodylanguage课时教案
Book4unit4Bodylanguage课时教案Boo4unit4Bodylanguage课时教案Boo4unit4BodylanguageListeningandspeaing一、教学课型：听说输入二、设计思路：根据新课标英语第四单元Bodylanguage的教材内容，我将aringup以及ListeningTas和Speaing三部分重组为本单元的课，是一节语言活动课，同时用写作来进行提升。
本节课主要采用多媒体教学辅助手段，通过师生问答，生生互动，编对话，情景表演等多种活动方式，让学生多方面地了解身势语和有声语言的关系，提高学生语言实际运用能力，通过训练学生的听说能力，培养他们用英语进行思维、在真实情景中运用英语的能力。
同时，通过组织学生讨论话题并进行口语操练，培养学生用英语交流的能力，结合新课标的教学理念，实现从口语提升到写作的过渡。
TeachingPlan一、教材分析本课的地位及作用本单元的中心话题是“身势语”。
身势语是通过无声的语言表达一个人的内心世界，与有声语言一样也是文化的载体，在跨文化中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。
“热身”部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。
“对话”部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。
“听力”部分是以听的形式进一步向学生介绍肢体语言的交际功能以及部分东西方手势语的区别。
通过以上几部分的练习，使学生初步感受到身势语的涵义和作用，为下节阅读课作了充分的准备。
教学重点和难点本课的教学重点是：，帮助学生了解、掌握日常生活中的一些常用身势语。
第二，要求学生结合口语及身势语来表达自己的思想。
第三，训练学生通过听、说练习提高自己的听力及口语水平。
本课的教学难点则在于：，身势语的中外文化区别及其动作的正确表达。
第二，学生课外查阅资料的能力培养。
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake 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.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.You!Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteerswill make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.USA Nigeria rude Germany Japanone“great”or “good job”。
人教版英语必修四Unit 4 Body language课件(共30张PPT)
6. _d_a_s_h__ to run or travel somewhere in a great hurry
7. _a_p_p_r_o_a_c_h_ to come nearer to something or someone from a great distance
8. _a_ss_o_c_i_a_ti_o_ngroup of people organized for a special purpose
True or false?
1. Mr. Garcia kissed Miss Julia Smith because they have known each other well. F
2. George Cook reaches his hand out in order to shake hands with the Japanese. T
2. How did Julia behavior when Tony approached her? She appeared surprised and put up her hands to defence.
3. What does the phrase cultural mistake mean? People from different countries misunderstand each other.
people she
Coulon from France twice on
knows
each cheek
Read again and answer the questions.
1. How long did the writer wait at the airport? Half an hour.
Unit4BodyLanguagereadingReadingandThinking导学案-高中英语
选修一Unit4 reading导学提纲（第一课时）班级：姓名：使用时间：_____________【学习目标】1.Get a better understanding of body language by grasping the main points of the passage.2.Develop the ability to identify the topic sentence in a para and figure out the structure ofa passage.3.Develop a sense of crosscultural munication by identifying the feature of body language.一、导1.在与他人交流时_______________2.因文化而异_______________________3.与…文化相适应___________4.眼神交流；眼神接触_______________5.表示兴趣_________________6.相比之下__________________________7.被认可_____________ 8.被允许做某事______________________9.表示尊重___________ 10.向下看;蔑视_______________________11.使用这个手势_________ 12.遇到同一种手势___________________13.避免做某事____________ 14.摇头__________________________15.与…相比较_________ 16.相反的含义_______________________17.亲吻某人的脸颊__________ 18.喜欢做某事__________________________19.弯腰鞠躬___________________ 20.点头__________________________21.用手转圈___________________ 22.度过难关__________________________23.打破障碍/隔阂___________ 24.感到沮丧和孤独_______________________二、思、议、展、评Activity1: PredictionWhat do you think will be talked about the text?Activity2: Fast ReadingListen and try to answer the following questions:1. What is the main idea of the text?A. The cultural similarities of body languageB. The differences between body language and spoken language.C. The characteristics of body languageD. Body language in different cultures 2. What’s the type of the passage?A. A narrationB. An argumentationC. An expositionD. An application3. what’s the structure of the passage?A. B. C.①①②①②③④⑤⑥③④⑤⑥②③④⑤⑥4. Match the main idea with each part.Para.1 A. The same gesture may have different meanings in different countries.Para.2 B. Smiling has many different uses.Paras.34 C. Body language varies from culture to culture.Para.5 D. Both words and body language are of importance in interactions with others.Para.6 E. Some gestures seem to have the same meaning everywhere. Activity3: Careful ReadingPara.1:1.Can you guess the meaning of the word “interaction”according to the context?2.What is the function of the last sentence in Paragraph 1?Para.6:Find the difference uses of smiling:三、合作探究——议、展、评Activity 4:DiscussingCan you think of some other uses of smiling?四、随堂检测——检1. How is the passage developed?(四选二)A. By giving dataB. By making parisonC. By giving examplesD. By giving definitions2. Which statement does the author possibly agree with?A. Never too old to learn.B. Four eyes see more than two.C. Action speaks louder than words.D. When in Rome, do as the Romans do.3. Fill the blanks with correct words or the correct forms of the given words.We use both words and body language __________(express) our thoughts and opinions in our ____________(interact) with other people. Just like spoken language, body language _________(vary) from culture to culture. The crucial thing is _________(use) body language in a way that is appropriate to the culture you are in. For example, _______ (make) eye contact is not appropriate to all cultures. Some gestures like the one for “OK’ have dfferent meanings in different cultures. Even the gestures we use for “yes”and “no”differ around the world. There are also differences ______ how we touch each other, how close we stand _____ someone we are talking to, and how we act when we meet or part. Such gestures _____ the ones for “sleep”and “I am full” seem to have _____ same meaning everywhere.Some body language has many different uses. One example is smiling.五、总结归纳——结（本节课知识点归纳，学生当堂背诵）Recite the key words and phrases of this passage.。
高一英语必修4 Unit 4 Body Language P-1 公开课精品课件
Have a very quick look at the text and answer • (1) What’s the title of the text?
• What do you think “body language” means?
What is body language?
• Body Language is a form of non-verbal communication.
• It uses movements or positions of our body to show other people what we are thinking or feeling.
Meaning
Action
1 You’re welcome. A smile & handshake.
2 I’m worried.
Twisting hands together or holding head.
3 I ate too much. 4 I’m sorry. 5 I’m so happy. 6 I’m very angry.
kisses her on the check.
To M:Not too close, shakes hands.
To F:Shakes hands, will get closer.
To M: Bows. A man from Japan To F: Bows.
How do they behave when they meet people they know?
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Book 4 unit 4 Body language第一课时教案Book4unit4Bodylanguage第一课时教案Book4unit4BodylanguageListeningandspeaking一、教学课型：听说输入课二、设计思路：根据新课标英语（必修4）第四单元Bodylanguage的教材内容，我将warmingup以及ListeningTask和Speaking 三部分重组为本单元的第一课，是一节语言活动课，同时用写作来进行提升。
本节课主要采用多媒体教学辅助手段，通过师生问答，生生互动，编对话，情景表演等多种活动方式，让学生多方面地了解身势语和有声语言的关系，提高学生语言实际运用能力，通过训练学生的听说能力，培养他们用英语进行思维、在真实情景中运用英语的能力。
同时，通过组织学生讨论话题并进行口语操练，培养学生用英语交流的能力，结合新课标的教学理念，实现从口语提升到写作的过渡。
TeachingPlan一、教材分析（一）、本课的地位及作用本单元的中心话题是“身势语”。
身势语是通过无声的语言表达一个人的内心世界，与有声语言一样也是文化的载体，在跨文化中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。
“热身”（warmingup）部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。
“对话”部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。
“听力”部分是以听的形式进一步向学生介绍肢体语言的交际功能以及部分东西方手势语的区别。
通过以上几部分的练习，使学生初步感受到身势语的涵义和作用，为下节阅读课作了充分的准备。
（二）教学重点和难点本课的教学重点是：第一，帮助学生了解、掌握日常生活中的一些常用身势语。
第二，要求学生结合口语及身势语来表达自己的思想。
第三，训练学生通过听、说练习提高自己的听力及口语水平。
本课的教学难点则在于：第一，身势语的中外文化区别及其动作的正确表达。
第二，学生课外查阅资料的能力培养。
二、教学目标分析新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。
本课所有的语言知识和语言技能都是围饶“身势语”这一中心话题而设计的。
因此，我把本课的教学目标确定为：．语言知识与技能目标：）熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。
2）学生之间能交流、合作，共同就giventopics较好地完成一些开放性话题。
3）使学生能根据听力材料中的线索把相关事实和信息联系起来。
2．情感态度与文化意识目标）在有趣的话题激励下，师生互动，生生互动，调动学生的学习兴趣，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势。
2）让学生在共同完成一些交流、表演等任务的过程中，加强团体协作意识。
3）帮助学生在学习过程中了解东、西方文化的差别。
三、教法、学法分析课堂教学方法的选择是课堂教学效率高低的关键。
科学的学法指导是智能发展目标得以实施的重要途径。
在本课教学中，我突出以话题为纲，交际功能为主线，兼顾结构，适当拓展。
从以下几方面体现了英语新课程的理念。
、以“任务型”教学作为课堂教学设计之理念，具体采用情景教学法和交际教学法。
学生通过表演、游戏、听说等各种语言形式来学习和掌握语言，实现目标，感受成功。
2、英语教学和情感教育的有机结合。
在本节课中，教师除了营造宽松气氛，给予学生展示成功的平台外，处处鼓励学生运用自主学习、合作学习和探究学习等新的学习方式，以形成积极的学习态度，促进语言实际运用能力的提高。
这是实施新课程最为核心和关键的环节。
3、利用现代教育技术，拓宽学生学习和运用英语的渠道。
对于“身势语”这一话题的挖掘，让学生在课外通过多种渠道获得更多有关非语言交际手段的知识，激发学生自主探究的兴趣。
而运用多媒体辅助教学，更体现了课堂教学的大容量、多信息、高效率的优越性，进而达到启发学生的英语思维，发展交际能力的理想教学效果。
四、教学过程分析《新课标》提出：根据高中生的认知特点和学习发展的需要，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、处理信息和分析、解决问题的能力，为他们进一步学习和发展创造必要的条件。
Step1Lead-inTheteacherdoessomebodylanguagesandasksthestudentsto guessthemeaning,thenaskssomeofthemtodosomebodylangu ages,andasksstudentsthequestion “whatisabodylanguage?”and “Howmuchdoyouknowaboutbodylanguage?”Step2warmingupLetstudentsenjoyavideoabouttheexamplesofsomebodylan guages,andintroducethetypesofbodylanguage.Showsomep icturesandaskthestudentstoguessthemeaningeyecontactfacialexpressionBodylanguagegestureactionStep3GuessinggameandcompetitionThestudentsaredividedintofivegroups,thenasksomeofth emtotheblackboardtodosomebodylanguagesaccordingtoth epicturethattheteacherhasshowntohim,thentherestofth estudentsguess,whoevergivestherightanswercangetonep ointtohisgroup.Thentheteachergivessomeintroductionaboutthebodylang uagesinthepictures.Step4ListeningtextAskthestudentslistentothepassageandgettheinformatio naboutBodylanguagetofinishtheblank.Inthislesson,we’regoingtotalkaboutExpressionyourself,using______________!whenwesay “Expressyourself”wemeanthatyoushowthewayyou_______aboutsomething.you r________!Thereare______waystoexpressyourself…By______…orby_______!Showingyourreactionbydoingnormallymeans usingyourbody.maybetheexpressiononyour_____willchan ge,butyousaynothing…you “pullaface”.maybeyouwaveyour______around…inanger.Perhapsyoustampyour_____.maybeyoujumpupandd own,orperhapsyousimplywalkaway.wecalltheseparticula rreactions…“Bodylanguage”.Step5Groupwork-----ImitateandmakeadialogueTherewillbeanunspokenperformancefromsomeofourclassm ates，aftertheperformancepleaseimitateandmakeadialogueacc ordingtotheirbodylanguages.Step6SpeakingThesamebodylanguagehasdifferentmeaningsindifferentc ountries.Doyouthinkallthecountrieshavethesamemeaningtoasameb odymovement?canyouguesswhatthefollowinggesturefromjapanmeans? canyouguesswhatthefollowinggesturefromFrancemeans?InpartsofAsiayoumustnotsitwithyourfeetpointingatano therperson.Step7Summary.Thedefinitionofbodylanguage.2.Thetypesofbodylanguage.3.Thesamebodylanguagehasdifferentmeaningsindifferen tculture.4.Somebodylanguages:nod,bow,shakeone’shead,wavehand,yawn,blowakiss,scratchone’shead（挠头）,frown…Step8Homework---基础写作Bodylanguageinourdailylife.肢体语言和有声语言在我们的生活中一样重要，甚至有时使人更容易被理解。
2.肢体语言是通过使用手势、姿势、动作和表情来传递感情。
3.肢体语言常被用来表达人的情感、想法和反应，从而达到交流的目的。
手势gestures；姿势postures；动作actions；表情expressions；传递convey(用5个句子把内容表达出来，适当用一些高档句型）。