B4U4body language

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人教版高中英语必修四 unit4 Body language教案

Teaching PlanModule4 Unit 4 Body languagePart1 .Analysis of the teaching materialSs have been learning how to communicate by speaking or writing, they are familiar with the words or voice, but sometimes body languages can express our feelings more directly. If we don’t notice them we may make misunderstanding. So it’s very important to learn the new lesson, lesson4 body language. Body language means the moving of eyes, head or hands while talking, even the distance between persons. In the new class, Ss are helped to learn the ways of body language and the expressions related to them. And by leaning the reading text, Ss are expected to learn the meanings of body language on different cultural background.1.Teaching aims1)K nowledge aims:To understand the meaning of body language.To memorize the new words, phrases and sentence patents.Ability aims:To be able to describe body language with the words learnt.Can recognize the differences under the same body language.2)E motion aims:To arouse the Ss’ interest in body language.To cultivate the Ss’ love for body language.2.Teaching difficult and important points1)The new words, phrases and sentences:2) The ability to describe and recognize body language.3.Teaching aidsa teaching planA multi-media systempptPart2. Teaching and learning methods1.Task-based method,2.Audio-visual(直观) methodPart3. Teaching stepsStep1: GreetingsGreet the whole class as usual.Step2: lead-in (Individual Work)1）Lead Ss know the topic of the lesson (body language)2）Lead Ss know the objectives of the lesson.Step3:Warm-up (individual Work and pair work)1）Show Ss some picturesT: What can you infer from the pictures in Ex1 on P25?2)Games (group work and pair work)Show Ss pictures of different body language, ask them to guess in English together.Invite some Ss act out body language in front of the classroom, others try to guess in English.Ask student go through the expressions in Ex2.Step4:Pre-reading (group work)Have Ss listen to the tape to get the general idea of the text.(the misunderstanding caused by body language)Step5: listening (group work)Have Ss listen to the tape twice and under the body language and the related feels.Check the answers with the CStep6 reading (individual work and group work)1)H ave Ss read the text and do Ex1 of the Comprehending. Check up with the C.2)H ave Ss discuss the questions of Ex2 of the Comprehending.Homework1, Go through the question1-3 of Pre-reading on P25.2, Listen and read the text on P26 two times.3, complete other Exes about new words.。

人教新课标英语必修4全册教案(Unit 4 Body Language)

人教新课标英语必修4全册教案(Unit 4 Body Language)一、教学目标1.掌握与身体语言相关的词汇和短语；2.学习运用不同的身体语言表达自己的情感和意图；3.能够理解并能运用与身体语言相关的语法结构；4.培养学生的说、听、写、读的能力；5.培养学生的团队合作与表达能力。

二、教学准备1.教材：人教新课标英语必修4全册；2.PowerPoint 展示课程教学内容；3.音频设备。

三、教学计划第一课时：词汇与短语教学1. 导入（5分钟）通过展示一些身体语言的图片，引发学生们对身体语言的兴趣，并让他们猜测图片中人物的情感和意图。

2. 新词学习（15分钟）在讲解的过程中，通过多媒体展示相关的图片或动作以加深学生们的理解与记忆。

- Body language：身体语言 - Gesture：手势 - Facial expression：面部表情 - Posture：姿势 - Maintain eye contact：保持眼神交流 - Nod：点头 - Shake hands：握手 - Hug：拥抱 - Bow：鞠躬 - Smile：微笑3. 短语学习（15分钟）•Get along with：与…相处融洽•Make friends with：与…交朋友•Show respect for：对…表示尊敬•Be fond of：喜欢•Play a role：起作用•Be ashamed of：以…为羞耻•Be confident in：对…有信心•Have a positive attitude：持积极态度•Pay attention to：注意4. 听力练习（15分钟）播放相关录音，要求学生根据所听内容填写相应的单词或短语。

可以将答案呈现在 PowerPoint 上进行批改，同时让学生自己检查正确率。

5. 小结（5分钟）对所学的新词和短语进行小结。

鼓励学生积极参与，对不清楚的地方进行反复澄清。

第二课时：语法与句型教学1. 导入（5分钟）通过一个与身体语言有关的小故事或情景，引发学生们对身体语言的思考和讨论。

人教版B4U4-Body-Language 教案

Unit 4 Body LanguageWarming Up, Pre-reading and ReadingTeaching goals1. Target Languagea. 重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.II. Pre-reading1.Looking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin!The shoulders are hunched and the hands are open signifying a big question mark.2.Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4.Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/5.Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6.Reading and translatingNow it’s time to translate the text into Chinese, sentence by senten ce. Who will be the first to do it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”V.HomeworkMake out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.。

新人教版高一英语必修四 Unit4 Body Language 教案

新人教版高一英语必修四Unit4 BodyLanguage 教案Unit4 Body Language一、Teaching aims and demands1）Talk about body language2）Describe gestures and facial expressions3）Practice making offers and requests4）Write an imaginary story：1. Learn to use the expressions to make offers and requests and show thanks：：The -ing Form （2）used as Subject, Object and Predicative二、Teaching Time：Six periods1st period ；Speaking →（Warming up与Speaking以及Workbook 中的Talking）2nd period；Listening →（Listening和Workbook 中的Listening）3rd period；Reading →（Pre-reading ,Reading，Post-reading）4th period；Language study→（Language study 与Workbook 中Practicing）5th period；Extensive Rea ding →（Integrating skills中Part I 与Workbook 中Reading）6th period；Writing →（Integrating skills中Part 2 writing 与Workbook 中writing）三、Teaching procedures：Period 1（一）明确目标1. Learn body language.2. Study the language points connected with warming up. Listening and speaking.（二）整体感知Step 1 Greetings and Lead-in（p175）Step 2 Presentation.People communicate with each other in many ways：body language, writing, speaking, typing. Make a dialogue in pairs using body language.（三）教学过程Step 3 Warming-up（p176）Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.（1）Action show：Try to use your body to act out the next actionsStop! Com e here. You are very good. It’s ok. Bye-bye.（What is body language? Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.）（2）Match each picture with the correct emotion and the correct sentence.Possible answers：Picture 1：Confused；I don’t know what to do.Picture 2：Angry；I can’t believe she said that! That is so unfair!Picture 3：Sad；I’ve lost my wallet!Picture 4：Happy；I got an A in my exam!Picture 5：Tired；It’s been a long day. I can’t keep my eyes open.（3）Talk about the pictures1）How does the man in Picture 1 feel?He feels very confused because he doesn’t know what to do.2）How does the man in Picture 2 feel?He feels very angry because he thinks it was unfair forMary to say that to him.3）How does the man in Picture 3 feel? （He feels very sad because he has lost his wallet.）4）How does the man in Picture 4 feel? （He feels very happy because he has got an A in maths.）5）How does the man in Picture 5 feel?He feels very tired and he nearly cannot keep his eyes open.（4）Answer the questionsStep 4 Speaking（1）Choose one of the situation to act out using the useful expressions in the blanks：Situation1：An old man is carrying a very heavy suitcase Situation2 ：Somebody is late for a flight and wants to go ahead of the queue.Situation3：An old and sick person is on a crowded bus and wants to sit down.（2）Phrases to accept offers/refuse offers：1）That’s very nice of you. Thanks./ Yes, please.Thank you for your help. That’s very kind.2）No, thanks. I can manage it myself. It’s all right. Thank you. I can manage.（3）Sample：Situation 1Asking for helpO=old man P=PaulO：Excuse me, young man. Could you give me a hand with this, please? It’s very heavy.P：Oh, of course, I’d be happy to. There we go.O：Thank you.P：You’re welcome.O：Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P：Certainly. Where should I put it?O：Thank you. Just put it over there, please.P：There you are.O：Thank you, that’s very nice of you.Offering helpP：That bag looks very heavy. Do you need some help with that?O：Oh, thank you. Could you please put it over there?P：No problem. There you are. Is there anything else I can do for you?O：No, thank you. Thanks you for all your help.P：Would you like some help?O：Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?P：Sure. My, this bag is heavy! Ah, there we go. Where shall I put it?O：Over there, please. Thank you so much!P：You’re welcome.Situation 2J = Jim A = Passenger A B = Passenger BJ：Excuse me, but I’m late for my f light. Could I please go ahead of youA：Why sure. My flight doesn’t leave for another hour. Are these bags yours? Shall I help you with that?J：No, thanks. I can manage it myself. （To the passenger standing at the check-in counter.）I cut in front o f you? I don’t want to miss my plane.B：Go right ahead. I’m still looking for my ticket. Do you need some help with that bag?J：Yes. Could you please help me put it up here? Thank you.B：You’re welcome.J：Oh no! I’m late for my flight.A：Excuse me, but did you say that you were late? Would you like to go ahead of me? My flight doesn’t leave for another hour.J：Thank you, that’s very nice of you! Could you help me with this bag, please?A：Sure. There you are. Would you like me to bring it up to the counter?J：Oh, no, thank you. I can manage it myself now.Situation 3（O = Old person；P = Passenger）O：Oh my, this bus is crowded. Excuse me, could you please help me with this bag?P：Certainly. There you are. Here, please take my seat, you look a bit tired.O：Thank you. Yes, I’m not feeling well today. I think I have a bit of cold. Could you please tell me when we reach Long Street? I’m afraid I can’t see where we are when the bus is this crowded.P：Sure. I’ ll let you kn ow when we get there.P：Shall I help you with that?O：No thanks. I can manage it myself. But could please let me sit down for a while? I’m not feeling well.P：Oh, of course. Please take my seat.O：Thank you. That’s very nice of you.P：Not at all.Step 5 Language points1．keep my eyes open使眼睛睁开着★keep跟带形容词的复合结构，例如：①Good food keeps you healthy．好的食品使你健康。

B4U4 body language

“Hello” “Goodbye” “Come here”
“Go away” “I’m confused.” “Good luck!” “I’m upset.” “I forgot!” “Expensive!” “OK!” “I’m delighted.” “I’m sad!” “You’re great!”
Some psychologists 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.
can make you feel happy/angry/sad or confused?
Different facial expressions show different feelings. Look at the following pictures, tell us how
the people feel.
The policeman is directing traffic/telling cars to go.
Read the following statements. Choose a phrase and act it out without speaking. Can your partner guess what you are trying to communicate?

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。

B4u4导学案成品

高一英语主编：裴星星审核：王芳编号： 02使用时间： 2015 年 5 月 19 日班级：小组：姓名：组内评价：教师评价：高一英语- 1 -Book4 Unit4 Body LanguageWarming Up and Pre-reading 学习目标Learning goals:1. Knowledge goals: ①to learn some knowledge about body languages . ②to learn different greeting ways through pre-reading. ③to get a general idea about the text.2. Ability and skills goals: ①to learn to express your simple ideas by body language and understand the body languages in different cultures.②to practice the reading skill-skimming.3. Emotional goals: To arouse students’ interest in learning body language and cultur e in different countries.学习过程 Learning procedures问题导入Lead-in and warming up.Watch a video and think about these questions. Q1. What is body language?Body language is one form of ______________ (交流) without using words, including eye contact , facial____________(表情), gestures （手势）, and __________ (姿势). Q2. Do people from different countries use the same body language to express the same meaning?Q3.How many greeting ways do you know? What are they? 合作探究 Pre-readingTask one -----Skim the text and answer the following questions. 1、Who when Where what to do 2、How many international students are there in the story? There are international students in the story.3、Who are they and where do they come from? Match the people and the different ways of greetingpeople country way of greeting1.Tony Garcia A. does not stand very close to others or touch strangers2. Britain B. bows3. Akira Nagata C. approaches others closely and touches their shoulder andkisses them on the cheek4. Canada e close to man and shake hands but nod at the girls5. Ahmed Aziz E.shakes hands and kisses others twice on each chee k6. France F. shakes hands Task two ---Match the right main idea of each part(Learning tips: 1.Think about the first and last sentences of each paragraph when you are finding the main idea.2. Try to use a sentence to summarize the main content of each paragraph.)Part 1 (Para. 1) A .People from different countries have different body language. Part 2 (Para. 2-4 ) B .Summary of body language.Part 3 (Para. 5 ) C.I went to the Airport to meet the international students. 巩固练习Task three ---- Exercises ：Finish the blanks in this paragraph using the given wordsBody language is used by people to1 _______ their thoughts and opinions and to 2_________ with each other. When you talk with others, you are not just using words, but also using facial expressions as well as 3_______e_. Just like words, body languages are 4_____ from culture to culture. For example, in many countries, shaking one’s head means “no” while 5______ means “yes”.However, in some parts of the world, the gestures have the 6_______ meaning. Although there’re many interpretations （理解）of our body language, some gestures are universal. The _7____ is the best example. It can be used to express almost any _8_______.express nodding different gestures emotion opposite communicate smiles 展示交流Task four---Play a game: Acting and GuessingTask five----SummaryWhat have you learnt in this lesson?Task six----Homework1. Remember the new words and expressions about body language by heart.2. Find out more body language of different countries on the internet.C ome here , go away , you’re great, good bye, surprised, tired, hot, angry happy, confused, sad, nice to meet you, afraid, send short message, hello, hungry, toothache, stomachache(胃痛), sorry, agreement, I love you。

B4U4 Body Language

The first cultural
(Columbia ) her on the __c_h_e_ek___.
mistake
Julia Smith from
She _st_e_p_p_e_d__b_a_c_k___ appearing s_u_r_p_r_is_e_d__ and put up her hands,
and touches their shoulder and kisses them on the cheek
Darlene Coulon (France)
5.does not stand very close to others or touch strangers
(Para4)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 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.

B4U4 body language READING communication：no problem公开课课件

5.does not stand very close to others or touch strangers
Para 2
Find out the two mistakes the writer found in
the airport:
He approaches Ms Smith
The first
Scanning
Scan the text and answer the following questions.
How many international students are there in the story?
Six
Who are they and where they come from?
Para3:
1. How do men from Muslim countries greet others ? To men: stand close, and shake hands
To women: Nod and not touch women 2. How did Tony and Darlene greet each other?
The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.
Fill in the table according to Para4: Read it together.
Reading COMMUNICATION:
NO PROBLEM?
Part 1
• Thousands of Hands Kwan-yin.
• She was the leading dancer of the program. Her name is Tai Lihua (邰丽华).

人教版英语必修四Unit 4 Body language教案(1)

高中英语模块四教学设计Unit 4 Body languageReading:Communication:no problem?教材：人教版《英语4[必修] New Senior English for China》一、教学对象分析本校为省普通高中达标校。

学生英语水平较为参差，且班级人数多。

二、教材内容分析本节课选自人教版高中英语必修4 Unit4 Body language，这节课课型是Reading。

因为是第四单元第一课时，它起着承上启下的作用。

三、教学目标主要教学目标有两个：1.成功导入单元中心话题“body language”2.阅读课文“Communication ：no problem?”找出不同文化信息及两个文化差错。

四、教学过程Step 1 Warming-up and lead-in (5 mins)教师设计一些小活动和学生进行互动，了解学生对肢体语言一些基本情况的熟悉程度，以此导入到本课的课题。

活动1 利用四张图片进行师生对话,引入肢体语言表达方式：脸部表情，手势，动作等。

活动2 师生一起做TPR(Total Physical Response) 活动。

目的在于复习一些身体部位的表达方法，为接下去的活动做好准备。

活动3 推荐四组学生上台根据图片提示做动作，让全班同学猜出它们的意思，进行全班互动。

活跃课堂气氛的同时，传达肢体语言在生活中的作用。

Activity 1:The teacher shows some pictures on screen.T:What does these pictures mean?Ss:crying,laughing,it’s happy/…,they are excited （to celebrate their success.）T: Great!Activity 2:T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.(the whole class together)Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ... (some students to come to perform)Shake your head / arm / hand ...Close your eyes / mouth ...Open your eyes / arms /mouth ...Nod your head.Some students to come to perform.1.Shake somebody’s hands.2.Touch the other’s shoulder.3. Cross your arms .4.Make a face to each other.5. Dance as you like .Step 2 Reading （20 mins）1.Warming-up利用教材SBP25 Warming-upEx.1所提供图片，两两对话。

B4U4bodylanguage writing

写作内容：根据表格的信息，比较中国与这些说英语国家在谈话时的肢体接触的不同。写作要求：只能用5句话表达。评分标准：句子结构准确，信息完整，篇章连贯。
Sitting close to friends and touching them when talking is a way to show friendship in China. However, in some English-speaking countries, thi In their culture, it is polite to keep a certain distance between each other when talking. Once one touches another person accidentally, he or she has to apologize immediately. Besides, it is common for a Chinese girl to walk hand in hand with her friends of the same gender, but it can lead to misunderstanding in these English-speaking countries.
Book4Unit4
Basic Writing
中国 1.和朋友挨着坐并在谈话时有肢体接触是表达友谊的一种方式； 2.女孩之间手拉手同行是很普遍的。
英语国家 1.靠太近或肢体接触是粗鲁的行为； 2.谈话时保持一定距离是礼貌的； 3.若发生碰触，则需道歉； 4.同性之间的亲密举动会引发误会。

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”。

B4U4 Body Language-reading and thinking(教学课件)

s.
D. When in Rome, do as the Romans do.
The crucial thing is using body language in a way that is appropriate to the culture you are in.
It’s about understanding each other’s culture and body language.
Brainstorm the situation that one may smile. (para. 6 and your daily life)
1. Can you describe a situation where you might smile when you don't mean it?
C. by giving examples
B. by making D. by giving definitions
Body language/ Gesture
Eye contact
Looking down (para. 2)
Meaning Interest Not polite
OK sign (para. 3)
The most important thing in communication is hearing what isn’t said.
Act out with your body language.
• Good luck！ • I’m confused. • I don’t care. • I forgot! • I love you!
Homework (choose one)
Draw a mindmap of what you have learned in this class.

【课件精品】B4U4词汇复习

核心词汇突破
必修四第四单元
3.approach vt.& vi.接近；靠近；走近 n.接近；方法；途径；通道
(1)approach sb/sth 靠近/接近某人/某物
(2)(an) approach to 接近；近似；(做某事)的方法/途径
with sth approaching 在……快到的时候
vi. & vt. 迎接；问候 vt. 代表；象征 n. 社团；联系；联想 n. 宿舍 n. 食堂
【考考你】 associate/deputy/vice cafeteria/buffet/canteen a flight of stairs approach a problem
n. 飞行；航班
adj. 好奇的
__C_u_r_i_o_u_s→__C__u_r_io_u__sl_y_
【佳句背诵】 Besides，the life of American high school students is a
good choice because Chinese students are curious about the school life of American students.(全国卷Ⅰ书面表达)
必修四第四单元
defend defend against
defence major misunderstand misunderstanding Jordan
dash adult △simply △Muslim spoken
单元词汇学习
unspoken ['ʌn'spəukən] adj. △posture [ˈpɔstʃə] n. Spain [spein] n. Italy [ˈitəli] n. likely [ˈlaikli] adj. be likely to in general [ˈdʒenərəl] crossroads ['krɔsrəudz] n. △employee [imˈplɔi-i:] n. △frown [fraun] vi. △misread [mis'ri:d] vt. facial [ˈfeiʃəl] adj.

高中英语必修4Unit4Bodylanguage

⾼中英语必修4Unit4Bodylanguage Unit 4 Body language Ｉ．单元教学⽬标II．⽬标语⾔Ⅲ．教材分析和教材重组1．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。

1.1 WARMING UP 以列表对⽐（填充及增补）的形式，并通过WARMING UP 的活动，让学⽣了解有声语⾔与―体态语‖的对应关系，了解语⾔意义与⾏为意义（―体态语‖）在交际中具有同等重要的作⽤。

同时，学⽣在听、说、做（即表演―体态语‖的动作）中能够增进对语⾔交际的感性认识，为他们在阅读过程中上升到对语⾔交际的理性认识打下基础。

1.2 PRE-READING 通过提供三个关于不同⽂化背景下―体态语‖的问题，启发学⽣思考我们所学习的―语⾔‖的⽬的、形式、功能。

通过引导学⽣联系⾃⼰⽇常⽣活的实际，提⾼学⽣努⼒学习英语的积极性和⾃觉性；同时培养学⽣留⼼社会、关注⽣活的洞察⼒，为引导学⽣进⼀步―阅读‖作好准备。

1.3 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。

1.4 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。

2021人教版高中英语必修四Unit 4《Body language》word导学案3

【学习目标】1. 深入理解课文，掌握文章结构，培养快速阅读、抓主题句、概括大意的能力。

2. 了解身势语的不同文化含义，认识身势语是文化的载体，在跨文化交际中的重要作用。

【使用说明与学法指导】1. 自主学习:自学课文第25-26页、第30页，完成相关练习。

2. 合作探究:学有余力的同学可提前预习合作探究题目，有问题留待课堂合作探究解决。

【自主学习】Reading1 Communication: No Problem?(p26)Fast-readingTask 1. Choose the right answer according to the text.1. What did the writer go to the Capital International Airport for yesterday?A. To see off his friend.B. To meet international students.C. To buy a flight ticket.D. To meet some visitors coming from several countries.2. Who was the first person to arrive at the Capital International Airport?A. Julia Smith.B. Tony GarciaC. George Cook.D. Ahmed Aziz.3. From Paragraph2, we know that Japanese prefer to ____ when they are introduced to others.A. bowB. shake handsC. kiss each otherD. touch others’ shoulders4. According to the text, men from Middle Eastern often ____.A. nod heads and wave hands to girlsB. touch others’ heads when they first meetC. kiss each other twice on each cheek when they are introduced to othersD. stand quite close to other men when they talk5.What can we learn form the passage?A. Never too old to learn.B.When in Rome, do as the Romans do.C.Four eyes see more than two.D.Every country has its own traditions.Further-readingTask 2. How do different international students behave when they greet people? Complete the chart with information from the passage.【合作探究】Task 3. Read the text again and answer the following questions.1. Is the author of this passage male or female? How do you know?________________________________________________________________ ________________________________________________________________ 2.What were the two mistakes that the author noticed?________________________________________________________________ ________________________________________________________________ _______________________________________________________________ 3. “ When in Rome, do as the Romans do.” Wh at do you think this famous saying means?________________________________________________________________ ________________________________________________________________ 4.Do you agree with the author’ statement that body language is not good or bad? Why or why not?________________________________________________________________ ________________________________________________________________Task 4. Read the text carefully and find the English phrases to the Chinese and write them down.1. 学生会 _______________ 6.正相反_______________2. 环顾四周_______________ 7. 朝…点头 _______________3. 后退________________ 8. 很可能…；有希望4. 防御地；戒备地 9.总的来说；通常5.飞快地穿过【读后巩固】Task 5 Complete the passage with the words below in their proper forms.getting together, you’ll surely experience some 1. that will happen among them in body language due to the difference of their 2. . For example, when at the first meeting, Colombians like to 3. others, and 4. their shoulders, while British will keep a certain distance from others; Canadians will 5. , while Japanese will 6. . From the above examples, we know that all cultures don’t 7. each other in the same way.In short, as well as spoken language, our 8. can also express our 9. through physical distance, actions or posture. But remember that none of the actions or posture is good or bad, and they are only the ways of 10.with people. Different cultures result in different body language. Reading2 Showing our Feelings (p30)【自主学习】Task 6 Find out the topic sentence of each paragraph.Para 1:Para 2:Para 3:Para 4:Para 5:Para 6:Para 7:Conclusion:In most cases, the topic sentence of a paragraph falls either, or in the last sentence of the paragraph.【合作探究】Task 7. Summarize the main idea and the supporting points with the help of the topic sentences.Main idea of the passage:has many universal gestures.Points: 1 showing happiness2345Task 8. Use what you have read in the passage to help you answer the following questions.1.How can we know others’ feelings, even if they do not speak to us?2.Why should we be careful with our body language?3.Why is it important to watch as well as listen to others?【学后反思】在本课时中我学到了:我还有如下问题不太清楚:。