Unit-21--Body-language-speaking

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Unit21 Body Language

feel happier and stronger/ to comfort friends.
Various ______Meanings in different Cultures
Body language
_______Meanings Universal in different Cultures
Reading
Read the text quickly to divide the passage into 3 parts and find out the topic sentences. 1 We use words and body language to express Part 1 (P__)_____________________________ _____________________________________ our thoughts and opinions and to communicate with other people. ____________________________________ Body language varies from culture to culture, Part 2 (P__ 2-3 )______________________________ 4-5 )______________________________ Part 3 ( P__ Some gestures seem to be universal. Read the text one part by one part and answer the given questions Part 1 By what can we know something about a person? _______________________________ By watching his body language and listening to his words.

高中英语 Unit 21 Body language教案新人教版必修4

Unit 21 Body language教案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! Come 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 for Mary 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 suitcaseSituation2 ： 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 flight. 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.） Hi.May I cut in front of 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 know 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。

Unit21Bodylanguage（人教版高一英语下册教案教学设计）

Unit21 Body language(人教版高一英语下册教案教学设计)Ⅰ．单词拼写：根据下列句子所给汉语意思或所缺单词的首字母，写出该单词的正确形式。

1．You can pass on m ________ to others by your expressions and body movements, even if you can't talk.2．In some Asian countries s ________ the head means “agreement”.3．People now c ________ over long distances by means of telephone, telegraph, radio, television and E-mail as well.4．The g ________ people use for “yes” and “no” are different around the world.5．As is known to all, love and hate are opposite e ________.6．The young lady went over to the window and l ________ against it.7．I can still remember every ________（详情）in my old dormitory room at school.8．From this time on the man ________（避开）fruitless discussions with such kind of people.9．It is d ________ to talk of your headmaster as “the old man”.10．It was c ________ of you to go skating on such thin ice.Ⅱ、语法：从下列各题的四个选项中选出一个最佳答案。

人教版英语教材高一(Unit 21 Body Language)重难点总结

人教版英语教材高一(Unit 21 Body Language)重难点总结Unit 21 Body Language一.课文背景知识语言的沟通，并非全靠“言语”在进行。

能够以“非言语”即所谓的Body Language和其他为手段来表达各种信息，这已是众人熟知的事情。

根据某项研究显示，70%的沟通可说是以“非言语”为媒介来传达。

因此，脸部表情(facial expressions)、手势(gesture)、姿态(posture)等等，无不隐含着重要的意义。

这些Body Language与言语、文化具有无法割舍的关系。

或许是难得其间三味吧？很多英语学习者往往由于作法不当以致于人“东施效颦”的不良印象，所以不可不慎。

对于演说中Body Language的“东施效颦”究竟意指什么呢？心存疑惑的人想来也是不在少数吧。

此举且举其一为例。

在用英语说: "I don't know"的时候，有人便做出稍为摊开双手并且耸耸肩膀的Body Language。

不过这项Body Language系属相当西洋式的姿势，如果由东方人来做的话，经常带给对方颇不对劲的感觉。

这就有如清末初洋服刚刚传入中国不久时，当穿起洋服招摇过市的话总要惹人侧目的情形一般。

基本上，对于与自己不搭调的Body Language还是少用为宜。

如果刻意摆首弄姿，往往引起反效果。

重要的是，不要勉强。

倘若扭捏地模仿“洋人的姿态”，不仅徒然予人卑屈的印象，而且容易招致所谓的“中国人也和洋人作同样的Body Language吗？”的奇妙误解。

说话之际最好根据自己本身的经验，采取自然形成的“Body Language”为宜。

不过有一点要特别注意，即有关“视线”方面，大部分的中国人都有看着“天空”说话的毛病，容易给予人不诚恳的印象，所以要留心尽量目视观众才好。

二、疑难详解 1. We can learn a lot about what a perso nis thinking by watching his or her body language. 我们能够通过一个人的身体的动作了解他的许多所四所想。

高中英语词汇讲解(Unit21Bodylanguage)大纲人教版第二册

Unit 21 Body languageWarming up,Listening and Speaking词汇讲解三点解析1.The customer said “I don’t want to talk” by avoiding顾客通过避免眼神的接触说“我不想说话”。

avoid v.避免；逃避;回避【典型例句】从星期一起,我女朋友一直极力回避我。

The spokeswoman tried to avoid answering the question asked by a Japanese 那位女发言人试图回避日本记者提出的问题。

你本应该避免从市中心驾驶经过。

【要点归纳】avoid用作及物动词,后接名词、代词或动名词,但是其后不接不定式。

【相关链接】类似avoid只接动名词作宾语的动词有finish,practice,enjoy,imagine,delay,suggest,mind,risk等。

例如The secretary hasn’到现在秘书还没有写完那份报告。

参加军训的学生们正在练习射击。

随堂演练选择(1)It is possible to __________ being affected by this disease if we keep ourA.avoidC.loseD.pass提示:avoid being affected避免被影响。

答案:(2)He made up an excuse for his failure in order to avoid __________.A.to be punishedB.being pC.to punish提示:avoid 后跟动名词,形成avoid sth./doing sth.搭配;句中主语he与动名词动作之间是被动关系,因此使用被动形式。

答案:完成句子(3)I ________________(一直在避免开始工作答案:have bee n avoiding getting down to work2.Somebody is late for a flight and wants to go ahead of有人赶航班迟到了,想到队伍前面去。

UNIT 21 BODY LANGUAGE教案

1）talk about body languagea. expressions used to make offers：b. expressions used to make requests：3）that's very kind of you. p58b. opinion and examples：5. 德育目标 do in rome as rome does [as the romans do].[谚]入国问禁, 入乡随俗。

 manners make the man.礼貌造就人。

礼貌周到是使同我们谈话的那些人感到自在的艺术。

——（英作家）斯威夫特3rd period； reading →（pre-reading ,reading，post-reading）period 1（一）明确目标1. learn body language.（二）整体感知step 1 greetings and lead-in（p175）step 2 presentation.（三）教学过程step 4 speakingthank you for your help. that's very kind.（3）sample：situation 1asking for helpo=old man p=paulo：thank you.o：thank you. just put it over there, please.p：there you are.offering helpo：no, thank you. thanks you for all your help.situation 2j = jim a = passenger a b = passenger bj：oh no! i'm late for my flight.situation 3（o = old person； p = passenger）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。

高一英语Unit 21《Body language》教案(旧人教版下)

Unit 21 Body language ( Reading ) 高一英语下Part I. Analysis of the teaching material1)The position and role of this text“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.2) Knowledge goal:Understand the main idea of the text3) ability goal: ①talk about body language②improve the students’ ability of reading4) Moral goal: Get aware of some gestures and facial expressions in different cultures.5) Teaching aims①to improve the students’ reading ability, such as skimming, scanning.②to Understand the main idea of the text③Get aware of some gestures and facial expressions in different cultures.Part II. Analysis of the teaching methodsQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTo reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboardPart III. Analysis of the learning approachInterest is the best teacher. But with the heavy study burden andimpact of the traditional spoon-feeding teaching, sometimes thestudents may lose the interest in learning and are not independentenough. So how to motivate them, develop their interest and build uptheir self-study ability are the first things I am considering aboutPartIV. The teaching processStep 1 Warming upShow a short film and a MTV show and ask the students the following questions:T: How do the actors in the show express themselves?S: By facial expressions and what they do.T: What do we call that?S: Body language.T: What is body language?S: 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.[设计说明] 让学生在课前欣赏两段表演，在活跃气氛，激发学生对身势语的兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题------body language.Step 2 BrainstormingShow some gestures and ask the students to guess what the gestures mean.[设计说明] 展现几幅身势语图片以激发学生的学习兴趣和参与的热情，创造轻松的课堂氛围，最后用一幅图片调动学生的求知欲------同一身势语在不同文化背景下可能会有不同的含义。

Unit-21--Body-language-speaking

thumb 大拇指 index finger 食指 middle finger 中指 ring finger 无名指 little finger 小指
Pair work:
Help and communication make life better.
Guess:
How did I feel then? How do you know?
Facial expressions
Sad Happy
Angry
Tired
Confused
Imagine what happened to him?
Sad
I’ve lost my wallet!
Imagine what happened to him?
Happy
I got an A in math!
Imagine what happened to him?
Confused I don’t know what to do.
Speaking:
Paul: Excuse me, sir. That suitcase looks very heavy. Would you like me to help you with it?
An old man is carrying a very heavy suitcase.
Example:
Paul: Excuse me, sir. That suitcase looks very heavy. Would you like me to help you with it?
Old Man: Yes, please. It’s very heavy. Thank you. That’s very kind of you. Paul: Not at all. Is there anything else I can do for you? Old Man:No, thank you. Thanks for all your help.

高中英语基础巩固(Unit 21 Body language)大纲人教版第一册

高中英语人教大纲版第1册根底巩固〔Unit 21 Body language〕根底巩固汉英翻译1.与……交流________答案:communicate with2.随文化的不同而变化________答案:vary from culture to culture3.目光接触________答案:make eye contact4.把头靠在手背上________答案:rest one's head on the back of one's hand5.以……向某人问候________答案:greet sb. with sth.6.感到闷闷不乐________答案:feel down7.按顺序排放________答案:put...in order8.拆除，拆毁________答案:tear down9.编故事________答案:make up a story10.表示感兴趣________答案:show interest单项填空1.If you try to learn too many things at a time,you may get________.A.to confuseB.confusingC.confusedD.to be confused解析:confused“感到困惑的〞；confusing“令人困惑的〞；get confused相当于be confused。

答案:C2.They're going to ________the old hospital and build a block of offices.A.put overB.tear downC.put downD.tear away解析:此题考查put与tear构成的短语。

根据句意,应是要“拆除旧医院〞，tear down可表达“拆除〞之意，应当选B项。

答案:B3.His mind was busy all day,all night on how to re-establish ________with the outer world.A.touchB.tieC.contactD.relation解析:contact“(想方法)联络〞。

Unit;21;Body;Language-

Unit;21;Body;Language-unit 21 body languageteaching aims and demandswords and phrasesfour skills: unfair customer avoid ahead manage fold vary crazy part handshake gently anger useless occur focusahead of give sb.a hand get through tear down hold up make a face in orderthree skills: suitcase firm bow fist tap specific bendspoken english:making offers and requestscan /shall i help you with that? could you help me with…?would you like me to…? do you need some help with that?could you please …?no thank you.thanks for all your help.would you like some help?no, thanks.i can manage it myself?could you give me a hand with this?that’s very nice of you.is there anything else i can do for you?grammar:v-ing作主语、宾语和表语〔2〕1.用英语表达“做某事如何的”——v-ing形式作主语: talking while eating is not polite.2.有些及物动词后面需跟v-ing形式作宾语:you can’t stop him doing what he wants.3.绝大多数介词后面需跟v-ing形式作宾语:she left without saying goodbye.4.用英语表达“什么事是某事”--- v-ing形式作表语:seeing is believing.use of language:help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known.learn the text body language.get the students to feel the culture lying with the body language.important points:feel the culture difference among different body language.difficult points: the use of v-ing.teaching aids: computer, tape-recorderway of teaching: the communicative teaching approach.lesson1step 1 warming uptell the students to look t at the pictures and match each picture with the correct emotion and sentence.the answers are:picuure 1 confused i don’t know what to do.2 angry i can’t believe she said that! that’s so unfair!3 sad i have lost my wallet!4 happy i got an a in my exam!5 tired it’s been a long way.i can’t keep my eyes open.then ask the students to give more examples of facial expressions.then ask the students:are all the facial expression easy to understand?can the same facial expression mean differently in different situations?ask the students to give more examples.step 2 listeningtell the students that they are going to hear about ways that people use body language in different situations.then check the answers.the answers to part 1: d b a.the answers to part2: b b.step 3 consolidationask one student to act the ideas in part 2 out with gestures and facial expressions.then ask the other students to guess what the actions mean in their own words.step 4 speakingfirst ask the students to read the example in the speaking part, then students work in pairs and act their dialogue out.step 5 homeworkfinish the exercise in the students’workbook.lesson2step 1 revisionask the students to act their dialogues.step 2 presentationask the students to act out the following body language:thank you! no.yes.in don’t e here!are always mean the same meaning?note: there are both cultural, regional, and individual differences in how we communicate what we think and feel with our bodies.step 3 readingask the students to read the text carefully and then find the main idea of each passage.they are:1.both words and body language can express how we think and fell.2.gestures, a kind of body language, have different meanings in different cultures.3.the way people greet each other varies from culture to culture.4.some gestures, however, have the same meaning in most cultures.5.smiles may be the most commonly understood facial expression in the world.step 4 language pointss of different fingers: thumb(大拇指), index finger/forefinger(食指), middle finger(中指), ring finger(无名指), little finger(小拇指).2.a smile can help us get through difficult situations and find friends in a world of strangers.get through sth.(设法)做完某事i have got through a lot of work to get through.let’s start; there’s a lot of work to get through.3.shaking your fist at someone is a way of saying that you are very angry.at “向;朝;以---为目标”she opened the door and stood there, frowning at me. he threw a stone at the dog.step 5 listeningget the students to listen to the text.step 6 post-readingask the students to work in groups and finish the chart in this part.step 7 homeworkgo over the following text and finish the exercise on p121.lesson 3step 1.revisioncheck the homework.step 2 word studyfinish the exercise 1 2 on p120 as a test on the vocabulary.and then complete the box on p61 and the exercise 2 , make sure the students know what they are expected the do.step 3 grammar1.first ask the students to find the v-ing form in the text.2.list the sentences on the blackboard and then divide them into three groups according to the part the v-ing plays.subject in many countries, shaking one’s head means “no”and nodding means “yes”.object we can learn a lot about what a person is thinking by watching his or here body language.predicative a way of saying “i am hungry”is patting the stomach before a meal.step 4 practicefinish the following exercises.step 5homeworkfinish the exercises in the workbook.lesson 4step 1 revisioncheck the homework.step 2 presentationshow the students some pictures of shuanghuang to get the students to have a general idea about this kind of art form.make sure they really understand what it means.then ask the students to work in pairs to act their plays out.step 3 readingask the students to read the text on p122 in the students’workbooks.then finish the exercise---to fill in the chart.homeworkprepare a short passage about your opinion about the body language.。

高中英语-Unit_21_Body_LanguageAqAMnA

Unit 2 1 Body Language一词组1 匆忙地2在……之前 3 给某人帮助4 不同意5 与……交流6 通过……方式7 从一种文化到另一种文化8作眼睛交流,对视9 把……用作……10 有相反的含义11 通过;度过12 弄倒;消除13 被用来做14 朝某人微笑15 感到低沉;情绪低落16 从一边到另一边17 竖起大拇指;好. 18 昂起头19 做鬼脸20 按顺序21 编一个故事22 以……为基础23 列出24 考虑二句型1 v-ing 用作主语例如: 学习新生词对我们来说是非常有用的.2 v-ing 用作宾语例如:我喜欢了解一些新鲜的事情.3 v-ing 形式用作表语例如: 我们的工作是演奏各种音乐.三翻译:1 某人赶航班来迟了,想要到队伍的前边去.2 你是否要我帮你?3我自己能行.4 身势语就像口语一样,因文化的差异而有所不同.5 让眼睛相互接触,就是直视某人的眼睛,这在某些国家里的一种表达兴趣的方式.6 就身体接触的频率也有区别.7 微笑可以帮助我们在陌生的世界里度过难关,找到朋友.8微笑能敲开大门,拆除围墙（矛盾）.9 如果我们感觉闷闷不乐或者孤独,那什么也比不上看到好友的笑脸.10 对每一身体部分,尽力想出至少两种不同的手势.Key to Unit 21一词组1 in a hurry2 ahead of3 give sb. a hand4 disagree with5 communicate with6 by doing7 from culture to culture8 make eye contact9 use sth. for sth.10 have the opposite meaning 11 get through 12 tear down 13 be used to do14 smile at sb. 15 feel down 16 from side to side 17 thumb up 18 hold up one’s head19 make a face 20 in order 21 make up a story 22 base on 23 make a list 24 think out二句型1 Learning new words is very useful to us.2 I enjoying learning about new things.3 Our job is playing all kinds of music.三翻译1 Somebody is late for a flight and wants to go ahead of the queue.2 Would you like me to help you with it?3 I can manage it myself.4Just like spoken language, body language varies from culture to culture.5 Making eye contact—looking directly into someone’s eyes—is in some countries a way toshow interest.6 There are also differences as to how often we touch each other.7 A smile can help me get through difficult situations and find friends in a world of strangers.8 A smile can open doors and tear down walls.9 If we are felling down or lonely, there is nothing better than to see the smiling face of a goodfriend.10 For each body part, try to come up with at least two different gestures.Unit 22 A World of fun一词组1 切掉；切断2 通向;导向3 以……为基础4 了解5 共同的;相同的6 玩耍;消遣7 被分为8 进行一次令人激动的车乘9 在危险之中10 起飞11 靠近12 在太空13 一系列的14 通过;穿过;经历15 代替;而不是16 在大洋底17 在北极二句型1 v-ing形式表达行为原因例如；因为感到疲倦，我很早便上床睡觉。

高中英语 Unit 21 Body language教案新人教版必修4

Unit21bodylanguage

Unit 21 body languageUnit 21 body languageLesson 1 warming up and listeningAims1. Inspire ss to talk about body language and provide the foundation of reading2. Improve ss listening ability. Help them to learn to get the information and work out the definite conclusion by listening3. Get ss to learn to ask for help and offer help using daily expressionsProcedures一. Leading in by pictures(lockstep and pair work, approx. 5mins)1.Ask ss to match the pictures with the correct emotion and the correct sentence on page57 in the books.2.Ask some ss to give their answers and tell why.3.Then ask some ss to give facial expression to the class and the others to guess what their feelings are.二. Listening1.Go over the question quickly before listening2.Listen to the tape carefully and finish the exercises.3.Check the answers against their neighbors’.4.Ask if there are any others to communicate their ideas in addition to the facial expression and the guestures.5.(demonstrating) I am interested in what liming is saying.(use body language )so I will lean forward , look into his eyes, and at times nod or shake my head.6.Then ask ss to other ways to convey and communicate their feelings and ideas.三.Speaking and acting1.Ask ss to look at the scene at the airport.I am meeting miss smith at the airport, who is coming to attend an important conference. She is carrying a heavy suitcase..2.Then ask the following questions.What can I say to offer help?How will miss smith accept help?How will miss smith refuse help?What will miss smith say to ask for help?3.Then lay out the expressions on the blackboard.1).Offering helpCan I help you?Would you like something help?Would you like me to do something for you?Is there anything I can do for you?Do you need some help with…..?2).Accepting helpThanks.Yes, please.Thank you for your help.That is very kind of you.3).Refusing helpIt is all right. Thank you.I can manage. Thank you all the same.No, thanks. I can manage it myself.4).Asking for helpCould you please do something for me?Could you please help me with…?Could you give me a hand please?Will you please do me a favor?4.Show another one picture and ask them to work in pairs and then act out the situations.四. Closing up by role plays.Ask some pairs to act out their role plays.五. HomeworkLesson 2 readingAims1. Get ss to learn about body language around the world.2. Improve ss reading comprehension.3. Get ss to know the importance of using the body language correctly in different culture.4. Enable ss to talk about body language freely using the expressions learnt in the text.Procedures一. Leading in by questioning二. ReadingTask 1:fast reading.(individual and pair work)1. Read the article fast to get the general idea.2. Check the answers to the post reading questions on page 60 .3. (general idea: body language varies from culture to culture; meanwhile some gestures seem to be universal.)Task 2:reading for the discourse pattern.(individual and pair work)1. Read the text again carefully and try to find out how many parts it can be divided into., summing up the main idea of each part.2. Discuss in pairs what the discourse pattern of the passage will be like.1) Part 1. introduction to body language.( the first paragraph)2) Part 2. body language in different parts of the world.a. different interpretation of the same gesture.( the second paragraph)b. Different gestures to communicate the same idea.(the third paragraph)c. Some universal gestures.(the last two paragraphs)三. Explaining difficult points.Explain the difficult points by having a question and answer.Body language in lifeA smile and a handshakeHolding up one’s headHanging one’s headKissingKee ping one’s fingers on both hands crossedMoving index finger from side to sidePulling one’s earPulling one’s lower eyelidPutting up a handRubbing the thumb and forefinger togetherRolling one’s eyesShrugging one’s shouldersStroking one’s chinThumbs upTurning one’s finger on one’s templeWaving one’s armsWaving one’s hand四．Discussion(group work)Divide the class into five groups and each group discuss one topic.1. what are some situations where we need to be very carefulabout our body language and gestures?2. how is body language different from spoken language? What do they have in common?3. sometimes we say one thing but out body language says something different. Why does this happen? Can you think of any examples?4. do you think that culture has any influence over body language? Why do you think so?5. if we communicate with a foreigner using his language, doe need to learn to use his body language? Why?五．Closing by summarizingJust like verbal language, body language is part of culture. It plays an important role in daily communication. So, it is very important to understand and use it correctly. And for a foreign language learner, it is as necessary to learn the body language as to learn the verbal language.六. HomeworkLesson 3 language points and practiceAimsMaster the language points in the reading text.Procedures一． Leading inAsk some students to act out their expressions and the others to guess what they mean.二． PresentationPresent the language points such as the followings:1. it is unfair of somebody to do something. 做某事不公平2. avoid sth or doing sth. 避免3. give sb a hand 帮助某人= give sb help with…4. get through 通过完成打通5. tear down 弄倒某物tear up 撕毁6. tap sb on the 部位拍某人的某个部位tap on sth 拍打某物7. a piece of information 一条信息8. occur (to) 发生happen (to) take place come about 都没有被动9. communicate sth to sb 传达信息communicate with sb 与某人交际communication 传达名词…三． Practice四． summary五． HomeworkLesson 4 word study and grammarAims1. Help ss to grasp some new words about body language and improve the ability of defining words in English.2. Help them to summarize the features of the –ing form and learn to use it as subject object and predicative.Procedures一. Leading in by presentation.二. Defining words1. Ask ss to define the following words:fist, hip, thumb. Index, finger, cheek and palm.2. Then ask them to look them up in the dictionary.3. Ask them to compare their definitions with those in the dictionary.4. Try to think of how the body parts above can be used totalk to someone and then act them out.三. Studying and producing1. Go over the grammar learnt in last unit..2. Show some –ing forms.1.）leaving home at midnight without telling anybody is very worrying.2.）swimming in winter is exciting.3.）seeing is believing.4.）my job is teaching.5.）finish so much homework is much tiring.3. Ask ss to figure out the use of the –ing forms in such sentences.4. Give suggested answers.5. Give some phrases.Try doing sth 试着做Try to do sth 尽力做Forget doing sth 忘记做过Forget to do sth 忘记去做Regret doing sth 后悔做过Regret to do sth 遗憾去做Can’t help doing sth 情不自禁地做Can’t help to do sth不能帮助做Mean doing sth 意味着Mean to do sth 企图做Need doing sth 需要做Need to do sth需要被做四. Closing up by contest.Try to think of the phrases as many such phrases as possible. And we shall see who is the one that has had the most phrases.五. homeworkLesson 5 integrating skillsAims1. Integrate the knowledge learnt in this unit.2. Improve their writing ability.Procedures一. Leading in by presentation.二. ReadingHelp ss understand the reading text by pointing out the useful expressions.1. Be popular in china2. In this kind of performance3. Work together4. Make sb laugh5. Hide behind the chair6. Tell a funny story7. Sit in the chair8. Act out the story9. Use body language and facial expressions10. Work in pairs11. Make up a funny story12. Perform a story13. In front of the class三. Closing up by writing a story四. Homework。

unit21 speaking 课件.ppt

surprised angry happy sorrow disgusted contemptuous
厌恶的傲慢的
yawn
clap
laugh shake hands with others
greet each other
• A little boy can’t find his mother.
1. An old woman is carrying a very heavy suitcase.
2. An old and sick man is on a crowded bus and wants to sit down.
3. The man is late for the flight and wants to go ahead of the queue.
Asking for help
Could you please do something for you? Could you help me with…?
Could you give me a hand, please? Will you please do me a favor?
An old woman is carrying a very heavy suitcase.
Unit 21 body language speaking
Baixiang Middle School Naplin
• Actor • Silent movie • Body language • gesture • facial expression
Very good
A. No problem.
B. could you help me find my mum? I lost my mum. I want my mum.

unit21 body language(二)人教版

（航班） and wants to go ahead of the queue.
erson is on a
crowded（拥挤的） bus and wants to sit down.
• • • • • • • • •
Ways of making offers: 1. Can/Could/Shall I help you? 2. Would you like me to … ? 3. Is there anything (else) I can do for you? 4. Do you want me to … ? 5. What (else) can I do for you? 6. Let me do/ carry/ help … (for you)? 7. Would you like some … ? 8. Do you need some help with?
Homework
Imagine that you go abroad but you know little local language.One day,you go to a restaurant to have something to eat. Try to use body language as much as possible to let the waiter know what you mean.
• Ways of replying to others’ offers • Refuse • 1. No, thanks/thank you. I can manage it myself. • 2. Thank you all the same. • 3. That’s very kind of you, but …

高一英语Unit21 Body language教案人教版教案

高一英语Unit21 Body language教案The First PeriodTeaching Aims:1. Learn and master the following:confuse confused avoid contact disagree ahead go ahead2. Train the students' listening ability by listening and answering some relative questions.3. Learn to express yourself using facial expressions.4. Help the students to make offers and requests.Teaching Important Points:1. Train the students' listening ability.2. Encourage the students to learn to make offers and requests by speaking.Teaching Difficult Points:1. Learn to describe gestures and facial expressions.2. Finish the task of speaking.Teaching Methods:1. Listening-and-choosing activity to help the students go through with the listening material.2. Looking-and-guessing method to help the students learn to use gestures and facial expressions correctly.3. Individual, pair or group work to make every student work in class.Teaching Aids:1. a tape recorder2. the blackboardThe Design of the Writing on the BlackboardUnit 21 Body languageThe First PeriodTeaching Procedures:Step Ⅰ.Greetings and Lead-inGreet the whole class as usual.T: how do you do today! It seems that you all are tired! Why?...... How do I know?( facial expressions)Yeah, sometimes we can express ourselves using gestures or facial expressions. Imagine that you are having a stomachache. How can you let us know that without speaking? Who'd like to use your expressions and body movements to express it?(One student gives a performance. After that, the teacher may ask some other students to give some similar performances using expressions and body movements and let the class guess the meaning of them.)Step Ⅱ.Warming upT: Thank you for your performances. Today we're going to learn Unit 21 “Body language”.(Bb: Unit 21 Body language) First, let's learn some phrases and words in this period.(The teacher and the students begin to learn the new words and phrases.)T:OK. Now open your books at Page 45 and look at the five pictures in it. Discussin pairs and see if the persons in the pictures are happy, sad, angry, confused or tired. And match each picture with the correct emotion and the correct sentence below the pictures. After a while, I'll ask at least five students to talk about the pictures before the class.(Three minutes later.)T: Who'd like to describe Picture 1?S1:The person in Picture 1 is confused. Maybe he doesn't know what to do.T: Are you sure your description is right?S1:Yes,I am.T: What makes you think that the person in this picture is feeling confused?S1: His facial expression.T: Very good. Can you give a performance to show you are confused?(The student gives a performance.)T: hank you. Sit down, please. Now let's talk about the other four pictures. And give performances. One student, one picture.S2:(Picture 2)The person is feeling angry.—I can't believe she said that! That is so unfair.S3:(Picture 3) The person is feeling sad because he/she have lost his/her wallet.S4:(Picture 4) The person is happy because she/he got an A on her/his exam.S5:(Picture 5) The person is feeling tired because he/she says it's been a long day and he/she can't keep his/her eyes open.T: Very good. Now look at your classmates and tell how they are feeling today by the way they sit or stand.(After two minutes, the teacher asks some students to tell how their classmates are feeling. After that, the teacher says the following.)Step Ⅲ. ListeningT: Let's do some listening. Read the requirement first.(After one minute.)T: Do you know what you should do after you listen to the tape?Ss: yes.T: OK. I'll play the tape only once. You must listen carefully and then choose the best answer to each question.(At last the teacher asks some students to read out their answers and checks them.) T: Right. Now I'll give you a performance task. I read out the following sentences. You must use body language to express what I mean. For example, you must use your body language to municate this idea: You are enjoying something.(Then the teacher gives a performance.)Are you clear?Ss: Yes.(The teacher begins to read out the following sentences. Meanwhile, the students give the performances.1. You want to leave because you are in a hurry.2. You are interested in what someone is saying.3. You are not interested.4. You disagree with what someone is saying.5. You are saying goodbye to sb.)Step Ⅳ. SpeakingT: OK. So much for listening. It's time for us to do some oral practice. Listen carefully and answer some questions. We often go to the bus station, the railway station or the airport to meet someone. What should you say when seeing him/her ing?Ss: Hello!/Hi!T: Yes. What should you say if he/she is carrying a heavy suitcase?Ss: Can I take the suitcase for you?Ss: Would you like me to help you with the suitcase?…T: Very good. Here is a dialogue between Paul and an old man on Page 46.Paul saw the old man carrying a very heavy suitcase. Then he went up to help the old man…Now read it aloud and find out the sentences offering help and the ones accepting andrefusing help.(After a while, the teacher asks some pairs to act out the dialogue before the class.)T: Thank you for your wonderful performances. Now tell us how Paul offers help in the dialogue.S6: Would you like me to help you with it?Is there anything else I can do for you?T: Right. How did the old man accept Paul's help?S7: Yes, please. It's very heavy. Thank you. That's very kind of you.T: Good. How did the old man refuse Paul's help?S8: No, thank you. Thanks for all your help.T: Quite right. Now, please look at the useful expressions on Page 46.Work in pairs. Use the expressions to make up a dialogue according to one of the situations in Speaking. And then I'll ask some of you to act it out.Suggested answers:(A is late for a flight and A wants to go ahead of the queue.)A: Excuse me, sir. My plane is taking off. Could you please let me go ahead of you to take it?B: Yes, please. My flight has been put off for some reason.A: Thank you very much.B: Not at all. Is there anything I can do for you?A :No, thank you. Thanks for all your help.Situation 2(Being old and sick, you are on a crowded bus and you want to sit down.)A: Excuse me, sir. I'm a little tired and I am not feeling very well. Could you please let me share the seat with you?B: Certainly. e here and sit down.A: Thanks a lot.B: It's my pleasure.Step V. Summary and HomeworkT: Today we've learned how to municate using baby language. We have also learned some phrases to make requests, make offers, refuse offers and accept offers.(Pointing to the Bb.)You must remember them. After class, try to make up a dialogue using the useful expressions and preview the reading passage.The Second PeriodTeaching Aims:1. Enable the students to learn something about body language from the text.2. Get the students to have the ability to grasp the main idea of a passage as fast as possible.Teaching Important Points:1. How to summarize the main idea.2. Master the body language in this period.Teaching Difficult Points:1. Master the body language in this period.2. How to summarize the main idea.Teaching Methods:1. Discussion before reading to make the students interested in what they will learn.2. Fast reading to get the general idea of the text.3. Discussion after reading to make the students understand what they've learned better.4. Pair work or group work to make every student work in class.Step Ⅰ.Greetings and RevisionGreet the whole class as usual.Step two: Pre- readingGive the students several minutes to discuss the following questions with theirpartner in pre-reading.1. Can you guess what someone is thinking or feeling by looking at their body language?2. Do people from different parts of the world use different body language? What about people who live in different parts of China?3. How do you municate the following with body language? Thank you! No. Yes. I don't know. e here!(The teacher gives the students three minutes to discuss and then asks some students to answer them.)Step Ⅲ. ReadingT: OK. You've known something about body language. Now we are going to read a passage “Body Talk”,from which we will learn more about body language. Open your books at Page 47. Read the passage quickly and summarize the main idea of each paragraph.(After a while, the teacher checks their understanding.)T: Now who'd like to tell me the main idea of the first paragraph?S4: Paragraph 1.We municate with people not only by words but also by body language.T: Yeah. Right. The second paragraph?S5: Paragraph 2.Body language varies from culture to culture.S6: Paragraph 3.The same body language has different meanings in some different countries.S7: Paragraph 4.Some gestures are universal.S8: Paragraph 5.Smile is the best example of universally understood body language.(Write the main idea of each paragraph on the blackboard.)T: Quite right. We have known the main idea of each paragraph. Now read the passage again and answer the questions on the paper. This time you should read slowly and carefully.1. Do people express their thoughts and opinions and municate with others only by words? What other ways can be used?2. In what countries does “shaking one's head” mean “Yes”?3. What are some situations where we need to be very careful about our body language and gestures?4. How is body language different from spoken language? What do they have in mon?5. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?(The teacher gives the students another four minutes to read the passage and then asks some students to answer those questions.)Suggested answers:1. No, not just by words. We municate with others also by our expressions and body movements.2.In Bulgaria, parts of Greece and Iran,“shaking one's head” means “Yes”.3. Just like spoken language, body language varies from culture to culture. Making eye contact—looking directly into someone's eyes in some countries is a way to show that one is interested; in other countries, however, eye contact is rude or disrespectful. So we need to be very careful about our body language and gestures.4. We use both spoken language and body language to express our thoughts and opinions and to municate with other people. We can directly know what they are really saying by words. But when we want to express our plex thoughts, opinions and views, body language can't express them correctly.5. Because body language varies from culture to culture. For example, for “OK”,making a circle with one's thumb and index finger, has different meanings in different cultures. In Japan, someone who sees another person making the gesture will think it means money. In France, a person seeing the same gesture will think it means zero. In Brazil and Germany, however, the gesture is rude.Step five: Homework1. Try to find the language points in the reading.2. Try to find some difficult sentences in the text which they cannot understand.The third period: ReadingTeaching Aims:Enable the students to master the new words and expressions in the text.Let the students know more about body language.Teaching Important Points:How to get the students to master the new words and expressions of the text Teaching difficult points:How to improve the students’ reading abilityTeaching methodPractice explanation discussion group workTeaching Procedures:Step one: Greeting and revisionReview what they have learned by asking some questions about the text.Step Two: Explanation of the textmunicate with sb. 和某人保持联系but the way a person stands, folds his or her arms, or moves his or her hands…..Just like spoken language, body language varies from culture to culture.a visiting friend is greeted with a kiss on the check:A smile can help us get through difficult situations and find friends in a world of strangers.A smile can open doors and tear down walls.It can be used to express almost any emotion.And if we are feeling down or lonely,……...General meaning of each paragraph:We municate with people not only by words but also by body language.Body language varies from culture to culture.The same body language has different meanings in some different countries.Some gestures are universal.Smile is the best example of universally understood body language.Ask students to try to retell the textStep Three. Listening and ConsolidationT: Now look at your books. I'll play the tape .Listen carefully. You can follow it in a low voice. Pay attention to the stress and intonation.(After that, the teacher says the following.)T: From the text, we know people can use body language to municate, but some body language is different in different countries, that is to say, when we want to express the same meaning, people in different countries use different body language. Look at the chart in Pages 47~48.Work in pairs or in groups. First have a discussion. Then plete the chart .In the end, I'll check the answers.(The teacher first asks the students to do the exercise orally and then shows the answers on the screen.)Step Four. Summary and HomeworkT: In this class, we've read a passage about body talk, and learned some body language. We have also known that not all the body language means the same thing in different countries. Different people have different ways of making munication throughbody language. After class ,read the passage again and again till you can recite it. What's more, don't forget to preview “Word Study” and “Grammar” Draw at least 10 gestures and write out their meanings in your exercise books. And then explain each of them to your partners. Well, that's all for today. Class is over.Step five: HomeworkDo the exercises in the workbook and the newspaper.Go over the reading part.The forth PeriodTeaching Aims:1. Learn to define the words about body movements.2. Review some gestures to make sure you know what they mean.3.Learn and master the “-ing” form as the Subject, Object or Predicative.Teaching Important Points:1.The use of the “-ing” form as the Subject, Object or Predicative.2.The different meanings of different gestures.Teaching Difficult Points:1.How to municate with somebody by body movements.2.The use of the “-ing” form as the Subject, Object or Predicative.Teaching Methods:1.Review method to consolidate the words learnt in the last two periods.2.Explanation and inductive methods to make the students master the use of the “-ing” form as the Subject, Object or Predicative.3.Individual work or pair work to make every student work in class.The Design of the Writing on the BlackboardUnit 21 Body languageThe forth PeriodThe “-ing” form as the Subject, Object or Predicative.Teaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.(Ask several students to recite the passage “Body Talk”.)Step Ⅱ.Word StudyT: Very good. In the last period, we've learned something about body language. We've known that different body movements and facial expressions express different meanings. Now let's review some words about body movements. Please do the exercise on page 61. Match the words about body movements in the left column with the correct definitions in the right column. First, do it by yourself. Then, check the answers with your partner. At last, I'll ask some of you to read the words and the definitions.Words Definitions1.lean A. to put your arms around someone's body2.fold B. to bend forward3.nod C. to gently hit someone with your hand4.embrace D .to press again and move from side to side5.bow E. to move the head up and down6.press F. to move the upper part of your body in any direction7.pat G. to put one thing on top of another8.rub H. to push something with one's handSuggested answers:1—F 2.—G 3.—E 4.—A5.—B 6.—H 7.—C 8.—DStep Ⅲ.GrammarT: OK. Now look at the sentences on the blackboard. Let's go through with the sentences together. The first sentence: Shaking your fist at someone is a way of saying that you are very angry. Here “shaking your fist at someone” is used as the subject of the sentence. You should pay attention to its predicate, which is in the singular form. Well, can you tell us what function “saying that you are very angry” is in the sentence?Ss: Yes. It is used as the object of the preposition “of”.T: Quite right. Now the second sentence: Bending your arm and making a fist is to say that you are strong. In this sentence,“bending your arm and making a fist” is used as the subject of the sentence. You should pay more attention to the predicate. It is also in the singular form. Now look at another sentence. His job is teaching in a middle school.(The teacher writes it on the blackboard as he/she reads.)Two’s like to tell us the function of the underlined part?(One student stands up to answer.)S: I think it is used as the Predicative.T: You’reright. Sit down the sentences on the blackboard, we know that the -in form can be used as the Subject, Object or Predicative. Are you clear?Says.T your books at Page 49.Now look at the three sentences at the top of the page. Translate them into Chinese and pay attention to the function of the words in bold. Who’d like to translate the first sentence? Yeah, Xiao Jun.S:1.在许多国家，摇头表示不同意，点头表示同意。

高中英语 Unit 21《Body Language》说课稿3 新人教版

Teaching Plan for Unit 21 Body Language说课稿一、教材分析〔一〕教材内容分析本单元的中心话题是“肢体语言〞，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。

本单元的绝大部分内容都围绕这一中心话题展开的。

“热身〞(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。

“听力〞(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。

“口语〞(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助〞和“提供帮助〞的日常英语练习。

“读前〞(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。

激发学生进行阅读的欲望。

“阅读〞(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。

全文可分为三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal. “读后〞(Post-reading)部分设计了两种练习。

Unit-21--Body-language-speaking

Unit21 Body Language

高中英语 Unit 21 Body language教案 新人教版必修4

Unit21Bodylanguage（人教版高一英语下册教案教学设计）

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高一英语Unit 21《Body language》教案(旧人教版下)

Unit-21--Body-language-speaking

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Unit;21;Body;Language-

高中英语-Unit_21_Body_LanguageAqAMnA

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Unit21bodylanguage

unit21 speaking 课件.ppt

unit21 body language(二)人教版

高一英语Unit21 Body language教案 人教版 教案

高中英语 Unit 21《Body Language》说课稿3 新人教版

高中英语 Unit 21 Body language教案新人教版必修4

高中英语基础巩固(Unit 21 Body language)大纲人教版第一册

高中英语 Unit 21 Body language教案新人教版必修4

高一英语Unit21 Body language教案人教版教案