高一英语body-language课件8
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高一英语 Body Language课件
Part 4.
(para. 5)
D To meet the international students at the Capital International Airport.
Where are the international students going to study?
They were going to study in Beijing University.
Reading passage
Communication : No problem?
Words and expressions preview
• represent • association
vt. 代表；象征 n. 社团；联系；联想
• dormitory • approach
n. 宿舍 vi. & vt. 接近；靠近；走进
Jordan France
Nagata George Co
Coulon
Detailed reading :
Para1
Time: _____y_e_s_t_e_r_d_a_y_____________ People: _a_n_o__th__e_r_s_t_u_d_e_n__t _a_n_d__I,_________ ____th_i_s__y_e_a_r_’s__i_n_te__rn__a_ti_o_n_a_l__s_tu__d_e_n_t_s____ Place: _t_h_e__C_a_p__it_a_l_I_n_t_e_rn__a_ti_o_n_a__l _A_i_rp__o_r_t What to do: __W__e_w__o_u_l_d__ta_k__e_t_h_e_m___fi_r_s_t_t_o_ ____th__e_ir__d_o_r_m__it_o_r_ie__s_a_n__d_t_h_e_n__t_o_t_h_e______ ____s_t_u_d_e_n__t _c_a_n_t_e_e_n_.____________________
高一英语Unit21 Body language教学课件 人教版
A. OK B. a smile C. I’m full D. thumbs up
4. In what countries is a visiting friend greeted with a kiss on the cheek? A. Russia and France
B. Japan and China C. Germany and Japan
a person who says that he or she is interested in what we are saying but who looks away or taps his or her feet, etc. It probably happens because it is more difficult to control one’s body language than to control what one says.
Unit 21
Body language
If you’re happy and you know it, clap your hands; If you’re happy and you know it, clap your hands; If you’re happy and you know it, then you really want to show it; If you’re happy and you know it, clap your hands ! Stamp your feet ! Shout Hooray ! Let’s sing Do all three ! the song!
Read the text and try to do as follows. What’s the main idea of each
4. In what countries is a visiting friend greeted with a kiss on the cheek? A. Russia and France
B. Japan and China C. Germany and Japan
a person who says that he or she is interested in what we are saying but who looks away or taps his or her feet, etc. It probably happens because it is more difficult to control one’s body language than to control what one says.
Unit 21
Body language
If you’re happy and you know it, clap your hands; If you’re happy and you know it, clap your hands; If you’re happy and you know it, then you really want to show it; If you’re happy and you know it, clap your hands ! Stamp your feet ! Shout Hooray ! Let’s sing Do all three ! the song!
Read the text and try to do as follows. What’s the main idea of each
人教修订版高一英语Unit 21 body language课件
人教修订版高一英语Unit 21 body language 课件BodyLanguageUnit 21Body languageWhat 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.Let’s understand and enjoy more facial expressions.ConfusedangryhappyI don’t knowGood job!regretconfusedangrysadhappytiredIt is so difficult to make a choice. I don’t know what to do.I can’t believe she said that! That is so unfair.I’ve lost my wallet. There was over three thousand dollars in it. What a pity!I’ve got an A in maths! I’ve made great progress! I’ve succeeded at last.It’s been a long day. I can’t keep my eyes open. I really need a good rest. Match each picture with the emotion on P. 57cheekTo plump your cheek is a way of saying that you have no idea.armTo fold your arm is a way of saying that you are not interested in it.tongueTo extend your tongue is a way of saying that you are wrong.handTo wave your hand is a way of saying “Goodbye”.thumbTo thumb up is a way of saying “Well done”.palmTo clap your palms is a way of praising or showing happiness.To tap your fingers is a way of saying that you are thinking about something.fingersTo shake your fist is a way of saying that you are very angry.fistListeningSpeaking to someone.。
英语必修UnitBodyLanguage全单元课件新人教版
21
5. French people will often shake hands and kiss people they know on each other’s cheeks.
6. No, we can’t. Because not all cultures greet each other the same way / Because cultures have developed in different ways.
& Writing
Period 6: Workbook reading and
practice
a
2
Teaching aim
Get to know what is body language
Cultural differences & intercultural communication
a
3
Warming up
a
12
Game: Choose a student to the front of the blackboard and bring out the meaning of some words by some postures.
Meaning
1. I am worried. 2.I ate too much.
1.They are visiting China because they are
interested in the development of business
in China.
developing business
2. Africa, Australia and Central America are not represented. stated
高一英语 Body language课件
unit1 Body
Language-reading
happy
Sad & helpless
confused inspired regretful
Faciaflaheenasxargppdfrpruyeylssions
Body Talk
------Reading
Skimming
1. Where does the story take place? 2. Who are the people sitting down? 3. When did the story take place? 4. Which person looks the most friendly?
● Why did the customer prefer to deal
Fill in the blanks.
I spoke to Mr Yang today. He’s one of Sunbeam Travel’s se_n_i_or__ employees. I told him that our customers always pr_e_f_e_r_ to deal with Debbie. He told me the problem might be the way I c_om__m_u_n_ic_a_te_. He explained to me about bo_d_y__ language. He said that I was not giving customers a good im__p_re_s_s_io_n__.
Conclusion:
Communicating is more than speaking and listening. Your body language is important, too.
Language-reading
happy
Sad & helpless
confused inspired regretful
Faciaflaheenasxargppdfrpruyeylssions
Body Talk
------Reading
Skimming
1. Where does the story take place? 2. Who are the people sitting down? 3. When did the story take place? 4. Which person looks the most friendly?
● Why did the customer prefer to deal
Fill in the blanks.
I spoke to Mr Yang today. He’s one of Sunbeam Travel’s se_n_i_or__ employees. I told him that our customers always pr_e_f_e_r_ to deal with Debbie. He told me the problem might be the way I c_om__m_u_n_ic_a_te_. He explained to me about bo_d_y__ language. He said that I was not giving customers a good im__p_re_s_s_io_n__.
Conclusion:
Communicating is more than speaking and listening. Your body language is important, too.
高一Unit21 Body language 说课.PPT教学课件
(Offers)的日常英语练习。
2021/01/21
7
“读前”(Pre-reading)部分设 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。
2021/01/21
8
“阅读”(Reading)部分是一篇说明 文，介绍了一些常见肢体语言的 交际功能，向人们展示了无声的 肢体语言在不同的文化背景下的 不同含义，同时，也介绍了一些 世界通用的肢体语言的重要功用。Leabharlann 2021/01/212
二.单元目标解读
• 本单元与中心话题有关的两个目标:
• Talk about body language
• Describe gestures and facial expressions
• 有关教学活动的安排应以这两个目
标为基线展开，让学生以话题为素
材进行讨论或口笔头描述，了解
The Fifth Period:
Language Study
The Sixth Period： Integrating Skills
2021/01/21
4
四.教学内容安排
“热身”(Warming up)部分以五 幅不同的图片导出本单元的话题 之一：，让学生尝试用不同的面 部表情来传递内心情感，使学生 能在轻松愉快的气氛中迅速进入
14
II. 交际功能句型
如何提议和请求及其答语的句型
Can/Shall I help you with that?
Would you like me to …?
No, thank you. Thanks for all your help.
Could you please …?
Would you like some help?
2021/01/21
7
“读前”(Pre-reading)部分设 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。
2021/01/21
8
“阅读”(Reading)部分是一篇说明 文，介绍了一些常见肢体语言的 交际功能，向人们展示了无声的 肢体语言在不同的文化背景下的 不同含义，同时，也介绍了一些 世界通用的肢体语言的重要功用。Leabharlann 2021/01/212
二.单元目标解读
• 本单元与中心话题有关的两个目标:
• Talk about body language
• Describe gestures and facial expressions
• 有关教学活动的安排应以这两个目
标为基线展开，让学生以话题为素
材进行讨论或口笔头描述，了解
The Fifth Period:
Language Study
The Sixth Period： Integrating Skills
2021/01/21
4
四.教学内容安排
“热身”(Warming up)部分以五 幅不同的图片导出本单元的话题 之一：，让学生尝试用不同的面 部表情来传递内心情感，使学生 能在轻松愉快的气氛中迅速进入
14
II. 交际功能句型
如何提议和请求及其答语的句型
Can/Shall I help you with that?
Would you like me to …?
No, thank you. Thanks for all your help.
Could you please …?
Would you like some help?
高一英语body-language课件8
• People from Jordan, are used to moving very close to the person they talked to. They would shake hands with men. However, ___ ___ ___, they simply nodded at the girls. Shaking hands and then kissing each other twice on each cheek is the French custom when ___ meet people they know. • Not all cultures greet each other the same way, nor are they comfortable in the same with touching or distance between people. ___ ___, though, studying international customs can certainly help avoid difficulties in today’s world of ___ ___!
Discussion
Do you agree with the author’s statement that body language is not good or bad? Why or why not?
三、课外延伸
培养学生对这个主题的兴趣，也为培养他们 自主课外学习探究的能力。 1.学生的自我经历，形象展现中西方因文化 不同而造成的身势语不同； 2.以表格形式简单比较中西方在身势语上的 相同和不同点； 3.简单介绍其他国家的一些有趣身势语。
教材分析
高一英语body-language课件8
6. …and kissed her on the cheek!
Kiss sb. on the cheek
动词(hit, pull, pat, strike, catch, hold, take) +sb.+介 词(in, on, by)+ the + 身体部位或衣着 例：1）She touched him on the shoulder. 她使）接触,感动 n. 接触，联系 2) touch sb./sth. 触摸/碰某物 3) touch sb. 感动/触动某人 4) be in touch with sb. 与某人有联系 5) touch on/upon sth. 谈及/提及某事 【拓展】 be out of touch with sb 与某人失去联系 lose touch with sb 与某人失去联系 get in touch with sb 与某人取得联系 keep in touch with sb 与某人保持联系; be touched by… 被……感动
2. … I saw several young people enter the waiting area looking around curiously. looking around curiously是动词-ing用作状 语，表示伴随状态。 He left off driving a car. He said it angrily, pointing at the notice on the wall.
1.Yesterday,…representing our university’s student association,… represent v.代表，象征；体现，表达；描绘， 声称; 1).The competition attracted over 500 players representing 8 different countries. 2).He represented himself as an expert. 3).Let me try to represent my ideas to you in another way. 4).The King is represented as a hero in the play. ____________________________________
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教材分析
• 本节课是第四单元的第二课时，是一篇 阅读文章。以机场迎接客人为场景，讲 述了来自几个不同国家的学生由于文化 背景的差异，在初次见面时互相问候的 方式迥然不同而造成的一些小误会，形 象地表明了身势语与文化背景的密切关 系，以及身势语在人们日常交际中的重 要作用。这篇文章的写作方式颇有特色， 可以让学生在阅读的过程中，很自然地 以“你”自己的身份去观察、倾听在机 场发生的一切。
Gesture in the USA Moving the index finger from side to side. Shrugging one’s shoulders.
Gesture in China Moving the hand from side to side Shaking the head
3. 深读
COMPLETE THE PASSAGE
• People communicate with spoken language, and they also ____ their feelings using unspoken “language” through physical ____, actions, or ____. • For example, when a boy coming form places like Spain, Italy or South America countries meets an English girl, the boy is ____ ____ ___ approach her closely, touch her and kiss her ___ ___ ___. But the girl must be surprised and put up her hands, as if ___ ___ because English people do not usually stand very close to others or touch strangers as soon as they meet. Most people around the world now greet each other by ___ ___, but some cultures use other greetings as well, such as the Japanese, who prefer to ___.
4 Did any students have similar greeting customs? If so, which ones? 5 “ When in Rome, do as the Romans do.” What do you think this famous saying means?
教学过程
一、导入 二、课文学习 三、课外拓展 四、作业布置
一、导入
• 1.以图片直观呈现的方式，复习上节课的所 学内容； • 2.抛出问题“what do people usually do to greet someone?”(人们通常如何来问候 别人？），要求学生以表演方式展现他们 所能想到的身势语。
Name
Description Body To Whom Language George man from shaking everyone Canada hands Cook shaking to men Ahmed man from hands to women Aziz Jordan nodding shake Darlene woman hands and people she knows Coulon from France kiss twice on each cheek
二、课文学习
采用“三读”的方法： 1.快读：以基本掌握文章内容，明确课文结构为目 的。任务：找出课文中心思想。 2.再读：以了解课文细节，学习课文语言点为目的。 任务：找寻课文细节；回答事先设置的问题。将 语言点教学融入其中。 3.深读：以检验知识点的把握和对文章的深层理解 为目的。任务：脱离课文，课文内容填空；展开 讨论，加深对课文的理解。
Discussion
Do you agree with the author’s statement that body language is not good or bad? Why or why not?
三、课外延伸
培养学生对这个主题的兴趣，也为培养他们 自主课外学习探究的能力。 1.学生的自我经历，形象展现中西方因文化 不同而造成的身势语不同； 2.以表格形式简单比较中西方在身势语上的 相同和不同点； 3.简单介绍其他国家的一些有趣身势语。
教法与学法
• 根据我的教学对象，为了更好地实现教 学目标，以新课程提倡的三维教学观 （呈现、操练、实践）为原则，采取了 直观呈现教学、任务型教学、整体语言 教学、合作学习教学的方法； • 在教学过程中指导学生抓重点、鼓励学 生互相交流探讨并勇于表达自己观点， 并引导学生主动拓宽学习渠道，把英语 学习从课堂延伸到课外。
Activity
Comparison
Gesture in Meaning the USA Money Rubbing the thumb and forefinger together Come Moving the here. index finger forwards and backwards.
Meaning
Gesture in Gesture in the USA China Well done Thumbs up. Thumbs up.
Incredible. Rolling Open one’s eye I can’t one’s eyes. or mouth wide believe it
Reading
COMMUNICATION:
NO PROthe tape and try to find out the main idea of the text.
Which is the main idea of the text? A. There are different customs in different countries. B. Foreigners should follow the customs of the country where they are visiting. C. People use body movements to send messages and different body movements have different meanings. D. The importance of knowing customs.
2. 再读
How do different international students behave when they
greet people? Complete the chart with information from the
passage.
Name
Description Body To Language Whom Tony man from kiss on the everyone Garcia Colombia cheek woman from Julia no touching everyone Britain Smith Akira Nagata man from Japan bowing everyone
• People from Jordan, are used to moving very close to the person they talked to. They would shake hands with men. However, ___ ___ ___, they simply nodded at the girls. Shaking hands and then kissing each other twice on each cheek is the French custom when ___ meet people they know. • Not all cultures greet each other the same way, nor are they comfortable in the same with touching or distance between people. ___ ___, though, studying international customs can certainly help avoid difficulties in today’s world of ___ ___!
Gesture in China Rubbing the thumb and forefinger together Moving one’s hand up and down with the palm facing down.
Meanin g No, don’t do that. I don’t know
ok
stop silent well done
universal gestures
I am tired.
press palms/rest your head on it/ eyes closed
I am full. I am hungry.
pat or rub stomach (in a circle)
教学目标
• 知识目标：让学生理解文章所述内容，掌握课 文知识要点和approach,likely,defense等重 点单词和词组。 • 能力目标：能用自己的语言复述课文内容，了 解不同国家由于文化的差异而出现的不同问候 方式；讨论并陈述跨文化交际的意义和困难。 • 情感目标：接受并尊重每个国家的文化，提高 学生对英语国家文化的兴趣，培养学生自主探 究的能力。
The Maori in New Zealand touch noses to greet people. In Vietnamese culture, only parents or a high-ranking person can touch your head. A Bulgarian nods to mean “no” and shakes his head from side o side to mean “yes”.
• 本节课是第四单元的第二课时，是一篇 阅读文章。以机场迎接客人为场景，讲 述了来自几个不同国家的学生由于文化 背景的差异，在初次见面时互相问候的 方式迥然不同而造成的一些小误会，形 象地表明了身势语与文化背景的密切关 系，以及身势语在人们日常交际中的重 要作用。这篇文章的写作方式颇有特色， 可以让学生在阅读的过程中，很自然地 以“你”自己的身份去观察、倾听在机 场发生的一切。
Gesture in the USA Moving the index finger from side to side. Shrugging one’s shoulders.
Gesture in China Moving the hand from side to side Shaking the head
3. 深读
COMPLETE THE PASSAGE
• People communicate with spoken language, and they also ____ their feelings using unspoken “language” through physical ____, actions, or ____. • For example, when a boy coming form places like Spain, Italy or South America countries meets an English girl, the boy is ____ ____ ___ approach her closely, touch her and kiss her ___ ___ ___. But the girl must be surprised and put up her hands, as if ___ ___ because English people do not usually stand very close to others or touch strangers as soon as they meet. Most people around the world now greet each other by ___ ___, but some cultures use other greetings as well, such as the Japanese, who prefer to ___.
4 Did any students have similar greeting customs? If so, which ones? 5 “ When in Rome, do as the Romans do.” What do you think this famous saying means?
教学过程
一、导入 二、课文学习 三、课外拓展 四、作业布置
一、导入
• 1.以图片直观呈现的方式，复习上节课的所 学内容； • 2.抛出问题“what do people usually do to greet someone?”(人们通常如何来问候 别人？），要求学生以表演方式展现他们 所能想到的身势语。
Name
Description Body To Whom Language George man from shaking everyone Canada hands Cook shaking to men Ahmed man from hands to women Aziz Jordan nodding shake Darlene woman hands and people she knows Coulon from France kiss twice on each cheek
二、课文学习
采用“三读”的方法： 1.快读：以基本掌握文章内容，明确课文结构为目 的。任务：找出课文中心思想。 2.再读：以了解课文细节，学习课文语言点为目的。 任务：找寻课文细节；回答事先设置的问题。将 语言点教学融入其中。 3.深读：以检验知识点的把握和对文章的深层理解 为目的。任务：脱离课文，课文内容填空；展开 讨论，加深对课文的理解。
Discussion
Do you agree with the author’s statement that body language is not good or bad? Why or why not?
三、课外延伸
培养学生对这个主题的兴趣，也为培养他们 自主课外学习探究的能力。 1.学生的自我经历，形象展现中西方因文化 不同而造成的身势语不同； 2.以表格形式简单比较中西方在身势语上的 相同和不同点； 3.简单介绍其他国家的一些有趣身势语。
教法与学法
• 根据我的教学对象，为了更好地实现教 学目标，以新课程提倡的三维教学观 （呈现、操练、实践）为原则，采取了 直观呈现教学、任务型教学、整体语言 教学、合作学习教学的方法； • 在教学过程中指导学生抓重点、鼓励学 生互相交流探讨并勇于表达自己观点， 并引导学生主动拓宽学习渠道，把英语 学习从课堂延伸到课外。
Activity
Comparison
Gesture in Meaning the USA Money Rubbing the thumb and forefinger together Come Moving the here. index finger forwards and backwards.
Meaning
Gesture in Gesture in the USA China Well done Thumbs up. Thumbs up.
Incredible. Rolling Open one’s eye I can’t one’s eyes. or mouth wide believe it
Reading
COMMUNICATION:
NO PROthe tape and try to find out the main idea of the text.
Which is the main idea of the text? A. There are different customs in different countries. B. Foreigners should follow the customs of the country where they are visiting. C. People use body movements to send messages and different body movements have different meanings. D. The importance of knowing customs.
2. 再读
How do different international students behave when they
greet people? Complete the chart with information from the
passage.
Name
Description Body To Language Whom Tony man from kiss on the everyone Garcia Colombia cheek woman from Julia no touching everyone Britain Smith Akira Nagata man from Japan bowing everyone
• People from Jordan, are used to moving very close to the person they talked to. They would shake hands with men. However, ___ ___ ___, they simply nodded at the girls. Shaking hands and then kissing each other twice on each cheek is the French custom when ___ meet people they know. • Not all cultures greet each other the same way, nor are they comfortable in the same with touching or distance between people. ___ ___, though, studying international customs can certainly help avoid difficulties in today’s world of ___ ___!
Gesture in China Rubbing the thumb and forefinger together Moving one’s hand up and down with the palm facing down.
Meanin g No, don’t do that. I don’t know
ok
stop silent well done
universal gestures
I am tired.
press palms/rest your head on it/ eyes closed
I am full. I am hungry.
pat or rub stomach (in a circle)
教学目标
• 知识目标：让学生理解文章所述内容，掌握课 文知识要点和approach,likely,defense等重 点单词和词组。 • 能力目标：能用自己的语言复述课文内容，了 解不同国家由于文化的差异而出现的不同问候 方式；讨论并陈述跨文化交际的意义和困难。 • 情感目标：接受并尊重每个国家的文化，提高 学生对英语国家文化的兴趣，培养学生自主探 究的能力。
The Maori in New Zealand touch noses to greet people. In Vietnamese culture, only parents or a high-ranking person can touch your head. A Bulgarian nods to mean “no” and shakes his head from side o side to mean “yes”.