Module 4 Unit 4 Body language –period7_张秀娟
单元讲解必修四unit4 body language
单元讲解必修四unit4 bodylanguage课本单元讲解（含课文音频）：必修四Unit4 Body language_doctor今天，要和大家分享的是人教版必修四Unit4常考单词、高频短语和写作句式，并附有课文音频学起来哦！Unit4 Body language常考单词、高频短语和写作句式Ⅰ. 常考单词必背1．statementn. 陈述；说明His statement is pletely untrue.他的话完全是在撒谎。
2．greetvi.&vt. 迎接；问候I greeted her with a smile.我笑着向她致意。
(1)greet sb with... 用……迎接……；用……向某人打招呼(2)greeting n. (常用复数形式) 问候；祝贺；贺词3．representvt. 代表；象征In the western countries，V often represents victory.在西方国家，V常象征着胜利。
He represented himself as a doctor.他自称是一个医生。
[快速闪记](1)represent sth to sb 向某人说明某事，向某人传达某事represent...as... 把……描绘成……represent oneself as/to be... 自称是……(2)representative n. 代表4．curiousadj. 好奇的The children were curious to know what was happening over there.孩子们很想知道那边发生了什么事。
[快速闪记](1)be curious about 对(某事物)感到好奇be curious to do... 很想做某事；渴望做某事(2)curiously adv. 好奇地5．approachvt..&vi.接近；靠近；走近 n. 接近；方法；途径As summer approached，the weather became hotter and hotter.随着夏天的临近，天气越来越热。
高中英语必修4-Unit4-Body-language说课稿
Unit 4 Body Language-Reading Communication: No Problem?Teacher: Cai QiulianCourse: EnglishTextbook: Senior English for China (Book 4), by Liu DaoyiTime Allotment: 1 period (40 minutes)Date: March 20, 2014Teaching aids: blackboard, Multi-media, Power Point, chalkI. Text Analysis （教材分析）This unit is about body language, and the text selected in the reading part demonstrates the difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students’ interest in learning this text. Reading skills and speaking training are designed around the text.II. Teaching Objectives （教学目标）By the end of the lesson, students will be able to:1. Language Skill Objective（语言技能目标）:develop reading ability （skimming and scanning）as well as speaking ability.2. Cultural Knowledge Objective（文化学问目标）: know about the cultural differences of using body language.3. Affective Objective（情感目标）:increase students’ awareness of using body language correctly in different cultures.III.Teaching Focuses and Difficulties（教学重点和难点）1.Teaching Focuses（教学重点）: the difference and similarity of body languagein many parts of the world.2.Teaching Difficulties（教学难点）:develop students’ reading abilities ofskimming and scanning and ask the students to show their opinions with fluent English.IV. Teaching Procedures（教学步骤）It involves five parts:Step1. Lead-in（导入）Step2. Pre-reading（读前活动）Step3. While- reading（阅读）Step4. Post-reading（读后活动）Step5. Homework assignment（家庭作业）The first periodStep 1. Lead-in （引入）8’1. Show them some pictures (facial expressions and gesture expressions) of body language then guess what do they mean. 给他们展示不同的国家习俗不同表情和动作的图片，以此来激发学生爱好，引入肢体语言这个文章主题。
高一英语必修四：Unit+4+Body+language+全单元+
Unit 4 Body LanguageI. Teaching aims and demands 教学目标和要求:1.Topics 话题Talk about body language2.Function: 交际功能提供和请求帮助(Making offers and requests)Can/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?3.Vocabulary 重点词汇和短语unfair; customer; avoid; suitcase; ahead; manage; fold; vary; crazy; part; firm; handshake; bow; fist; bend; tap; gently; anger; useless; occur; focus; specific ahead of; give sb a hand; get through; tear down ;hold up; make a face; in order4.Grammar:语法动词-ing形式作主语、宾语和表语（2）1.用英语表达‘做某事如何的’---动词-ing形式作主语2.有些及物动词后面需跟动词-ing形式作宾语3.绝大多数介词后面需跟动词-ing形式作宾语4.用英语表达'什么事是某事' ---动词-ing形式作表语II. Difficult pointsIII. Main teaching aids教具：A tape-recorder; Multimedia, projector, role cardsⅣ. Main teaching methods 教法：1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.2. Listening-and–answering activity to help the students go through with the listening material.3. Use both individual work and group or pair work to make every student work and think in class V. Teaching procedure：Period 1第一节（一）明确目标1. Learn body language. Warming up to arouse the students love in talking.2. Do some listening to improve the students listening ability.3. Making simple dialogues to train the students speaking ability.(二) 整体感知Step 1 PresentationAsk some students to the front and act out the correct emotions.2. Ask students to make a dialogue in pairs using body language.（三）教学过程Step 2 Warming upGo through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.Answers (From left to right):1 Picture 1: Confused I don't know what to do.2: Angry I can't believe she said that! That is so unfair!3: Sad I've lost my wallet!4: Happy I got an A in my exam!5: Tired It's been a long day. I can't keep my eyes open.2 Various answers are possible but explanations for choices should refer to details in the pictures.3 Various answers are possible.Step 3 Listening comprehensionNow let s have some listening training.LISTENING TEXT:Part 1Which of the following is a form of communication?A Speaking to someone.B Standing in a comer at a party with your arms crossed.C Avoiding eye contact with the salesman when you are buying something.D All of the above.Speaking, or using language to communicate, is probably the best known form of communication. However, the body language used in answer B and the lack of eye.contact in answer C can say as much or more as speech.Let's take a closer look at answer B. You are at a party and see your friend Tom standing alone in a comer with his arms crossed. When you ask him if he is enjoying the party, he says, "Yes, I'm having a great time." Do you believe him? Probably not, because his body language is telling you that he doesn't like being there. If someone asks you later whether you think Tom liked the party, you might say "He said he enjoyed it, but it didn't look like it."Now let's look at C. Imagine that you are a salesman at a store. You always greet your customers with a smile and then talk for a while. But what if one of your customers avoids making eye contact with you? Do you still speak to her? Probably not. By not looking at you, she has told you that she doesn't want to talk to you.Part 2Body language can help you decide whether a person is telling the truth or not. If a person covers his or her mouth with his or her hand, or if he or she puts his / her finger over his / her mouth, he or she may be lying. If the person you are talking to touches his or her ears or neck, this is also a sign that he or she may not be telling you the truth. How can you tell if the person you are talking to is interested in what you are saying? Watching his or her body language will give you a goodidea. Someone who is interested will lean forward in their seat and will look at you when you are speaking. They may also nod their head to show that they are listening and agree with what you are saying.1 Answers to Part 1 : ID 2B 3AAnswers to Part 2: IB 2B2 Answers will vary but here are a few appropriate ways to communicate each feeling using body language.Enjoying sthsmiling, opening eyes wide, rocking one's head from side to sideLiking someonesmiling, hugging oneself, leaning one's head to one side, lowering with one's eyes, leaning forward or closerInterested in sthstaring a lot, putting a hand 10 your chin as in thought, leaning forward, opening eyes wide, shaping your mouth with a big 0, responding with the same expressions as the person who you're listening toDisagreementlooking away, putting one's head down into one's arms, talking to oneself, whistling, frowning, folding one's armsNot enjoying sthyawning, sighing, complaining, frowning, looking awayIn a hurrysighing, biting down with one's teeth, not standing still, tapping one's toes on the floor, looking toward the doorNot interestedsame as not enjoyingWanting to talk to othersraising one's hand to be called on, trying to speak up, waving one's arms over one's head to }&et attention, jumping up and down, shaping one's mouth in a big 0Step 4 Speaking practiceSituation 1: An old man is carrying a very heavy suitcase.Asking for help(0 = Old man; P = Paul)0: 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.0: Thank you.P: You're welcome.0: Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P: Certainly. Where should I put it?0: Thank you. Just put it over there, please.P: There you are.0: Thank you, that's very nice of you.P: Dh, not at all.Offering helpP: That bag looks very heavy. Do you need some help with that?0: 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?0: No, thank you. Thanks for all your help.P: Woultl you like some help?0: 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'?0: Over there, please. Thank you so much!P: You're welcome.Situation.2:..Someone is late for a flight and wants to go ahead of the queue.(J = Jim; A = Passenger A; B = Passenger B)J: Excuse me, but I'm late for my flight. Could I please go ahead of you?A: 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 cutin 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 helpme 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: An old and sick person is on a crowded bus and wants to sit down.(0 = Old person; P = Passenger)0: 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.0: Thank you. Yes, I'm not feeling well today. I think I have a bit of a 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?0: No thanks. I can manage it myself. But could you please let me sit down for a while? I'm not feeling well.P: Oh, of course. Please take my seat.0: Thank you. That's very nice of you.P: Not at all.（四）总结扩展Step 5 Necessary language pointsToday we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.Listening and speaking听说要点1>What if a customer avoids making eye contact with you?What if ...? [用法]假使...呢?;若是...又怎么样?[举例]What if he doesn't come (What shall we do if he doesn't com)? 如果他不来，我们怎么办呢？What if it's true (Even if it's true, does it mattere)? 即使这是真的，又有什么关系吗？ avoid [用法]vt. 避免[举例]They all avoided mentioning that name. 他们都避免提及那名字。
人教版高中英语必修四 第四单元 Body language 知识点讲解(课堂PPT)
3.The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. （Page 26） 第一个到达的是从哥伦比亚来的托尼·加西亚，紧随其 后的是英国的朱莉娅·史密斯。
16
The first person who arrives is Mr. Garcia from Columbia, closely 7_fo_l_lo_w_e_d (follow) by Julia Smith from Britain. You introduced them to each other， and are surprised by 8_w_h_a_tyou see. Mr. Garcia approaches Ms Smith, 9_t_o_u_c_h_es (touch) her shoulder and kisses her on 10 _th_e_ cheek.
the first+名词+to do第一个做…,动词不定式作定语
(1)动词不定式作定语要放在所修饰的名词或者代词的 后面。
•(2)当名词被first，second, last...以及形容词的最高级 •或者only等修饰时，其后可用不定式作定语。
•He was the best man to do the job. •他是做这项工作的最好人选。
considered87二阅读理解技巧点拨推断短语和句子的意思跟推断单词的意思一样可以根据前后的因果关系对比关系转折关系递进关系等逻辑关系来判断但更重要的是要善于根据上下文的内容结合语境理解某个短语的具体含义或某个句子的深层含查的往往是隐含意义
Unit 4 Body language教案
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。
英语必修4Unit4BodyLanguage全单元新人教版
What are they trying to tell us? How are they expressing themselves?
Come and join us!
You’re great! I’m listening carefully!
I’m sorry! Nice to meet you!
hide your feeling
smile
Agreement or refusal
Nod the head up and down or shake the head
Be not interested Look away from a person or yawn
interested Do not believe
• It includes body movements, facial expressions, gestures, posture , speaking distance and other non-verbal signals.
Game: Choose a student to the front of the blackboard and bring out the meaning of some words by some postures.
Unit 4 Body language
Teaching plan
Period 1&2: Warming up & Reading
Period 3: Language & Structure
Period 4: Using Language
Period 5: Period 6:
Listening & Speaking & Writing Workbook reading and practice
Unit4 Body Language重点词汇课件 2023届高考英语人教版选择性必修第一册一轮复习
Period 1
1、什么是肢体语言？
What is body language？
2、全世界肢体语言都表达同样的意思吗？
Does body language convey the same meaning all over the world？
3、在印度点头表示什么意思？
13. __s_t_ra_i_g_h_t_e_n_u_p_ 直起来；收拾整齐 14. __v_a_r_y_f_r_o_m_…__t_o_…__ 从……到……之间变化 15. _a_p_p_r_o_v_e__o_f _ 赞成；通过（计划） 16. __in__o_t_h_e_r_w_o_r_d_s_ 换句话说；也就是说 17. __a_t_w_o_r_k_ 有某种影响；在工作 18. __g_e_t_t_h_r_o_u_g_h_ 通过；熬过(困难时期)
( A ) (3) When you are in trouble, you can ask your friends to do you a favour.
当你有麻烦时，可以叫你的朋友们帮你忙。
3. bow A. vi. 鞠躬 B. n. 弓 C. n. 蝴蝶结
( B ) (1) Long long ago, people hunted with bows and arrows. 很久以前，人们用弓箭打猎。
2. favour A. n. 帮助；恩惠 B. n. 赞同 C. vt. 较喜欢；选择
( C ) (1) Which colour do you favour, pink or green? 你较喜欢哪种颜色，粉红色还是绿色？
( B ) (2) I am in favour of this plan because it is practical. 我赞同这个操作性强的方案。
高中英语人教版必修4教案-Unit_4_Body_language_Communication_no_problem
What are these
people
Group one
communicating?
Group two
Group three
Group four
The woman is trying to calm down the crying child.
He is thinkin
g deeply.
She is feeling ill /sick.
Look at the pictuers below.What are these people communicating?Discuss with your partner.Do you both have the same idea about each picture?
Each picture for each group to discuss with the partner. (picture 1-group 1…)
Male.Ahmed Aziz will not shake hands with women, but he shakes hands with the author.(L19-21)
2.Pass.
3.Who seemed to prefer to keep more physical distance from others ?
The policeman is telling cars to go.
Pre-reading(3m)
1.What do you think is the purpose of language?
To communicate with each other.
2.How can you communicate with someon if you cannot speak? Give an example.
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。
【单元教案】人教版必修四Unit 4 Body language
Unit 4 Body languageThe first period: Warming up and ListeningThe unit gives a general view of body language in a variety of situation. Body language is generally defined as the use of posture, gestures, and facial expressions that communicate attitudes, emotions and reactions. Verbal language expresses words, but body language expresses meaning and emphasis. In many cases, body language is in fact more powerful in expressing than verbal language is. V erbal language can be controlled more easily than body language, and can be used to detective and to misinform. It is important for students to understand their own body language and that of others. The two very general areas discussed in the unit are culture body language and personal body language. Both of these are in fact determined to some extent by social and cultural practices. Students should be encouraged to consider the differences between Chinese body language and Western body language and to think of what they have observed in films and in the behavious of foreign visitors. They should also be aware of the effect of their own body language (the messages they may be sending without knowing it).Teacher can show students some pictures to lead in the topic of the unit and have a free talk with them about body language. Then turn to Warming up, It provides two activities which will introduce students to the idea of body language and the ways they can communicate without speaking.The reading passage titled Communication: No Problem? introduces someexamples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although it may seem strange to them, all cultures should be respected.Important points:Let students read the passage and learn about cultural differences and intercultural communication.Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.Difficult points:Enable students to understand the passage and know about cultural differences and international communication.Let students learn how to use different reading skills for different reading purpose.Knowledge aims: some useful words and expressions: statement, greet, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, defence, major, misunderstanding, misunderstand, Jordan, dash, adult, spoken, unspoken, Spanish, Italy, likely, crossroads, defend against, be likely to, in general Function:1. Prohibition and warning(禁止和警告)Always stay…..Do not…….Stop!Keep away from……Go away. Don`t enter here.Watch out！Look out!Be careful!Be quiet!You may not…..You will be fined 2000 yuan.Don`t smoke here!Be careful! Don`t slip.2. Obligation (义务和责任)You must……You should never…….You will be……You will have to….You will need to…..Grammar:动词的-ing形式作定语和状语（the –ing form as the attribute and adverbial）Step 1 Leading inThe passage introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although some behavious may seem strange to them, all cultures should be respected. They should also know that there may be actions that they think areimpolite or not respectful but are ordinary practices in other cultures.This unit is not a lesson in international courtesy but may help students understand that not all people express themselves the same way. The passage also introduces some grammatical structures which require attention.1. Play a song to students and ask them to act to the music.If you are happyIf you are happy and you know it, clap your hands.If you are happy and you know it, clap your hands.If you are happy and you know it, and you really want to show it.If you are happy and you know it, clap your hands.2. Introduce gestures.3. Introduce the facial expression.4. Introduce the postures.5. Introduce the eye contact.Ask students to use eyes to express their feelings in the following situations.Situation 1: Suppose today is your birthday, you receive a very big present. It is as big as you. So when you see the present, what is your response?Situation 2: Suppose you are walking on the street, some ugly guy comes to you and wants to talk to you to get your telephone number. What is your response?Situation 3: Suppose you are walking on the street, some handsome guy walks by you. What is your body language?6. Summarize what is body languageBody language is a form of communication without using any words and it canhelp us express our feeling. Ask students to look at the pictures and guess what the man means by his body language?Step 2 Skimming1. Ask students to read the text quickly and find the names of the persons mentioned and the countries they come from.2. 根据课文内容填空。
人教版高中英语必修4：Unit 4 Body language(7)
_A_p_p_ro__ac_h__others closely and are more likely to_t_o_u_c_h_t_h_e_m_.
If you're happy and you know it w__in_k__y_o_u_r_e_y_e__s_____ If you're happy and you know it w__in_k__y_o_u_r_e_y_e__s_____ If you're happy and you know it never be afraid to show it If you're happy and you know it w__in_k__y_o_u_r_e_y_e__s_____
Find out the two cultural mistakes in Para2 Read it aloud by yourself.
The first mistake
Tony Garcia (Columbia )
Julia Smith (Britain)
He approached Julia, _to_u__ch__ed__ _h_e_r__ __sh__o_u_ld_e_r_and __k_i_ss_e_d_ her on the __c_h_e_e_k__.
Japanese
Most people around the world
Bow Shake hands
While reading, please try to divide the whole passage into four parts and match the main idea.
高中英语新人教版必修4 Unit4 Body language
Unit 4 Body languageTeaching aims:1.TopicBody language; cultural differences and intercultural communicationeful words and expressions:Nouns: check, stranger, action, comedy, expression, agreement, chest, gesture, adultVerbs: approach, represent, introduce, touch, express, nod, avoid, misunderstanding, yawn, punish Adjectives: major, local, curious, spoken, general, similar, facialExpressions: be likely to, at ease3.Functional items:1. Prohibition and warningsDo not smoke here.Watch out! A car is coming!You may not….Don’t slip.Always stay….Be careful when…Don’t enter here.Don’t sit here.Stop!Be quiet.2. ObligationYou /He must…You should never…4.Grammar1). The –ing form as the attribute.They are visitors coming from several countries.… and this is an exciting experience for you…His nose touches Mr. Cook’s moving hand….2). The –ing form as the attributeFour people enter looking around in a curious way.She arrives hurrying, recognizes Mr. Garcia’s smiling face…Teaching proceduresPeriod 1 SpeakingStep 1. Warming-upT shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year ofthe Rooster of 2005.Step 2. SpeakingTask 1.Ss look at the screen and try to explain the meaning of the pictures.Suggested answers:Task 2. Ss finish warming up on page 25.Suggested answers:Time forfunTask 3.Ss ingroups offour. Onethinks ofasituation and asks the others to show some actions using bodylanguage. When the one chooses the action that is most likely,it is his or her turn to think of some other situation forthe others to show the actions so that the game may go on fora few rounds.Step 4. TalkingTask 4. Get the Ss to work in pairs. The situation is thatyou are worried about Lin Pei, who is not friendly any more,and does not want to talk to you or her other friends. Sheseems to be sad. She stays alone. She is not doing her homeworkand the teacher is not pleased with her. She doesn’t seemto care about how she looks and behaves.Step 5. Role playTask 5. Ss finish the speaking task on page 67.Period 2. ReadingStep 1. Warming upTask 1. Ss try to answer the following questions:1.What is the purpose of language?2.Do people send each other messages only by words? Whatother ways can be used?3.How can you tell if someone is sad even if they do notspeak?4.Give an example of how you can communicate a feeling tosomeone who does not speak your language.Step 2. ReadingTask 2: Ss read and answer the following questions:1.What’s the main idea of the passage?2.How many parts can the passage be divided into?3.What’s the main idea of each part?4.What can we learn from the passage?A.Never too old to learn.B.Do as the Romans do.C.Four eyes see more than two.D.Every country has its own customs.5.“Mr Garcia approaches Ms Smith,…” the underlined wordhas the same meaning as __________.A.all the approaches to the palace were guarded bytroops(军队).B.The club has made an approach to a local business firmfor sponsorship(资助).C.The time is approaching when we must think about buyinga new house.D.I find him difficult to approach.Task 3: Ss read and fill the following chart:Step 4. After- readingTask 4: Ss in groups and discuss:Suppose your friend is to attend an English corner. Many students coming from different countries will be present as well. She is excited but nervous because she doesn’t know how to make others accept her. What should she do then? Period nguage learningStep 1. RevisionSs retell the text with their own words.Text retelling:My boss has sent me to Pudong Airport to meet some business people from many parts of the world, who are interested in the development of the economy in China.The first one to arrive is Mr. Garcia from Columbia with Julia Smith, a British lady, following behind closely. I introduce them to each other and I’m surprised to see Mr. Garcia come up to Ms. Smith, touch her shoulder and kiss her on the cheek while Ms. Smith steps back appearing surprised. Just then, in comes a visitor from Japan, smiling at the time when the Canadian, George Cook reaches out his hand to him. It happens that Mr. Cook’s hand touches the Japanese’s nose as he bows and they both apologize.So you see, people from different cultures may not greet others in the same way. English people usually do not stand very close to others or touch strangers as people from Spain, Italy and South American countries do. Most people around the world shake hands when they meet while Japanese people will bow. People from Jordan stand quite close to other men and shake hands, but they simply nod to women. And French people shake hands and kiss others on the cheeks.In a word, body language varies in different cultures and is widely used in communication.Step 2. The –ing form as the Attribute and AdverbialAsk Ss to pick out the sentences with v-ing in them and underline them:1.They are visitors coming from several other countries…2.Four people enter looking around in a curious way.3.This is an exciting experience for you, so you standwatching and listening.4.You see her step back appearing surprised, and take a fewsteps away from Mr. Garcia.5.The visitor from Japan comes in smiling at the same timeas George Cook from Canada.6.His nose touches Mr. Cook’s moving hand, and they bothapologize.7.…, nor are they comfortable touching strangers or beingtoo close or too far away.8.…, they also express their feelings using unspokenlanguage through keeping physical distance, actions or posture.9.Most people around the world now greeting each other byshaking hands…10.She arrives hurrying, recognizes Mr. Garcia’s smilingface, and then they shake hands…11.It is an interesting study and can help you avoiddifficulty in communication.12.In most countries, nodding the head up and down showsagreement, while shaking the head means that you do not agree…13.If you stand holding your arms across your chest, you maybe protecting yourself…14.If you sit looking at and turn toward the person you aretalking to…15.We show respect for people by using different gestures.16.Children are taught that looking directly at an adult isnot good behavior.17.…so it is an amazing thing that we understand each otheras well as we do.18.Showing our hands means that we are not armed.19...the Western custom of shaking hands is used,20.Japanese people might cover one hand with the other and,depending on whom they are greeting, how slightly or quite low.Step 3. Language points1. make: make sb do sth.Make oneself doneMake sth to doHis father’s death made him leave school.He was made to leave school by his father’s death.I had to speak loud to make myself heard.They had to make a fire to warm themselves.2. prepare: v. preparation: n.prepare for:be prepared to do3. disappoint: v. disappointment: n.disappointed / disappointing: adj.4. closely /closeShe sat close against the wall.Please listen closely.Come close to doing sth.= almost doing sth.5. Not all cultures greet each other the same way, nor are they ….表否定的not放在句首，该句用倒装语序。
人教新课标高中英语必修四Unit 4 Body language教案(2)
This is to remind you that Teachers’ Day is coming tomorrow.
We have decided to celebrate it together with our teachers in the lecture hall at 5:30 p.m.___________
①Write the date on the right top.
②The greeting,which hardly ever varies.
③The topic is what we are writing about.
④The message is what you want to say about the topic.
难点
How to reply the invitation.
关键
Practice to write in correct way.
教具
CAI
教时
Period 8
教
学
过
程
Teaching steps：
Step 1: Ask students to read the introduction and point out the six parts of a short message.
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全国中小学“教学中的互联网应用”优秀教学案例评选高中英语教学设计设计教师：广东汕头华侨中学张秀娟教学年级：高一教材版本：人教版高中英语必修一授课时间：45分钟（2008年6月24日）教学内容：Unit 4 Body language –period7高一第四册第4单元之综合技能教学设计Teaching Design for Integrating Skills -NSEFC Module 4 Unit 2Unit 4 Body language- period7 speaking; acting and writing一、教学课型：综合技能课speaking; acting and writing本单元（Body language）的中心话题是“身势语”，此复习课的各项活动的设计也都围绕着这个主题。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心世界。
在学完本单元后，利用这样一节课，培养他们的合作学习，例如以“用身势语表演出来，让同伴猜测其意义”的形式来丰富课堂，既提醒学生注意自己和他人在日常生活中的体态，姿势，面部表情等等以达到良好的交际效果，也训练了口头表达能力。
与此同时也训练了学生的写作技能，结合本单元所学的知识点和语法，在进行英语会话后，围绕中心话题进行基础写作的训练。
二、教材分析本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
本节课Body language（speaking, acting and writing）围绕“身势语”这一话题展开的语言综合技能训练课。
为此，笔者要求学生在课前先利用网络和书籍收集身势语的资料。
然后将各种口语训练，表演，写作整合到课文教学中，设计出不同的练习，生活中的场景。
根据课程目标对于信息能力的阐述，写作被看作是输出的重要过程，所以本着最终以写作为途径解决一个实际问题的目的，笔者调整设计了讨论表演，讨论及基础写作等学习任务。
三、学生分析1. 经过前面几个课时的学习，学生对体态语方面的知识有了一定的了解和兴趣，但对我们的身边的体态语的了解还比较有限；2.学生可以通过查阅书籍，上网搜寻等，对其有一定的了解；3.学生具备一定的英语听、说、读、写的能力，但在有限的时间内查找特定的信息和分析处理并整合到写作当中的能力还有待提高；四、设计思路根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用, 以及根据高中英语课程标准及英语教学的理论和实践，结合当前教学改革、课程改革的先进理念，笔者采用了任务型教学，每一部分都设有一定的任务，引导学生自主或者合作完成。
整个教学活动以教材为载体，以学生为中心。
学生参与活动贯穿始终。
学生既有个人活动，又有小组活动和班级活动。
并且尽力调动语言和非语言资源，用多种教学形式开展教学，力求使各个教学活动环环相扣，以符合学生的思维特点和认知水平，培养学生的听、说、读、写能力。
比如安排了竞赛抢答、表演、分组讨论，角色扮演及集体回答、朗读等多种活动形式，促使学生以意义为中心，在真实的交流中提高获取信息、处理信息和输出的能力。
贯彻以学生为主体的教学理念，采取自主学习立体模式，即（Pre-task --- Task-cycle --- Post-task），开展自主性学习的小组活动，使合作、探究与独立思考相结合，旨在启发学生思维，最大程度地优化学生的学习方式，提高课堂学习的效率。
五、课前准备笔者提前一周向学生布置学习任务，要求他们利用网络上或书籍收集资料，然后全班分成9组，各组准备资料。
六．教学目标：(teaching goals)Knowledge goals: （知识目标）1.Get students to learn more about body language.2. Enable the students to understand what a certain gesture of the body language meansin a given situation.2.Let students learn more different cultures.3.Enable students to practice their oral English.Ability and skill goals: （能力目标）1. Enable the students to act out some meanings, requirements, requests or situations given in the target language.2. Enable the students to express with the target language the meanings given in bodylanguage.3. Train students’ speaking ability by answering the questions and discussing.4. Have students learn how to use proper body language.5. Develop students’ writing ability.Learning ability goals (学能目标)1. Help the students learn how to express themselves in body language when needed.2. Help the students understand others when body language is being used.Emotional goals: （情感目标）1.Stimulate students’ interest in body language.2.Train students' ability to cooperate with others.七．T eaching methods （教学方法）1. Asking-and-answering activities;2. Speaking and discussing;3. Individual, pair and group work;4. WritingImportant points: （重点）1.Enable students to learn more about body language.2.Train students’ speaking ability.e the correct body language when necessary.4. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.5. Teach the students how to use body language in the most appropriate occasions. Difficult points: （难点）1. Get students to understand some different cultures about body language.2. Develop students’ speaking and writing ability.3. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.4. Let the students know that there is both positive body language and negative body language.Teaching aids (教学用具)A computer, screen; blackboard八．Teaching procedures & ways （教学过程）Step I Lead-inTo begin the class with the following questions:1. How do you greet someone using words?What will you say when you greet a stranger? What about greeting your friends?2. Besides language, is there any other way to communicate with others?3. And how many ways can you think of to communicate if you CANNOT speak? Ask them to share their ideas with their partners. Then get some students to talk about. Suggested answers:1. When you greet strangers, you can say “ Hi/Hello/How are you/Nice to meet you”When you greet your friends, you can say “How is everything?/How are you getting along?/What’s going on?/ What’s up?/Long time no see.”2. Use written language or body language.3. Use eye contact, gesture, posture and facial expression.[设计说明] 通过提出问题的形式引入本节课的主题，在全班之间交流讨论结果，启发学生的学习兴趣；激活学生有关体态语的知识，初步体会体态语在交际中的作用。