高中英语必修4·Unit·4·Body·Language(using·language)(人教新课标)
高中英语必修四4_Unit4_Body_language_Reading新人教版
A conclusion of the passage.
Careful reading
( Read para1-2 Find out the answers to the questions)
1 Who will be present at the meeting?
people from different countries
a Japanese The second mistake
George Cook from (Canada)
He ________ bowed to Mr. Cook and his nose touched Mr. _________ moving Cook’s _______ ________. hand He ________ reached his hand ________ _______ ________ to the out Japanese.
Para.1-2 (example)
people present local businessmen
people representing the Chinese government
2 Why are people visiting China?
purpose mistakes
interest
People from different countries misunderstand each other.
He approaches Ms Smith Mr. Garcia by touching _______ ______ her from The _________ _______ shoulder and kissing (Columbia ) first her on the ________. cheek mistake She ______ stepped ________ back Julia Smith appearing surprised _________ from and take a few steps (Britain) away from _______ ______ Mr. Garcia.
高中英语必修四《Bodylanguage》教案设计
高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。
o学生能够理解不同文化背景下肢体语言的差异和共性。
o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。
2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。
o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。
o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。
3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。
o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。
o鼓励学生积极参与课堂互动，培养合作学习的精神。
二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。
-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。
三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。
-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。
-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。
-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。
四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。
设定时间限制，避免讨论偏离主题。
2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。
3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。
七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。
重庆高中英语必修四 Unit4《Body language》全套教案
Unit 4 Body LanguageI 教学内容分析本单元的中心话题是“身体语言”。
身体语言的交流在不同的文化中所蕴涵的意义是不一样的。
这样，人们在互相交际时，就会出现这样或那样的问题或障碍。
本单元就是从该话题展开，通过一系列的交际误会的场景，形象地表现出话题的中心：身体语言本身没有对错或好坏之分，它们是在特定的文化发展规律过程中形成的。
Warming Up 部分由两部分组成。
练习1通过让学生讨论四幅照片交流对日常交际的看法。
然后让学生选择课本提供的15个日常交际用语中的一个，用身势语言表演出来，让同伴猜测其意义。
Pre-reading部分设计了四个问题。
这些问题集中引导学生思考“语言的目的”、“离开语言人们如何交流”、“有多少途径可用非语言手段向人问好”、“预测下面阅读课文的内容”等，这些问题既是对“热身”所引出的话题的总结，又承接了下一步的阅读教学。
Reading部分描写了作者在机场迎接外国客人的场景。
这几位来自不同国家的学生初次见面时，都按照自己国家的风俗习惯向对方问候，结果却遭遇了尴尬。
这一场景增加了文章的真实性和形象性，使读者仿佛身处其中，能引发读者的好奇心，为下面引出中心做好了铺垫。
Learning about Language 包括词汇和语法两部分。
词汇部分含有三个练习：从1至3分别为猜词义、用词填空。
语法部分分两步走：练习1要求学生从课文中找出含有v-ing形式的句子；然后在练习2中运用v-ing形式，做到了讲练结合。
Using Language 该部分包括四大块：阅读与交谈、写作、听写说和说写。
在这一部分学生的各项知识和技能得到了充分的提高。
阅读部分进一步阐述了身体语言的重大作用，并用具体的身体语言举例来告知学生们如何使用它们。
写作部分环节合理：先收集句子，然后表演，最后写下自己所观看到的主要内容。
第三部分先讲述了一场车祸，接着让学生根据图片来表演相关内容，听练结合，学以致用。
高中英语必修4·Unit·4·Body·Language(using·language)(人教新课标)
Columbia
Julia Smith
Britain
Akira Nagata
Japan
George Cook Ahmed Aziz Darlene Coulon
Canada Jordan France
Homework
Imagine that you are 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.
Matching the people and their different Part 2 ways of greeting (para2&3)
Mr Gaisses others twice on
each cheek
Julia Smith (Britain)
• 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. F
• 3. I stood for a minute watching them and then went to greet them. T
• Careful reading para1
• Judge the following sentences T or F
• 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. T
人教必修四Unit4-Body-language-词汇要点讲解
(3)面对困难时，他们从不放弃而是努力寻找出路。
F_a_c_e_d_w_i_th_d_i_ff_ic_u_l_ti_es___,_they never give up but try their best to find a way out.
司机看错了一个重要的信号。
• I'm afraid you completely misread the situation. 恐怕你完全看错了形势。
• 3 facial 脸部的，面部的 • facial expression 面部表情 • facial tissues 面巾纸 • facial painting 脸谱 • facial cream 美容霜
ease. 他递给她一杯咖啡,让她放松下来。
with ease=easily轻易地
At ease ! 稍息！
10．lose face 丢脸；失面子 lose face with sb在…面前丢脸
lose heart 泄气，灰心 ; lose one’s heart to…爱上…
(1)save one's face
• 5 function n.作用，功能，职能 v.起作用
• The function of the government is to serve the people.
• 政府的职能是为人民服务。 • The sofa can also function as a bed.
这沙发也可以当床。
• Some English nouns function as verbs.
她从椅子上跳起来迎接她父亲。 greet sb with (a smile)用…向…问候 greeting(s) n.
人教版高中英语必修四 unit4Body Language---Using Language(45页PPT)
look down on/upon 轻视, 瞧不起 look for 寻找 look forward to 盼望 look into 调查 look out 小心 look on 旁观 look over 仔细检查 look through 浏览 look up 仰视; 在词典, 参考中查找
Go on enjoying some body languages.
Can you figure out the meanings of the following gestures in the following countries?
[usually] show interest eye contact
6. You should not greet your new boss by giving her or him a hug. T sometimes the same, but it is
sometimes quite different.
7. Body language is the same all over the world. F
side to side
Boredom
▲looking away from
people or _y_a_w_n_i_n_g_
Interest
▲turning toward and
_l_o_o_k_in_g__a_t_ someone or
something
Respect
▲not giving a(n) _h_u_g___ to a boss or teacher
高中英语人教版必修4unit4BodylanguageUsingLanguage课件(系列二)
(1)function n．作用；功能；职能 vi.起作用；运转 This organization performs an important function in this country.这个组织在这个国家起着重大作用。 When the camera is functioning properly the green light comes on.照相机情况正常时，绿灯就亮起来了。
归纳拓展
ease n．安逸；舒适 v．减轻；缓和 ease the pressure/burden 减压/减负 with ease(＝easily)轻而易举地；容易地 at ease 不拘束，放松 be(feel)ill at ease 局促不安；心神不宁；不自在 a life of ease 安逸的生活 stand at ease 稍息 take one's ease 休息；放松一下
Conclusion
归纳拓展
perform/fulfil a function 履行职责 function as 起……作用；用做…… functional adj.实用的；运转正常的；功能上的 This chair can also function as a bed. 这把椅子也可以当床用。 In your new job you will perform a variety of functions. 在新的工作岗位上，你将要履行许多不同的职责。
完成句子 弗兰克不想丢脸，为了保全面子，他做了个鬼脸。 Frank didn't want to ____________ and he __________________ in order to __________．
【答案】
lose face；made a face；save face
高中英语人教版必修4Unit4BodylanguagePeriod4Usinglanguage教案(系列二)
Unit 4 Body languageUsing language教案Teaching goals教学目标a. Enable the students to know more about body language.b. Enable the students to understand better body language.2. Ability goals 能力目标Help the students master the new words and expressions.3. Learning ability goals学能目标How to use the new words and expressionsTeaching important points教学重点How body language shows the same or different feelings among people from different cultures. How we can "show our feelings" with the body language learned in this unit or gained in our social life.Teaching difficult points 教学难点How to tell that the same body language shows different feelings in different cultures. Teaching methods教学方法Fast reading: dealing with the "true" or "false" questions.Discussion: the importance of body language.Teaching aids 教具准备A recorder, a projector and a computer.Teaching-procedures & waysTeaching procedures and ways教学过程与方式Step I RevisionCheck the answers to "Learning about Language" 1, 2, and 3 on Page 28 by asking the students reading the items one after another in chain work.Step II Pre-readingT: Now please look through the screen. And then discuss these questions on the screen with your partner.1. Is body language useful?Body language shows all kinds of feelings, wishes and attitudes and is sometimes more important than spoken language.2. But do you know how to show our feelings with body language properly? Now let’s come to the text----showing our feelingsStep III PredictionAsk the students to read the title and guess what the text will talk about.Step V ListeningListen and decide which of these statements are true or false. Tick the correct box. If the statement is false, explain why it is wrong. （True or False）1. Body language is never as important as spoken language (F)2. If you are angry at a person, you might turn your back to him or her. (T)3. You can threaten a person by refusing to speak.(F)4. You should not greet your new boss by giving her or him a hug (T)5．Body language is the same all over the world. (F)6．Most people can understand each other if they try. (T)Step VI ScanningThe students will read the text and find out the topic sentence in each paragraph. Then finish Ex. 1, page 30.After reading once, ask the students to summarize the main idea of this passage. (Pay attention to the first paragraph)Step VII Detailed-reading1. T: You have really done a good job! Now let's take a look at the following table, try to find, in the passage, some of the body language which shows similar feelings or ideas and some which shows different feelings or ideas. Fill in the formStep VIII Language points1. misunderstand v. 曲解，误会，误解misunderstanding n. 误解，误会clear up a misunderstanding 消除误会understand v. 理解 understanding n. 理解(1). You must have misunderstood my meaning.(2). You’d better not have yourself misunderstood.(3). He has a clear understanding of the situation.(4). His words led to others’ misunderstanding2. at ease 舒适，不费力气(1). He is at ease about the matter. 他对此事很放心.(2). I never feel at ease in his company.put / set sb. at ease 使某人感到轻松自在(3). Their warm welcome soon put me at ease.3. agreementn. [U] 同意；意见一致having the same answer or ideaWe're all in agreement. 我们看法一致。
人教课标版英语必修4第4单元Body Language Using Language PPT课件
Use what you have read in the passage to help you answer the following questions. ( Develop your own ideas.)
2. Why should we be careful with our body language?
Use what you have read in the passage to help you answer the following questions. ( Develop your own ideas.)
1.How can we know others’ feelings, even if they do not speak to us?
We can watch the expressions on their faces; we can see whether they face us or look away; we can observe how they hold their arms and hands; we can see whether they are close to or far away from others. Are they smiling, frowning, shrugging, holding their arms in front of them or touching other people.
4. If you stand with your arms across your
body, you are always protecting yourself
from being physically attacked.
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.You!Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteerswill make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.USA Nigeria rude Germany Japanone“great”or “good job”。
高中英语必修四Unit4BodyLanguageUsingLanguage学案
Unit 4 Body LanguageUsing Language（一）学生分析我所教的高一学生活泼好动，他们有极强的好奇心和求知欲，但学生基础知识相当糟糕，他们认为英语学习枯燥，学习英语的毅力和耐心都比较差，遇到困难退缩不前不做深入思考，大多不愿作长期艰苦的钻研，很少反思自己的学习情况。
（二）教材分析本单元的中心话题是“身势语”，单元各项活动的设计都围绕着这个主题进行。
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。
与有声语言一样，身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，会在交际场合中起到意想不到的好效果。
本课是本单元的第二篇课文using language，也是阅读课的学习，所以我侧重于让学生多朗读课文，通过不同的阅读手段来获取文章的信息。
本文侧重于身势语的普遍性，即不同文化背景的人有着相似的身势语。
本课一共七段，是总分总的结构。
第一段设计了四个要点，1.身势语的重要性。
2.一个定语从句。
3.read的含义。
4.universal的理解。
第二段至第六段是一些身势语和它们所表示的涵义。
这部分设计了填表格和true or false两道题让学生去读课文并完成。
最后一段是总结不同文化背景的人有着相似的身势语是多么的让人惊叹。
为了提高学生的学习积极性也为了对课文内容进行一个巩固，课文学习完之后，让学生去act,掌握本文的内容。
本课设计简单易懂，旨在培养学生的阅读能力和学习英语的积极性。
（三）Teaching goals 教学目标设计1. Target Language目标语言a. 词汇和短语unspoken function at ease truly false anger lose face turn one’s back to subjective hug rank universalb.重点句子People around the world show all kinds of feelings, wishes and attitudes that they might never speak aloud.2.语言技能能理解课文内容和课文结构，在阅读中运用scanning, careful reading等技能，能得体的表达个人的思想观点，将现学知识与原有知识结合，恰当地表达对身势语的认识。
英语必修四人教版 Unit4 Body language教案设计
2018学年度人教版必修4Unit4 Period5Using Language 教案设计Teaching Goals:1. To improve Ss’ listening ability.2. To enlarge Ss’ vocabulary.3. To ensure Ss have really improved the important skills of reading,writing, listening and speaking.Teaching Procedures:Step 1. Reading and talking (Using Language)Purpose:To get Ss to know something about how to show themselves by body language.To get Ss to learn more words and phrases.1. Leading-inPurpose: To know how to show our feelings.Show some pictures to Ss to arouse their interest in the reading text.angry put people at ease/hide feelingsagreement disagree or refuse/threatennot interested interesteddo not believe love /likeshow respect2. Fast readingAsk Ss to read the passage quickly and summarize the main idea.Suggested Answers:We should understand the personal body language of the other people and know how to show our feelings.3. Intensive reading(1) Ask Ss to read the passage carefully and finish Ex1 on P30. And then ask Ss to explain the answers.(2) Ask Ss to read the text again and finish Ex2 on P30. And then ask Ss to discuss how important body language is in the following jobs.(3) Ask Ss to compare the similarities and differences of some body languages and finish the form of Writing (Using Language) on P32.Step 2. Listening, writing and speaking (Using Language) Purpose: To help Ss improve the listening ability.1. Pre-listeningAsk Ss to look at the pictures on P31 to guess what has happened and let them know the characters in the pictures..●Lin Pu—the driver●the man who was knocked down—the cyclist●a policeman2. ListeningAsk Ss to look through Ex1 on P31 to make sure that they know what to listen to. Then play the tape once without stopping. (If the students haven’t got the correct order, play the tape once again). Then check the answers.3. WritingAsk Ss to retell the story and find out the actions in the listening text. Suggested Answer:Lin Pu , who is driving on the road in an old car from his brother in law, has just got his license. Being feeling nervous, he crashed a bicycle and knocked over a basket full of apples. A policeman came over and asked him to pay a fine. But Lin has no more money on him except the car. The policeman told him to pay the fine by the end of the month. The cyclist felt very angry and ordered Lin to pick up his apples and Lin did so.4. SpeakingDivide Ss into groups of three and then ask them to act out the story. Remind Ss to use body language in their acting.Step 3. Speaking and writing (Using Language)Purpose: To help Ss to use spoken language and body language.1. Speaking.(1)Ask Ss to imagine that they have a good friend named Lin Pei. In thepast she was a good girl and very friendly. But now she is no longer friendly and doesn’t want to talk to anyone. She always looks sad and stays alone. She doesn’t do her homework and looks really bad.(2)Divide Ss into groups of two and ask Ss to discuss the followingquestions and then write down their answers.①What problem might Lin Pei have?②What could be her recent “body language” or behavior?(3)Ask each group to make up their dialogue and prepare to report to theclass. Ss can refer to the example given in Ex1 on P31.2. WritingAsk Ss to write some advice for Lin Pei, according to the dialogues they have made up. Remind Ss that they should explain in their advice howimportant body language is in showing feelings and in communication. Step 3. Homework1. Ask Ss to read the passage fluently and know the use of the important words and phrases of this part.2. Ask Ss to practice showing themselves by correct body language.3. Ask Ss to preview Listening task (Workbook) and Speaking task (Workbook).。
高中英语人教版必修4Unit4BodylanguagePeriod4Usinglanguage教案(系列五)
Unit 4 Body languageUsing language教案Teaching goals教学目标3. Help the students to write a short passage about what they have seen or experienced, in which body language has been used properly in communication to reach the understanding or body language has been used so inappropriately as to cause misunderstanding.2. Ability goals 能力目标Get students to express themselves and acting out some body language.3. Learning ability goals学能目标Understand the meanings by watching the body language and give their own opinionsTeaching important points教学重点Teach the students how to use body language in the most appropriate occasions.How to understand the unusual or funny or difficult body language used in different cultures. Teaching difficult points 教学难点Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.How to write a short description of body language used in daily communicationTeaching methods教学方法Group work to practice speaking.Task-based activity before writing compositionTeaching aids 教具准备A projector, some slides and a multiple-media computerTeaching procedures and ways教学过程与方式Step 1 RevisionCheck the students’ homework. And ask some students to say out the kinds of body language and the examples they have got or what they have observed in the body language of others.Step 2 SpeakingT: We have learnt so much about body language. Now it’s time for us to practice. Here there are two situations. For each situation, prepare a role play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese body language, and what they mean. I will give you 5 minutes to talk with your partner to make a dialogue.Situation one:You fall and hurt your foot while you are hiking on a lonely path. You need help, and see someone in the distance.YOU: Help! Help! Please come over here!PERSON: What do you want? I can’t hear you! (Hand behind ear)Situation two:You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.YOU: Can you help me please? I need some tea and some oranges.(smiling and leaning forward) SHOPKEEPER: No problem. How much tea do you need? And how many oranges?...After 5 minutes, ask some pairs to act out their dialogues.Possible version:Situation oneA: Help! Help! Please come over here!(waving and crooking your hand toward the place where you are lying)B: What do you want? I can’t hear you!(hand behind ear)A: Can you see me? Please come here!(waving and crooking your hand toward the place where you are lying)B: Why? I can’t understand you.(with a forefinger on the right side of the head)A:I hurt my foot when I fell.(pointing to your injured foot)B: All right. I am coming! (Running)Situation two:A: Can you help me please?B: Pardon? What do you need?A: Tea (taking out the little sample) and oranges (using thumb and the forefinger to form a round shape).Where can I get some?(miming the question)B: Oh, this is tea. And some oranges, right?A: (Nodding your head) Yes. Where can I buy some?(repeating the mime)B: (Showing the way) This way, please!A: Thanks.(acting out the Chinese way to show thanks)B: Here you are.(They are entering the grocery store.)C: Can I help you?B: He wants to buy some tea and oranges.C: No problem.(To SA)How much tea do you need? And how many oranges?A: (Sticking out five fingers to show half kilo of tea, and two hands to show ten oranges)C: Here you are.A: How much are they?(drawing the sign of the US dollar $)C: (Working on the calculator) $9 in all including taxes.A: Here is ten dollars.(handing the ten-dollar note)C: Here is the change.A: Thanks.(nodding your thanks)Bye!Step 3 Oral compositionT: Good job! You all have given the excellent performance. Now there is one more problem for you to settle. Lin Pei is your classmate. You are worried about her. She is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She does not seem to care about how she looks. You discuss Lin Pei’s behavior with your partner. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Be ready to report to the class. Time is limited to 8 minutes.After 8 minutes, ask some students to air their view.S:I think there is something wrong with her. When I saw her recently, she would turn away from me and would not speak to me.S: When I saw her in class, she looked as if she had been crying. And she would not even look at me. She just looked straight out of the window. She seemed as if she could see nobody in her eyes. S:I agree with you. When I met her at the school gate and tried to have a word with her, she just bent down her head and passed me as if she hadn’t noticed me.S:I couldn’t agree with you more!This morning, when I went close to her, trying to start a conversation between us, she crossed her arms in front of her and didn’t look at me. And then she turned away immediately.Step 4 WritingGive the students 8 minutes to collect their ideas and begin to write their composition.T: Now write some advice for Lin Pei. Describe her body language and explain why it worries you. Ask her if she can tell you why she is acting in this way. Encourage her to understand that body language shows how you are feeling and is important for good communication.Possible version:Lin Pei, these days you stay alone and look sad. When you saw me today, you even turned away from me and would not talk. I know you are not happy about your grades at school and you are afraid of being laughed at by others. In actual fact, I am still your friend and will always be. You need not be so worried about your lessons you have missed. Just try to be more concentrated and attentive in class. Also you should tell me how I can help you with your lessons. I think we can work together to improve our grades little by little. So why not cheer up and be happy? I hope to see your smiling face again very soon.Lin Pei, these days you are not doing your homework and the teacher is not pleased with you. When the teacher asks you for the homework, you will just shake your head and roll your eyes. When I see you in class, you are even having a daydream. You are not listening to the teacher butlooking out of the window. You seem not have lost interest in the subjects. Is it because you could not understand the teacher? If not, why d on’t you raise your hand and ask the teacher to explain once more the problems you are not clear about. Or why don’t you turn to me for help? I am still your good friend and as long as you want to make up for the lessons you have missed, I will try to help you and so will your other friends! I am sure you will soon become a really happy student again.Step 5 HomeworkFinish the composition.The Design of the Writing on the Blackboard。
高中英语：Unit 4 Body Language Using language(新人教必修4)
高中英语：Unit 4 Body Language Using language（新人教必修4）部门： xxx时间： xxx制作人：xxx整理范文，仅供参考，可下载自行修改高一英语同步练习：必修4 Unit 4 Body Language第4课时Using language基础练习本单元重点知识归纳总结：一、重点词汇：(写出汉意及词性>1. represent______________2 .curious _______________3 .defend______________4 . approach ______________5. be likely to______________6 .in general______________7. at ease ______________8.lose face ______________9 .turn one’s back to______________二、重点句式：1. prohibition and warning(禁令和警告>：Do not...;Stop! ; GCTdVtQ5eqKeep away from...;Always stay...;Watch out! Look out! Go away. Don’t enter hereBe careful when..., Come here.You may not...You will be fined...,Don’t smoke here.Don’t slip;GCTdVtQ5eq2.obligation(义务和责任>You must...,You should never...,You will be...,You will have to...,You will need to...,We ought to...,He’s supposed to...(书中supposed 第一个s是大写>三、课文重点句型：1 .Not all cultures greet each other the same way, nor arethey comfortable in the same way with touching ordistance between people.GCTdVtQ5eq1. 各种文化背景下的人互致问候的方式不尽相同，身体接触和相互间距的程度也不尽相同。
人教版必修四第四单元body language：Using language 教案设计
01 .编辑导语本单元的话题属于“人与社会”的主题语境，探讨“跨文化沟通、包容与合作”的主题群。
本单元Reading部分主要是关于“不同文化背景下表达问候的身势语的不同之处”，教师将这一部分设计成一堂阅读和概要写作相结合的课。
而本单元Using Language的阅读部分主要是关于“不同文化背景下表达情感的身势语的相似性”，Using Language的写作部分则要求学生在学会如何描写身势语的基础上写一封慰问信。
所以，本单元Using Language部分教师的教学重点依然是“读”和“写”。
在课堂教学中，教师先通过一连串的提问和小游戏让学生对文本的标题和第一段的内容有所准备。
之后，教师要引导学生找出文本主题句，概括文本的大意和要点，把握文本细节，并利用文本信息和自身经验，进行身势语使用原因、场合、意义等方面问题的讨论。
最后，教师安排学生进行慰问信的写作，让学生学会描写身势语及其展现的情感，学会用语言表达对身处逆境的朋友的理解、关心，并给予鼓励和帮助。
02 .教学过程Step 1: Lead in1. 教师通过一连串的问题，让学生说出两种交际方式，并让学生谈谈觉得哪种交际方式更有影响力。
如：T: “When you are happy, what will you do to show your happiness? ”S: “I will laugh and clap my hands.”T: “Very good! Anything else?”S: “I will raise both of my hands and say ‘YEAH!’”T: “Excellent!... So what means of communication are used to show your happiness?”S: “Spoken language (verbal communication) as well as body language (nonverbal communication).”T: “Which means of communication do you think is more powerful?”S: “Body Language.”T: Why do you think so?S: (Student use his or her own experience to explain this.)T: “Yes. Actually some psychologists believe that we communicate 65% of our ideas and feelings without words. It seemed that body language is often more powerful than spoken language.”【设计意图】通过一连串的问题让学生思考总结出两大交际方式，并通过自身经验得出身势语比言语更有影响力的结论，让他们之后可以更加轻松地进入文本阅读。
高中英语必修四-Unit-4-Body-language-Using-language 精品优选公开课件
4. If you stand with your arms across your body, you are always protecting yourself from being physically attacked. F You may be protecting yourself from a conversation you do not want, or you may be showing that you do not agree with someone.
7. Body language is the same all over the world. F Body language is sometimes the same, but it is sometimes quite different.
8. Most people can unTderstand each other if they try.
3. You can threaten a person by refusing to speak. F You do not threaten a person by refusing to speak. You threaten a person by physical action like making a fist and shaking it.
Para. 6 Being respectful to people is
subjective.
Give a hug to a boss/teacher. Stand too close to someone of a higher rank.
Show you are polite and you are willin我衣着脚，挑着行李，沿着崎岖曲折的田埂，离开故乡，走向了城市；从此，我便漂泊在喧嚣和浮躁的钢筋水泥丛林中，穿行于 中国文化三大支柱的儒释道，其内容相当丰富。以浩如海洋来比喻，都不之为过！ 近日，我在“儒风大家”上，看到一篇文章，仅用---三句话、九个字。说出了儒释道，其实并不高高在上，而是与我们的人生和日常生活密切相关！
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are True or False.(See Page 30.)
1. Body language is never as important as spoken language. sometimes more---than
4. If you stand with your arms across your body, you are always protecting yourself from being physically attacked. If you stand with your arms across your body, you may be protecting yourself from an unwanted conversation.
words in 60 seconds.
anger
agreement not interested in sb protect yourself threaten not believe or dislike
threaten not agree/refuse to do interested not believe or dislike anger protect yourself
Spoken language
Written language
Body movements
Body language
Game
I do the action and you speak out the meaning of the action.
OK
silent
Body Language stop
B
C
D
How are they feeling?
happy
sad
How are they feeling?
How is he feeling?
angry
How is he feeling?
confused
Pre-reading
1.What is the function of body language?
Forms of body language frown and turn back
Feelings or attitudes anger
close the hand and shake it e
put sb at ease / hide other
feelings
2. If you are angry at a person, you might turn your back to him or her.
3. You can threaten a person by refusing to speak. You can threaten a person by closing your hand and shaking it at him or her.
nod the head up and down
agreement
shake the head look away from sb or yawn
not agree / refuse to do not interested in sb
hold your arms across your
chest look at and turn toward the person you are talking to roll your eyes and turn your head away
well done
surprise
anger
fear happy
恐惧
sorrow
悲伤
disgust 厌恶
contempt 轻视
Test
A (B )I don’t know.
(D)I love you.
(E )We are quarrelling. (A)No! I don’t agree!
E
(C )We are cheerful!
How to find the main idea of a passage
Tips: Not too general, not too specific!
Skills: Find out topic sentences/key sentences/the body part
Task 2
Detailed reading
1 Learn the new words by heart
2 Finish the exercise on the work
book.
Many thanks!
Goodbye!
Video: Watch the video and learn more
about the body languages.
事实细节题
Tips: Put yourself in the writer’s shoes!
Skills:句子的表述通常不是用文章的原话， 而是使用同义词语来表达。认真读题，并 “从原文中来到原文中去”，在理解的基 础上做出答案。请勿脱离文章根据自己的 主观或其他知识判断。
Listen to the tape .List as many gestures as possible, and find out what feelings, wishes or attitudes they show. Then fill in the form.
Unit 4 Body Language
Showing our feelings
Warming-up
Question: How do people communicate with others?
• How do people communicate with others?
speaking ringing writing typing
7. Body language is the same all over the world. Body language is sometimes the same, but it is sometimes quite different.
8. Most people can understand each other if they try.
protect yourself interested not believe or dislike
Boys and Girls Competition
Acting and Guessing One use your body language to express an
action ,and the other speak out the action. Each pair needs to guess six
2. Do you find body language is important in our daily life?
Task 1 Fast reading
Read the passage as quickly as you can and
make a choice.
Which of the following can best express main idea? A. Only gestures without spoken language may cause misunderstanding. B. Some body language or gestures are the same throughout the world. C. Different gestures stand for different feelings, wishes or attitudes. D. It is about how to communicate with others.
video homework
5. If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.
6. You should not greet your new boss by giving her or him a hug.