高二英语：Body language(教案)
body language教案
body language教案教案主题：了解与运用身体语言（Body Language）教学目标：1.了解身体语言的定义和重要性；2.能够识别和解读一些常见的身体语言信号；3.提高学生的身体语言表达能力；4.培养学生的观察力和沟通技巧。
教学内容：1.介绍身体语言的定义和重要性；2.解读常见的身体语言信号；3.设计活动提高学生的身体语言表达能力；4.练习观察和运用身体语言进行沟通。
教学步骤：Step 1：引入身体语言（10分钟）1.教师简要介绍身体语言的概念和重要性，解释身体语言在人际交往中的作用。
2.通过一个小故事或实例说明身体语言的重要性。
Step 2：解读身体语言信号（15分钟）1.教师列举一些常见的身体语言信号，如眼神接触、姿势、手势等。
2.带领学生一起讨论这些信号的意义，并解释不同信号的含义和表达方式。
3.提供一些真实场景的图片或视频，让学生识别和解读其中的身体语言信号。
Step 3：活动1：身体语言表达（15分钟）1.将学生分为小组，每组选择一位代表。
2.教师给出一个情景，要求代表使用身体语言表达该情景。
3.其他组员观察代表的身体语言信号，猜测代表表达的情感或意思。
4.代表和观察者交换角色，继续进行表达和猜测。
Step 4：活动2：身体语言观察（15分钟）1.教师提供一段对话或场景的视频。
2.学生观察视频中人物的身体语言信号，分析并解读其中的意思。
3.小组内讨论分析结果，提出自己的观点和解释。
4.随机选择几组进行展示，分享观察和分析结果。
Step 5：总结与反思（10分钟）1.教师引导学生总结身体语言的重要性和使用方法。
2.学生思考如何在实际生活中运用身体语言进行有效的沟通和表达。
3.教师鼓励学生分享个人体会和反思，提供必要的指导和建议。
教学辅助工具：1.图片或视频素材，用于展示常见的身体语言信号；2.课堂活动设计，包括小组讨论、角色扮演等。
教学评估：1.观察学生在活动中对身体语言的理解和运用程度；2.学生的参与程度和表达能力。
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。
高中英语人教新课标必修四Unit-4Body-language教(学)案
Unit 4 Body language阅读课一、教学容Pre-reading (p.25); Reading (p.26); Comprehending (p.27)二、教学目标1. 能力目标●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
●进一步训练学生推测、略读、找读、归纳容等阅读技巧；培养学生把握篇章中心容、归纳段落大意、获取关键信息、并且能针对阅读容表达自己的观点的能力。
2. 语言目标●重点词汇与短语greet prediction represent association dormitory canteen flight curiouscuriouly Colombia approach cheek defend defence majormisunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, wentto …After half an hour of waiting for their flight to arrive, I saw several young people enterthe waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognizedTony Garcia’s smiling face.三、教学步骤步骤一读前1. 引导学生回顾Warming Up局部和听力材料的容，布置学生各组不同的任务归纳人和黑猩猩的相似之处。
高中英语人教版必修四单元教案：Unit4BodyLanguage
Unit 4 Body LanguagePart One: Teaching DesignTeaching goals1. Target Languagea. 重点词汇和短语重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysThe first period reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language?Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?Name Country Action MeaningMr GarciaJulia SmithAhmed AzizMadame Coulon5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to d o it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)I. Warming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。
高中英语 Unit 4《Body Language》教案(7) 新人教版必修4
Unit 4 Body language 教案示例（1）教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。
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自世界。
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，经常会在交际场合起到意想不到的好效果。
教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。
“热身”(Warming Up)部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。
“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。
“阅读”(Reading)部分，以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异，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。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“你”的身份去观察、倾听在机场发生的一切。
“理解”(Comprehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。
“语言学习”(Learning about Language)部分要求学生根据英文释义填写本单元重点词汇，然后用课文中的词语填空和运用派生法变换词性。
高中英语unit1Bodylanguage-grammar教案牛津上海版S1A
Chapter1.Body language-grammar教案Language一、章节分析（一）综述本章节主要语法---动名词在牛津英语中出现两次: 本课和高二（下）第一课。
本课主要介绍动名词作主语、动词宾语、介词宾语；高二（下）第一课主要介绍一些动词后接动名词和不定式的区别。
故本课不仅要介绍课本上动名词的基本用法，还应扩展动名词作真正主语用法，总结后接动名词作宾语的动词，归纳带介词to的动词短语，但不应挖得太深。
（二）目标学习动名词作主语、动词宾语、介词宾语和表语的基本用法。
（三）教学方法口语情景教学法( 教师创设情景，学生主要通过口语训练达到对语言知识的掌握)（四）重点和难点1A部分简单总结一些不含冠词的介词短语2B部分要细讲3C部分省略不讲二、教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Lead –in 让学生找出课文中含有动词-ing的句子，分析比较它们的不同点，引出正题：动名词。
介绍动名词的特点。
《牛津英语一课一练导学与测试》page 4Practice 教师先利用图片举例，介绍动名词作主语用法，然后在ppt的辅助下通过图片，提示词，学生小组练习。
动名词作动词宾语，介词宾语等讲法同上。
［具体处理这部分内容的建议见[衔接1；课件：gerund]拓展动名词作真正主语用法，总结带动名词作宾语的动词，归纳带介词to的动词短语。
［具体处理拓展部分内容的建议见[衔接2]。
图片可扫描书上P8, p9, p10《牛津英语教学参考》Page5-10Exercises and homework学生写一段话，尽量多用刚学的动名词；学生做一些教师精选的单项选择，以便巩固所学语法。
［具体处理这部分内容的建议见[衔接3]。
[链接1] 说明：这是一份关于动名词的基础教学的教案与课件。
Step One lead-in1Ask students to find the sentences which have the form of v.+ing in the text .(possible answers):He gave an encouraging smile.Communicating is more than speaking and listening.She is holding her head up.2Explain the meaning and features of gerunds.Gerunds are –ing nouns. It is a kind of nouns. So in the above sentences, only“communicating, speaking, and listening” are gerunds. As a noun, gerunds canbe used as subject, verb object, preposition object, predicative and attributive. Step Two Presentation1Gerunds as subjects1)Example:T: What does shaking hands mean?S1: Shaking hands is a sign of friendship.S2: Shaking hands means that you are friendly.（动名词作主语时，位于动词用单数）2)PracticeStudents practise according to the example. They work in pairs. S1 makesquestions using the pictures and turning the verbs in brackets into –ing nouns. S2 chooses answers from the box.Shaking your fist is a sign of anger.Sighing is a sign of sadness.Yawning means that you are sleepy.Closing your eyes means that you are thinking.Whistling means that you are happy.Scratching your head means that you are thinking.Bowing is a sign of respect.(补充讲解句型It is (was) no use/good doing something.)2Gerund as verb objects1)Example:T: I didn’t know you could swim.S: Didn’t you? I love/ like swimming.T: So do I. I really enjoy swimming.I don’t. I hate / dislike swimming.I prefer walking.2)Practice:Students work in pairs to make similar dialogues about the pictures. Followthe example.3)Tell students some other verbs which have such usages.admit, appreciate, avoid, be worth, complete, finish, deny, delay, postpone,escape, practice, suggest, miss, allow, permit, forbid, consider, imagine3Gerunds after prepositionsOn her first day at work, Debbie saw the things. She didn’t know what they werefor, so she asked Mr Yang.Work in pairs to complete their conversation. S2 should answer S1, using –ing nouns made from the verbs in the box along with “for”．1)Example:T: Excuse me, but what are these _keys_____ for?S: They’re _for____ __locking_____ the drawers of the desk.2)Practice:Students work in pairs to make similar dialogues about the pictures. Followthe example.S1: And this _______?S2: It’s _______ ________ letters.S1: What about these _______ ________?S2: They’re _______ ________ your paper together.S1: This ________. What’s it for?S2: It’s _______ _______ the dates on documents.S1: And these ________?S2: They’re _______ ________. They’re a present for your first day at work.( 补充总结含介词to的动词短语：be (get)used to, get down to, look forward to, lead to, pay attention to, be devoted to, object to例如：Let’s get down to talking about your future.I’m look forward to hearing from you.)（见课件：gerund）[链接2]说明：这是动名词的拓展部分，拓展了动名词句型、接动名词做宾语的一些动词、接动名1下列句型后用动名词1)It’s no use / good doing…2)There is no point (in) doing …3)It’s worth doing…4)…can’t help doing…〖典型例句〗1)It’s no use crying over the spilt milk.2)The place is well worth visiting again.3)There is no point cheating in the exam.4)We can’t help laughing at the joke.5)It’s no good copying others’ homework.2下列动词后常接动名词做宾语1)admit, appreciate, avoid2)complete, consider3)delay, deny4)endure/stand, enjoy, escape, excuse5)finish6)imagine7)keep8)mind, miss9)postpone, practice10)resist, risk11)suggest巧记这些动词的诀窍：继续坚持勿停止；盼望完成莫推迟错过成功会后悔；惯于冒险须放弃避免原谅不逃脱；忙于欣赏禁不住介意练习很值得；考虑建议末延迟想象无用已无益；记得做过勿忘记禁止使用不定式〖典型例句〗1)I enjoy reading books in bed though it is not a good habit.2)I can’t imagine going to any place without you.3)Would you mind opening the door for me?4)He suggests reading English every day.5)The bird missed being shot.6)He escaped being punished by running away.3下列动词短语种to为介词1)be (get)used to2)get down to3)look forward to4)pay attention to5)be devoted to6)object to7)lead to〖典型例句〗1)I used to get up late, bu t now I’m used to getting up early.2)After discussing with his deskmate, he got down to writing his composition.3)I’m looking forward to hearing from you.以下几点可以在以后单元里讲解：1)need/ want / require 句型2)love, like, hate 后接 to do 与doing 作宾语的区别3)stop, remember, regret, try, mean, go on, forget后接 to do 与doing 作宾语的区別4)allow, permit, consider, advise后接 to do 与doing 作宾语和宾补的区别5)动名词的时态和语态6)动名词的复合结构[链接3]说明：Ⅰ单选：1.Do keeping _____, will you?A. to tryB. tryC. having triedD. trying2. We are all looking forward ______ Mr. Smith next week.A. to seeB. of seeingC. at seeingD. to seeing3. He spent all his time ______ for the final examination.A. to prepareB. of preparingC. in preparingD. to preparing4. The boy is only five years old, but he is quite used _____ the telephone.A. to answerB. to answeringC. of answeringD. by answering５. ______soundly is better for your illness than taking medicine.A. To sleepB. SleepingC. SleepD. Having slept６. Sometimes when I look into the sky, I feel like ______ a trip somewhere.A. to makeB. makingC. makeD. to go for７. I consider _____ of every fish is a kind of murder.A. takingB. a takingC. the takingD. to take８. My grandfather is a rich man, but ______ money does not solve all his problems.A. hasB. to haveC. havingD. having had９. It is no good ______ him to see you off.A. to expectB. expectingC. of expectingD. for him to expect１０.There is one more book worth ______.A. readB. of readingC. being readD. reading１１.He liked ______ many questions at the press conference.A. being askedB. askingC. of askingD. ask１２.We had no trouble ______ the path through the forest.A. to findB. for findingC. findingD. with findingII.用括号里的动词的正确形式填空：1. He insisted on _______（do ）the work in some other way.2. The windows want / need / require to be cleaned. That is, they need / want / require_____ (clean).3. He practiced _______(play) the piano every day.4. She doesn’t mind ______( work ) overtime.5. It will mean ______( benefit ) your company and mine.6. Have you decided to put off ______( go ) to the seaside?7. Peter kept (on) ______ (ask) questions.8. It’s a waste of time ______( argue) about it.9. _____ ( talk ) is easier than doing.10. Have you finished _______ (do) your homework?III．翻译：1. ______（每天晨读一刻钟）is very important in learning English.2. It’s no use _______（叹气）.3. Debbie enjoys _______（微笑着与客户交流）.4. John has just given up ______（吸烟）.5. I ______（一直盼望着访问）China again.6. He run off to avoid ______（看见）by his class teacher.7. This machine is for ______（切纸）.8. This book is well worth ______（读）.9. ______（挥动拳头）is a sign of anger.10. Mr. Yang suggested/advised ______ （看着顾客的眼睛）to make a good impression on him.IV．拓展题：１．---You were brave enough to raise objections at the meeting.---Well, now I regret _____that.A. to doB. to be doingC. to have doneD. having done2．The patient was warned _____ oily food after the operation.A. to eat notB. eating notC. not to eatD. not eating3．She looks forward every spring to _____ the flower-lined garden.A. visitB. paying a visitC. walk inD. walking in4．The little time we have together we try _____ wisely.A. spending itB. to spend itC. to spendD. spending that5．While shopping, people sometimes can’t help ______ into buying something they don’t really need.A. to persuadeB. persuading D. being persuaded D. be persuaded6．What worried the child most was ______ to visit his mother in the hospital.A. his not allowingB. his not being allowedC. his being not allowedD. having not been allowed7．Tony was very unhappy for _____ to the party.A. having not been invitedB. not having invitedC. having not invitedD. not having been invited8．_____ to sunlight for too much t ime will do harm to one’s skin.A. ExposedB. Having exposedC. Being exposedD. After being exposed9．The discovery of new evidence led to _____.A. the thief having caughtB. catch the thiefC. the thief being caughtD. the thief to be caught10．One learns a language by making mistakes and _____ them.A. correctB. correctingC. correctsD. to correct11．---You should have thanked her before you left.---I meant _____, but when I was leaving I couldn’t find her anywhere.A. to doB. toC. doingD. doing12．In some parts of London, missing a bus means_____ for another hour.A. waitingB. to waitC. waitD. to be waiting13．---What’s made John so angry?---______ the tickets for the concert.A. LoseB. To loseC. Because of losingD. Losing14. The day we are looking forward to _______ at last.A. arrivingB. arriveC. arrived Ｄ. arrives15. Mr. Reed made up his mind to devote all he had to ____ some schools for poor children.A. set upB. setting upC. have set upD. having set up附答案：Ⅰ．单选：ＤＤＣＢＢＢＣＣＢＤＢＣⅡ．用括号里的动词的正确形式填空：doing, cleaning, playing, working, benefiting,going, asking, arguing, Talking, doing Ⅲ．翻译：1.Reading for a quarter of an hour every morning2.sighingmunicating with customers with a smile4.smoking5.am looking forward to visiting6.being seen7.cutting up paper8.reading9.Shaking one’s fist10.looking at customers’ eyesⅣ．拓展题：DCDBD BDCCB BADCB。
Body Language教案(北师大版)
Unit 1 LanguageLesson 1 Body language【教学内容】本单元的中心话题是“身势语”。
“热身” 部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。
“对话” 部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。
“听力” 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以及部分东西方手势语的区别。
【教学重点】a．帮助学生了解、掌握日常生活中常用的一些身势语。
b．让学生能结合口语及身势语来表达自己的思想。
c．训练学生通过听、说练习提高自己的听力水平。
【教学难点】a．身势语的中外文化的区别及其动作的正确表达。
b．学生课外查阅资料的能力培养。
【教学目标】1．理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。
2．语言知识与技能目标a．熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。
b．学生之间能交流、合作，共同就given topics较好地完成一些开放性话题。
c．使学生能根据key words把相关事实和信息联系起来。
3．情感态度与文化意识目标a．充分发挥情感教学的优势。
b．加强学生的团体协作意识。
c．了解东、西方文化的区别。
【教学方法】1．“任务型”教学的设计理念。
2．英语教学和情感教育的有机结合。
3．利用现代教育技术，拓宽学生学习学习和运用英语的渠道。
【设计构想】英语作为基础教育课程之一，历来备受重视。
面对新形式及新的时代要求，更应该以培养创新精神和实践能力为重点，强调新课程要促进每一位学生个体的身心发展，培养并促进学生良好品德的行成，从而使学生们能更好的适应日新月异的社会和时代。
然而，我们学生的英语能力相对比较薄弱，底子不够雄厚，学英语的态度也不够重视，导致整体的英语水平不高。
高二英语Body language复习教案
高二英语Body language复习教案一、教学目标1.理解身体语言的概念和重要性；2.学习身体语言的基本表达方式和意义；3.掌握运用适当的身体语言与他人进行有效沟通的技巧。
二、教学内容1. 什么是身体语言身体语言是指通过姿势、面部表情、手势等身体动作来表达思想、情感和意图的一种非言语沟通方式。
它在人类交流中起到非常重要的作用，有时比言语更能清晰地传递信息。
2. 身体语言的基本表达方式a) 面部表情面部表情是身体语言中最直观和关键的表达方式之一。
不同的面部表情可以传递出不同的情感和意思。
例如：•笑脸：表达喜悦、幸福、友好等积极情感；•愤怒的表情：表示愤怒、不满等消极情感；•皱眉：表示疑惑、不解等情感。
b) 手势手势也是非常重要的身体语言表达方式。
通过手势，我们可以传递信息、表示愿望和表达情感。
例如：•拥抱：表示亲近、怀抱等情感；•摇头：表示拒绝、不同意等意思；•挥手：表示问好、告别等意思。
c) 姿势和身体动作姿势和身体动作也是可以传递出不同信息的身体语言方式。
例如：•直立姿势：体现自信、成熟等特质；•弯腰：示意尊重、谦虚等态度；•安静地坐着：表达冷静、集中注意力等状态。
3. 身体语言的意义身体语言的意义在于它能够帮助人们更准确地理解别人的意思和情感，从而提高沟通的效果。
与口头语言相比，身体语言更加直观、真实和有力，可以弥补口头语言的不足。
例如，在面试中，候选人的面部表情、姿势和手势会影响雇主对其信任度和能力的评估。
在演讲或演习中，演讲者的身体语言会影响观众对其演讲内容的接受程度。
因此，掌握身体语言对于有效沟通和成功交流至关重要。
三、教学过程1. 导入新知识教师介绍身体语言的概念和意义，引导学生思考身体语言在日常生活和其他场合中的作用。
2. 学习身体语言的基本表达方式教师通过图片和视频等媒体展示不同的面部表情、手势和姿势，引导学生学习并理解这些身体语言的意义。
学生可以进行小组讨论，分享对不同身体语言的理解和观察结果。
高中高二下册英语Body language教案格式
高中高二下册英语Body language教案格式教案格式如下：教案标题：Body Language教学目标：1. 了解并学习有关身体语言的常用表达；2. 能够理解和运用身体语言以有效地交流；3. 发展学生的观察和分析能力。
教学内容：1. 身体语言的定义和重要性；2. 常见的身体语言表达；3. 身体语言在不同文化中的差异。
教学步骤：1. 引入：通过一个短视频或图片展示不同的身体语言，让学生猜测表达的含义，并与他们讨论身体语言在交流中的重要性。
2. 学习：给学生提供一份身体语言表达的列表，包括手势、面部表情、姿势等内容。
让学生阅读并理解表达的含义，并模仿和实践这些表达。
3. 练习：以小组为单位进行练习，让学生在一定情景下运用身体语言进行交流，例如模拟进行商务谈判、面试等情景。
4. 分析：让学生观察和分析不同文化中的身体语言表达方式的差异，并进行讨论。
教师可提供不同国家或地区的案例来引导讨论。
5. 总结：总结本节课的学习内容，强调身体语言在交流中的重要性，并鼓励学生在日常生活中积极运用身体语言进行有效交流。
6. 家庭作业：布置作业，让学生以小组为单位制作一个关于身体语言的海报或简短视频，展示他们学到的知识和运用。
教学资源：1. 视频或图片展示不同的身体语言；2. 身体语言表达的列表；3. 不同文化中身体语言差异的案例；4. 学生小组制作海报或简短视频的材料。
评估方式：1. 平时表现：观察学生在练习和讨论中的表现，包括是否能够准确运用身体语言进行交流以及是否能够分析不同文化中的身体语言差异；2. 作业评估：评估学生小组制作的海报或简短视频，包括内容的准确性和创意性。
备注：教师在教学中应注意引导学生尊重不同文化中的身体语言表达方式，并避免对某种表达方式进行刻板印象或歧视。
高中英语《body language》教案
中小学教师资格面试备课纸准考证号：姓名：所在考场：学科：抽题时间:1.题目：Body Language2.内容：We use body language to express our thoughts and opinions in our interactions with other people. We can learn what people are thinking by watching their body language.Just like spoken language, body language varies from culture to culture.For example,looking into the eyes is a way to display interest.In other countries,eye contact is not socially permitted in the mid-eastern countries.In Japan, it might be rude.The gesture“ok”has different meanings.In Japan,it means money.In France,a person seeing an identical gesture may interpret it as meaning zero.3.基本要求：1）配合适当板书；2）针对内容，设计语篇阅读教学活动；3）全英试讲十分钟。
Teaching PlanBody LanguageI.Teaching AimsKnowledge Aim:Students can know the different meanings of body gestures and learn new words.Ability Aim:Students will be able to grasp the detailed information by searching key words.Emotional Aim:Students will know the cultural differences and how to communicate with different people.II.Teaching Key&Difficult PointsStudents can understand the passage and know more strategies of transcultural communication.III.Teaching Method:Communicative approach;Task-based teaching methodIV.Teaching Aids:PPT,BlackboardV.Teaching ProceduresStep1Lead-in1.Greeting students.2.Ask students to greet each other with gestures.Step2Pre-reading1.Discussion:What gestures do you know?2.Which gesture is commonly used around the world?Step3While-reading1.Can you understand what people are thinking by their body language?2.What similarity do body language and spoken language have in common?3.Should you look into the eyes of people if you are in Japan?4.What does the“OK”gesture mean in Japan and France?Step4Post-readingRole-play:mime performance.Other students guess.Step5Summary&HomeworkSummary:Teacher and students summarize together.Homework:search on the Internet some interesting body gestures and how they are used.VI.Blackboard Design。
高中高二下册英语教案Bodylanguage
高中高二下册英语教案：Body Language一、教学目标1.学生能够了解什么是身体语言，以及其在交际中的重要性。
2.学生能够掌握并运用身体语言中的基本手势、面部表情、姿势等，提高英语口语交际的能力。
二、教学重点难点1.教学重点：身体语言的基本手势、面部表情、姿势等。
2.教学难点：如何运用身体语言表达更准确的意思，以及在英语口语表达中注意语气、语速、语调等细节。
三、教学内容1.介绍身体语言的含义和重要性，并结合在日常生活和工作中的运用，让学生认识到其必要性。
2.给学生展示一些常见的手势、面部表情和姿势，以及其在不同情境下的含义，并让学生通过模仿、演练、讨论等方式运用到实践中。
3.让学生自己设计和演练短对话或场景，鼓励他们使用身体语言来表达更准确的意思，同时提醒学生在英语交际中注意语气、语速和语调等细节。
四、教学方法1.演示法：通过给学生展示一些常见的手势、面部表情和姿势等，在实际动作中演示其含义和使用方法。
2.模仿法：让学生对着展示的手势、面部表情和姿势等进行模仿和演练，加深对其认识和运用的熟练度。
3.对话法：设计并要求学生自己演练短对话或场景，鼓励他们使用身体语言更准确地表达意思。
五、教学过程步骤一：引入1.引导学生思考：在英语口语交际中，语言之外的其他因素（如面部表情、手势、姿势等）有多重要？为什么？2.给学生展示几组图片（如面部表情、手势等），让他们猜测这些表情或动作代表着什么含义。
步骤二：讲解1.介绍身体语言的定义和重要性，并结合实际场景和案例讲解其必要性。
2.给学生讲解一些常见的手势、面部表情和姿势等，以及其在不同情境下的含义。
步骤三：练习1.让学生模仿老师展示的手势、面部表情和姿势等，并简单地让学生通过口头交流解释其含义。
2.设计几个情境，让学生用身体语言表达相应的意思，并创设一些情景，让学生模拟演练。
步骤四：运用1.让学生自己设计和演练短对话或场景，鼓励他们使用身体语言来表达更准确的意思。
body language_陈开新
7.Consolidate the knowledge learned in this class
Step5: Group-work (10’)
Ask Ss to use their body languages to show certain sentences. In this section, Ss will learn to cooperate with group members and they will practice the body languages learned in this text.
（2） meaning The firm the better
6.Practice Ss’ reading ability.
(3) Find out the key words by themselves A. Please find out the body languages B. What do they mean?
Step2: Skimming the passage (2’)
In this part, Ss will practice their reading speed and learn how to find useful information quickly. Ask them to read the passage quickly 1.Ask them to get the topic sentence of the first paragraph. Directness is a highly valued point in the United States
4.Make Ss learn how to find key words in the text.
高中英语新人教版精品教案《Body Language (reading)》
Unit4 Body languagePeriod One一、课程分析“Body language〞这一课教师要根据新课标教学理念，对课文内容进行适当拓展与补充，采用“任务型〞教学模式，进行了探索。
本课的中心话题是“身势语〞。
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。
了解身势语的不同文化内涵并正确的加以运用，经常会在交际场合起到意想不到的效果。
二、学情分析高一的大局部学生的思维活动、学习热情、表现欲望和合作精神在平时的教学中表现很好。
但是学生对于外国文化了解并不多，但他们对本单元话题还是较感兴趣，通过教师适当指导，他们应可以对于本单元的文化知识有更进一步了解。
三、学习目标1、了解文化差异和身势语的变化；2、培养学生掌握一定的阅读技巧，学习使用有关预测、猜想的技巧；3、培养学生用英语表达身势语，到达用英语交流、培养实际运用英语能力的目的。
四、教学重难点1、重点：通过阅读学生对文章有整体认识和获取一些具体信息；帮助学生理解不同文化中的不同的身势语。
2、难点：学生用自己的语言表达自己的与文章相关的话题。
五、教学方法1、Skimming 和scanning 、预测2、个人活动、结对活动和小组活动六、具体教学设计本节课努力采用了“自主，互动，探究〞的教学方式(一) warming-up引入1、教师先挥手，问学生这个手势表示的意义〔What does this gesture mean?〕学生大都会答复：this means saying hello to sb. 老师对学生的答案表示认可，继而导入主题body language. 〔此时板书标题〕2、然后让学生讨论教材25页第一局部，说出图片中人物传达的信息。
在本课的教学实践中，这一环节虽然不如多媒体效果，但仍能引起学生兴趣，学生们在轻松的气氛中，感受着身势语给人们带来的欢乐。
这也是教师期盼中的效果。
(二)Act out为了启发学生对身势语进一步了解的兴趣，教师可带着大家做游戏。
人教版高中英语高二下册Body language教案
人教版高中英语高二下册Body language教案一、教学目标1.学生能够了解什么是身体语言，为什么身体语言重要以及如何有效地解读它。
2.学生能够识别不同的身体语言信号，并根据身体语言识别出他人的情感和态度。
3.学生能够在阅读和口语交际中使用身体语言，以更准确地表达思想和感受。
二、教学重点和难点教学重点：识别不同的身体语言信号，有效地解读身体语言。
教学难点：如何将身体语言应用于口语表达中，如何正确理解身体语言的背后含义。
三、教学准备1.PPT2.视频材料3.课件练习题4.身体语言模拟练习活动四、教学过程1. 视频观看让学生观看有关身体语言的视频，引导学生思考身体语言在交际中的重要性。
并提醒学生留意视频中人物的身体语言表现。
2. 了解身体语言的种类通过视频及图片展示不同的身体语言信号，让学生了解身体语言的种类，了解它们在不同情况下所表达的含义。
3. 身体语言信号的识别学生分组进行身体语言信号的识别练习，让学生在模拟情境中感知不同身体语言信号，并通过猜测来推测身体语言的含义。
4. 身体语言的应用针对不同的情境，让学生模拟练习合适的身体语言表达，以巩固他们如何将身体语言应用于口语表达中的知识点。
5. 案例解析引导学生观察图片和视频，分析身体语言信号的含义，并设计课件练习题，加深学生对身体语言理解的记忆。
6. 活动应用在活动中，将学生分为小组观察不同社交场景，练习身体语言的应用，让学生感受身体语言在实际交际中的应用。
最后，让学生在口头表达中试着使用身体语言，以更加准确的方式表达思想和感受。
五、教学总结本节课通过视频、图片、课件练习题、身体语言模拟练习活动和案例解析等多种方式，帮助学生学习了解身体语言、识别身体语言信号和如何将身体语言应用于口语表达中。
希望此次教学能帮助学生有效地掌握身体语言的知识点。
英语教案Body language范例
英语教案Bodylanguage范例一、教学目标1.让学生了解和掌握身体语言的定义、类型及在日常交流中的运用。
2.培养学生观察、理解和运用身体语言的能力。
3.提高学生英语口语表达和交际能力。
二、教学内容1.身体语言的定义及重要性2.常见身体语言类型：面部表情、手势、姿态、眼神等3.身体语言在日常交流中的运用三、教学重点与难点1.教学重点：身体语言的定义、类型及运用2.教学难点：如何引导学生观察、理解和运用身体语言四、教学过程第一课时1.导入向学生简单介绍身体语言的定义和重要性，激发学生兴趣。
举例说明身体语言在日常交流中的实际应用。
2.知识讲解介绍身体语言的类型：面部表情、手势、姿态、眼神等。
分别解释每种类型的具体含义和表达方式。
3.案例分析展示一些身体语言的图片或视频，让学生观察并分析其表达的含义。
引导学生结合自己的生活经验，讨论身体语言在交流中的作用。
4.小组讨论a.你在生活中遇到过的身体语言误解有哪些？b.如何避免身体语言的误解？c.你认为身体语言在跨文化交际中有何重要性？5.角色扮演学生分组进行角色扮演，模拟不同场景下的身体语言交流。
教师指导并纠正学生使用身体语言时的错误。
第二课时1.复习导入复习上节课的内容，巩固学生对身体语言的认识。
2.观察与分析让学生观察课堂上的身体语言，分析其含义和作用。
3.小组讨论a.你在课堂上观察到的身体语言有哪些？b.这些身体语言对课堂氛围和教学效果有何影响？c.你认为如何更好地运用身体语言提高课堂效果？4.课堂实践教师设计一些课堂活动，让学生在实际操作中运用身体语言。
教师指导并评价学生的表现。
学生分享在课堂实践中运用身体语言的感受和收获。
五、课后作业1.观察并记录身边发生的身体语言误解的例子，分析原因。
2.编写一篇关于身体语言在跨文化交际中的作用的短文。
六、教学反思1.本节课的教学效果如何？2.学生在课堂上的参与度如何？3.学生对身体语言的理解和运用能力是否有所提高？4.今后教学中如何更好地融入身体语言的教学？重难点补充：教学重点：在讲解身体语言的类型时，通过具体的实例和互动活动，让学生深刻理解每种身体语言的具体含义和正确应用。
《Body Language》教案全面版
Chapter1.Body language -Listening, Speaking& Writing教案(一)一、章节分析（Section Analysis ）综述本章节是语言运用部分。
通过听，说，写方面的训练，提高学生语言词汇方面的能力，加强他们运用语言知识来表达思想感情的能力。
针对高一新生情况using language 的任务是培养学生如何正确有效的使用字典，为以后的学习打下基础。
（二）目标Listening1帮助学生通过抓关键词培养其听力理解能力。
2听说结合，提高听力教学效果。
Speaking1帮助学生运用本课关于肢体语言信息，培养他们良好的礼议。
2鼓励学生在此过程中动脑动口，学会推荐自己及如何评价他人。
Using English1帮助学生如何有效的使用字典。
2培养学生自习自研能力。
Writing1了解书信式“提醒单（reminder ）”和邀请信的写作思路。
2掌握写作方法。
3根据简要提示写出符合要求的reminder as well as 邀请信。
（三）重点和难点Listening培养学生抓关键词汇：adj /adv attentively; politely; serious ,nervousn art; steps; movements; sages; points messagesv danceSpeaking通过表演掌握如何推荐自己以及如何评价他人，同时能运用Do’s 和Don’s 句型。
Using English了解字典中不同符号的含义以及如何能有效地运用字典，培养自学能力。
Writing根据提示写出符合要求的short messages 并能采用生生互评。
二、教学设计（Teaching Designs）Listening and speakingPre-speaking ---Warming upA short competition :Divide the class into two. Students are asked to answer thequestion: How should a person do during the interview ? Each side should follow the different patterns: Side A is required to begin with “He should…” , while Side B is required to begin with “ He shouldn’t …”Students take turns to answer the question. The side which goes to the last is the winner. (The content cannot be repeated )Example:Side A S1 : He should be polite .Side B S2 : He shouldn’t enter without knocking at the door.Side A S2: He should sit straight .Side B S2: He shouldn’t brush his hair while answering the questions.教师先请两位学生示范，然后全班分两方进行比赛。
高二英语教案设计(优秀4篇)
高二英语教案设计(优秀4篇)高二英语教案篇一《Body Language》教学设计一、教学目标与要求通过本单元教学，使学生了解身势语在各国人民交往中的重要性。
了解在各国不同身势语所表示的不同的交际含义，并以此来学习一些国家的风俗习惯和文化背景，学会如何礼貌待人；学生能运用所学语言，对不同的身势语及其含义进行介绍；复习动词不定式作宾语、定语、表语和状语的用法；复习表述提供帮助积应答的用语；正确完成练习册安排的练习。
二、教学重点与难点1.重点词汇manage;wave;nod;realize;agreement;disagreement;while;manners;municate;make sb....;body language;one another;not all...2.重要句型1)Although we may not realize it，when we talk with others we make ourselves understood not just by words. 2)But not all body language means the same thing in different countries.3)In some Asian countries，you must not touch the head of another person.4)But English people do not like to be too close to one another unless there is a rea-son.3.语法复习动词不定式作宾语、定语、表语和状语。
(The Infinitive) 1) They don't like to be too close to one another.2)They will move back to keep a certain distance away.3)Have you got anything to say?4) It's a pleasure to meet you.5)Waving one's hand is to say ”Goodbye".6)I don't know how to municate with foreigners.4.日常交际用语提供帮助和应答(Offers and responses)1) Can I take those boxes for you?2)Thanks.Thst's very kind.3)What about your bag?Would you like me to carry it?4)No，thanks.I can manage it myself.5)Is there anything else I can do for you?6)No，thank you.Thanks for all your help.7)Shall I show you how to use this electrical typewrit-er?8)Thanks.I haven't used this one before.三、课型(一)对话课Ⅰ.教具录音机、投影仪。
(高二英语教案)英语教案-Body language-教学教案
英语教案－Body language－教学教案教学目标I.重点词汇：manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…II.日常交际用语：1).恳求May / Could / Can I do thatI wonder if I can do that.Would / Do you mind if I come earlierWill you tell me if can go now2).允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.That’s all right. / OK.It’s all right to me.3).拒绝I’m sorry, but it’s not allowed here.You’d better not.I’m afraid not. It’s not right.III.语法：复习动词不定式作宾语、定语、表语和状语。
教学建议对话分析This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability.课文分析This two materials about body language and train the Ss abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties.教学建议The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help So on.The teacher help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role aboutoffers, or divide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.重点学问讲解accept与receive的用法1〕accept用作动词，意为“接受〞，指经过考虑，由主观意志来打算接受，动本身是主动的。
Unit4BODYLANGUAGEReadingAndThinking(教学设计)高二英语(人教版2
Unit 4 BODY LANGUAGEReading and ThinkingStep1. LeadinShow pictures to recall their performancesStep2. Reading .Prereading Act and GuessChoose the students to act the sentences out without speaking.Go away !Come here !I’m tired !I’m surprised !You’re great !Goodbye!提前给学生发小卡片，让学生在课堂上表演出来，以免影响表演效果。
whilereadingLet’s summarize the main idea of these paragraphs.分析文本结构，学生总结ntroduction to body language2.Body language with different meanings in different cultures3.Body language with the same meaning everywhere4.Body language with different usesRead for detailsParagraph 24Read for detailsParagraph 56postreadingAnswers1. Introduction2. differences3. similarities4. different usesStep3 : Thinking分两组展开讨论，训练学生语言学习效果和批判性思维Which is more reliable ,body language or spoken language ？Tipshold their anger and disappointmentfar more important than what we sayinclude the impression on our faces, eye contact and gestures nod or shake our headsmake eye contactthe key to a successful social lifeStep 4 SummaryChoose the best answers.1. What is the genre/type of the passage?A narrationB argumentationC exposition 记叙文议论文说明文D news report2.How does the passage develop ？。
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高中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 高中英语 / 高二英语教案编订：XX文讯教育机构Body language(教案)教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于高中高二英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
教学目标I.重点词汇：manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…II.日常交际用语：1).请求May / Could / Can I do that?I wonder if I can do that.Would / Do you mind if I come earlier?Will you tell me if can go now?2).允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.That’s all right. / OK.It’s all right to me.3).拒绝I’m sorry, but it’s not allowed here.You’d better not.I’m afraid not. It’s not right.III.语法：复习动词不定式作宾语、定语、表语和状语。
教学建议对话分析This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability.课文分析This two materials about body language and train the Ss' abilities of readingand speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties.教学建议The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on.The teacher help the Ss to listen in order to understand well, after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or divide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.重点知识讲解accept与receive的用法1）accept用作动词，意为“接受”，指经过考虑，由主观意志来决定接受，动作者本身是主动的。
例如：He couldn't accept our suggestions but our gifts.他们不能接受我们建议但接受了我们的礼品。
She was very glad to accept the invitation.她非常愉快地接受了邀请。
2)receive也是作动词，意为“接到”，指收到某物这一动作，本身有一定的被动性，不包含本身是否愿意接受的意思。
He did not receive a good education at university.他没在大学受过良好教育。
I received an invitation to the party yesterday, but I refused to accept it.昨天我接到一份参加晚会的邀请，但我拒绝了接受。
each other与one another这是两个在词义和用法上极为接近的短语。
有些语法家认为：each other只能用于两者之间；one another只能用于两者以上。
但是，在现代英语的实际使用中，人们会发现：each other也可用于“两者以上”；one another也可用于“两者之间”。
I think music is one way people can get to know each other better.The husband and wife sat down at the table facing one another.each other和one another可交互使用。
但one another侧重两以上的互相；而each other 则侧重两人之间的互相较为常见。
manage to do sth.和try to do sth. 用法区别try to do sth. 意思是“尽力，设法去做某事”，结果如何，不得而知，而manage to do sth.,则表示“设法做成了某事”Jim had a lot of homework, but he managed to finish it before bedtime.吉姆有很多家庭作业，但终于在睡觉前完成了。
Jim had a lot of homework, but he said he would try to finish it before bedtime.吉姆有很多家庭作业，他说他他将设法在睡觉前完成。
manage还表示“经营，管理”的意思She managed the house very well.她把家管得很好。
Who will manage the store when you are away? 你不在的时候谁来经营商店？与can或could连用，意为“能办好某件难事”，口语中还可作“吃，渡过”解It's too heavy, but I can manage it.虽然它很重，但是我能搬动。
I don't think we can manage a huge fish like that just between the two of us.我看单是我们两个人吃不了这么大的一条鱼。
If you can get the material, we can manage the money.如果你们搞到了原料，资金我们能想办法。
all与not连用构成not all或all...not时，通常表达的是一种部分否定，而不是全部否定，因此，课文中的“Not all body language means the same thing in different countries.”应当译成：“并非所有的身势语在不同的国家里都有相同的意思。
”本句陈述了一个这样的事实：有些身势语在不同的国家有着相同的意思；在有些国家有些身势语却有着不同的意思。
因此，上述句子不可以理解成：“所有身势语在不同的国家都有着不同的意思。
”1) 部分否定：（1）Not all the boys in our class like football.我们班里的男生并不都喜欢踢足球。
（2）Not all of the songs are liked by children.不是所有这些歌曲都让孩子们喜欢。
2) 全部否定（1）None of the boys in our class likes football.或：No boys in our class like football. 我们班的男生都不喜欢足球。
（2）None of the songs is/are liked by children. 这些歌都不能让孩子们喜欢。
介词with后面可接一个复合结构，即：介词with+宾语+宾语补足语。
常在这一结构中充当宾语补足语的有：现在分词、过去分词、名词、形容词，副词等。
（1）with+宾语+现在分词With an old hunter leading the way, the soldiers started towards the forest. 由一位老猪人带路，士兵们朝着森林走去。
（2）with+宾语+过去分词1）With the problems solved, they closed the meeting. 随着问题的解决，他们结束了这次会议。
（3）with+宾语+形容词（或副词）My father likes to sleep with all the window open.我父亲喜欢开着所有窗子睡觉。
Tian An Men Square looks even more beautiful with all lights on. 所有的灯都亮着，天安门广场显得更加漂亮。
（4）with + 宾语 + 不定式With a lot of work to do, we had to be busy working day and night. 有这么多的工作要做，我们只得日夜忙碌。
With many things to deal with, I have to stop listening to the light music. 有许多事要处理，我只好停止收听轻音乐。