必修四Unit 4 Body language Warming up 教学设计
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!You!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.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 sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’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…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 give up!OK!You are asking help from this woman…You are saying “Will you give up!”…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, volunteers will 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.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
高中英语必修四第四单元-bodylanguage--warming-up讲课教案
Do you know the meaning of the following gestures ?
ok
stop
silent
well done
Victory / peace
pick-up 搭便车
I love you! Please call me!
Do you know the meaning of the following body movements ?
A firm handshake A loving hug
A bow / a nod of head
countries
France Russia
Other countries
Meanings
Greet friends
Just like verbal language (言辞), body language is part of culture. It plays an important role in daily communication. So, it is very important to understand and use it correctly. And for a foreign language learner, it is as necessary to learn the body language as to learn the verbal language.
I don’t know!
Shrugging his shoulders
Do you know the meaning of the following facial expressions ?
I’m sad.
I’m confused.
高中英语Unit4BodylanguageWordsandWarmingup教案新人教版必修420171027178
Unit 4 Body language Words and Warming up （授课日期：年月日星期班级）精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
Unit4-Body-language-教学思路和反思
Unit4 Body language 教学思路和反思教学思路：本节课是本单元的第二课时，主要内容是完成Warming up 和Reading 两个环节的教学。
学生在学习了本单元的单词和短语后，阅读任务显得相对简单。
本单元的中心话题是肢体语言这种交流的方式，因此在Warming up 部分首先提出了“How many ways of communicating do you know?”这个问题启发学生思考，引出交流方式中的口语语言和书面语言，然后总结“What is body language?”为几种交流方式的对比以及肢体语言的不同和重要性做好铺垫。
Warming up 的最后一步做一个关于肢体语言的游戏“Act & Guess”提高了学生积极参与课堂的兴趣。
通过表演让学生意识到“Body language is not all the same throughout the world.”因此，当来自不同国家的人们相遇时，在交流方面可能存在问题，从而引出Reading话题。
Reading 部分设置了Fast reading，Careful reading 和Post reading 三步。
第一步通过总结Main idea 和段落大意的连线两个练习让学生对文章进行整体把握；第二步根据每一段的内容设置了不同类型题目的任务型阅读，旨在对学生各方面的能力进行培养；第三步是课堂讨论“Do you think body language is important?”锻炼学生小组合作学习的能力以及表达自己观点的能力，并在学生展示之后用微课的方式表达了老师自己对此问题的看法，引发学生更多的思考。
在阅读之后设置了总结“Summary”，通过总结让学生意识到尽管国与国的肢体语言不尽相同，但是我们要理解和尊重这些差异。
Homework 一是复述文章，督促学生课下朗读和理解文章；二是找出文章中的语言点，为下一节课文中重要知识点的讲解做好预习。
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。
高二英语必修4 Unit 4 body language (Warming-up and Listening)
高二英语必修4 Unit 4 body language (Warming-up andListening)Teaching aims:1.Make students know something about body language.1.Encourage students perform some body languages.2.Let students know that different cultures have different body languages.3.Encourage students make a discussion about body language in their daily life.4.Do some listening practice.Key points:1.Understand the use of body language.2.Understand the meanings of common body language.3.Some new words in this lesson.Difficult points:1.Help students express their understanding about body language.2.Encourage them open their mouths in a discussion about body language.3.Encourage them have some performances by using body language.Teaching methods:1.Task-basic teaching method.municative and cooperative activities.3.Power point presentation.Teaching procedureStage 1: greetingHave a greeting to students with some simple body language in order to help them understand teacher’s orders.Stage 2: performing task and speaking task1. Show students the topic of this unit directlyWays of communication---spoken, written and body language----topic: body language2. Show students some body language in our life by two videosA. body language was used in Mr. Bean’s silent film.B. body language was used in some popular songs3. Task 1 performance: mini-showEncourage students do some simple body languages that are used in their daily life.4. Task 2 speaking task: discussionA. ask students looking at the six pictures on page 25 and trying to describe the picture to their partners after having a discussion with their partners.B. some students describe the pictures.Stage 3: presentation1. What is body language?2. Body language includes posture, gesture and facial expression.3. Do you know? (Different countries have different body languages. Here teacher introduces some differences between Chinese body language and American body language.Stage 4: Listening task1. Open book to page 31 and try to order the pictures into correct order before listeninga passage.2. Check the order before listening activity.3. Listen to the passage and try to order the pictures again.4. Check the order again after listening.5. Listen to the passage again and try to finish a blank filling exercise.Stage 5: homework1. Try to find more body languages in different cultures by using computer or searching in library. And show them to your classmates.2. Please preview the reading part.。
必修四Unit4BodylanguageWarmingup教学设计
新聘教师亮相课教课方案备课组：高一英语组讲课班级：高一（ 4）班时间：2019年 6月 27日讲课班级：高一（4）班讲课时间：第十八周第三课时Unit 4 Body languageⅠT eaching aimsKnowledge aim :Make students to learn some words and expressions.Ability aim :Enable students to express themselves with body language.Moral aim :Enable students to use body language properly.ⅡImportant pointsEnable students to realize the importance of body language while communicate with others.ⅢDifficult pointsEnable students to understand how body language differs among people in different culture.ⅣTeaching methodsContent-based methodCommunicative methodⅤLearning methodsIndividual work, par work and group work.ⅥTeaching toolsTextbook, Lesson plan, PPTⅦTeaching proceduresStep 1 RevisionAsk students to dictate some important words and expressions.statement 陈说，说明spoken 口语的represent 代表，象征likely可能的flight飞翔，航班ease 安适，舒坦approach 靠近，方法fist 拳头defend 保护，捍卫rank 等级，军衔Step 2 Lead inThink about the following questions.1.What’s the purpose of language? CommunicationExpress our ideas and thoughtsRecordation2.Besides spoken language, is there any other way to communicate our ideas or feelings with others? Three ways :Written language Spoken language Unspoken language:body language is a kind of nonverbal communication,how many parts is it been made up?①e ye contact②facial expressions③gestures④posturesStep 3 GuessingLook at these pictures and guess what they represent. Happy Fearful Sad Angry Confused SurprisedStep 4 PerformanceGive performances with the help of postures:1.I don’t know.2.I am very angry. (chimp)Step 5 ActivityLet’s try to find out more body languages with the meaningsGestures MeaningYou are welcomeCome on ; congratulationsVictory ! May you succeed!Good! You did a good job!Look down upon .Bye ! or no!Step 6 DiscussionTask 1Is body language the same in different countries /cultures ? Why?No. Body language varies（变化） from culture to culture.Because cultures have developed in different ways. Task 2“ When in Rome, do as the Romans do.” What do you think this famous saying means?When we are in a certain place, we should follow their customs, not our own.Step 7 SummaryStep 8 HomeworkRecite the words and expressionsReview the text.ⅧSummaryBody language is one form of nonverbal communication, communication without using words. Eye contact or facial expressions, gestures, and postures, or the ways you stand, are different kinds of body language.ⅨHomeworkRecite the new words and expressionsReview the text.ⅩBlackboard designUnit 4 Body language Period 1 Warming up。
人教版高中英语Book 4 Unit4 Body Language warming up 教学课件 (共23页)
Jordan
Body language
Kiss on the cheek
To whom
everyone
Julia Smith Akira Nagata
George Cook
No touching
everyone everyone everyone
Japan
in Rome, do as the Romans do.
(入乡随俗)
1.Get ready to retell the text in your own words.
2.Find out more information about the different body language in the world.
1. cheek 2. gesture 3. posture 4.
ease
n. 脸颊 n. 手势，举止 n. 姿势，体态 n. 安逸； vt. 减轻（痛苦、忧虑）
5. 6.
n. 误解 misunderstanding vt. &vi. 接近 ，靠近 approach n. 途径，方法 adj. 好奇的 n. 社团；联系；联想 vt.
Body language is very important in our daily life, and it may vary from different cultures. When we are visiting other countries, we should follow their customs. That is to say, When
7. curious 8. 9. represent 10. association be likely to
高中英语人教版必修4Unit4BodylanguagePeriod1WarmingUp课件
文本研读课
Ⅰ. 根据课文语境及汉语意思写出单词 1. Read the following _s_ta_t_e_m__e_n_ts_(陈说; 说明). 2. There are many different ways to _g_r_e_e_t (迎接; 问候) someone using words.
(2)过去分词短语_c_lo_s_e_l_y_f_o_ll_o_w_e_d__b_y_J_u__li_a_S_m__it_h__fr_o_m__ _B_r_i_ta_i_n_作后置定语, 相当于who引导的定语从句_w_h_o_ _w_a_s__cl_o_s_e_ly__fo_l_lo_w__e_d_b__y_J_u_l_ia__S_m__it_h_f_r_o_m__B_r_i_ta_i_n_。 句意: 第一个到达的是来自哥伦比亚的托尼·加西亚, 来自英国的朱莉娅·史密斯紧随其后。
Step 3 Careful Reading
Ⅰ. Read the passage carefully and choose the best
answers.
1. From Paragraph 2 we know that the Japanese prefer
to______ when they are introduced to others.
4. I saw several young people enter the waiting area
looking around curiously. 分析: 本句为简单句, enter为省略to的不定式情势, 在句 中作宾语补足语; _lo_o_k_i_n_g__a_ro_u__n_d_c_u_r_i_o_u_s_ly_是-ing短语 作伴随状语, 修饰动词_e_n_te_r_。 句意: _我__看__见__几__个__年__轻__人__走__进__了__等__候__区__,_好__奇__地__向__四__周__ _张__望__。__
人教高中英语必修4Unit4 Warming-up 教学ppt课件(30张)
Eye contact
are I forgot !
Work in groups
these
people
communicating?
What is body language?
I forgot !
Discuss your ideas with your group Facial expressions
When will you have these feelings? What can make you feel happy/angry/sad/confident or confused?
Different facial expressions show different feelings. Look at the following pictures, tell us how the people feel.
How are they feeling?
happ y
sad
angry
about each picture? /I’ve a stomachache.
afraid, frightened Unit 4 Body Language
What are they communicating?
Step 5
Acting and guessing
afraid, frightened
puzzled, confused
Unit 4 Body Language Eye contact Please be qu in groups
Eye contact
Eye contact
When will you have these feelings? What can make you feel happy/angry/sad/confident or confused?
英语必修四人教版 Unit4 Body language Warming up and Reading 教案-精选教育文档
Warming up and ReadingTeaching goals 教学目标1. Target Language目标语言a. 词汇和短语major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedyb. 重点句子Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students. …I saw several young people enter the waiting area looking around curiously.She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goals能力目标a. Enable the students to realize the importance of body language.What is the purpose of language?What is the purpose of body language?How can you tell if someone is sad even if they do not speak?How can you communicate a feeling to someone who does not speak your language?b. Enable the students to understand the text.Where are the visitors from?How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?What do Mr. Cook and the Japanese visitor do as they are introduced?How can people express themselves besides their spoken language?Do all cultures greet each other the same way?Do English people and other Europeans act the same when they first meet?Is a handshake very common in Japan?Is a kiss often used in France when people meet?Why are there different kinds of body language?c. Enable the students to retell the text in their own words.3. Learning ability goals 学能目标Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.Teaching important points 教学重点How does body language differ among people from different cultures?Teaching difficult points 教学难点The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.Teaching methods 教学方法Skimming method, task-based method, role-play method.Teaching aids 教具准备A recorder, a projector ,some pictures and a computer.Teaching procedures & ways教学过程与方式Step I Lead-in1. The teacher shows ways of communicating:Spoken language speaking ringingWritten language writing typingBody language facial expression gesture action2. What is body language?Body language is one form of nonverbal communication (非言辞交际) without using words. Eye contact or gaze, facial expression, gesture, and posture (姿势), or the way you stand, are different kinds of body language.Some psychologists 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 communicat e.3. Facial expressionsLook at the following facial expressions, and try to tell us what his feeling is.Step II IntroductionGesturesDo you know what these gestures mean? Look at the pictures and discuss with your partner what the man is trying to say.Good! Bad!Come here! Me? I don’t know!ok stop silent well doneWhat else gestures do you know?victory applauseStep Ⅲ Warming upT: Look at Page 25.What are these people communicating?Read the following statements. Choose a phrase and act it out without speaking. Can your partner guess what you are trying to communicate?“Hello” “Goodbye” “Come here”“Go away!” “Expensive!”“I’m surprised!” “I’m tired.”“I’m confused.” “OK!”“Good luck!” “I’m delighted!”“I’m upset!” “I’m sad!”“I forgot!” “You’re great!”Step Ⅳ Pre-reading1. What is the purpose of language?2. How can you communicate with someone if you cannot speak? Givean example.3. There are many different ways to greet someone using words. How many ways can you think of to greet someone if you cannot speak?Keys: The purpose of language is to communicate with other people.I can use body language to communicate with someone if I can’t speak. Forexample, if I’m angry, I might turn away and not talk to others. If I’m happyto see someone, I might smile and hold out my hand or open my arms.Ways to greet someone without words: smile, wave, shake hands, hug, kiss,etc.Step V PredictingT: Look at the picture and the title of the passage on page 26. What do you think the topic will be?Step VI Reading1. First-readingI. Read the passage and divide the whole passage into several parts and find out the main idea.Part 1. (Para. 1)Meet the visitors at the airport.Part 2 (Para. 2 and 3)People from different countries express greetings in different ways.Part 3. (Para. 4)Different peoples have different body languages.Part 4. (Para. 5)Summary of body language.Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.Keys: body language study international customs2. Second-readingRead the passage again and choose the best answers.1. In which of the following countries do people greet each other in the same way?A. Jordan and Italy.B. China and Japan.C. Canada and Colombia.2. From the text, we can know that _____.A. people are likely to keep the same distance in different countriesB. men from Britain often stand close to others to shake handsC. people are facing multicultural communication problemsKeys: A C3. Careful readingHow do different international students behave when they greet people? Complete the chart with information from the passage.4. Post-readingI. Answer the following questions.1. Is the author of this passage male or female? How do you know?2. What were the two mistakes that the author noticed?3. Who seemed to prefer to keep more physical distance from others? Who seemedto prefer closer physical distance?4. Did any students have similar greeting customs? If so, which ones?5. “When in Rome, do as the Romans do.” What do you think this famous sayingmeans?Keys: The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.He noticed that the Colombian man kissed the British woman, but in herculture, a kiss from a stranger is not acceptable. He also noticed that theJapanese man bowed just as the Canadian man started to shake hands, soone man’s nose touched the other man’s hand.The British woman, Julia, and probably the Canadian man, George,seemed to prefer to keep more physical distance from others. TheColombian man, Tony, and the Jordanian man, Ahmed, seemed to prefercloser physical distance.Yes. Tony from Colombia and Darlene from France had a similar greetingcustom—a kiss. George from Canada and Ahmed from Jordan also had asimilar greeting custom—a handshake, but Ahmed shakes hands onlywith men.This saying means that when we are in a certain place, we should followthe customs of the people who live in that place, not our own customs. II. Decide if the following statements are true (T) or false (F).1. Englishmen often stand close to others or touch strangers as soon as they meet.2. Most people around the world now greet each other by kissing.3. Japanese will bow to others as greeting.4. People from Jordan will move very close to you as you introduce yourself tothem.5. Some body languages in some countries are good while some countries’ bodylanguage are bad.6. People from different countries may have a major misunderstanding whilegreeting each other.7. The physical distance from each other that people are comfortable withgenerally depends on the culture.8. All members of a culture behave in the same way.Keys: FFTF FTTFStep VII Discussion1. If you meet a foreigner who comes up close to you to talk, what countries might he be from? How can you show him that you are uncomfortable with that?2. What are some situations where body language is the only form of communication? Why?3. Discuss ‘Do you agree with the author’s statement that body language is not good or bad? Why or why not?’Step VIII HomeworkTalk about body languages you usually use.。
高中英语必修四Unit4BodyLanguagewarmingup学案
SB4 unit 3 Body language 阅读课教学设计一. 教学内容分析：本课是人教版《普通高中课程标准实验教科书·英语（必修）4》第四单元的warming up, Reading& comprehending部分。
文章的标题为communication：No problem? 课本的各项内容都是围绕“身体语言”这个主题进行，身体语言是文化交流的一个重要载体，学习有关身体语言的知识，让学生了解身体语言的不同文化含义，有助于他们进行正确的跨文化交际的意识和能力。
教材通过warming up的图片要学生通过讨论图片交流对日常交际的看法，并提供某些日常交际用语，要学生表演出来。
Pre-reading的四个问题要求学生集中思考语言的的目的；并讨论离开语言人们如何交流。
同时要求学生根据课本插图预测文章的内容来，激发学生的阅读兴趣。
Comprehending由四部分构成，分别从不同层面引导学生进行阅读，由浅入深，逐渐加深学生对文章的理解。
因此，教师将本单元的Warming up，Pre-reading,Reading和Comprehending整合在一起构成一节阅读课。
二. 学生情况分析：经过高一第一学期的英语学习，学生已经大致掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
大部分学生英语基础较好，学习习惯良好并善于钻研和思考。
但部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师，愿意开口讲。
因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三. 设计思想《普通高中英语课程标准》提出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动地学习方法，充分发挥自己的学习潜能，形成有效地学习策略……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力……” 根据这一指导思想，我结合本班学生的实际，阅读课关注教学细节，运用任务型教学途径，积极开展小组合作学习和促进自主学习的课堂活动，强调合作探究和独立思考相结合，对教材进行了操作性较强的设计和处理，力求达到有效阅读，努力提高学生的自主性阅读和表达能力。
必修四Unit4BodylanguageWarmingup教学设计
新聘教师亮相课教案备课组：高一英语组授课班级：高一（4）班时间：2019 年 6 月27 日授课班级：高一（4）班授课时间：第十八周第三课时Unit 4 Body languageI Teaching aimsKnowledge aim :Make students to learn some words and expressions.Ability aim :Enable students to express themselves with body language.Moral aim :Enable students to use body language properly.n Importa nt pointsEnable students to realize the importance ofbody language while communicate with others.皿Difficult poi ntsEnable students to understand howbody language differs among people in different culture.IV Teach ing methodsContent-based methodCommunicative methodV Lear ning methodsIndividual work, par work and group work.W Teach ing toolsTextbook, Lesson plan, PPTW Teach ing proceduresStep 1 RevisionAsk students to dictate some important words and expressions.statement 陈述，说明spoken 口语的represent 代表，象征likely 可能的flight 飞行，航班ease安逸，舒适approach 接近，方法fist 拳头defend 保护，保卫rank等级，军衔Step 2 Lead inThink about the following questions.1. What' s the purpose of language?CommunicationExpress our ideas and thoughtsRecordation2. Besides spoken language, is there any other way to communicate our ideas or feelings with others?Three ways :Written language Spoken languageUnspoken language:body language communication,how is a kind of nonverbal manyparts is it been made up?① eye contact ② facial expressions③ gestures ④ posturesStep 3 GuessingLook at these pictures and guess what they represent.Happy FearfulSad An gryConfused Surprised Step 4 Performa neeGive performa nces with the help of postures:1. I don ' t know.2. I am very angry. (chimp)Step 5 ActivityLet' s try to find out more body Ianguages with the mea ningsGestures MeaningStep 6 Discussi onTask 1Is body Ianguage the same in different cou ntries/cultures ? Why?No. Body Ianguage varies （变化）from culture to culture.Because cultures have developed in differe nt ways. Task 2“ When in Rome, do as the Romanado. ” What do you think this famous say ing means?Whenweare in a certain place, weshould follow their customs, not our own.Step 7 SummaryStep 8 HomeworkRecite the words and expressi onsReview the text.忸SummaryBody Ian guage is one form of non verbal com muni cati on, com muni cati on without using words. Eye con tact or facial expressi ons, gestures, and postures, or the ways you sta nd, are differe nt kinds of body Ian guage. IX HomeworkRecite the new words and expressi onsReview the text.X Blackboard desig nUnit 4 Body Ian guage。
英语必修四人教版 Unit4 Body language Warming up and Reading 教案
Warming up and ReadingTeaching goals 教学目标1. Target Language目标语言a. 词汇和短语major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedyb. 重点句子Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students. …I saw several young people enter the waiting area looking around curiously.She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goals能力目标a. Enable the students to realize the importance of body language.What is the purpose of language?What is the purpose of body language?How can you tell if someone is sad even if they do not speak?How can you communicate a feeling to someone who does not speak your language?b. Enable the students to understand the text.Where are the visitors from?How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?What do Mr. Cook and the Japanese visitor do as they are introduced?How can people express themselves besides their spoken language?Do all cultures greet each other the same way?Do English people and other Europeans act the same when they first meet?Is a handshake very common in Japan?Is a kiss often used in France when people meet?Why are there different kinds of body language?c. Enable the students to retell the text in their own words.3. Learning ability goals 学能目标Help the students learn how to explain the common idea—“di fferent cultures, different body langu ages” with the target language in this unit.Teaching important points 教学重点How does body language differ among people from different cultures?Teaching difficult points 教学难点The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.Teaching methods 教学方法Skimming method, task-based method, role-play method.Teaching aids 教具准备A recorder, a projector ,some pictures and a computer.Teaching procedures & ways教学过程与方式Step I Lead-in1. The teacher shows ways of communicating:Spoken language speaking ringingWritten language writing typingBody language facial expression gesture action2. What is body language?Body language is one form of nonverbal communication (非言辞交际) without using words. Eye contact or gaze, facial expression, gesture, and posture (姿势), or the way you stand, are different kinds of body language.Some psychologists 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 communic ate.3. Facial expressionsLook at the following facial expressions, and try to tell us what his feeling is.Step II IntroductionGesturesDo you know what these gestures mean? Look at the pictures and discuss with your partner what the man is trying to say.Good! Bad!Come here! Me? I don’t know!ok stop silent well doneWhat else gestures do you know?victory applauseStep Ⅲ Warming upT: Look at Page 25.What are these people communicating?Read the following statements. Choose a phrase and act it out without speaking. Can your partner guess what you are trying to communicate?“Hello” “Goodbye” “Come here”“Go away!” “Expensive!”“I’m surprised!” “I’m tired.”“I’m confused.” “OK!”“Good luck!” “I’m delighted!”“I’m upset!” “I’m sad!”“I forgot!” “You’re great!”Step Ⅳ Pre-reading1. What is the purpose of language?2. How can you communicate with someone if you cannot speak? Givean example.3. There are many different ways to greet someone using words. How many ways can you think of to greet someone if you cannot speak?Keys: The purpose of language is to communicate with other people.I can use body language to communicate with someone if I can’t speak. Forexample, if I’m angry, I might turn away and not talk to others. If I’m happ yto see someone, I might smile and hold out my hand or open my arms.Ways to greet someone without words: smile, wave, shake hands, hug, kiss,etc.Step V PredictingT: Look at the picture and the title of the passage on page 26. What do you think the topic will be?Step VI Reading1. First-readingI. Read the passage and divide the whole passage into several parts and find out the main idea.Part 1. (Para. 1)Meet the visitors at the airport.Part 2 (Para. 2 and 3)People from different countries express greetings in different ways.Part 3. (Para. 4)Different peoples have different body languages.Part 4. (Para. 5)Summary of body language.Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoi d difficulties in today’s world of cultu ral crossroads, we should ___________________________.Keys: body language study international customs2. Second-readingRead the passage again and choose the best answers.1. In which of the following countries do people greet each other in the same way?A. Jordan and Italy.B. China and Japan.C. Canada and Colombia.2. From the text, we can know that _____.A. people are likely to keep the same distance in different countriesB. men from Britain often stand close to others to shake handsC. people are facing multicultural communication problemsKeys: A C3. Careful readingHow do different international students behave when they greet people? Complete the chart with information from the passage.4. Post-readingI. Answer the following questions.1. Is the author of this passage male or female? How do you know?2. What were the two mistakes that the author noticed?3. Who seemed to prefer to keep more physical distance from others? Who seemedto prefer closer physical distance?4. Did any students have similar greeting customs? If so, which ones?5. “When in Rome, do as the Romans do.” What do you think this famous sayingmeans?Keys: The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.He noticed that the Colombian man kissed the British woman, but in herculture, a kiss from a stranger is not acceptable. He also noticed that theJapanese man bowed just as the Canadian man started to shake hands, soon e man’s nose touched the other man’s hand.The British woman, Julia, and probably the Canadian man, George,seemed to prefer to keep more physical distance from others. TheColombian man, Tony, and the Jordanian man, Ahmed, seemed to prefercloser physical distance.Yes. Tony from Colombia and Darlene from France had a similar greetingcustom—a kiss. George from Canada and Ahmed from Jordan also had asimilar greeting custom—a handshake, but Ahmed shakes hands onlywith men.This saying means that when we are in a certain place, we should followthe customs of the people who live in that place, not our own customs. II. Decide if the following statements are true (T) or false (F).1. Englishmen often stand close to others or touch strangers as soon as they meet.2. Most people around the world now greet each other by kissing.3. Japanese will bow to others as greeting.4. People from Jordan will move very close to you as you introduce yourself tothem.5. Some body languages in some countries are good while some c ountries’ bodylanguage are bad.6. People from different countries may have a major misunderstanding whilegreeting each other.7. The physical distance from each other that people are comfortable withgenerally depends on the culture.8. All members of a culture behave in the same way.Keys: FFTF FTTFStep VII Discussion1. If you meet a foreigner who comes up close to you to talk, what countries might hebe from? How can you show him that you are uncomfortable with that?2. What are some situations where body language is the only form of communication? Why?3. Discuss ‘Do you agree with the author’s statement that body language is not good or bad? Why or wh y not?’Step VIII HomeworkTalk about body languages you usually use.。
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Unit 4 Body language
ⅠTeaching aims
Knowledge aim :Make students to learn some words and expressions.
Ability aim :Enable students to express themselves with body language.
Moral aim :Enable students to use body language properly.
Ⅱ Important points
Enable students to realize the importance of body language while communicate with others. Ⅲ Difficult points
Enable students to understand how body language differs among people in different culture.
Ⅳ Teaching methods
Content-based method
Communicative method
Ⅴ Learning methods
Individual work, par work and group work.
Ⅵ Teaching tools
Textbook, Lesson plan, PPT
Ⅶ Teaching procedures
Step 1 Revision
Ask students to dictate some important words and expressions.
statement 陈述，说明 spoken 口语的represent 代表，象征 likely 可能的
flight 飞行，航班 ease 安逸，舒适approach 接近，方法 fist 拳头
defend 保护，保卫 rank 等级，军衔Step 2 Lead in
Think about the following questions.
1.What’s the purpose of language? Communication
Express our ideas and thoughts
Recordation
2.Besides spoken language, is there any other way to communicate our ideas or feelings with others?
Three ways :
Written language Spoken language Unspoken language:
body language is a kind of nonverbal
communication,how many parts is it been made up?
①eye contact ②facial expressions
③gestures ④postures
Step 3 Guessing
Look at these pictures and guess what they represent.
Happy Fearful Sad Angry
Confused Surprised Step 4 Performance
Give performances with the help of postures:
1.I don’t know.
2.I am very angry. (chimp)
Step 5 Activity
Let’s try to find out more body languages with the meanings
Gestures Meaning
You are welcome
Come on ; congratulations
Victory ! May you succeed!
Good! You did a good job!
Look down upon .
Bye ! or no!
Step 6 Discussion
Task 1
Is body language the same in different countries /cultures ? Why?
No. Body language varies（变化） from culture to culture.
Because cultures have developed in different ways.
Task 2
“ When in Rome, do as the Romans do.” What do you think this famous saying means?
When we are in a certain place, we should follow their customs, not our own.
Step 7 Summary
Step 8 Homework
Recite the words and expressions Review the text.
Ⅷ Summary
Body language is one form of nonverbal communication, communication without using words. Eye contact or facial expressions, gestures, and postures, or the ways you stand, are different kinds of body language.
Ⅸ Homework
Recite the new words and expressions
Review the text.
Ⅹ Blackboard design
Unit 4 Body language
Period 1 Warming up。