高中英语(人教新课标)必修IV名师导航(Unit4 Body language)
高中英语Unit4Bodylanguage课件新课标人教版必修课件
Be mindful of your own body language and try to identify any potential cultural misunderstandings.
确定场景中的人物和情节
在场景中设计不同的人物角色，并为每个角色设定特定的身体语言特征。例如，一位自信的商人可能会使用开放性的身体语言，而一位紧张的新手可能会使用封闭性的身体语言。同时，为场景设定合适的情节，以便学生在实践中运用身体语言。
布置场景和准备道具
根据设定的场景和情节，布置合适的场地和准备必要的道具。这可能包括桌椅、照明设备、服装等，以确保场景的氛围和环境与设定的情境相符合。
03
To foster students' understanding and respect for diverse cultural backgrounds and ways of communication.
Body language types: Discuss the different types of body language, such as gestures, facial expressions, and posture, and their meanings in different cultures.
Unit Overview
Knowledge objectives
01
To introduce students to the basic concepts and types of body language, including gestures, facial expressions, and posture.
人教新课标高中英语必修四Unit 4 Body language课件
job, but I don’t think you should leave it. This job will teach you something you can’t learn in a classroom. Simon: Thanks, Mum. I’ll think it over.
lady
3. the look on one’s face
expression
4. the way someone or something looks appearance
5. keeping something in a place
holding
精品PPT
C2 Later that day, Simon was talking with his mother. Complete their conversation with the words from the box.
body language? Why?
精品PPT
阅读课文后给下列句子排序
4 • Mr Yang said that body language is important. 2 • The lady walked over to Debbie instead of Simon. 6 • Simon began to sit up straight and smile. 1 • A well-dressed lady entered the travel company. 8 • The girl was Simon’s sister. She came in to remind
人教新课标英语必修4全册教案(Unit 4 Body Language)
人教新课标英语必修4全册教案(Unit 4 Body Language)一、教学目标1.掌握与身体语言相关的词汇和短语；2.学习运用不同的身体语言表达自己的情感和意图；3.能够理解并能运用与身体语言相关的语法结构；4.培养学生的说、听、写、读的能力；5.培养学生的团队合作与表达能力。
二、教学准备1.教材：人教新课标英语必修4全册；2.PowerPoint 展示课程教学内容；3.音频设备。
三、教学计划第一课时：词汇与短语教学1. 导入（5分钟）通过展示一些身体语言的图片，引发学生们对身体语言的兴趣，并让他们猜测图片中人物的情感和意图。
2. 新词学习（15分钟）在讲解的过程中，通过多媒体展示相关的图片或动作以加深学生们的理解与记忆。
- Body language：身体语言 - Gesture：手势 - Facial expression：面部表情 - Posture：姿势 - Maintain eye contact：保持眼神交流 - Nod：点头 - Shake hands：握手 - Hug：拥抱 - Bow：鞠躬 - Smile：微笑3. 短语学习（15分钟）•Get along with：与…相处融洽•Make friends with：与…交朋友•Show respect for：对…表示尊敬•Be fond of：喜欢•Play a role：起作用•Be ashamed of：以…为羞耻•Be confident in：对…有信心•Have a positive attitude：持积极态度•Pay attention to：注意4. 听力练习（15分钟）播放相关录音，要求学生根据所听内容填写相应的单词或短语。
可以将答案呈现在 PowerPoint 上进行批改，同时让学生自己检查正确率。
5. 小结（5分钟）对所学的新词和短语进行小结。
鼓励学生积极参与，对不清楚的地方进行反复澄清。
第二课时：语法与句型教学1. 导入（5分钟）通过一个与身体语言有关的小故事或情景，引发学生们对身体语言的思考和讨论。
高中英语人教新课标必修4Unit4Bodylanguagemusinglaguage课件
1. Body language is never as powerful as spoken
language.
more powerful than
2. Body language is the same all over the world. Body language can be misread. Body language is sometimes the same, but sometimes quite different.
attitude
to show _r_e_s_p_ec_t__
• Find out words from the passage that show many gestures and actions are universal.
Para2: the most universal facial expression…, the general purpose of smiling….
Para 5
4. _lo_o_k_in_g___ _a_w_a_y_f_ro_m_ _p_e_o_p_le_ or yawning
Para 6
5.standing a little distance
to show to show _h_a_p_p_in_e_s_s anger
to show to show _a_g_re_e_m_e_n_t_ bored
threaten others
6. turn toward and look at sb. or sth.
• Discussion: What XXX people usually do in the following situation?
人教新课标高中英语必修4 Unit4 Body language[背景文章及课本图片] Hand
![人教新课标高中英语必修4 Unit4 Body language[背景文章及课本图片] Hand](https://img.taocdn.com/s3/m/92cf15591a37f111f0855b86.png)
Hand SignsGenerally listed in order of frequency, hand signs are very circumstantial. Men use them more than women, though this will depend on who is watching. As a foreign male, students generally feel freer using hand language with me, than, for example, with my wife who is Japanese and commands more authority and thus more respectful formality. Also, as I wish to be aware of the feelings and opinions of my students, I often intercept messages not meant for my eyes.1. ‘Come here’ (Chotto...oide)Used when calling someone towards you, this gesture resembles a Western-style good-bye, often confusing foreigners. With a somewhat limp wrist, flap four fingers in the direction of the person you want to attract. Generally not recommended for superiors, it is still considered preferable to yelling.2. ‘Good-bye’(often accompanied with the English loan-word "bye-bye") Fingers fully extended, the hand moved left and right rapidly. Compare with the Japanese ‘Come here’ #1.3. NoWaving the hand, thumb towards the face, back and forth as if fanning in short strokes, means no, not me, or no thank you, depending on the situation. Used a great deal by students who do not know the appropriate English expression, or to avoid being embarrassed about their inability to speak English. The more emphatic the wave the more emphatic the ‘No’.4. ‘Excuse me’ (Sumimasen)Used when cutting between two people, or as a general apology. Derived from a Buddhist sign for blessing, similar to the two-handed salutation used in Southeast Asia but with only one hand. Hand flat, thumb near the nose, head and back slightly bent, eyes averted downward.5. Writing Kanji (Chinese Characters)A form of thinking out loud, or spelling out a message, Japanese often write with their finger, onto the palm of their hand, on their thigh when sitting, or into the air. By visualizing the character it helps to distinguish which character from several with the same pronunciation.6. Peace/Victory SignCan on rare occasions have the meaning of Peace, as in ‘I didn't mean to make you angry’, yet most commonly used as a playful gesture when posing for snapshots. Also commonly used as a symbol of success, as in the successful completion of a difficult question. Primarily used by students when clowning for friends, this is sometimes used as a greeting to foreigners.7. Jan-Ken (Choosing)This is the first hand game learned by children. This important game is used often by students to choose someone from a group of two or more, as when determining who goes first or who gets the last piece of candy.Players shout "Jan ken pon!" and simultaneously form their hands into one of three possible shapes. Gu a stone, Choki scissors, or Pa paper.A stone defeats scissors, because scissors cannot cut a stone. Paper defeats a stone, because paper can wrap a stone. Scissors defeat paper, because scissors can cut paper.8. CountingOpposite to that of the West, when counting start with the fingers extended, and then fold fingers into a fist, starting with the thumb and finishing with the little finger.Using the same hand folded in a fist raise the little finger for six, and continue until an open hand again.Adjusting to this system quickly can prevent misunderstandings during game playing, remember, for example, the Japanese sign for ‘two’reads ‘three’ to the Western eye.9. Indicating numbersWith a closed fist, raise the index finger for one, middle and index for two, etc. using the thumb last.10. "Something smells" (Kusai!)Very similar to the West, these can be used quite innocently, or to be insulting. Describes all bad smells including bad breath and body odor, but not in the American sense of "That movie stunk!" (That movie was bad). Done by pinching the nose with the index finger and thumb, And/or by waving the hand, as if fanning away a bad smell, in front of the face.I have found that Japanese students are generally sensitive to smells. At times I too have been tempted to use the gesture, but do not, for in Japan cleanliness is next to Godliness, and accusing someone of smelling, justified or not, can be a grave insult.11. Oni (goblin)Indicates an angry person. Both Index fingers extend upward and slightly forward, on either side of the head like horns, usually the head is tilted slightly forward. Wiggle the fingers for emphasis. Often used by students when talking about their parents, I've seen one class use it to warn the next class of my bad mood.12. "Let's go eat."Index and middle finger extended in front of mouth to resemble chopsticks, as if shoveling food from the other hand, which is cupped like a bowl. Students have used this to remind me to break for lunch.13. Laying it on ThickA hand gesture of grinding as if with a mortar and pestle, is used to describe someone exaggerating or complimenting in order to seek favor.14. MoneyFingers in the shape of a coin. Similar to an OK sign with an accent on the roundness. Traditionally discussing money was considered vulgar. Samurai seldom touched money. So this sign, though common among males, is not encouraged.15. Pa! (Coo-Coo!, Crazy!)Place a fist along side the head and open it quickly, suggests someone is stupid or crazy. Used both in fun or in criticism, as in the West.16. Tengu (Long-nosed goblin)Describes a conceited braggart. A clenched fist held in front of the face, suggesting a long nose, like the goblin Tengu.17. Clashing SwordsPeople are quarreling, can be indicated by hitting the index fingers together as if in a sword fight.18. Let's go for a drink/We went drinkingImitates a sake cup tipped for drinking. Fingers, as if holding a small sake cup, tilted towards the mouth as when drinking.Though originally used by business men, college students use this when talking about their drinking escapades. More recently, chugging a beer glass symbolically has replaced the traditional sake cup.19. SushiResembles how sushi chefs prepare sushi and is used when talking about sushi. Index and middle finger of one hand slapped into the palm of the other. As sushi is a special kind of meal this means only sushi and not for eating generally (see #12 for eating in general).20. PromiseTo make a solemn promise lock little fingers with someone. Though a bit childish I have actually seen the Prime Minister of Japan use it to accent a point.21. Father FigureThe thumb raised can mean father, the boss, or a superior.22. WomanRaised little finger, can be some what vulgar when suggesting a married man's lover. It is often used recently in humorous TV commercials and so now in classroom humor. Suggests a woman is involved in some way .23. To stealTraditionally used among thieves to suggest stealing or when talking about a thief. I have seen this used among male college students, in both seriousness in discussing a loss or in humor. Hook the index finger. Students have used this with a nod to suggest a wrong doing, without actually mentioning any names.24. PregnancyA subtle sign for pregnancy is vomiting, used primarily in theater and on TV, though I have seen students use this when teasing each other.A more direct hand sign is to move the hand in front of the stomach in a rounded arch, depicting the shape of a pregnant women. This is not considered rude unless of course the pregnancy is unwanted or a secret. Usually used instead of actually saying what may be a delicate matter.This was used in my class once, to explain a student's absence. I assumed she was having an abortion. It was also used after students learned my wife and I were expecting a child. Students when not knowing appropriate Western etiquette will often use body gestures before asking directly.There are a variety of Japanese gestures for sexual acts, as well as students who may have learned the Western equivalents, and I see them used among male students often, much in the same way they are used by male students in the West, though generally not as overtly.第11页共11页。
高中英语Unit-4-Body-language课件-新课标-人教版-必修4
not all members of all cultures behave in the same way.
• She is deaf and dumb, so body language plays a very important part in her life.
gesture
eye contact
posture facial expression
What is body language?
Body language is the movements（动作） or positions （状态） of our body that show other people what we are thinking or feeling. Such as eye contact, facial expression, gesture, and posture.
Bows
Akira Nagata (Japan)
shakes hands
George Cook (Canada)
Darlene Coulon (France)
approaches others closely and touches their shoulder and kisses them on the cheek
D. The importance of knowing customs.
Please divide the passage into four parts and find out the main idea of each part.
Part 1 : (Para1)
A) Summary of body language.
人教新课标高中英语必修四-Unit4 Body language 词汇要点总结讲解 (共32张PPT
杰姆好奇地向房里四下张望。
• curiosity n
curious adj
• The boy was consumed with curiosityurious noise last night.
昨晚我听见一个奇怪的响声。
• 8 introduce 介绍（某人）
• Possible 的主语只能用it。 • It is now possible to put a man
on the moon.
• 17 shake hands / shake one’s hand • You may shake hands when saying
good bye to people. • Let' s shake hands and be friends. • I can shake hands with you on that
我们静悄悄地逼近敌人的营地。
• I'd advise taking a different approach.
我建议换个方式。
• 10 defence n. 防御, 防务/ v defend
• He gave his life in defence of his country. 他在保卫祖国的时候付出了生命。
misunderstanding.
我须字斟句酌免生误解。
• That's clearly an misunderstanding.
那无疑是个误会了。
misunderstand v 误会
I guess you probably misunderstand me. 我猜你可能误解我了。
• 13 dash v&n. 猛冲, 猛跑 • He came dashing through the door.
高中英语新课标必修4 Unit 4 Body language教案
Unit 4 Body language1．教材分析本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
1.1 W ARMING UP 以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。
1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。
通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。
1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。
1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
人教版(新课程标准)必修4Unit4Bodylanguage词汇讲解课件
4. approach v. 接近；靠近 ；处理 n.接近；方法; 路(后接to)
(1) I have no idea how to approach this complex incident. v. 处理
(2) With the monthly exam approaching, we are all struggling to review
单句写作
1. 婚礼将于下个月举行。 The wedding XXXta_k_e__p_la_c_e__ next month.
2. 他们来访的一切事宜都安排好了。 All the arrangements are now __in__p_la_c_e____for their visit.
3. 夹在这些事业有成的人中间，他觉得格格不入。 He felt completely _o_u_t_o_f_p_l_a_c_e_ among all these
(5) This approach to the old village is really twisty. v. 路
an/ the approach to （doing）sth. 做某事方法/途径
key, answer, solution, access, entrance+ to ……
5. defence n. 防卫；保卫 defend…from／against… 保卫……以免受…… in defence (of) 防卫；为...辩护 defend oneself 自卫；为自己辩护
1. Paintings represented religious themes were common in earlier times. representing
高中英语人教版必修四《Unit4 Body Language》课件
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.
Tips: Not too general, not too specific!
Skills: Find out topic sentences/key sentences/the body part
Task 2
Detailed reading
Read the passage again and decide whether the sentences are True or False.(See Page 30.)
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
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 words in 60 seconds.
高一英语必修 IV人教版Unit4 Body language (18张ppt)
• [u] the use of bodily movements and signs as a way of expressing one’s feelings or intentions/purposes without using words.
Ask each other these questions in pairs:
Fill in the blanks with proper words:
Body language is used by people fors_en_d_i_n_g___ messages to each other. It can help you myaokuers_e_lf_______ easily understood. When youtaalrkein_g_____ with others, you are not juussitng______ words, but also using e_x_p_re_s_s_io_n_s__ and gestures. For example, waving one’s hand ___ tios say “Goodbye”. ____S_h_a_ki_nghands means welcome, and clapping hands _______ comnegarnastulations. ________ tNhoedhdeinagd means agreement, ______ swhhaikleing the head means _______d_is_a_g_re_e. mTheent gestures are ____a_c_c_ep_tbedoth by Chinese and foreigners ___ haavsing the same meanings.
人教新课标必修四：Unit4Bodylanguage课件
dog.
2) The duty of a soldier is to
___________________
④ vote against 投票反对
与身势语相关的语块
fold arms
双臂交叉置于胸前
mind your posture
注意姿态
Every part of your body can speak!
你身体的每个部分都会说话！
In North America, people who are facing each
Italy or South American countries
approach others closely and are more
likely to touch them.
1. mis-前缀, 加在动词之前, 表否定
① misunderstand 误解
② miscount
数错
③ mishear
其他人。
Japanese men greet each other by bowing.
日本人见面时总是鞠躬致意。
Crossing one's legs in the United States is a sign of
being relaxed.
在美国，双腿交叉表示很放松。
When you don't know much about other cultures,
表现，描绘
representative n. 代表（指人），代理人
adj. 有代表性的，典型的
a representative of… ……的代表
【语境应用】根据括号内的汉语意思补全下面
人教新课标高中英语必修四Unit4Bodylanguagegrammar课件
5、作条件状语
• Working harder, you XXX succeed. • (=If you work harder, you XXX succeed.)
the way back to his motherland.
A.to work
B. working
C. to have worked D. having worked
2、作原因状语
because, as, since
• Being ill, he didn’t go to school.
• (=Because/As he was ill, he didn’t go to school.)
He sat on the sofa, watching TV. • (=He sat on the sofa, and watched TV.) • I saw several young people enter the waiting area
looking around curiously. • (=I saw several young people enter the waiting area
6、作让步状语 though,
•
Being
young，the
little
boy
although
knows a lot
about computer.
• (=Though the little boy is young, he knows a lot about computer.)
人教新课标英语必修4全册教案Unit 4 Body Language
人教新课标英语必修4全册教案(Unit 4Body Language)Unit 4 Body LanguagePart One: Teaching Design Teaching goals1. Target Languagea. 重点词汇和短语misunderstand, similar, facial, exagawgesture, adult, punishb. 重点句型或交际用语Act oullowing meanings, please.Please guess what I mean.Please show the ausing body language.Nowur tuw the action / gesture.Please uwords or body language to exur ideas. Please use bwords and body language to exur ideas.2. Ability goalsa. Enabludunderstand what a certain gestubody language means in a given situation.b. Enabludact ouanings, reququuations givarget languagabludxpress warget languaganings given in body language.3. Learning ability goalsa. Heludents learn how to exlves in body language when needed.b. Heludents understandwhen body language is being used.Teaching importaa. Teaudents how to understand body language used in duultures as well as in dasions.b. Teaudents how to use body languagappropriate occasions.Teaching difficula. Enabludalance of body languagunicaat littlunderstanding may occur.b. Ludw thabve body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitawith gestures and body movement. Teaching aidsA computer, aandures.Teaching procedures waysTd reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develading ability.To help students learn about body language. ProceduresI. Warming upWarming up by actingLook at the laght sidart. Paverbal behaviouleft side. Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the maure below. What day to you by his body language?Basically, howdo I know? Or, I don’t know nothin! The shoulders are hunched and the hands agnifying a big quark.2. Talking and sharingBody languagquandwerful language of all!According to exur non-verbal language communicates about 50% of what we really mean (valbutes 38%) while wordlvbute a mere 7%.Our bodies send out messagantly and often we don't recognize that we're communicating a lan we realize.Our understanding and u-verbal cues in facial exare familiar to us nearly from birthIII. Reading1. Reading alouddingNow please listen and read alouddingxt COMMUNICATION: NO PROBLEM?. Pay aunciaach word and the pauses within eaI will play the tape twice and you shall read aloud tw2. Reading and underliningNext you aad and underline all the useful exllocaassagur notebook after class as homewReading to idach paragraphNext you axt to idach paragraph.4. Reading and trag informationRead the text agalable. W/? What does he/ she do when he/at the a?NameCountryAaningMr GarciaJuliaAhmed AzizMadame Coulon5. Reading and understanding difficulAs you haveread the texu can surely tell ware difficult to understand. Now put your qug the difficulaReading and translatingNow it’anslaxbWho will bdo it?IV. Closing downClosing down by doing exTo end the lu are to dding exNo. 1 and 2 on page 26 and 27.Closing down bgllowing basic non-verbal cues and you'll recognize that you already speak and translate mulanguage.“I’m surprised!” I’d!” “I’m sad!”Td period Learning about Language(The ~ing form as the Attribute Adverbial)I. Warming upWarming up by discovering useful words and exTurn to page 27 and do exNo. 1, 2 ,3 andur answers against your classmates’.II. Learning about grammar1. Reading andgTurn to page 25 and read wxUNICATION: NO PROBLEM? As you read along, pay auses of The ~ing form as the Attribute Adverbial.(They are vgveral cou作定语；Four peopllooking around in a curious way. 作状语； This is an exciting exu. 作定语; You stand watching and listening. 作状语；……)2. Doing exNo. 1 and 2 on page 29Turn to page 29. Do exNo. 1 and 2。
人教新课标英语必修4全册教案(Unit4BodyLanguage)
人教新标英语必修4全册教案(Unit 4Bd Language)Unit4BdLanguage Partne:TeahingDesignTeahinggals1TargetLanguagea重点辞汇和短语isunderstand,siilar,faial,expressin,agreeent,an,hest,gest ure,adult,punishb重点句型或交际用语Atutthefllingeanings,pleasePleaseguesshatIeanPleases htheatins,usingbdlanguageNitisurturntshtheatin/gest urePleaseuseeitherspenrdsrbdlanguagetexpressuridea sPleaseusebthspenrdsandbdlanguagetexpressurideas 2AbilitgalsaEnablethestudentstunderstandhataertaingesturefthe bdlanguageeansinagivensituatinbEnablethestudentsta tutseeanings,requireents,requestsrsituatinsgiveninthet argetlanguageEnablethestudentstexpressiththetargetl anguagetheeaningsgiveninbdlanguage3Learningabilit galsaHelpthestudentslearnhtexpresstheselvesinbdlan guagehenneededbHelpthestudentsunderstandthersh enbdlanguageisbeingusedTeahingiprtantpintsaTeahthestudentshtunderstandbdlanguageusedindiffe rentuntriesrulturesasellasindifferentasinsbTeahthestud entshtusebdlanguageinthestapprpriateasinsTeahingdi ffiultpintsaEnablethestudentstrealizetheiprtanefbdlan guageinuniatinsthatlittlernisunderstandingaurbLetthe studentsnthatthereisbthpsitivebdlanguageandnegativ ebdlanguageTeahingethdsaIndividualr,pairrandgruprbAtingutbiitatin,ierithgestur esandbdveentTeahingaidsAputer,apretrandsepituresTeahingpredures≈asThef irstperidreadingAisThelpstudentsdevelptheirreadinga bilitThelpstudentslearnabutbdlanguagePreduresIaring uparingupbatingLatthelistfinterpretatinntherightsideft hehartPerfrtheatinrthennverbalbehaviurntheleftsideEx aplesfBdLanguagearingupbdefining—hatisbdlanguage?IIPre-reading1LingandsaingLattheaninthepiturebelhatdeshesatubhis bdlanguage?Basiall,hthedIn?r,Idn’tnnthin!Theshuldersarehunhedandthehandsarepensig nifingabigquestinar2TalingandsharingBdlanguageisthequiet,seretandstperf ullanguagefall!Ardingtexperts,urnn-verballanguageuniatesabut0%fh aterealleanhilerdstheselvesntributeaere7%urbdiessendutessagesnstantlandftenedn'tregnizethate 'reuniatingaltrethanerealizeurunderstandingandusefn n-verbaluesinfaialexpressinarefailiartusnearlfrbirthIIIR eading1ReadingaludtthererdingNpleaselistenandreadaludtthe rerdingfthetextUNIATIN:NPRBLE?Paattentinttheprnuni atinfeahrdandthepausesithineahsenteneIillplathetapet ieandushallreadaludtie,t2ReadingandunderliningNextuaretreadandunderlineallt heusefulexpressinsrllatinsinthepassageptheturntebaft erlassasher3ReadingtidentifthetpisentenefeahparagraphNextuaret sithetexttidentifthetpisentenefeahparagraph4ReadingandtransferringinfratinReadthetextagaintplete thetablehereishe/shefr?hatdeshe/shedhenhe/sheeetse neattheairprtfrthefirsttie?NaeuntrAtineaningrGariaulia SithAhedAzizadaeulnReadingandunderstandingdiffiultsentenesAsuhaverea dthetextties,uansureltellhihsentenesarediffiulttunderst andNputurquestinsnerningthediffiultpintstetheteaher 6ReadingandtranslatingNit’stiettranslatethetextinthinese,sentenebsentenehillbeth efirsttdit?IVlsingdnlsingdnbdingexerisesTendthelessnu aretdtheprehendingexerisesN1and2npage26and27lsin gdnbheinghesefthefllingbasinn-verbaluesandu'llregni zethatualreadspeaandtranslateuhfthelanguage“I’surprised!”I’shed!”“I’sad!”ThesendperidLearningabutLanguageIaringuparingupbdisveringusef ulrdsandexpressinsTurntpage27anddexerisesN1,2,3an d4firstheuransersagainsturlassates’IILearningabutgraar1ReadingandthiningTurntpage2andreadithethetextfUNI ATIN:NPRBLE?Asureadalng,paattentinttheusesfThe~in gfrastheAttribute≈Adverbial2DingexerisesN1and2npage29Turntpage29DexerisesN 1and2。
人教新课标英语必修4全册教案(Unit4BodyLanguage)
人教新课标英语必修4全册教案(Unit 4 Body Language) Unit 4 Bd LanguagePart ne: Teahing Design Teahing gals1 Target Languagea 重点词汇和短语isunderstand, siilar, faial, expressin, agreeent, an, hest, gesture, adult, punishb 重点句型或交际用语At ut the flling eanings, pleasePlease guess hat I eanPlease sh the atins, using bd languageN it is ur turn t sh the atin / gesturePlease use either spen rds r bd language t express ur ideasPlease use bth spen rds and bd language t express ur ideas2 Abilit galsa Enable the students t understand hat a ertain gesture f the bd language eans in a given situatinb Enable the students t at ut se eanings, requireents, requests r situatins given in the target languageEnable the students t express ith the target language the eanings given in bd language3 Learning abilit galsa Help the students learn h t express theselves in bd language hen neededb Help the students understand thers hen bd language is being usedTeahing iprtant pintsa Teah the students h t understand bd language used in different untries r ultures as ell as in different asinsb Teah the students h t use bd language in the st apprpriate asinsTeahing diffiult pintsa Enable the students t realize the iprtane f bd language in uniatin s that little r n isunderstanding a urb Let the students n that there is bth psitive bd language and negative bd languageTeahing ethdsa Individual r, pair r and grup rb Ating ut b iitatin, ie r ith gestures and bd veentTeahing aidsA puter, a pretr and se pituresTeahing predures ≈ asThe first perid reading(UNIATIN: N PRBLE?)AisT help students develp their reading abilit T help students learn abut bd language PreduresI aring uparing up b atingL at the list f interpretatin n the right side f the hart Perfr the atin r the nnverbal behaviur n the left sideExaples f Bd Languagearing up b defining—hat is bd language?II Pre-reading1 Ling and saingL at the an in the piture bel hat des he sa t u b his bd language?Basiall, h the d I n? r, I dn’t n nthin! The shulders are hunhed and the hands are pen signifing a big questin ar2 Taling and sharingBd language is the quiet, seret and st perful language f all!Arding t experts, ur nn-verbal language uniates abut 0% f hat e reall ean(vie tnalit ntributes 38%) hile rds theselves ntribute a ere 7%ur bdies send ut essages nstantl and ften e dn’t regnize that e’r lt re than e realizeur understanding and use f nn-verbal ues in faial expressin are failiar t usnearl fr birthIII Reading1 Reading alud t the rerdingN please listen and read alud t the rerding f the text UNIATIN: N PRBLE?Pa attentin t the prnuniatin f eah rd and the pauses ithin eah sentene I illpla the tape tie and u shall read alud tie, t2 Reading and underliningNext u are t read and underline all the useful expressins r llatins in thepassage p the t ur nteb after lass as her。
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名师导航三点剖析单词·巧记·典句·考点major [me d] adj.较大的；较多的；主要的【巧记提示】maj-（少校）+or，较大的少校。
【经典例句】Diligence plays a major part in our study.勤奋在我们的学习中起主要作用。
【考点聚焦】1）反义词：minor；名词：majority（多数；大多数）2）major和它的反义词minor都没有比较级，不能与than和to连用。
如：This is a major new book about English teaching methods.这是一本有关英语教学法的比较重要的新书。
3）能与to 连用，但不能与than连用的词有：superior（优秀的;高级的）；inferior（下等的;下级的）；senior （年长的；地位高的）；junior（年少的；后进的）repr zent] vt.代表；表现；描绘represent ['【巧记提示】re-（再;又）+present（出席的），再次出席的代表。
【经典例句】She represented her classmates at the school meeting.她代表同学们出席了这次学校会议。
【考点聚焦】1）represent作“象征;体现;表现”解时，不用被动语态。
如：The red lines on the map represents railways.这张地图上的红线表示铁路。
2）注意它的两个同根词representation和representative作名词“代表”解时的区别：representation更多时候指的是“代表权;代理权”；而representative 作“代理人，代表人”解。
curious [kj rI s] adj. 好奇的；求知的；古怪的【巧记提示】curio（古董）+us（我们）,给我们古怪的古董【经典例句】A curious child is a teacher’s delight.老师喜欢有求知欲的孩子。
【考点聚焦】1）curious的一些用法：be curious about 对……充满好奇，如：She was unbearably curious about ot her people’s business.她爱打听别人的事，实在叫人受不了。
be curious+不定式,如:I’m curious to have a look at it.我非常想看一看这样东西。
be curious+wh 从句,如:I’m curious whether he passed the exam.我急切地想知道他是否通过了考试。
2）反义词：incurious（无好奇心的；不关心的）;名词：curiosity 好奇；好奇心；求知欲；副词：curiously 好奇地，奇特地introduce [Intr dju s] vt. 介绍；引进'【巧记提示】intro（社交场合的介绍）+duce（首领）,由首领介绍引进。
【经典例句】Buddhism was introduced into China about 67 A.D.。
佛教大约在公元67年传入中国。
【考点聚焦】1）与introduce 相关的词组：introduce...to...把……介绍给……（to后通常跟人作介词的宾语）；introduce...into...把……引进到……（into后通常跟地点作介词宾语）；introduce oneself 自我介绍2）introduce后面不能接双宾语。
比较下面两个句子的对错：正：Let me introduce my friend to you.误：Let me introduce you my friend.让我来介绍一下我的朋友。
3）作“介绍”解时，introduce，recommend与present的区别：introduce介绍，普通的用语；recommend向……介绍或推荐，带有个人倾向；present介绍，正式用语，特指介绍给上一级的人，如把使者介绍给元首，把熟人介绍给显贵，把朋友介绍给诸位客人等。
approach [pr t] vt. & vi.接近；靠近 n. 接近；方法；途径【巧记提示】approach（方法）→approval（批准），批准的方法。
【经典例句】Heavy footsteps signaled the teacher’s approach.重重的脚步声说明老师走近了。
【考点聚焦】1）approach 后常跟介词to，可以表示多种含义：表示“（数、质量等）接近；相近；近似”，如：His reply approaches to an absolute denial.他的回答几乎是断然否认。
表示“……的入口，通路”，如：The approach to the house was blocked by snow.通往那所房子的路已被雪所堵。
表示“对（形势、问题等的）考虑；处理；办事方法”，如：Let’s take a new approach to the problem.让我们用一个新方法来处理这个问题。
2）make approaches to sb.想与某人打交道；想亲近某人3）形容词：approachable可接近的，可通达的；可与之打交道的，友好的spoken [/sp k n] adj.口头的；口语的【巧记提示】spoke（speak的过去式）+n【经典例句】This is a robot capable of understanding spoken commands.这是一个能听懂口头指令的机器人。
【考点聚焦】1）spoken 是speak的过去分词，作形容词时表示“口头的；口语的”。
“口语”是spoken language；“口头英语”是spoken English；相对应的是“书面语” written language，“书面英语”written English。
2）-spoken还可以用以构成复合词，表示“以……为说话特点的”。
如：plain-spoken（直言不讳的）；soft-spoken（说话温柔的）3）反义词：unspoken；近义词：oralexpress [Ik pres] vt. 表达；表示 n. 快车；快递【巧记提示】ex（由……出来）+press（压力），没有压力就能自如“表达”。
【经典例句】Please send this letter by express.请用特快寄这封信。
【考点聚焦】1）express oneself表达自己的思想（观点、看法或感情等），如：He expressed himself sincerely in his address to the graduating class.他在给毕业班的讲话中诚挚地表达了自己的感情。
2）其名词为expression，意思是“表达；表情；短语”，相关短语：give expression to表达；表现。
如：Strike gives expression to the discontent of the working class to their employers.罢工反映了工人阶级对雇主的不满。
action [/] n. 动作；行为；活动；作用【巧记提示】act（行动）+-ion（名词后缀）【经典例句】Actions speak louder than words.事实胜于雄辩。
【考点聚焦】1）注意下列同根词：act v.行动；表演；担当 n. 行为；动作；active adj.在活动中的；在起作用的；积极的；activity n. 活动；行动；活动力2）与action相关的词组：in action 在活动中out of action 不（再）活动go into action 行动起来take action 采取行动3）作名词时，act与action的区别：act 指一次孤立、具体、短暂而简单的行动;action常指一个时期内发生的，或由一系列相关的acts构成的行动。
likely [/laIklI] adj.预期的；可能的【巧记提示】like（喜欢）+-ly【经典例句】Rain is likely in all parts of the region today.今天该地区各处都可能下雨。
【考点聚焦】1）同根词：likelihood n. 可能；可能性alike adj.相同的；相像的 adv. 一样地；相似地；likely的比较级和最高级是likelier，likeliest 或more likely，most likely。
表示“很可能”时，常用most，very修饰likely。
2）likely的具体用法:likely+不定式，如：He is not likely to come.他不见得会来。
likely+that从句，如：It’s high likely that he’ll succeed.他极有可能成功。
3）形容词likely与alike，like的区别：alike作形容词时，常作表语，表示“相像的”;like作表语时表示“相像的”，等于alike；作定语时表示“相似的;同类的”；likely后常接动词不定式，在句中作表语或定语，表示“有可能的;有希望的”。
general [/d en r l] adj.一般的；大体的 n. 普通；将军；概要【巧记提示】gene（基因）+r+-al（形容词后缀），将军有一般人的基因。
【经典例句】We had a general talk about books.我们泛泛地谈了书籍。
The general ordered the soldiers to march on.将军命令士兵们前进。
【考点聚焦】1）反义词:specific2）固定搭配:in general 总的；总而言之；通常情况下,如：In general，your plan is good.你的计划总的来说是好的。
avoid [v Id] vt. 避免；消除【巧记提示】a-（向着；至）+void（空的）→使变空就消失了。
【经典例句】We should learn how to avoid same mistakes.我们应该学会如何避免犯同样的错误。
【考点聚焦】1）形容词：avoidable adj.可避免的2）avoid后面接名词或动名词，不可以接不定式。
如：She avoided answering my questions.她避免回答我的问题。
英语中某些及物动词后习惯跟动名词作宾语，这类常用的动词是：我的记忆卡下面的歌诀有助于记忆：喜欢考虑不可免（enjoy，consider，escape，avoid）;停止放弃太冒险（stop，give up，risk）;反对想像莫推延（object，imagine，delay，put off）;要求完成是期盼（require，finish，look forward to）;建议继续勤操练（suggest，go on，practise）;不禁坚持求原谅（can’t help，excuse，insist on）;继续注意为成功（keep on，mind，succeed in）。