高中英语人教版必修4Unit4教案

合集下载

高中英语必修四4_Unit4_Body_language_Reading新人教版

A conclusion of the passage.
Careful reading
( Read para1-2 Find out the answers to the questions)
1 Who will be present at the meeting?
people from different countries
a Japanese The second mistake
George Cook from (Canada)
He ________ bowed to Mr. Cook and his nose touched Mr. _________ moving Cook’s _______ ________. hand He ________ reached his hand ________ _______ ________ to the out Japanese.
Para.1-2 (example)
people present local businessmen
people representing the Chinese government
2 Why are people visiting China?
purpose mistakes
interest
People from different countries misunderstand each other.
He approaches Ms Smith Mr. Garcia by touching _______ ______ her from The _________ _______ shoulder and kissing (Columbia ) first her on the ________. cheek mistake She ______ stepped ________ back Julia Smith appearing surprised _________ from and take a few steps (Britain) away from _______ ______ Mr. Garcia.

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”。

Reading and thinking 教案-高中英语人教版(2019)选择性必修第四册

2019新人教高中英语选择性必修四Unit 1 Science FictionReading and Thinking公开课教案Teaching aims:1.Enable students to figure out how science fiction is developed and how many elements it includes.2.Guide students to identify the theme expressed in science fiction and complete the story with bold but reasonable imagination.3.Help students to develop a right and critical attitude towards the development of robots and AI.Teaching key points:1.Lead students to figure out the development and elements of science fiction.2.Help students complete the story with bold but reasonable imagination.Teaching difficult points:1.Instruct students to understand the theme expressed in science fiction.2.Lead students to develop a right and critical attitude towards the development of robots and AI.Teaching procedures:StepⅠLead-inGreet students and ask them questions:Questions:1.Have you read any science fiction?2.What elements does science fiction usually include?Suggested answers:1.Yes, I have read some, such as The Three-Body Problem and The Wandering Earth.2.These stories often contain scientific devices that we do not have now, and technologies that seem impossible, such as time travel. The characters may have bodies, cultures, and backgrounds that are very different than our own. The themes often include space exploration, alien contact, AI, and the future of humans, etc.StepⅠWhile-readingActivity 1 Skim for the information about characters and the structureRead the story. Take notes on who these people are and their relationships with each other.Suggested answers:1.a company that made robots; husband; domestic; Larry’s company; take care of Claire; richest and most powerful women; wished to beActivity 2Analyse the structure.Suggested answers:Meet;Help;LoveActivity3Read for detailed informationUnderstand foreshadowings(伏笔)①Although it was completely innocent, Claire felt guilty.(Para.6)②He suggested that she invite Gladys and her friends to the house ...(Para.7)③She heard him declare that he did not want to leave her the next day, and that he felt more than just the desire to please her. (Para.9)Suggested answers:①It turned out that Tony was a robot, so there was no crisis in Claire’s marriage. But Claire might have fallen in love with Tony before she knew it.②Gladys and her friends all admired her beauty.She even heard Gladys said that she envied her, especially when she saw the handsome robot.③Her heart was hurt because Tony just did it as it had been programmed, soshe cried all night. At last, Tony was sent back to the company and was to be upgraded(升级).Activity 4Predict the ending①How do you think this story will end? Work in groups and come up with an ending.·How will Claire react?·Will Tony leave?·What will happen to them?·...②Then listen to the rest of the story. How different is it from your ending?Suggested answers:①The answer may vary.②Tony let her go and disappeared from sight. It was then that Claire realised that Tony had opened the curtains of the front window. Her guests had seen everything! The women were impressed by Claire, the house and the delicious cuisine. Just before they left, Claire heard Gladys whispering to another woman that she had never seen anyone so handsome as Tony. What a sweet victory to be envied by those women! She might not be as beautiful as them, but none of them had such a handsome lover.Then she remembered—Tony was just a machine. She shouted “Leave me alone” and ran to her bed. She cried all night. The next morning a car drove up and took Tony away. The company was very pleased with Tony’s report on his three weeks with Claire. Tony had protected a human being from harm when he prevented Claire from falling off a ladder. He had also opened the curtains that night so that the other women would see him and Claire, which would make them envy Claire. But even though Tony had been so clever, he would have to be rebuilt—you cannot have women falling in love with machines.Activity5 Find more detailed information.Claire’s feelings towards Tony changed as the story developed. Read the passage carefully and complete the mind map.Claire’s changes of feelings towards TonySuggested answers:disliked; when she first saw him; felt embarrassed; offered sympathy for her; called him a dear; felt his warmth; envied; cried all nightStepⅠ Post-readingDebate in two groupsThe topic is “The Relationship with Robots: Good or Bad for Humans?” The speech should include the following four parts:opening statement,position(观点),argument,conclusion.Suggested answers:Good morning, ladies and gentlemen. A great philosopher Emil Cioran once said, “A man is a robot with defects.”We believe that it will be good and important to have robots help humans.From one perspective, ...In addition, ...Lastly, ...In conclusion, ...StepⅠSummaryA household robot 1.(call) Tony was to be tested 2.in Larry’s house. Though Claire, Larry’s wife, didn’t like 3.idea at the beginning, she was persuaded to let the robot accompany her while her husband was away on a business trip. The robot looked like a tall and handsome man with smooth hair. Though his facial 4.(express) never changed, the robot spoke in a deep voice. At the first sight of Tony, Claire felt alarmed because he seemed 5. (much) like a human than a machine. So when Tony offered to help dressing, Claire felt 6.(embarrass).However, Tony gradually won Claire’s trust. He took good care of Claire and even managed to rescue her when she fell off the ladder. He also helped Claire realise her dreams by 7.(make) her home elegant, giving her a new haircut and changing her makeup. Therefore at the party all the guests who 8.(invite) were filled with admiration when they saw her house was 9.(complete) changed. Claire felt satisfied and recovered her confidence. And Tony said he was so attached 10.her that he hated to leave her.Suggested answers:1.called2.out3.the4.expression5.more6.embarrassed7.making8.were invitedpletely 10.to。

人教版高中英语必修四 Unit4 Body Language reading 课件

Para1 Body language is one of the most powerful means of communication, often even more powerful than spoken language. People around the world show all kinds of feelings, wishes and attitudes that they might never speak aloud. It is possible to "read" others around us, even if they do not intend for us to catch their unspoken communication. Of course, body language can be misread, but many gestures and actions are universal.
but many gestures and actions are universal. Para7 With so many cultural differences between people, it is great
to have some similarities in body language. We can often be wrong about each other, so it is an amazing thing that we understand each other as well as we do!
Para7 With so many cultural differences between people, it is great to have some similarities in body language. We can often be wrong about each other, so it is an amazing thing that we understand each other as well as we do!

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。

人教课标版高中英语必修四 Unit4 词汇教案-新版

Unit4 词汇教学设计设计意图This is the first teaching period of this unit, aiming to help students get a basic understanding of the words and expressions. In this period, students mainly focus on the pronunciation, form and meaning of the vocabulary. The teacher’s task is to provide opportunities for students to read the new words and expressions.教学重点Get students to know the following words and expressions: greet, represent, association, flight, curious, approach, defend, major, misunderstand, adult, likely, function, ease, false, subjective, defend against, be likely to, in general, at ease, lose face, turn one’s back to.教学难点Get students to grasp the usage of the following words and expressions: represent, curious, approach, defend, be likely to, at ease, turn one’s back to.教学目标At the end of the class, the students will be able to:1. Get a basic understanding of the words and expressions in this unit.2. Spell the following words: represent, curious, approach, function, ease, rank, greet, association, defend, major, misunderstand.3. Use the following phrases: be likely to, in general, at ease, lose face, in most cases.诵读词汇Lead-inHello, everybody!Today we are going to learn the new words of Unit 4. First read after me.Let students read the new words and expressions by themselves for about 10 minutes. Then check to see if they can pronounce the words correctly.识记词汇1.连一连represent 好奇的curious 代表approach 靠近，接近function 作用，功能ease 错误的adult 安逸，舒适false 成年人lose face 防御defend…against 丢脸at ease 相反on the contrary 自由自在Suggested answers：represent 代表curious 好奇的approach 靠近，接近function 作用，功能ease 安逸，舒适adult 成年人false 错误的lose face 丢脸defend…against 防御at ease 自由自在on the contrary 相反2.根据释义写出单词(1) _____ action of defending oneself against an enemy’s attack(2) _____ might happen or probably will be true(3) _____ to be chosen to speak or act in place of someone(4) _____ to run or travel somewhere in a great hurry(5) _____ to come nearer to something or someone from a great distance(6) _____ either side of the face below the eye(7) _____ the act of flying, especially scheduled on a planeSuggested answers: (1) defence (2) likely (3) represent (4) dash (5) approach (6) cheek (7) flight精讲词汇1. approach(1) vt.接近，靠近The policeman approached the burning building.警察靠近着火的大楼。

2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案

2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案Lead inMorning, class!I found you are busy preparing for the coming sports meet. I found I’m not in the list of the judge this year, which made me relaxed. I can enjoy your competition freely. What if it rains in the sports meet?What if our class wins the first place in the sport meet?We’re supposed to check some of the exercises, today. But unexpectedly, some teachers come to our class, so I made some adjustment. It becomes an “open class”. Let me introduce two of them to you.“This is Mrs. Ye. Hello! Mrs. Ye!”(shake hands)“This is Mrs. Li. Nice to see you! Mrs. Li!”(shake hands)What did I do to greet them just now? (Ss…)Hand-shaking is one of the most popular ways in the world to greet people.TitleI read about an article. The name is “The Open Hand – A Universal Sign”. I don’t quite understand the title at first sight. Who can explain it to me? (S1…S2…) What does “open” mean? Discuss with your partner and guess the meaning of the title.I make a fist, is it open? I hold a pen, is it open? If I close my hand, what can I hold? (weapon) Now, my hand is open, can I hold anything? Now, I approach you, do you feel safe? So, what does the open hand mean? The open hand is a sign of safety and friendliness.Structure of the passageTwo things are talked about in the text, they are:(1) Different ways of showing the open hand in different countries(2) The most popular way to show the open hand in the worldIf you are going to write the article with this title, which part will you write first? Why? (S1:…S2…)(1)(2): ways of greeting that are different from yours, more interesting, attract readers. Special to general.(2)(1): familiar and important things come first. General to special.Read the text fast and silently 3 minutes and find out which part is talked about first, and which, second.(Ss read silently and check)Para1Now close your books. Some questions are talked about in the first paragraph.Why do people smile?How do people shake hands?Smile and handshake – the two most popular ways of greetingWhy do people shake hands?Do not rely on your memory, but rely on the logical meaning, decide the order of the 4 questions in a text. Now think about it. (Ss think) Now exchange your ideas with your partner. (check the answer)The most popular way to show the open hand in the worldSmile and handshake – the two most popular ways of greetingWhy do people smile?Why do people shake hands?How do people shake hands?Now read paragraph1 carefully and silently for 2 minutes and find out 3 sentences to answer the three questions. One sentence for one question. (check the answers together)Some sentences have similar structures? Can you find them?What if…? What if…? What if…?We have to…, and we have to…It shows that…, and that…Repetition makes the meaning stronger, but they may not be the key sentence. And it is necessary to tell the key sentence from the supporting details.How do you understand some expressions in this paragraph?Stranger: someone we don’t knowUnfamiliar place: place we haven’t been to or know little aboutTrust: believe in, rely onBe armed (with): be equipped with weaponPractice explaining the meaning of the expressions. Aloud. (Ss practice. Cross out the explanation and practice together again)Para2Although handshake is widely used in the world, people in some Asian cultures do not always touch another person. So, how can they show their open hand? Please work together with your desk mate to find out how they greet people.ChineseJapaneseHinduMuslimYoung people in the west(Ask a group of Ss to demonstrate one by one. After one student’s demonstration, explain.) Chinese: Wrong! The textbook is not always correct. 作揖hand, mouse, earJapanese: slightly – a little, if the person is unfamiliar, if the person is important.Hindu: hands not too low, “bow” not “nod”Muslim: students more familiar, now only touch heartYoung people in the West: five fingers, Give me five!, support and victoryLet’s practice!Class, stand up! Turn around and face your desk mate. I’ll tell you where you are from, and you perform.1.both of you are from India2.both of you are Muslims3.both of you are young people in the West4.look at me, this one (left hand) is from china and this one is from JapanAre there any problems? If you are from different countries, maybe you’ll have to make adjustmentNow I’ll make the greetings and you explain how people from different cultures greet. Read out the sentences in the text aloud, please. (Do the movement, Ss explain)Although the body language is different, they have something in common. What do they have in common?If you look at the first sentence and the last sentence, you will find the first sentence tells the difference, and the last sentence tells the same meaning. (Opinion–supporting details-conclusion)Body language – differentCarried meaning – the sameDiscussionWhat can we do to avoid misunderstanding caused by ways of greeting between people from different cultures? (Discussion or S1…S2…)What can we do to avoid misunderstanding caused by waysof greeting between people from different cultures?Be friendly and understanding.Always wear a smile when greeting, for its something universal.Combine spoken language and unspoken language to communicate better.Learn more about cultural difference and make adjustment whenever necessary.My suggestion for leaning body language is thatWhen you see an English film or talk with native speakers,observe their facial expression and gestures. Keep a recordof what interests you most. Watch what people do as wellas what they say. You can learn more from actions than youcan from words.Bb designThe Open Hand – A Universal SignWhat if…? What if…? What if…? What if…?We have to…, and we have to…unexpectedlyIt shows that…, and that…make adjustmentopenweaponsafetyfriendliness。

高中英语《Unit4 Earthquakes》优质课教案、教学设计

课文标题：Reading: A Night The Earth Didn’t Sleep.单元名称：Unit 4 Earthquakes教材版本：人教版高中英语（1）必修授课年级：高一Learning Aims:1.预习并掌握一些本单元中有关地震的单词和短语, 了解地震的有关知识。

2.通过阅读，训练阅读技能，学会用恰当的阅读方法（fast reading and close reading）来培养总结、归纳内容的能力（summarizing）。

3．学会通过找出主旨句来归纳文章与段落大意, 学习在地震或突遇的灾难中怎样自救、救人。

Teaching approaches：communicative approach, task-based approach Teaching aids：PowerPoint，blackboard, studioTeaching procedures(教学过程)Step1 Leading-in: Enjoy a vedio【设计说明】从学生感兴趣的话题导入会显得比较轻松自然，同时也能激起学生听课的兴趣。

Step2 useful words and expressions【设计说明】单词是基础，复习巩固生词为下一步阅读扫清障碍。

Step3 Fast-readingTry to get the structures of the passage main idea of the text .【设计说明】旨在锻炼学生快速搜索信息的能力。

跳读找出文章的主体大意及各段的主题，这样设计是为让学生了解、抓住本文的主题思想，为下一步细读做准备。

Step4 Careful readingPart 1 Before the earthquake: the signs【设计说明】文章较长，采取分段学习，课文层次清晰，学生自读与听力相结合，能帮助学生理解与提高听力水平,通过与搭档相互核对答案同时培养了学生合作学习的意识。

高中英语人教版必修四unit4_Body_language-reading公开课课件ppt课件

Part 3: (Para 4 )
Part 4: (Para 5)
D) Examples of learned or cultural “body language”.
Matching the people and the different ways of greeting (para2&5)
Tony Garcia (Columbia) Julia Smith (Britain) Akira Nagata (Japan) George Cook (Canada)
Careful reading :
shakes hands and kisses others twice on each cheek Bows
shakes hands approaches others closely and touches their shoulder and kisses them on the cheek does not stand very close to others or touch strangers
Columbia
Britain
Julia Smith
George Cook Akira Nagata
Canada
Japan Jordan
Ahmed Aziz
Darlene Coulon
You
France China
Fast reading:
Which is the main idea of the text?
reading
Come here !
Good ! / Great !
“No,You can not do that"
OK
• She is deaf and dump, so body languagee.

(完整版)人教版高一英语必修四unit4Bodylanguage教案

人教版高一英语必修四unit4 Body language教案Part 1.Teaching goals: 教学目标1. 语言能力目标●Talk about body language: cultural differences andimprove the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.●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、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。

3. 情感态度目标●要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。

●Body language is actions that human beings canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage plays important roles in communicating.Part 2.Teaching Important and difficult Points●重点词汇与短语greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding 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, went to …After half an hour of waiting for their flight to arrive, I saw several young people enter the 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 recognized Tony Garcia’s smiling face.3.Improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.4.let students learn about the words and expressions about body language.Part 2.　Teaching Important Points:1．Teach the students how to understand body language used in different countries or cultures as well as in different occasions.2. How does body language differ among people fromdifferent cultures?Part 3.　Teaching Difficult Points:1. Let the students know that there is both positive body language and negative body language.2.to grasp the main idea of the text.Part 4.Teaching Methods:。

高中英语人教版必修四教学案：Unit4Section4含答案

答案：1～3Ⅰ．Matchthemainideawitheachpart ．1．Part1(P ara ． 2．Part2(Paras ． 1) 2～6) A ．Examplesofsomeuniversalbodylanguage ． B ．Bodylanguageissometimesmoreimportantthanspokenlanguage ．3．Part3(Para ．7) C ．Therearedifferencesinbodylanguage,andit'simportantforustoknowthem ．BACⅡ．Readthepassagecarefullyandchoosethebestanswers ．1．WhichofthefollowingaboutbodylanguageisTRUE?A ．Itismoreimportantthanspokenlanguage ．B ．Itisasimportantasspokenlanguage ．C ．Neitherspokenlanguagenorbodylanguageisimportant ．D ．Itislessimportantthanspokenlanguage ．2．Whymayapersonsmileifhelosesface?A ．Toshowhisanger ．B ．Tohidehisembarrassment ．C ．Tothreatenothers ．D ．Tolaughatothers ．3．Ifyouarenotinterestedinothers'talking,youmay________ ．A ．lookawayfromhimoryawnB ．turntowardandlookatsomethingC ．fixyourattentiononthespeakerD ．standatalittledistancewithopenhands4．SupposeyouareateacherinAmerica,you'lltellyourstudentsto________whenothersaretalking ．A ．avoidlookingatothersdirectlyB ．lookdirectlyatothersC ．glanceatothersD ．lookdownatothers5．Wecaninferfromthetextthat________．A ．wecancommunicatesuccessfullywithothersusingbodylanguageB ．peoplefromdifferentcountrieswillnotmisunderstandeachotherusingbodylanguageC ．weshouldtrytolearnmoreaboutother countries'customsD ．allaroundtheworld,peopleexpressthesameideasusingthesamebodylanguage 答案：1～5BBABCⅠ．单词拼写1．Themachinewon'tfunction(运行)properlyifyoudon'toilitwell ．2．Shegavefalse(虚假的)informationtotheinsurancecompany ．3．Themanwasshakinghisfist(拳)atusthroughthewindow．4．Theyhugged(抱)eachotherwhentheymetatthestation．5．Theyarepeopleofallranks(等)andclasses．6．Igavehimsomemedicinetoease(减)thepain．7．IfeltsosleepythatIcouldn'tstopyawning(打呵欠)．8．Asacritic,hiswritingisfartoosubjective(主的)．Ⅱ．拓展1．facialadj．面部的→facen．面部；2．trulyadv．真地；真地；真实地→trueadj．真的；真实的3．angern．怒气；怒火→angryadj．生气的；火的4．respectfuladj．恭顺的→respect v．&n．敬爱；恭顺5．easen．安适；舒坦vt．减(难过，)→easyadj．简单的[巧]派生Ⅲ．全短例facialtrulyangry律n．＋-ial→adj．adj．＋-ly→adv．n．＋-y→adj．1．atease舒坦；快活；逍遥自在2．loseface3．turnone'sbackto背；背弃4．giveahugtosb．抱某人5．nodthehead点点6．berespectfultosb．敬爱某人7．upanddown上上下下；来往返回8．lookawayfrom把眼光从⋯⋯上移开；不看9．inmostcases在大部分状况下1．[教材原句]Itispossibleto“read〞others even around if us,theydonotintendforusto catchtheirunspokencommunication．“懂〞我周人的心思是有可能的，即使他其实不想我捕获到他没有出来的信息。

高中英语新课标必修4Unit4Bodylanguage教案

Unit 4 Body language Ｉ．单元教学目标技能目标 Skill Goals Talk about body language: cultural differences and intercultural communication Practise talking about prohibition & warning as well as obligation Learn to use the -ing form as the Attribute &Adverbial Learn Learn to to to write write write a a a diary diary diary that that that showing showing showing the the the observation observation observation of of of how how how body body body language language language helps helps helps in in communication II ．目标语言功能句式Talk about body language What is the purpose of language? What do you think “body language” means? How can you tell if someone is sad or happy even if they do not speak? How can you communicate a feeling to someone who does not speak your language? Why do we need to study body language? Talk about cultural differences & intercultural communication What do British people often do when they meet strangers? What do French people often do when they meet people they know? Why should we be careful about our own body language? Why is it important to watch others as well as listen to them? 词汇 1．四会词汇 Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad 2．认读词汇unspoken,, Jordan 3．词组be likely to, in general, not all, turn one ’s back to, lose face 语法 4．重点词汇 represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action The -ing form as the attribute && adverbial Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial. 1. The -ing form as the attribute They are visitors coming from several other countries, ... His nose touches Mr. Cook’s moving hand, ...This is an exciting experience for you, ... 2. The -ing form as the adverbial ... so you stand watching and listening. Four people enter looking around in a curious way. You see her step back appearing surprised, and take a few steps away from Mr. Garcia. The visitor from Japan comes in smiling at the same time as George Cook from Canada. Ⅲ．教材分析和教材重组1．教材分析本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。

【教案】Unit 4 Sharing 复习课人教版(2019)高中英语选择性必修第四册

选必四U4I.重点单词——我会写1．parcel n．包裹vt.裹好；打包2．mail n．邮件；信件；邮政vt.邮寄；发电邮给3．secondary adj.中学的；次要的4．privilege n．优惠待遇；特权5．cotton n．棉布；棉花6．uniform n．校服；制服adj.一致的；统一的7．lately adv.最近；不久前；近来8．shade vt.给……遮挡(光线)；加灯罩；把……涂暗n.阴凉处；灯罩；阴影部分9．rigid adj.死板的；固执的10．wrinkle vt.& vi.(使脸上)起皱纹；皱起n．皱纹11．forehead n．额；前额12．housing n．住房；住宅13．platform n．平台；站台；舞台14．drag vt.拖；拽vt.& vi.缓慢而费力地移动15．resign vi.& vt.辞职；辞去16．input n．情况；信息；投入；输入vt.输入17．criterion n．(pl.criteria)标准；准则；原则18．pray vi.& vt.企盼；祈祷II.拓展单词——我会变1．dust n．沙土；灰尘vi.& vt.擦灰→dusty adj.布满灰尘的2．rubber n．橡皮；黑板擦；橡胶→rub vt.& vi.擦；摩擦；揉；搓3．chemist n．化学家；药剂师；药房→chemistry n．化学→chemical adj.化学的4．ripe adj.成熟的；时机成熟的→ripen vt.& vi.(使)成熟5．disabled adj.有残疾的；丧失能力的→disability n．缺陷；障碍→disable vt.使(某人)残废；使……无能6．deserve vt.值得；应得；应受→deserving adj.值得的；应得的7．consultation n．咨询；咨询会→consult vt.咨询；请教→consultant n．顾问8．stability n．稳定(性)；稳固(性)→stable adj.稳定的；牢固的→unstable adj.不稳定的III.核心短语1．a chorus of 齐声；异口同声2．not to mention 更不用说；且不说3．take for granted 认为……是理所当然；对……不予重视4．relay to 转达给……；转发给……5．pray that 但愿IV.考点突破drag vt.拖；拉；扯vt.& vi.缓慢而费力地移动读后续写之手的肢体动作：drag/draw/pull拉；cup one’s hands over...把手窝成杯状；slide one’s hands into...将手伸进；put one’s hands to one’s cheeks用双手捂住脸；spread one’s hands摊开双手汤姆打开车门，把司机拽出来，把他送到警察局。

2019_2020学年新教材高中英语Unit4Naturaldisasters单元重点知识回顾教学案新人教版必修第一册

Unit 4 Natural disastersⅠ.重点词汇1．rescue n．& vt. 营救；救援(1)come/go_to sb.'s rescue 来/去救助某人rescue team/workers 救援队/人员(2)rescue ... from ... 把……从……解救出来2．damage vt. 损害；破坏n. 损坏；损失(1)damage one's_health 损害某人的健康(2)cause/do damage to ... 对……造成损害3．affect vt. 影响；(疾病)侵袭；深深打动(1)be greatly/deeply affected by 被……深深打动；被……深深影响be affected with_high_fever 发高烧affect sb. to_tears 把某人感动得流泪(2)effect n. 作用；影响have an effect/influence_on 对……产生影响4．shelter n. 避难所；居所；庇护vt. 保护；掩蔽vi. 躲避(风雨或危险)(1)take shelter from ... 躲避……(2)shelter sb./sth. from 保护……(免受……)5．ruin n．& vt. 破坏；损坏(1)be/lie_in ruins 倒塌；破败不堪fall/come_into ruin 成为废墟；毁灭(2)ruin one's_future/health 毁掉某人的前程/健康ruin oneself 自我毁灭6．shock n. 震惊；令人震惊的事；休克vt. (使)震惊(1)in shock 震惊；吃惊；休克be a shock to 使……吃惊(2)shocked adj. 震惊的；惊讶的be shocked at/by 对……吃惊be shocked to_do_sth. 因某事而吃惊(3)shocking adj. 令人震惊的(常用来形容物)7．trap vt. 使落入险境；使陷入圈套n. 险境；陷阱(1)be trapped in ... 困在……中，陷入……trap sb. into_(doing)_sth. 诱使某人(做)某事(2)lay/set a trap for 为……设下圈套fall/walk_into a trap 落入圈套8．bury vt. 埋葬；安葬bury sth. in 把……埋到……里bury one's face in_hands 双手掩面bury oneself_in 埋头于；专心于；沉浸于9．suffer vt. 遭受；蒙受vi. (因疾病、痛苦、悲伤等)受苦(1)suffer pain/a_defeat/loss/hardship/damage 遭受痛苦/失败/损失/艰难/破坏suffer from 受……折磨；患……病(2)suffering n. 痛苦；苦恼(3)sufferer n. 受难者；患病者10．survive vi. 生存；存活vt. 幸存；艰难度过(1)survive from 经过……之后还存在survive on 依靠……生存下来(2)survivor n. 幸存者survival n. [U]幸存 [C]残存物11．calm adj. 镇静的；沉着的vt. 使平静，使镇静(1)calm (sb.) down (使某人)平静下来；镇静下来(2)stay/keep/be calm 保持镇静(3)calmness n. 镇静；沉着12．aid n. 援助；帮助；救援物资vt.& vi. 帮助；援助(1)with the aid of 在……的帮助下in aid of 用以援助come_to_one's aid 帮助某人What's ... in_aid_of? ……究竟是为什么(发生)；……是做什么用的？(2)aid sb. in_(doing)_sth. 帮助某人做某事aid sb. with_sth. 以某事/某物帮助某人13．on hand 现有(尤指帮助)on the one hand ... , on the other hand ... 一方面……另一方面……in hand 在手中hand in hand 携手；手拉手，密切合作14．sweep vt.& vi. (swept, swept) 打扫；清扫sweep away 消灭，彻底消除，完全打消sweep up 打扫；清扫sweep aside 漠视，不理会，把……放在一边sweep out 打扫干净sweep over 突然袭来make_a_clean sweep of (在比赛、选举等中)大获全胜；大换班，大改变15．strike vi.& vt. (struck, struck/stricken) 侵袭；突击；击打n. 罢工；罢课；袭击(1)be struck by/with 被……击中；(引申义)被……打动，迷恋……It strikes sb. that＝It occurs to sb. that 某人突然想到……strike ... into one's heart 使……刻骨铭心strike sb. as (being) sth. 给某人(以……)印象；让某人觉得(2)be/go_on strike 罢工16．deliver vt.& vi. 递送；传达vt. 发表(1)deliver sth._to_sb./sth. 把……递送给……deliver a_speech 发表演说deliver a_baby 接生婴儿(2)delivery n. 投递；送货；分娩17．effect n. 影响；结果；效果(1)have_an effect on/upon_sth. 对……有效；对……有影响come/go_into effect 生效take effect 生效；奏效bring/put ... into effect 实施in effect 实际上(2)effective adj. 有效的；有影响的(3)affect vt. 影响Ⅱ.教材原句1．It_seemed_as_if the world were_coming_to_an_end！(教材P50)仿佛世界末日即将来临！2．Two_thirds_of the people who_lived_there were dead or injured.(教材P50) 三分之二的居民或死或伤。

人教版高中英语必修四课件-Unit 4 Body Language P-1PPT课件

Person & country
Suitable greeting
a man from Canada To M: Shakes hands.
To F: Shakes hands or kisses on
Both cheeks if known.
a woman from France To M: Shakes hands or kisses
• 2. What parts of the world are not represented by the visitors?
Africa, Australia and Central America.
• 3. Why is Julia Smith surprised?
Julia Smith is surprised that Mr Garcia touches her shoulder and kisses on the cheek when they meet.
They shake hands & kiss each other twice on each cheek.
• 6. Is the main character male or female?
How do you know?
From the 5th paragraph we know that there are only two women, one is Julia Smith, the other is Madame Coulon, so the main character must be a man.
7 I’m very nervous. 8 I’m tired &sleepy.
Patting or rubbing stomach. Hanging head. Smiling, arms open and head back.

人教版高中英语必修四 Book 4 Unit4 Body Language PPT课件

Step 2 pre-reading.
1. What do you think is the purpose of language?Disscuss your opinion with your partner. The purpose of language is to communicate with other people .
2. How can you communicate with someone if you I can use body language to communicate with cannot speak? Give an example. someone if I cannot speak .For example, if I'm angry, I might turn away and not talk to others .If I'm happy to see someone, I might smile and hold out my hand or open my arms. 3. There are many different ways to greet someone Ways to greet someone without words: using words.How many ways can you think of to smile ,wave ,shake hands, hug,kiss,etc. greet someone if you CANNOT speak? Share your ideas with your partner.
Book 4
Body Language
Uபைடு நூலகம்it 4
Body Language

人教版高中英语必修四第四单元教案第四课时Listening教案

新人教版高中英语教案Period 4 Listening The General Idea of This Period人教版高中英语教案系列This period aims at getting the students to train their ability to get the key information with body language. Teaching Important PointsListen to the materials about a traffic accident and retell the story after finding the correct order of the six pictures. Teaching Difficult PointsWork in groups of four and act out the actions. Teaching MethodsTask-based method Listening and cooperative learning Teaching Aids A projector,some slides and a multiple-media computerThree Dimensional Teaching Aims Knowledge and SkillsGet the students to improve their skills to get the key information and key words. Help them to learn more about body language. Process and Strategies Train the students’ listening skills. Feelings and Value After the study of this period the students are sure to understand the body language better and know how to use it in our daily life,thus avoiding some misunderstanding with others in communication.Teaching Procedures Step 1 Revision Check the students’ homework and ask some students to retell the reading text of SHOWING OUR FEELINGS. Step 2 Pre-listening Ask the students to look through the six pictures in Ex.1 on Page 31 and ask them to guess what happen. T:Now,open your books and turn to Page 31.Look through the six pictures.The pictures are not in the correct order.Your task is to liste n to the tape and rearrange the picture according to the listening material.But before we listen to the tape,I would like some of you to guess what happen in the pictures. S:I guess there is an accident.Maybe the car hit the cyclist who carries a box of apples. S:Then the policeman comes to settle down the matter. Step 3 Listening T:Your guess maybe right.Now we are going to listen to the tape.While listening,pay attention to these important points and you are asked to take notes of the actions that show the story in the passage. a)What Lin Pu says and does? b)What the cyclist says and does? c)What the policeman says and does? Now,I will play the tape twice.Please listen carefully.After listening to it twice,you will be given three minutes to find out the correct order of the pictures. After listening to the tape twice,ask the students to give their answers. T:So have you got the right order? S:2,1,3,4,6,5 T:Good job. Step 4 Acting T:Have you also taken down some notes while listening?Get prepared to act out the story using both spoken and body language.I will give you 5 minutes to work in groups of three to act out the dialogue.One will be Li Pu,one will be the cyclist and one will be the policeman.You may use the following function items when you act it人教版高中英语教案系列2人教版高中英语教案系列out.You may use the follo wing functional structures to help you.You may notAlways stayBe careful whenHe mustYou mustNeverDo notYou should neverWatch outAfter five minutes,ask some groups to act out their dialogues.Step 5 Fu rther listening taskT:Just now we have listened to a passage about an accident.Now we are going to a dialogue between twopersons.One is a Chinese and the other is a Canadian.First,look over the six pictures.While you listen to thetape,number the pictures in the correct order as they happen in the story.After listening to the tape twice,ask the students to number the pictures in the correct order.T:Who have worked out the correct order?S:1,6,2,4,3,5,T:Well done!Step 6 DiscussionT:Discuss with your partners the differences between Chinese and Western gestures and body languages.You arerequired to point out the differences in the dialogue to the class.After 5 minutes.T:Who have found out the differences?S1:The body language in the text consists mainly of hand gestures.For example,to show the number 38,Shen Lei holds his fingers like this—three fingers for the three,and a pointing finger for eight.Julie uses first three fingersfor three,then two hands holding up eight fingers.S2:In picture 5,Julie pats her han d at her throat to show she is very full.She means to say:“I am stuffed.” T:Good job!Step 7 ExtensionT:What other examples of western body language have you seen,perhaps in films or on TV?Can you show themto the class and then show the way that Chinese people would express?S:For example:In western films,we often see people hugging and kissing when they greet each other inpublic.This does not happen as of ten in China.We might just shake hands.Step 8 Homework1.Give more examples of what you have observed in the body language of others.2.Suggest some jobs in whi ch body language is very important.3.Write down five different kinds of body language used in our daily life.The Design of the Writing on the BlackboardUnit 4 Body languagePeriod 4 Listening1.Revision 2.Pre-listening—prediction 3.Listening—questio ns:What Lin Pu says and does?What the cyclist says and does?What the policeman says and does?4.Acting5.Further listening tasks on Workbook6.DiscussionRecord after Teaching人教版高中英语教案系列3人教版高中英语教案系列Activities and ResearchThe students are encouraged to take the notes down while they are listening.After that they are to act out thestory they hear using both spoken language and body language.The teacher may offer the students some functionalstructures.Reference for teachingLearning Tips 高考英语听力测试的技巧与训练一、把握听力技巧,强化判断能力。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

Unit 4 Body LanguageWarming up and reading白璐璐(一)there dimensional teaching aimsKnowledge and skill:1. Let the students know more about body language.2. Let the students can talk about body language freely.Ability aims:1. Encourage students to think about body language and talk about it.2. Learn to respect other cultures.3. Train students’ speaking ability through individual and group work.Emotional aims:1. To arise students’ interest in learning English.2. Let students have a better understanding of different customs.(二) Teaching important points1. Master language points and can use them to talk about body language.2. Learn to show respect to other cultures.(三) Teaching difficult points1. Talk about body language with partners by using new expressions.2. Have a better understanding of the whole passage.(四) Teaching methods1. Task-based teaching and learning.2. Pair work or group work to make every student learn in class.3. Asking-and- answering activity to help students understand the words andphrases.(五) Teaching aids:Blackboard and PPT(六) Teaching proceduresStep 1 GreetingToday we are going to use a different way to start our class, you guys need look at me and I will do some acting, you guys need do what I want you to do.Step 2 lead-in1. The definition of body language: a form of communication without using anywords.Body language: gesture, eye contact, facial expression, postureStep 3 warming up1. Different ways to meet or partShow some pictures about how to greet and how to say goodbye to each other.2. Do the gestureShow some picture about gesture and give the explanation of its different meanings.Step 4 ReadingTask 1 Fast readingRead the passage carefully and divide the passage into 4 parts. Match the main idea of each part.Para 1 A.Different people have different body language.Para 2&3 B. Summary of body language.Para 4 C. Meet the visitors at the airport.Para 5 D. People from different countries express greetings indifferent ways.Task 2 careful readingRead the first paragraph carefully and finish the T or F questions( T ) 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year'sinternational students.( F ) 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.( T ) 3. I stood for a minute watching them and then went to greet them.Read the second and third paragraph carefully and match the left with the right column.Mr Garcia (Columbia) Julia Smith (Britain)Darlene Coulon (France) Akria Nagata (Japan)George Cook (Canada) 1.shakes hands and kisses others twiceon each cheek2.approaches others closely andtouches their shoulder and kisses them on the cheek3.does not stand very close to others ortouch strangers4.bows5.shakes handFind out the two mistakes the writer found in the airport:He approaches Ms Smith(Columbia)by _______ ______ _________ and_______ her on the ________The firstmistakeJulia Smith from She ______ ________ appearing_________ (Britain) and take a few steps _______ ______ Mr.Garcia.Japanese He ________ to Mr. Cook and his nose_________ Mr. Cook’s _______ ________. The secondmistakeGeorge Cook He ________ ________ _______ ________ tothe Japanese.Task 3. careful readingListen the rest part carefully and choose the right answer.1.Besides spoken language, people also use “unspoken language” through___.A.physical distanceB. actionsC. postureD. all above2. ___ prefer to bow rather than kiss others on the cheek.A.The FrenchB. The JapaneseC. The AmericanD. The Chinese3. Which countries approach others closely expect___.A.AmericaB. SpainC. ItalyD. England4. Why do we need study international customs?A.avoid difficultiesB. for funC.go to study abroadD. international communicationTask 4 Post readingAnswer the following questions1. “When in Rome, do as the Romans do.” What do you think this famous saying means?This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.2. Did any students have similar greeting customs? If so, which ones?Yes. Tony from Colombia and Darlene from France had a similar greeting custom—a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom—a handshake, but Ahmed shakes hands only with men.Step 5 DiscussionGive a speech about how different countries greet others. Your speech should include the following information.You may start like this:It is my great honor to give you a speech here.As we all know ,not all cultures greet each other the same way. In France, …It’s necessary to learn about some body language, because it can reduce somemisunderstanding and avoid difficulties in communications. Step 6 Daily sentencesWhen in Rome, do as the Romans doStep 7 EntertainmentCan you guess what the following gesture from Japan means? Step 8 Homework➢Recite the new words of unit 4 and prepare for next period.➢Finish the exercise I on page 27。