B4U4 body language READING communication：no problem公开课ppt课件

Unit 4 Body language阅读课一、教学内容Pre-reading (p.25); Reading (p.26); Comprehending (p.27)二、教学目标1. 能力目标让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。

进一步训练学生推测、略读、找读、归纳内容等阅读技巧；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。

2. 语言目标重点词汇与短语greet prediction represent association dormitory canteen flight curiouscuriouly Colombia approach cheek defend defence majormisunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general重点句子结构与用法Yesterday, another student and I, representing our university’s student association, wentto …After half an hour of waiting for their flight to arrive, I saw several young people enterthe waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognizedTony Garcia’s smiling face.三、教学步骤步骤一读前1. 引导学生回顾Warming Up部分和听力材料的内容，布置学生各组不同的任务归纳人和黑猩猩的相似之处。

Unit 4 Body LanguageWarming Up, Pre-reading and ReadingTeaching goals1. Target Languagea. 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 & waysI. 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.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/5.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 senten ce. Who will be the first to do 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 speakand translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”V.HomeworkMake out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.。

单元课题:B4U4 Body language(COMMUNICATION: NO PROBLEM?)编制: Gao Yu Wang Qian Wang Li Zhang Chun 审阅:Wang Xin 使用日期：第16周第5课时【课前预习案】【Learning Aims学习目标】1.To master new words and expressions from the context.2.To improve the reading abilities: scanning, skimming, careful reading.I.【夯基固本】夯实词汇，学习之本A 重点掌握（达到默写程度）1.陈述/说明n. ____________________v. ___________________ 2.代表/象征vt. ___________________n./ adj. _______________ 3.好奇的adj. _____________________adv. _____________________n. _______________________4.靠近/方法v./ n.__________________5.保卫vt. ________________________n. _______________________ 6.主要的adj./ v./n. ________________多数n. __________________ 7.误会vt.________________________过去式_________________________ 过去分词_______________________ n. _____________________________ 8.简单地/只adv. __________________adj. ___________________ 9.口语的adj. _____________________v. _____________________ 过去式_________________________过去分词______________________现在分词______________________书面的adj. ____________________v. ____________________ 过去式________________________过去分词______________________现在分词______________________ 10.可能的adj. ____________________不可能的adj. __________________ 11.雇员n. _______________________雇主n. _______________________雇用/就业n. ___________________雇佣/忙于v. ___________________解雇/失业v. ___________________n.___________________12.安逸/减轻n./v. _________________13.真正地adv. ____________________adj. _____________________n.真相___________________ 14.怒气n. ________________________adj. _______________________B 识记词汇1.greet____________2.association_______3.dormitory________4.canteen__________5.flight___________6.adult____________7.facial ___________8.function _________9.false ____________10.respectful ________11.subjective________12.rank ____________C 重点短语（达到默写程度）1.保卫…以免受________________2.很可能______________________3.总的来说____________________4.舒适________________5.丢脸________________6.背对________________D 短语汇总（方法指导：在课本P17-18用荧光笔标出，课前达到默写程度）1.look around 四周看2.introduce sb to sb 把…介绍给3.put up举起张贴4.reach one’s hand out to向…伸出手5.shake hands 握手6.on the contrary正相反；恰好相反Ⅱ【自主预习静心悦读】方法指导:快速阅读文章P26, 写出最佳答案。

Unit 4 Body LanguageReading and Thinking: Listening to how Bodies Talk 教案文本简析本阅读材料的话题是交际中的肢体语言，作者从三个方面讲述了肢体语言的特征与作用，通过主题句和举例阐述的方式让读者了解不同文化中肢体语言的相同或者不同的意义，并从更抽象、概括的维度深入认识肢体语言的特点，理解肢体语言的作用。

基于肢体语言的特点，作者提醒读者在与人交流中，尤其是当文化背景有差异的时候，要使用得体的肢体语言，尊重、理解和包容不同的文化，进行有效、有素养的沟通。

文本共由六个段落组成，篇章结构为“总—分”。

第一段用简练的语言引出了话题，并且从我们自身表达的需要和了解他人感受两个角度讲述了肢体语言的作用。

第二段阐述了肢体语言的第一个重要特点——肢体语言在不同的文化中有不同的内涵——这也是文中写作篇幅最大的一个要点，最为重要。

通过讲述肢体语言的这一特点，作者向读者传递了要尊重不同的文化、要使用与所在文化相宜的肢体语言。

文章的二、三、四段均围绕这一要点展开。

为了说明肢体语言的这一特点，第二段中作者讲述了不同文化中视线交流的不同，列举了中东国家和日本的情况来说明。

第三段中的主要支撑例子为OK手势，除了我们所认知的意义，OK手势在一些国家，例如日本、法国、巴西和德国等有截然不同的含义，甚至在一些国家有侮辱性。

第四段中讲述了我们最常见的用点头、摇头表达是与否的肢体语言在一些特定国家是不一样的，以及不同文化背景中人们交谈时彼此的距离，见面或告别时采用的方式也截然不同。

第五段的内容为作者讲述的第二个肢体语言的特点——有一些肢体语言在世界各地有相同含义。

作者通过两个具体的例子进行了说明，目的在于告诉读者有一些肢体语言的含义在全球是通用的，进一步表明了肢体语言的重要性。

第六段的内容为肢体语言的第三个特点——有些肢体语言本身有很多不同的用途。

作者用“smiling”的众多使用场合和不同的用途进行了说明，这个要点同样向读者传递了肢体语言在表达中的重要性。

Unit4BodyLanguageReading"Communication:Noproblem?"教学设计正宁一中冯振华一、Type：ReadingBodyLanguageisanarrativedescription，whichmainlydealswithdifferentbodylanguageindifferentculture.Asweknow,bodylanguageisak indoflanguagethatcanbeusedtoexpressone’sinnermostfeelingsinasilentway.Thispassageisdesignedtohelpthestudentsunderstandwhatim二、1、2、3、【①②（2①②③（3①②三、Teachingdifficultiesandimportantpoints（1）Teachingimportantpoints①Tohelpthesslearnandusecommonbodylanguageproperlyintheircommunication；②Togetthemainideaofthetextandsomekeyinformation.（2）Teachingdifficulties①Tocultivatethestudents’readingskills②Tohelpthestudentslearnsomeculturalmisunderstandingcausedbybodylanguageindifferentsitu ations.四、TeachingmethodTask-basedmethod&Communicative-cooperationmethod五、TeachingaidsPPTProjectBlackboardChalk六、Teachingdesign（一）GeneraldesignThisisareadingcomprehensionlesson.Thekeytoteachingistoimprovethestudents’readingskillsandstrategies.Andtheteacherwillhelpthessimprovetheirculturalawareness.Toarousethess’趣。

Unit 4 Body languagePartII Reading munication: No Problem?一、【学习目标】1. 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。

2. 通过略读，把握文章的主旨大意及篇章结构；通过精读，理解文章的细节信息。

3. 学习掌握课文中的重点词汇及语法结构。

二、【自主预习】Step I.Warming upGuess! What do the following gestures mean?(________) (________) (________) (________)Step1. Fast Reading:How many parts can we divide the passage into? Then do the match!Part 1 _)A. Examples of learned cultural “body language”.Part 2 (para.___)B. Different people have different physical ways to greet others.Learningabouttheir customs can help avoid difficulties in munication. Part3 _)C.You are sent to Capital International Airport to meet some international students.2. Careful reading1）plete the chart with information from the passage.Name Description Body language To whomTony Garcia三、【合作探究】I. Read the passage and learn the following important phrases.__________________________ 2.和某人握手 _________________________________ _______________ __________________________ ......；很有希望______________________________11.大体上,一般来说_________________________......站着________________________________________II. Sentences and structures1.【教材原句】Not all cultures greet each other the same way, nor are they fortable in the same way with touching or distance between people. 各种文化背景下的人互致问候的方式不尽相同，身体接触和相互间距的程度也不尽相同。

高中英语 Unit 4《Body Language》Reading课件新人教版必修 4Unit 4 Body Language Period 4 Reading II I am tired.I am full.Iam hungry. press palms/rest your head on it/ eyes closedmove handincircle pat stomach Usually what gestures we will do ? Warming up ( 10m ) show interest be rude or disrespectfulmoneyzerorudenessCan youfigure out the meanings of the following gestures in the followingcountries? the number onerudegreat / good jobWell-doneOkstopquietGesturesvictory! Discussion : 1.What is the functionof body language? 2. What do think the role of body language in ourdaily life? 3. Are all the body language the same in the world? Whatdo you know about them? First---reading Decide which of thesestatements are true and which are false. Tick the correct box. If thestatement is false, explain why it is wrong. Reading -- I ( 7m ) Bodylanguage is never as important as spoken language. If you are angryat a person, you might turn your back to him or her. You can threatena person by refusing to speak. If you stand with your arms acrossyour body, you are always protecting yourself from being physicallyattacked.Fis often more important thanTF You threaten a person byphysical action.FYou may be protecting yourself from a conversationyou do not want, or you may be showing that you do not agree withsomeone. 5. If you sit looking away from a person, or with your backturned, you are saying you are not interested in that person. 6. Youshould not greet your new boss by giving her or him a hug. 7. Bodylanguage is the same all over the world. 8. Most people canunderstand each other if they try.TTFsometimes the same, but it issometimes quite different.TTry to find some of the body languagewhich shows similar feelings or ideas and some which shows differentfeelings or ideas in different cultures. Second-reading Reading -- II( 10m ) similar body language 1.frowning or turning one’s back to someone to show anger 2. closing one’s hand and shaking it atsomeone to threaten that person 3. nodding the head up and down toshow agreement similar body language 4. shaking the head to show disagreement or refusal 5. looking away from a person or yawning toshow no interest to the person 6. standing, holding your arms acrossyour chest to protect yourself from an unwanted conversation similarbody language 7. sitting, looking at and turning towards the personyou are talking to 8. rolling your eyes and turn your head away toshow you are interested to show you do not believe what you hear oryou do not like it 1.children’s looking dir ectly at an adult in Asiaand South America not good behavior 2.children’s not lookingdirectly at the teacher in North America to get punishment from theirteachers because they think the children are not telling the truth 2.standing too close to your boss or teacher 3.a hug to your boss orteacher not acceptable probably not a good idea to show respect1. a smilesmile Universal gestures A smile does not always mean that oneis happy. A smile can hide other feelings, such as anger, fear orworry. If someon e “loses face” they may smile to hide it. A smile usually intends to put people at ease. Post –reading Discussion: How can we know other’s feelings, even if they do not speak to us? Whyshould we be careful of our own body language ? Why is it importantto watch others as well as listen to them? Discussion ( 5m ) Giving Performance Please act out according to the followingsituations(choose either one): Presentation ( 8m ) Situation 1: Youare meeting a British friend in the airport, and you are going to hughim. Imagine what will happen. Situation 2: You are visiting inanother country, and you want to cut hair, but you have difficulty in communicating. How can you communicate with the barber with body language? Language points for reading IIHomework:Read the passage in Reading Task on P66 and then finish the exercise on P67.[扩展阅读]魔方教程 /guanli/42969999.html[推荐讨论]如果你愿意对此进行讨论可进入 / 进行讨论。

Unit 4 Body Language-Reading Communication: No Problem Teacher: Cai QiulianCourse: EnglishTextbook: Senior English for China (Book 4), by Liu DaoyiTime Allotment: 1 period (40 minutes)Date: March 20, 2014Teaching aids: blackboard, Multi-media, Power Point, chalkI. Text Analysis （教材分析）This unit is about body language, and the text selected in the reading part demonstrates the difference and similarity of body language in many parts of the world. Through learning this passage, students are required to raise their awareness of using body language in different parts of the world. As body language is closely related to our daily life, it is easy to arouse students’ interest in learning this text. Reading skills and speaking training are designed around the text.II. Teaching Objectives （教学目标）By the end of the lesson, students will be able to:1. Language Skill Objective（语言技能目标）:develop reading ability （skimming and scanning）as well as speaking ability.2. Cultural Knowledge Objective（文化知识目标）:know about the cultural differences of using body language.3. Affective Objective（情感目标）:increase students’ awareness of using body language correctly in different cultures. Focuses and Difficulties（教学重点和难点）1.Teaching Focuses（教学重点）: the difference and similarityof body language in many parts of the world.2.Teaching Difficulties（教学难点）:develop students’reading abilities of skimming and scanning and ask thestudents to show their opinions with fluent English.IV. Teaching Procedures（教学步骤）It involves five parts:Step1. Lead-in（导入）Step2. Pre-reading（读前活动）Step3. While- reading（阅读）Step4. Post-reading（读后活动）Step5. Homework assignment（家庭作业）The first periodStep 1. Lead-in （引入）8’1. Show them some pictures (facial expressions and gesture expressions) of body language then guess what do they mean. 给他们展示不同的国家习俗不同表情和动作的图片，以此来激发学生兴趣，引入肢体语言这个文章主题。