Body language Learning focus

高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。

o学生能够理解不同文化背景下肢体语言的差异和共性。

o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。

2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。

o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。

o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。

3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。

o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。

o鼓励学生积极参与课堂互动，培养合作学习的精神。

二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。

-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。

三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。

-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。

-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。

-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。

四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。

设定时间限制，避免讨论偏离主题。

2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。

3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。

七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。

Unit4 Body language 教学思路和反思教学思路：本节课是本单元的第二课时，主要内容是完成Warming up 和Reading 两个环节的教学。

学生在学习了本单元的单词和短语后，阅读任务显得相对简单。

本单元的中心话题是肢体语言这种交流的方式，因此在Warming up 部分首先提出了“How many ways of communicating do you know?”这个问题启发学生思考，引出交流方式中的口语语言和书面语言，然后总结“What is body language?”为几种交流方式的对比以及肢体语言的不同和重要性做好铺垫。

Warming up 的最后一步做一个关于肢体语言的游戏“Act & Guess”提高了学生积极参与课堂的兴趣。

通过表演让学生意识到“Body language is not all the same throughout the world.”因此，当来自不同国家的人们相遇时，在交流方面可能存在问题，从而引出Reading话题。

Reading 部分设置了Fast reading，Careful reading 和Post reading 三步。

第一步通过总结Main idea 和段落大意的连线两个练习让学生对文章进行整体把握；第二步根据每一段的内容设置了不同类型题目的任务型阅读，旨在对学生各方面的能力进行培养；第三步是课堂讨论“Do you think body language is important?”锻炼学生小组合作学习的能力以及表达自己观点的能力，并在学生展示之后用微课的方式表达了老师自己对此问题的看法，引发学生更多的思考。

在阅读之后设置了总结“Summary”，通过总结让学生意识到尽管国与国的肢体语言不尽相同，但是我们要理解和尊重这些差异。

Homework 一是复述文章，督促学生课下朗读和理解文章；二是找出文章中的语言点，为下一节课文中重要知识点的讲解做好预习。

Body language——英语教学中不可忽视的语言摘要：本文阐述了Body language在英语教学中所起到的作用，从而使广大教师认识到身势语的重要性，进而使其能更好地在教学中加以运用，提高英语教学效率。

关键词：Body language；无声语言；英语；教学一、引言随着多使用课堂用语，创造英语环境，给学生们更好地进行听、说、读、写、练这一英语教学理论的日益深化，在英语课堂教学过程中，我们随处可听见“Please look at the blackboard”“Open the book ”“Well done, thank you …”等有声的语言。

然而，在重视这一种有声语言的应用中，另一种无声的语言——Body language却少有人注意。

实际上，Body language亦是语言的一种，在英语教学中不可忽视。

二、Body language的重要性Body language 即是态势语，又称为体态语，是口语交际活动的辅助手段，是通过体态、手势、表情、眼神等非语言因素传递信息的一种言语辅助形式。

而te achers’body language是教学教育口语中不可分割的重要组成部分，教师的一举一动不仅直接影响着教学、教育效果，而且对学生起着潜移默化的作用。

Teachers’body language包括：身姿语(Posture language)、手势语(Gesture/sign language)、表情语(Expression language)、目光语(Sight language)、空间距离语(Distance language)、服饰语(Dress language)(《教师口语》)。

这就是说，教师运用身体姿态、手势动作、面部表情等来传递信息，交流情感。

Teachers’body language是师生沟通的重要手段之一。

古人说：“情动于中而形于言”，表情动作是内在情感的自然流露，是情感发展到一定阶段所必至。

Unit 4 Body LanguageI 教学内容分析本单元的中心话题是“身体语言”。

身体语言的交流在不同的文化中所蕴涵的意义是不一样的。

这样，人们在互相交际时，就会出现这样或那样的问题或障碍。

本单元就是从该话题展开，通过一系列的交际误会的场景，形象地表现出话题的中心：身体语言本身没有对错或好坏之分，它们是在特定的文化发展规律过程中形成的。

Warming Up 部分由两部分组成。

练习1通过让学生讨论四幅照片交流对日常交际的看法。

然后让学生选择课本提供的15个日常交际用语中的一个，用身势语言表演出来，让同伴猜测其意义。

Pre-reading部分设计了四个问题。

这些问题集中引导学生思考“语言的目的”、“离开语言人们如何交流”、“有多少途径可用非语言手段向人问好”、“预测下面阅读课文的内容”等，这些问题既是对“热身”所引出的话题的总结，又承接了下一步的阅读教学。

Reading部分描写了作者在机场迎接外国客人的场景。

这几位来自不同国家的学生初次见面时，都按照自己国家的风俗习惯向对方问候，结果却遭遇了尴尬。

这一场景增加了文章的真实性和形象性，使读者仿佛身处其中，能引发读者的好奇心，为下面引出中心做好了铺垫。

Learning about Language 包括词汇和语法两部分。

词汇部分含有三个练习：从1至3分别为猜词义、用词填空。

语法部分分两步走：练习1要求学生从课文中找出含有v-ing形式的句子；然后在练习2中运用v-ing形式，做到了讲练结合。

Using Language 该部分包括四大块：阅读与交谈、写作、听写说和说写。

在这一部分学生的各项知识和技能得到了充分的提高。

阅读部分进一步阐述了身体语言的重大作用，并用具体的身体语言举例来告知学生们如何使用它们。

写作部分环节合理：先收集句子，然后表演，最后写下自己所观看到的主要内容。

第三部分先讲述了一场车祸，接着让学生根据图片来表演相关内容，听练结合，学以致用。

Unit 1 LanguageLesson 1 Body language【教学内容】本单元的中心话题是“身势语”。

“热身” 部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系。

“对话” 部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。

“听力” 部分是以听的形式进一步向学生介绍了肢体语言的交际功能以及部分东西方手势语的区别。

【教学重点】a．帮助学生了解、掌握日常生活中常用的一些身势语。

b．让学生能结合口语及身势语来表达自己的思想。

c．训练学生通过听、说练习提高自己的听力水平。

【教学难点】a．身势语的中外文化的区别及其动作的正确表达。

b．学生课外查阅资料的能力培养。

【教学目标】1．理论依据新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。

2．语言知识与技能目标a．熟练掌握与“身势语”话题相关的常用词汇及主要语言表达形式。

b．学生之间能交流、合作，共同就given topics较好地完成一些开放性话题。

c．使学生能根据key words把相关事实和信息联系起来。

3．情感态度与文化意识目标a．充分发挥情感教学的优势。

b．加强学生的团体协作意识。

c．了解东、西方文化的区别。

【教学方法】1．“任务型”教学的设计理念。

2．英语教学和情感教育的有机结合。

3．利用现代教育技术，拓宽学生学习学习和运用英语的渠道。

【设计构想】英语作为基础教育课程之一，历来备受重视。

面对新形式及新的时代要求，更应该以培养创新精神和实践能力为重点，强调新课程要促进每一位学生个体的身心发展，培养并促进学生良好品德的行成，从而使学生们能更好的适应日新月异的社会和时代。

然而，我们学生的英语能力相对比较薄弱，底子不够雄厚，学英语的态度也不够重视，导致整体的英语水平不高。

入舵市安恙阳光实验学校话题19 肢体语言（Unit 4 Body language）晨读背诵话题单词1. apparent 【əˈpærənt】 adj. 明显的 2. facial 【ˈfeɪʃ(ə)l】 adj. 面部的3. impression 【ɪmˈpreʃ(ə)n】 n. 表情4. contact 【ˈkɒntækt】 n. 接触5. approach 【əˈprəʊtʃ】 v. 靠近6. relationship 【rɪˈleɪʃənʃɪp】 n. 关系7. gesture 【ˈdʒestʃə(r)】 n. 手势 8. misunderstand 【mɪsʌndəˈstænd】 v. 误解9. unfair 【ʌnˈfeə(r)】 adj. 不公正的；不公平的 10. avoid 【əˈvɒɪd】 vt. 避免；消除11. ahead 【əˈhed】 adv. 在前；向前；提前 12. manage 【ˈmænɪdʒ】 vt. & vi. 做成（某事）；管理13. occur 【əˈkə:】 vi. 发生；出现 14. firm 【fɜːm】 adj. （动作）稳定而有力的；牢固的15. fold 【fəʊld】 vt. 折叠；合拢；抱往 16. bend 【bend】 vt.vi. & n. 弯曲；专心于17. focus 【ˈfəʊkəs】 n. 中心；焦点 18. opposite 【ˈɒpəzɪt】 prep. 相反的19. interpret 【ɪnˈtɜːprɪt】 v. 诠释 20. sensitive 【ˈsensɪtɪv】 adj. 敏感的话题短语1．give/lend sb.a hand 给某人帮助 2．get through 通过；度过；到达3．rest on停放；依靠 4．greet sb.with通过……向某人问候5．hold up举起；拿起；举出6．ahead of (在空间或时间上比某人、物)更前；更早7．in order 按顺序，整齐 8．make a face 做鬼脸；扮怪相9. the eye contact 目光的接触 10. means of communication 交流的方式11. be tied to 与……有联系 12. express one’s feelings 表达某人的情感13. convey messages 传达信息 14. facial expression 面部表情15. an aspect of……的一个方面 16. communicate with与……交流话题句子1. There are also differences as to how often we touch each other, how close we stand tosomeone we are talking to , and how we act when we meet or part. 在我们互相触摸的频率上，在我们站立谈话的距离上，在我们见面分手的礼仪上，也都存在着许多不同之处。

教学设计导入热身快速阅读跳读抢答竞赛（精读）表演总结布置作业学情分析所教学生已经掌握了一些基本词汇和语法知识，能阅读并且理解中等难度的文章。

本单元的话题是“身势语”，学生应该会很感兴趣，从而配合我上好这节课。

效果分析通过各种形似的针对性训练，有效巩固了学生速度，精读，略读的阅读技能，各种练习的训练，加深了学生对文章内容的理解。

使学生了解不同国家之间身势语的差异,增强用身势语进行跨文化交际的意识。

教材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一个非常重要的方面，它通过无声的语言表达一个人的内心世界，在跨文化交际中也起着举足轻重的作用测评练习1.Fast reading（1）How many characters are there in the text ?Where are they from ?（2）What is the main idea of the text ?（3）Ask students to read the text quickly to divide the passage into four parts and then match the main idea of each part with lines.Part 1 Different people have different body language.Part 2 Summary of body language.Part 3 You are sent to CIA to meet this year’sinternational students.Part 4 Examples of learned or cultural “body language”.2. Careful readingAsk students to read the passage from part to part and get some detail information. Part 1: fill in the blanks.(1)The first mistake :Mr. Garcia , He approaches Ms Smith by_______ _____________ and ______ her on the ________.Julia Smith, She _______ ______ appearing _________ and take a few steps _______ ______ Mr. Garcia.(2) The second mistake:a Japanese, He ________ to Mr. Cook and his nose _________ Mr. Cook’s _______ _______.George Cook, He _______ ______ ______ ______ to the Japanese.Part Two: competition.Choose any picture you like, and answer the questions which is connected with it . Part three: carry out a performanceChoose any group to carry out a performance.( use body lanhuage to greet others.) Group One: Tony Garcia , Julia Smith and IGroup Two: Akria Nagata and George CookGroup Three: Ahmed Azia and IGroup Four: Darlene Conlon and Tony GarciaStep 5 Summary•Body language varies from culture to culture. Not all members of all cultures behave the same way. We should try to grasp and respect each other’s culture in order to make good communicationStep 6 Homework1. Read the passage again to get a better understanding and find out some useful words and expressions.2.Collect some information about body language in different cultures.课后反思本节课，我给学生创设了一个积极参与、自主学习、合作探究的学习情境，充分体现了“以学生为本”，“以学生的全面发展为本”的教学思想。

The application of the theory of body language in primary school English teaching Abstract: body language refers to any part of the people in the process of communication auxiliary language expressions, behavior, and behavior of the communication. It is a kind of language belongs to nonverbalLanguage. This paper discusses the role of body language in primary school English teaching, analyzes in detail several common body language, designed to direct the body language in English teaching properlyThe application of primary school English teachers' attention to body language.Key words: body language; Primary school English teaching; applicationPrimary school stage is an excellent language learning period, but also learn EnglishOne of the key period of study. Because English has become the primary school nowA main course, and therefore inspire pupils to beginners of English interest,Lays the foundation for the high school English learning become a primary school teacher of EnglishAn important task. However child age small, relatively poor self-control, noteForce is not easy to focus, abstract thinking is not enough rich, plus English for himChildren is a very strange, they are more about EnglishLanguage of curious: what is English? English is interesting? Thus, ifTeachers in the classroom is the knowledge of English to inculcate step by stepGive the pupils, and they will get bored, and losing to EnglishOf interest. So, how to improve the efficiency of primary school English classroom teaching? Numerous studies have proved that a successful classroom teaching, not only needTeachers use graceful to impart knowledge and must be accompanied by the sound languageAppropriate body language, the two complement is used in classInto, be short of one cannot. Especially for primary school English classroom, eachA teacher of English in addition to have good knowledge of English, but also to masterHow to use body language in class, in order to achieve good teaching effectFruit. Psychologists have reached the conclusion that through the experiment studentsTake the effect of information = 7% of the text tone + 55% to + 38%Facial expressions and movements. However, body language in English teachingPlays an important role.A, the meaning of body languageBody language (body language) refers to the human communication processAny part are expression of auxiliary language, behavior and manners. itIs a kind of language, belongs to the nonverbal language, is the employing of facial expressions, body posture, body movements, andBody position changes, constitute a variety of image symbol. Body language can helpTo help teachers learn how to attract the students attention, arouses student's studyLearning enthusiasm, the initiative to grasp the classroom schedule, make the classroom atmosphere is activeTo come. Grant Hennings (1971) argues that the effect of classroom teaching82% is through teacher's facial expression, body movements, such as bearingBut only 18% of information is expressed through language behavior. visibleNonverbal communication, body language in English classroom teaching has especiallyImportant influence.Second, the importance of body language(a) to attract the attention of students, stimulate students' interest in learningEnglish teaching process is the student intends to pay attention to and has no intention to pay attention toUtilization and jointly play a role in order to achieve the best effect of learning process.In the process of learning, by deliberately notice can make students tired, aloneNot endure, if teachers use coupled with lively and interesting languageTransformation of the body language to attract them, their eyes will move with you,Focus on you. Such as: during the lecture, the teacherCan use the rhythm of the rich expression, tone of voice, transformation, and all kinds of handPotential and consciously transform method such as body posture, the line of sight to student's noteForce to attract. Albert Einstein once said: "interest is the mostA good teacher. "Also explicitly pointed out that, in the English curriculum" to inspire andTo cultivate students' interest in learning English, so that the students build self-confidence, developGood learning habits and form effective learning strategies, development of autonomyLearning ability and cooperation spirit ". In class, the teacher if canVivid body language with rich feelings of the reading and vivid explanation unifies in together, must be able to attract the students attention, shockSend their learning enthusiasm, so as to achieve the ideal teaching effect.(2) to create a harmonious classroom atmosphereEmotional communication between teachers and students is to create a harmonious classroom atmosphereTo factors. The application of body language in class can make the dead,Boring classroom atmosphere becomes lively, to learnTo build a comfortable environment. In this environment, students more sinceLet the earth to imitate English of listening, speaking, reading and writing, and gradually master the target language. This isIs that the students in the classroom mood change is influenced by teachers' body languageConstraints, teacher's facial expression, eye contact, gestures, body all affect learningMood and attitude. Positive body language can promote student teachersIntellectual activity, causes the student to produce a kind of relaxed and happy, natural clear Emotions. Practice has proved that in classroom teaching, can be appropriately in the classroom Moving around the teacher than just standing on the platform and blackboard between teachers Have a positive teaching effect, and teachers will often smileCreate a more relaxed, active classroom atmosphere.Third, the application of body language in English teachingMany studies show that teachers need to learn to use body languageImprove the quality of classroom teaching. In fact, if you can learn to teachersHow to use body language more effectively in class, between teachers and students Relationship will be improved, students' cognitive ability and learning efficiencyWill be improved. The following simple introduced several commonly used in English class Body language:(1) look in the eyesEyes are the most important and the most expressive body language, through aPeople's eyes can see his inner confusion, fear, anxiety and so on.As the primary school English teacher, must first understand look not only can be usedTo express the teaching content related emotions, but also to the teachers and studentsThe emotional communication between. Teachers should be to let everyone learn in class Students think the teacher in looking at ourselves, and speak for themselves. So learnAre not easily distracted, certainly more than looking at the ceiling or teachersBack wall is much better. In addition, different eyes can conveyIn the language. When asking questions, but to the students an expectations and trust,On the eyes of the students should be given approval, students answer wrongShould be encouraged. In a word, use eyes properlyTo carry on the communication between teachers and students help to improve classroom teaching efficiency, improve the teachers and studentsBetween the emotion.(2) of facial expressionFacial expression is an important and convenient transfer information,Create a good teaching atmosphere of body language, there are many wonderful effect.As a teacher, we must be good at regulating and rich expression.In this way, can let the students receive the abundant language information can let me againThe job become more efficient and interesting. There is a English classVery important facial expression, that is smile. Because English learningIs very difficult for primary school students, this requests the teacherClass with a positive, confident and positive emotions to shadowStudents, and smile just could produce this effect. Therefore, English teachingTeacher should smile came into the classroom to the students say "hello" : "GoodMorning. How are you, today? "When the student is answering the questionIt should be said with a smile: "Excellent" "Very good" "Great",In order to show encouragement. Also, when students make mistakes with a smile to encourage,Instead of harsh criticism. In a word, a smile can often teachersBuild relaxed and active classroom atmosphere, lets the student feel learningHave fun.(3) sign languageSign language of the application is also important in the process of primary school English teachingParts. Especially for primary school students, can make the appropriate sign language languageExpress more convincing and communication ability, make the teacher's classroom language themselvesMoving image. Such as: say hello to the students, smiling said: "hello"; In teaching"My name is..." To himself, and then write the name inOn the blackboard, and then pointed to a student says, "Your name is..." ; In teachingThe phrase "stand up, sit down, the last come here, go back", etc, the teacher can do it one by one to stand up, sit down, come here and backTo action. In this way, students will understand the meaning, and willVery impressive.(4) the body postureEnglish class is as a real language environment for language communicationHas great limitations. Therefore, primary school English teachers should know such asWhat artistic quality in the classroom teaching of sentence patterns and words, and then make use of the limbBody language, especially the body posture language inspire, guide students to learn,Use them. This requires that teachers should as far as possible for students to create the trueReal classroom language environment, students will be in a happy atmosphereUnconsciously learned knowledge.To sum up, the body language in primary school English teaching plays a nonOften important role, proper application of these body language can make the teachingTeacher's teaching method is more flexible, more active classroom atmosphere, to teachLearn to improve efficiency. Teachers should make full use of it to build relaxedHarmonious classroom atmosphere, the thoughts and feelings of self is defined, and guide students to masterStill learning. In this way can we better complete the era have entrusted to the teacherThe sacred mission.［参考文献］［1］Grant，B．M．＆Hennings．The Teacher Moves: An Analysis ofNonverbal Activity ［M］．New York: Teachers College Press，1971．［2］龚智敏．小学英语课堂中的非言语交际形式［J］．中小学英语教学与研究，2005．［3］汪福祥．奥妙的人体语言［M］．中国青年出版社，1986．［4］熊金才．非言语代码的跨文化交际功能［J］．外语与外语教学，2001．154。

关于演讲技巧body,language关于演讲技巧body,language篇一：演讲稿How to use body language in the classroomHello!Everyone.It‘s my honor to speak here,andI ?m very glad to share my topic with you .Then today I‘d like to talk something about body language.您好。

每个人。

我很荣幸在这里发言，我与你们分享我的话题很快乐。

今天，我想谈谈的身体语言。

What‘s body language?Body language is the movements of our body.We use them to show other people what we are thinking about and how we are feeling.Body language is expressing yourself by your body action.Though it is not directly than language,but it makes the information more attractive.身体语言是什么？身体语言是我们身体的运动。

我们用它们来告诉其别人，我们都在考虑和我们的感受。

身体语言是通过你的身体动作表达自己。

虽然不是直接的语言，但它使信息更具吸引力。

Do you know what the use of body language is and how to use it ?你知道什么是身体语言的使用和如何使用它？Body language also helps to improvelistening.speaking.reading and writing..身体语言也有助于进步listening.speaking.reading和写作。