高中英语 Module Four Unit4 Body Language 教案 新人教版必修4
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SectionⅣWriting——描述肢体语言【文体感知】肢体语言描述也是新课程标准中的写作要求之一,是对某一肢体语言进行描述和说明,通过一个人的手势、肢体动作我们可以了解到他的思想意识、情绪变化等。
其基本框架如下:首先,介绍常见的某些肢体语言,引入话题。
其次,说明这些肢体语言在不同文化中的含义。
最后,表达期望。
【增分佳句】夺人眼球开头句1.I'm more than delighted to hear from you.很高兴收到你的来信。
2.Now I'm writing to tell you something about body language.现在我正写信告诉你有关肢体语言的一些事情。
亮点出彩篇中句1.People from different cultures may misunderstand the gestures they use.有着不同文化背景的人们对彼此的手势很有可能产生误会。
2.Body language is a way of communication,but not everybody can use the same body language to communicate with others.肢体语言是与人交流的一种方式,但并非所有的人都可以用同一种肢体语言与他人交流。
3.If you want to go out to travel,it is very important for you to figure out the body language there.如果你要外出旅游,了解当地的肢体语言是非常重要的。
4.When your friend is sad,a smile may be more useful than words.当你的朋友伤心的时候,一个微笑或许比语言更有用。
5.Body language is the quiet,secret and most powerful language of all!肢体语言是所有语言中安静、神秘、最强有力的语言!韵味无穷结尾句1.By learning body language we can broaden our mental horizons and increase our knowledge in various fields.通过学肢体语言我们能够开阔我们的精神视野,增加我们在各领域的知识。
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。
人教版高中英语必修4《Unit4Bodylanguage》教案人教版高中英语必修4《Unit 4 Body language》教案【一】教学准备教学目标1. 教学目标(1)知识目标:学生能掌握下列重点单词和短语的意义和用法:greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。
能够表达一些Body language.(2)能力目标:学生能掌握基本的阅读理解方法:速读,寻读,归纳中心和查找细节。
(3)情感目标:学生了解不同国家和文化的身势语,激发学生学习这种语言的兴趣。
教学重难点教学重点和难点(1) 培养学生的阅读策略和技巧,让学生了解文章的细节知识和文章结构。
(2) 让学生合适地使用不同的身势语。
(3)课文中现在分词作定语和状语的长难句。
教学过程Step 1. Lead in(1)The teacher shows a question on screen:How can we communicate with others when we can’t speak ?Then ask a student to answer.设计说明:引出本单元的话题。
(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明:引出本节课的题目。
Step 2. Fast reading1. Go through the passage quickly and find out the main idea of each paragraph.o Match the main idea of each para. with lines.(Para.1) A. Other examples of different greeting body language.(Para.2) B. Different people have different body language.(Para.3) C. Summary of body language.(Para.4) D. Meet the visitors at the airport.(Para.5) E. Examples of different greeting body language.2. Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.设计说明:通过这个题目的练习,让学生掌握速读,先对文章段落大意有一个了解。
人教版必修4 Unit 4 Body language教学设计及反思一、教学设计思想:1. 倡导并实施以学生为主体的课堂教学模式,教师发挥组织、引导和协助的作用。
2. 倡导并实施任务型教学,在课堂中让学生完成根据阅读材料所设置的任务,从中学习语言知识以提高语言应用能力。
在布置小组活动时,让不同学习类型的学生为一个学习小组,尽可能让所有学生都参与到任务活动中来。
3. 把握从兴趣出发的原则,采用表演、猜测和讨论等形式,使学生保持学习的热情。
4. 让学生在实践中掌握阅读技巧和方法,提高阅读能力。
教学中以学生体验为主,在语境中体会词义,培养学生爱思考的好习惯。
5. 英语学习不仅是对语言的学习,更是对文化的学习。
二、教材内容分析:本单元的中心话题是“身势语”,阅读部分讲述了一个机场迎接客人的故事。
来自几个不同国家的商人由于文化背景的差异,在初次见面时互相问候的方式迥然不同且发生了一些小误会,反映出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。
三、教学目的:1. 知识与能力让学生通过阅读文章去了解不同的文化、不同的身势语。
同时,在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。
2. 情感态度身势语是传递交际信息的非语言手段。
帮助学生了解由于文化差异所带来的身势语的变化,减少在跨文化交际中产生的误解。
四、教学重点和难点:1. 教学重点了解不同文化中的身势语的不同含义。
掌握略读、查读、猜生词及推理判断等阅读方法和技巧。
2. 教学难点对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。
五、教学方法:任务型教学问答讨论六、学法指导:教师在教学中渗透一些阅读方法,如略读和查读等。
七、教学步骤:Step 1 LeadinProvide some students with several pieces of paper on which some directions are written. For example:1. Show gestures for“Well done / OK / Be quiet / Stop”.2. Show expressions for being “happy / sad / frightened / angry / proud”.The students are asked to make a demonstration of those actions with body language.【设计说明】这项任务旨在通过学生的参与并以游戏的形式来展现和导入本单元的主题——Body language,不仅能提高学生对所学内容的兴趣,充分起到了热身的作用,而且能使学生通过对旧知识的回顾从而自然过渡到对新知识的学习上来。
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。
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 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。
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。
Unit4 Body Language 单元整体教学设计-高中英语人教版(2019)选择性必修第一册单元整体教学设计(视频+课件+教案)Unit 4 Body Language 教学设计一、教学目标1. 了解肢体语言在英语交流能力中的重要性。
2. 掌握一些基本的肢体语言,以及如何正确运用肢体语言进行交流。
3. 学习一些与肢体语言相关的常用英语词汇和表达方式。
4. 提高学生的观察和理解能力,增强他们的交流能力。
5. 培养学生自信和自尊心,争取利用肢体语言和表情来增强自己的信心和影响力。
二、教学重点1. 肢体语言的作用和类型。
2. 肢体语言的正确运用。
3. 常用英语词汇和表达方式。
三、教学难点1. 学生的情感态度和肢体语言。
2. 让学生在日常生活中更加注重他们的肢体语言。
四、教学过程设计Part 1. Warming-upStep 1. Lead-in(1) Name some popular body language movements and invite students to perform.(2) Explain the importance of body language in communication and how a person's movements and expressions reveal his attitude and feelings.Step 2. Discussion(1) Divide students into small groups and discuss how they feel when communicating without body language.(2) Allow groups to share their thoughts and discuss the importance of body language.Part 2. PresentationStep 1. Introduction(1) Use PowerPoint to display and explain some common body language movements.(2) Explain the differences between positive and negative body language in different situations.Step 2. Practice(1) Play a game of guessing game using body language movements.(2) Call on students to perform various body language movements and guess the meaning.Part 3. ProductionStep1. Role-play(1) Divide students into pairs and choose a situation in which body language can show their feelings such as “interview”,“making friends”etc.(2) Allow students to use body language to express themselves and evaluate their performance.Step2. Discussion and reflection(1) Ask students to share their experience of using body language to express themselves.(2) Encourage students to use positive body language in their daily lives and share their experiences.五、教学评价(1) 观察学生的参与度和表现度。
Unit 4 Body languagePeriod oneTeaching goals 教学目标1. Target Language目标语言a. 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 goals能力目标a. 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 goals 学能目标a. 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 points教学重点a. 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 points 教学难点a. 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 methods教学方法a. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aids教具准备A computer, a projector and some pictures.Teaching procedures & ways教学过程与方式Step I Lead-inThe teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.Ss: Yes, Thousands of Hands Kwan-yin.T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰丽华). She is called a Fairy of Peach blossom(桃花仙子) by people. You know she 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 deaf and 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 important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.Step II IntroductionT: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...Shake your head / arm / hand ...Wave your arm / hand ...Open your eyes / arms /mouth ...Close your eyes / mouth ...Twist your wrist / waist.Cross your arms / fingers.Nod your head. Bow your head.Make a face to each other.Bend / cry / shout / scream / smile / laugh ...T: All right. Now let’s do them a little bit difficult. Let’s play a gam e together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? N ow let’s start.3 or 5 minutes for the game.T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:T: What are the actions of the above gestures? What do they mean?S4: The first gesture is a handshake, which means “You’re welcome”.S5: The second is a handc lap, which means “Come on” or “Be cheerful” or something like that.S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.S10: The seventh is a smiling face. It is easy to see that she is very happy.S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.Step Ⅲ PracticeT: Look at Page 25.What are these people communicating?Step Ⅳ Time for FunT: No w let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear? Ss: Yes. That’s funny!T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn. Ss: All right.S1: What are you likely to do if it rains?(Actions) S2: reads a book;S3: puts on a raincoat;S4: cleans the house.S1: Ok. I think S3 seems the most likely, so it is his turn.S3: What are you likely to do if the river floods?(Actions) S1: runs away as fast as he can;S2: helps the younger or elder to escape as soon as possible;S4: climbs on to a tree.S3: Ok. I think S2 seems the most likely, so it is her turn.S2: What are you likely to do if the house catches fire?(Actions) S1: fetches some water;S3: tries to put it out with blooms;S4: runs away as quickly as he can.S2: Ok. I think S4 seems the most likely, so it is his turn.S4: What are you likely to do if you meet with a fierce dog?(Actions) S1: remains where he is and bends down, looking at the dog;S3: tries to scare it away with small stones;S4: runs away as quickly as possible.S2: Ok. I think S1 seems the most likely, so we all have done a good job.T: Yes. I couldn’t agree with you. Now, one mo re group.Step V Role Play (Speaking task on P67)T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.Homework1. Team work: Discuss the importance of body language.2. Go over the Reading:1) Communication: No Problem?2) Showing our feeling.T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?Period twoTeaching goals 教学目标1. Target language目标语言a. 词汇和短语major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedyb. 重点句子Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’international students.…I saw several young people enter the waiting area looking around curiously. She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goals能力目标a. Enable the students to realize the importance of body language.What is the purpose of language?What is the purpose of body language?How can you tell if someone is sad even if they do not speak?How can you communicate a feeling to someone who does not speak your language?b. Enable the students to understand the text.Where are the visitors from?How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?What do Mr. Cook and the Japanese visitor do as they are introduced?How can people express themselves besides their spoken language?Do all cultures greet each other the same way?Do English people and other Europeans act the same when they first meet?Is a handshake very common in Japan?Is a kiss often used in France when people meet?Why are there different kinds of body language?c. Enable the students to retell the text in their own words.3. Learning ability goals 学能目标Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.Teaching important points 教学重点How does body language differ among people from different cultures?Teaching difficult points 教学难点The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.Teaching methods 教学方法Skimming method, task-based method, role-play method.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures & ways教学过程与方式StepⅠ RevisionFree talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.Step Ⅱ Pre-readingT: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?Ss: Yes, sir/madam.After a few minutes.T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?S2: Even if they don’t speak, I can tell if they are sad bylooking at their facial expressions. I’m a good mind-reader. (Smiling)S3: Yes, that is quite easy. Just by watching their frowned brows, their long faces, we know that they are unhappy.T: Very good. We have got two “mind readers” in our class; I’m sure there are more than two! Now who’d like to give the answer to the third question?S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.T: You are smart! Now who’d like to do the last one. It is more challenging, right? S5: I’d like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way toLos Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again.T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.Step Ⅲ While-reading1. ScanningWhile reading, please try to divide the whole passage into several parts and find out the main idea.Part 1 Para 1You are sent to Capital International Airport to meet this year’s international students.Part 2 (para. 2 and 3 )Examples of learned or cultural “body language”.Part 3. (para. 4 )Different peoples have different body languages.Part 4. (para. 5)Summary of body language.Read the text carefully, then decide if the following statements are true (T) or false (F).•Englishmen often stand close to others or touch strangers as soon as they meet.• Most people around the world now greet each other by kissing .•Japanese will bow to others as greeting.• People from Jordan will move very close to you as you introduce yourself to them.•Some body languages in some countries are good while some countries’ body language are bad.Step IV Post reading1. Is the author of this passage male or female? How do you know ?The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.2.What were the two mistakes that the author noticed?He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the other man’s hand.3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance .4. 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.5. “ 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.6. Do you agree with the author’s statement that body language is not good or bad? Why or why not?Students will give their own answers.Step Ⅴ Homework1. Get ready to retell the text in your own words.Period threeTeaching goals 教学目标1. Target language目标语言a. 词汇和短语unspoken, facial, function, at ease, lose face, turn one’s back to, fist, subjective b. 重点句子Body language is one of the most powerful means of communication, often even more powerful than spoken language.2. Ability goals能力目标a. Enable the students to know more about body language.What is the function of body language?What is the similarity of body language?How can you understand the universal facial expression “smile”? Does “a smile” always mean the same thing?What is the difference of body language between various cultures?b. Enable the students to understand better body language.What is the proper attitude towards body language?What would happen if we knew nothing about body language?3. Learning ability goals 学能目标How we can “show our feelings” with the body language learned in this unit or gained in our social life.Teaching important points 教学重点How body language shows the same or different feelings among people from different cultures.Teaching difficult points 教学难点How to tell that the same body language shows different feelings in different cultures.Teaching methods 教学方法Fast reading: dealing with the “true” or “false” questions.Discussion: the importance of body language.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures & ways教学过程与方式1 Pre-reading1. What is the function of body language?2. How do you find body language in our daily life?3. How can the same body language express different feelings or ideas in different cultures?4. How can different body language express the same feeling or idea in different cultures?2 Fast readingTURE OF FALSE1. Body language is never as powerful as spoken language.2. If you are angry at a person, you might turn your back to him or her.3. You can threaten a person by refusing to speak.4. You should not greet your new boss by giving her or him a hug.5. Body language is the same all over the world.6. Most people can understand each other if they try.Then ask the students to do it one by one and ask them to explain why some of the statements are wrong.3 Further readingT: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible.Ss: Yes, Sir.T: What information have you got?S1: More about body language, sir. We have learned how people are communicating or getting along with each other besides using spoken language. We are also asked to think about some new situations in which we will communicate in body language.S2: And we have to think about the following questions: It is known that a smile is a sign that people feel friendly and happy. But we have to consider: 1. What if we don’t know who the new person is? 2. What if we are not introduced by a friend?3. What if we are meeting a stranger in an unfamiliar place?S3: And the most important of all is that we have to makesure whether we can trust people we do not know, and we have to show that we are not dangerous.S4: Quite true. We have different ways to show our hands —our open hands, which means that we are not armed and we are friendly.S5: In many cultures today, the Western custom of the handshake is used. Besides this, traditionally, Chinese greet others by covering the left hand with the righthand and bowing; the Japanese cover on hand with the other and bow slightly or quite low, depending on whom they greeted; Hindu people join their hands in front of their faces and bow their heads; Muslims will touch their heart, mouth and forehead to show respect.S6: Now young people in the West give each other the “high five” when they clap each other’s hands in the air.S7: You have taken the words out of my mouth. And I believe that in almost all cultures, to smile and show an open right hand is the most common way to show the goodwill greeting.T: I am more than happy to hear you can get so much information from the passage when you do the reading! Now let’s act out some of the gestures in the reading material, OK?Some students are asked to act out the body language which appears in the reading text is: The Open Hand - A Universal Sign, such as a handshake, the traditional greetings in China, the Japanese way to greet people, the ways Hindu people and Muslims use to greet people, and the way young people in the West use now. Several minutes later.T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.S8: It can be dangerous to meet people you do not know.S9: Many Asian people do not usually physically touch strangers.S10: If we show an open hand, it means that we are not holding anything dangerous. S11: The right hand is usually used because it is almost the stronger.S12: People shake their hands when meeting to show that they can be trusted.S13: To show respect, people will touch their heart and mouth when greeting someone.Homework1. Read aloud all the reading texts in this unit.2. Get ready to retell the two reading passages learnt in this period.Period fourStructure Study一: V-ing 形式由“do+ing” 构成, 其否定形式是“not doing”, V-ing 可以带宾语或状语构成 V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。