高中英语 Module Four Unit4 Body Language 教案 新人教版必修4

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。

人教版高中英语必修4教案Unit 4 Body languageThe first period: Warming up and ListeningThe unit gives a general view of body language in a variety of situation. Body language is generally defined as the use of posture, gestures, and facial expressions that communicate attitudes, emotions and reactions. Verbal language expresses words, but body language expresses meaning and emphasis. In many cases, body language is in fact more powerful in expressing than verbal language is. V erbal language can be controlled more easily than body language, and can be used to detective and to misinform. It is important for students to understand their own body language and that of others. The two very general areas discussed in the unit are culture body language and personal body language. Both of these are in fact determined to some extent by social and cultural practices. Students should be encouraged to consider the differences between Chinese body language and Western body language and to think of what they have observed in films and in the behavious of foreign visitors. They should also be aware of the effect of their own body language (the messages they may be sending without knowing it).Teacher can show students some pictures to lead in the topic of the unit and have a free talk with them about body language. Then turn to Warming up, It provides two activities which will introduce students to the idea of body language and the ways they can communicate without speaking.The reading passage titled Communication: No Problem? introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although it may seem strange to them, all cultures should be respected.Important points:Let students read the passage and learn about cultural differences and intercultural communication.Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.Difficult points:Enable students to understand the passage and know about cultural differences and international communication.Let students learn how to use different reading skills for different reading purpose.Knowledge aims: some useful words and expressions: statement, greet, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, defence, major, misunderstanding, misunderstand, Jordan, dash, adult, spoken, unspoken, Spanish, Italy, likely, crossroads, defend against, be likely to, in general Function:1. Prohibition and warning(禁止和警告)Always stay…..Do not…….Stop!Keep away from……Go away. Don`t enter here.Watch out！Look out!Be careful!Be quiet!You may not…..You will be fined 2000 yuan.Don`t smoke here!Be careful! Don`t slip.2. Obligation (义务和责任)You must……You should never…….You will be……You will have to….You will need to…..Grammar:动词的-ing形式作定语和状语（the –ing form as the attribute and adverbial）Step 1 Leading inThe passage introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although some behavious may seem strange to them, all cultures should be respected. They should also know that there may be actions that they think are impolite or not respectful but are ordinary practices in other cultures.This unit is not a lesson in international courtesy but may help students understand that not all people express themselves the same way. The passage also introduces some grammatical structures which require attention.1. Play a song to students and ask them to act to the music.If you are happyIf you are happy and you know it, clap your hands.If you are happy and you know it, clap your hands.If you are happy and you know it, and you really want to show it.If you are happy and you know it, clap your hands.2. Introduce gestures.3. Introduce the facial expression.4. Introduce the postures.5. Introduce the eye contact.Ask students to use eyes to express their feelings in the following situations.Situation 1: Suppose today is your birthday, you receive a very big present. It is as big as you. So when you see the present, what is your response?Situation 2: Suppose you are walking on the street, some ugly guy comes to you and wants to talk to you to get your telephone number. What is your response?Situation 3: Suppose you are walking on the street, some handsome guy walks by you. What is your body language?6. Summarize what is body languageBody language is a form of communication without using any words and it can help us express our feeling. Ask students to look at the pictures and guess what the man means by his body language?Step 2 Skimming1. Ask students to read the text quickly and find the names of the personsStep 3 ScanningAsk students to read the text carefully and find out the action mentioned in the passage and then act them out in pairs. Show the following chart to help them find theStep 4 Intensive reading1. Ask students to look through all the questions in Exercise 2on page 27 and read the text silently to answer these questions by themselves.2. Ask students to read Paragraph 1-3 and find out the mistakes by using different body languages. How do the mistakes happen? (There are two mistakes: The first is Mr Garcia from Columbia approaches Ms Smith, touches her shoulder and kisses her on the cheek. Julia Smith from Britain steps back appearing surprised and takes a few steps away from Mr Garcia. The second mistake happens between a Japanese and a Canadian. Akira Nagata bows to Mr Cook and his nose touches Mr Cook`s moving hand, when Mr Cook from Canada reaches his hand out to the Japanese.)3. Ask students to read Paragraphs 4-5 and finish the following true or false.1). Englishmen often stand close to others or touch strangers as soon as they meet.2). Most people around the world now greet each other by kissing.3). Japanese will bow to others as greeting.4). People from Jordan will move very close to you as you introduce yourself to them.5). Some body languages in some countries are good while some countries` body languages are bad.(The answers: FFTTF)Step 5 Discuss and divide the passageAsk students to work in pairs to divide the passage into 4 parts and sum up the main idea of each part. Then get some of the groups to share their answers.Part 1(para 1): the main idea is that you are sent to Capital International Airport to meet students.Part 2(paras2-3): it mainly talks about the examples cultural “body language”.Part 3(para 4): it tells us that different people have different body language.Part 4(para 5): it is the summary of body language.Step 6 ConsolidationMy university has sent me to the Capital International Airport to meet some international students from many parts of the world, who are coming to study at Beijing University in China. The first one to arrive is Mr Garcia from Columbia with Julia Smith, a British lady, following behind closely. I introduced them to each other and I am surprised to see Mr Garcia comes up to Ms Smith. Just then, Akira Nagata from Japan, comes in and bows when the Conadian, Mr Cook reaches out his hand to him. It happens that Mr Cook`s hand touches Akira Nagata`s nose as he bows and they both apologize. So you see, people from different cultures may not greet others in the same way. English people usually do not stand very close to others or touch the strangers as people from Spain, Italy and South American countries do. Most people around the world shake hands when whey meet while Japanese people will bow. People from Jordan stand quite close to other men and shake hands and kiss others on the cheek. In a word, body language differs in different cultures and is widely used in communication.Body language is used by people for sending messages to one another. In many countries in the world, men kiss each other when they meet. In Britain, people usually shake hands when they need someone for the first time. They are not comfortable touching strangers. French people kiss each other hello and goodbye on the check more often than the British people. People from Arabian countries stand closer than people from Britain when they are talking. They might move very close to you as you introduce yourself to them. Body language is very general and not all members of all countries behave the same way. Using body language in a correct way will help you to better communication with other people.Step 7 HomeworkGo over the text and learn the useful new words and expressions by heart.Finish the exercises in Comprehending on page 27.Read the passage again and collect the information about body language in different cultures mentioned in the text.The second period: Learning about language: Important language pointsThe emphasis of this period will be put on the important new words, expressions and sentence patterns in the parts Warming up, pre-reading, Reading and Comprehending.Important points:Enable students to grasp the usage of such important new words and expressions as represent, approach, defend, be likely to, in general, etc.Get students to master the patterns “…. I saw several young people enter the waiting area looking around curiously.”And “Not all cultures greet each other thesame way, nor are they comfortable in the same way with touching or distance between people.”Difficult points:Let students learn the usage of the words: approach, be likely toGet students to understand some long and difficult sentences.Step 1 RevisionCheck the homework exercises.Ask some students to retell the passage Communication: No Problem?.Step 2 Practice for useful words and expressions1.represent: stand for or be a symbol or equivalent of sb. / sth. symbolize; be anexample of sth.We chose a committee to represent us.What does Y represent in this equation?This design represents a major new trend in modern art.2. approach: come nearer or nearer to sb. / sth. in space or timeWe approached the museum.It is not allowed to approach the forbidden area.Few writers even began to approach Skakespear`s greatness.I find him difficult to approach.The approach of winter brings cold weather.All approaches were blocked.2.defence: defending from attack; fighting against attackThe country`s defences are weak.They decided to defend their country against enemies.Defend …. against / from: protect …. from….3. introduce….to….He introduced his friend to me.Yao Ming is a person who needs no introduction.4. dash: move suddenly or quickly; rushThe secretary dashed into the room, grabbed the file and ran out again.5. not…nor…..For a whole week hr did not write to her nor give her a call.I don`t like the film. Nor does he.I am going to work today and nor is Maisie.6. likely;be likely to : that is expected; probableThe train is likely to be late.She is the most likely to win the prize.It is likely that….It is likely that she will ring me tonight.7. as well (as sb. / sth.): in additionAre they coming as well?He grows flowers as well as vegetables.8. in general: mainly; mostly; usuallyIn general, her work has been good, but this essay is dreadful.I like game in general, and especially football.I am glad to find myself in general accord with your opinions.9. avoid:I quickly walked to the other side of the street to avoid meeting her.To avoid car hitting the little boy, he had to make a sharp turn.Step 5 Using words, expressions and patternsDo exercises in Using words and expressions on page 63.Step 6 HomeworkFinish off the homework exercises.Learn the new words and expressions by heart.英语国家常见的体态语言1. 付帐(cash): 右手拇指, 食指和中指在空中捏在一起或在另一只手上作出写字的样子, 这是表示在饭馆要付帐的手势.2. 动脑筋(use your brains)或机敏一点: 用手指点点自己的太阳穴.3. 傻瓜(fool): 用拇指按住鼻尖摇动其他四指或十指分开. 也常常用十指对着太阳穴转动, 同时吐出舌头, 则表示所谈到的人是傻瓜, 痴呆.4. “讲的不是真话”(lying): 讲话时, 无意识的将一食指放在鼻子下面或鼻子边, 表示别人一定会理解为讲话人“讲的不是真话”令人难以置信.5. 自以为是(complacent assertion): 用食指往上摁鼻子, 还可以表示“不可一世”().6. 叫人安静(quietness): 闭住嘴, 拇指横掠过双唇.7. “别出声”(stop talking): 嘴唇合上, 将食指贴着嘴唇, 同时发出“”.8. 侮辱和蔑视(insulting and scorning): 用拇指顶住笔尖, 冲着被侮辱者摇动其他四指的手势.9. 赞同(agreement): 向上翘起拇指.10: 祝贺(congratulation): 双手在身前嘴部高度相搓的动作.11. 威胁(menace): 由于生气, 挥动一只拳头的动作似乎无处不有. 也可以是因受挫折而双手握着拳使劲摇动的动作.12. “绝对不行”(absolutely): 掌心向外, 两手臂在胸前交叉, 然后张开至相距一米左右.13. “完了”(that`s all): 两臂在腰部交叉, 然后再向下, 向身体两侧伸出.14. “害羞”(shame): 双臂伸直,向下交叉, 两掌反握, 同时脸转向一侧.15. 打招呼(greeting): 英语国家的人在路上打招呼, 常常要拿帽子表示致意.现在一般已经化为抬一下帽子, 甚至只是摸一下帽檐.16. 高兴或激动(happiness and excitement): 双手握拳向上举起, 前后频频用力摇动.17. 愤怒或急噪(anger and enxiousness): 双手臂在身体两侧张开, 双手握拳, 也常常头一扬, 嘴里咂咂有声, 同时还可以眨眨眼睛或者眼珠向上和向一侧转动, 也可以愤怒, 厌烦, 急噪.18. 怜悯, 同情(pity): 头摇来摇去, 同时嘴里还说That`s too bad. 或者Sorry to hear it.19. “太古怪了”(too queer): 在太阳穴处用食指画一圆圈.The third period: Learning about language: GrammarThis teaching period mainly deals with the grammar: the –ing form as the attributive and the adverbial.Important points: get students to learn the use of the –ing form as the attributive and adverbial.Difficult points: enable students to learn how to use the –ing form as the attributive and the adverbial.Step 1 Revision1. Check the homework exercises.2. Translate the following sentences:他们的责任就是为国抗敌. (defend ….against…)学校离商店不远. (close to)他把朋友介绍给我. (introduce)我今天不去上班, 玛丽也不去. (not …. nor)这趟火车很可能晚点. (likely)总的来说, 她的作品不错, 不过这篇文章糟透了. (in general)Step 2 Leading in1. Tell students to turn to page 26 and read the passage carefully to find out the sentences in which –ing form are used.1). Yesterday, another student and I, representing our university`s student association, went to the Capital International Airport to meet this year`s international students.2). After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.3). I stood for a minute watching them and then went to greet him.4). She stepped back appearing surprised and put up her hands, as if in defence.5). Then Akira Nagata from Japan came smiling, together with George Cook from Canada.6). Just at that moment, however, Akira bowed so his nose touched George`s moving hand.7). When Darlene Coulon from France dashing through the door, she recognized Tony Garcia`s smiling face.8). In the same way that people communicate with spoken, they also express their feelings using unspoken “language”through physical distance, actions or posture.2. Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these –ing form is being used in the situation. Have them try to sum up the rule of the –ing form as the attributive and the adverbial.Step 3 Grammar learning动词-ing形式作定语和状语的用法一.作定语如果动词-ing形式出现在名词前后, 并修饰该名词, 一般动词形式作定语. 此时, 该定语可变为一个介词短语(这是动名词作定语)或定语从句(这是现在分词作定语)A sleeping car = a car for sleepingHis nose touched George`s moving hand. (George`s moving hand = George `s hand, which was moving)1. 单独的动词-ing形式作定语, 一般放在被修饰名词的前面.He is a promising young man.It is a fascinating city.Wisconsin is the leading dairy state.They are visiting in a neighbouring town.2. 动词-ing形式可有自己的宾语或状语, 构成一个短语, 作定语, 放在所修饰的名词后面.There is someone knocking at the door.I know a man working in the factory.Do you know the man talking to her?The girl sitting beside me is my sister.二.作状语如果动词-ing形式用于修饰某动词或整个句子, 此时动词形式作状语, 一般即可变换为从句. 动词形式作状语可以表示时间, 原因, 条件, 结果, 以及行为方式或伴随等情况.1. 时间Hearing the news, we jumped with joy.Turning around, he saw a tiger running up.2. 原因Not knowing the way, he could not go there.Being excited, she could not go to sleep.3. 条件Working hard, you will succeed.Turning to the left, you will see the tower.4. 结果Unfortunately his father died, leaving the family even worse off.He was caught in the rain, thus making himself catch a cold.5. 行为方式或伴随情况A boy came running in.Following Tom, they started to climb over the wall.They stood there for an hour watching the game.She sat at the desk reading a newspaper.Step 4 Grammar practiceHave students underline the –ing form or its phrase in each sentence and tell whether it is used as the attributive or the adverbial. If it is used as the adverbial, tell what it is for.He was one of the leading composers of the time.Who is the girl standing on her hands?They built a road leading to the village.Who knows the missing words in the sentences?My aunt told us an amusing story.In our village live 350 families belonging to three nationalities.There is a car waiting at the door.Don not wake up the sleeping child.Traveling by jeep, we visited a number of cities.We couldn`t help them, being so poor ourselves.Coming down the mountain, we met Jim on the way.He worked the whole afternoon trying to repair the car.Not knowing the language, he couldn`t get a job.The manager came to us smiling.Having failed twice, they didn`t want to try again.Turning around, she saw a man following her.When leaving the airport, they waved to us again and again.While staying there, I learnt a lot from them.Turn to page 29. Ask students to do exercise 2 in Discovering useful structures.Turn to page 64. Ask students to do the exercises in Using structures.Step 5 Group workAsk students to work in groups of four to do the following.1. Add at least two more actions to these lists. Then combine the primary and secondary actions to make a sentence about a student in your group. That student must act out what you say.S: (the student`s name) walks around the desk jumping on one foot.S: the frowning girl, (the girl`s name), picked up her English textbook and threw it on the floor.2. After practicing with your group, make up a short act to perform for the class. One student describes what is happening while the other three act.Step 6 Closing down by a quiz1. The wild flowers looked like a soft orange blanket ----- the desert.A. coveringB. coveredC. coverD. to cover2. The secretary worked late into the night, ----- a long speech for the president.A. to prepareB. preparingC. preparedD. was preparing3. The visiting minister expressed his satisfaction with the talks, ---- that he had enjoyed his stay here.A. having addedB. to addC. addingD. added4. European football is played in 80 countries, ----- it the most popular sport inthe world.A. makingB. makesC. madeD. to make5. ------ up at his father, he asked what was the matter with him.A. having lookedB. lookingC. to lookD. look6. ------ from his clothes, he is not so poor.A. judgedB. judgingC. to judgeD. having judged7. ------ such heavy pollution already, it may now be too late to clean up the river.A. having sufferedB. sufferingC. to sufferD. suffered8. Would you tell us something about G3?Well, it is an international organization ---- the richest countries in the world, five of which are quite small and two of which are island states.A. is consisted ofB. consisting ofC. consists ofD. consisted of9. Hill often attends public lectures at the university of London chiefly ---- hisEnglish.A. to improveB. improvingC. to have improvedD. improved10. –Who brought these papers here on my table?--A student _____herself Joanna.A. callingB. callsC. calledD. being called11. ____ from what she said, I guessed Lily had not read the novel at all.A. To judgeB. JudgedC. JudgingD. Judge12. My uncle ____ in Australia sent me some presents, ____ a pair of shoes inA. lived; includedB. lives; had includedC. living; includingD. to live; to included13. The manager observed the goods, ____ that there was something wrong with some of them.A. having noticedB. noticingC. to noticeD. noticed14.The book, ____ the life of the teenagers born in the 1990s, was very popular among middle school students.A. showingB. being shownC. shownD. to show15. --- Do you know which one is our new headmaster, Jim.---- Yes. It is the man _____ in the armchair ___ a copy of China Daily.A. sits; readsB. sits; readingC. sitting; readsD. sitting; reading16. When ____ the differences between British English and American English. I find they mainly exist in spelling and pronunciation.A. compareB. being comparedC. comparedD. comparing17. ____ to arrive in Shanghai in one day, I had to take a plane.A. AskedB. Having askedC. To be askedD. Being asked18.____ to the right when you see a supermarket, and you will find the post office you are looking for.A. To turnB. TurnC. TurningD. Turned19. Another four skilled workers _____ it, the project was completed ahead of time.A. joinedB. had joinedC. joiningD. to join(The answers: ABCAB BABAA CCBAD DBBC)Step 7 HomeworkFinish off the workbook exercises.Preview the reading passage Showing our feelings on page 30, find the sentences in which the –ing form is used, and see if you can understand them.The forth period: Using language: Extensive reading We will deal with two passages: Showing our feelings in Using language on page 30 and The open hand—a universal sign in Reading task on page 66 to develop students` reading ability by reading extensively.Important points:Develop students` reading skills by extensive reading.Let students read and understand the passage Showing our feelings.Difficult points:Enable students to learn and use such strategies as skimming, scanning and so on to do their reading.Get students to learn to make a writing outline.Knowledge aims:Get students to learn the new words and expressions: unspoken, facial, function, ease, truly, false, anger, fist, yawn, subjective, hug, rank, at ease, lose face, turn one`sGet students to learn more about body language.Step 1 Revision1. Check the workbook exercises.2. Ask students to translate some sentences into English.1). 我们学校有一个游泳池.(There is a swimming pool in our school.)2). 这篇短文可用做听力材料.(This short passage can be used as listening material.)3). 中国是一个属于第三世界的发展中国家.(China is a developing country belonging to the third world.)4). 站在那边的哪个男孩是我的同学.(The boy standing over there is a classmate of mine.)5). 大家都认为他是个活字典.(He is regarded as a walking dictionary.)6). 回到家后, 他就开始做家庭作业.(Returning home, he began to do his homework.)7). 完成工作以后, 他就回家了.(Having finished his work, he went home.)8). 由于不知道他的电话号码, 我们无法与他取得联系.(Not knowing his phone number, we couldn`t get in touch with him.)9). 大雨滂沱, 造成了该地区洪水泛滥.(It rained heavily, causing severe flooding in that area.)10). 我踮着脚走近那扇小窗户.(Walking in tiptoe, I approached that little window.)Step 2 Warming upDescribe some situations and ask students to act them out.1). I am very happy.2). I am full.3). I am hungry.4). I want to sleep.5). You are great.Step 3 pre-reading1. Let students discuss the following questions:What is the function of body language?How do you think we show our feelings in our daily life?2.Ask students to turn to page 30 to prepare the new lesson.3.Topic sentences for SHOWING OUR FEELINGSParagraph 1: Of course, body language can e misread, but many gestures and actions are universal. Paragraph 2: The most universal facial expressions is,Paragraph 3: From the time we are babies, we show unhappiness or anger by frowning.Paragraph 4: There are many ways around the world to show agreement, but nodding the head up and down is used for agreement almost worldwide.Paragraph 5: How about showing that I am bored? Looking away from people or yawning will, in most cases, make me appear to be uninterested.Paragraph 6: Being respectful to people is subjective, based on each culture, but in general it is probably not a good idea to give a hug to a boss or teacher.Paragraph 7: With so many cultural differences between people, it is great to have some similarities in body language.Step 4 ReadingAsk students to read the passage fast to get the main idea and then finish the outline of the passage.1. The main idea:Different gestures stand for different feelings, wishes or attitudes. Body language has many universal gestures.2. Outline of the text:Para 1: showing happiness.Paras 2-5:Universal body language to show agreement and disagreement.Para 6: Universal body language to show boredom.Paras 7-8: Universal body language to show respect.3. T / F questions:Body language is never as important as spoken language.If you angry at a person, you might turn your back to him or her.You can threaten a person by refusing to speak.If you stand with your arms across your body, you are always protecting yourself from being physically attacked.If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.You should not greet your new boss by giving her or him a hug.Body language is the same all over the world.Most people can understand each other if they try.4. Let students to read the text carefully to get detailed information.1). Some questions:How can we know other`s feelings, even if they do not speak to us?Why should we be careful with our body language?Why is it important to watch as well as listen to others?What are some jobs in which using body language is extremely important?Step 5 Important language points1. ease: freedom from work, discomfort, pain or relaxedat ease: comfortable and unworried; completely relaxedtake one`s ease: stop working or worrying; relaxa life of easeease of mindHe handed her a cup of coffee to put her at ease.She felt completely at ease during the vocation.She sat down and took her ease by the fire.with ease: without difficultyHe passed the examination with ease.2. ease: relieve the pain from body, anxiety, discomfortTalking eased his anxiety.The relationship between the two countries has eased since the beginning of the talks on the border conflict.3. lose face: lose credit or reputationShe did not lose face though she lose her face.4.turn one`s back to:When she is angry, she always turns her back to me.5.turn one`s back on: avoid or reject sb. / sth.He turned his back on his family when he became famous.Step 6 Reading task1. Turn to page 66 to read the passage carefully to get some important detailedinformation.2. Let students organize the following information so that it can be used to writeStep 7 HomeworkLearn the useful new words and expressions by heart.Finish off the workbook exercises.The fifth period: Using language: Listening and speakingImportant points:Develop students` listening and speaking abilities.Enable students to master different listening skills.Difficult points:Get students to listen to and understand the listening materials.Let students learn the functional items for prohibition and warning as well as obligation.Knowledge aims:Get the students to learn some useful new words and expressions in the listening passages.Learn the following expressions:1). Prohibition and warning:You may not ……Always stay ……Keep away from …..Do not ……….Watch out …….Look out …..Be careful when …..You will be fined ………2). Obligation:You must …..You should never ….You will have to …..You will need to ….Step 1 Revision。

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:。

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。

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!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.You!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 sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…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’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…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, volunteerswill 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.USA Nigeria rude Germany Japanone“great”or “good job”。

教学设计Step1 Leading-in1. Games：一名学生表演（without speaking），其他学生猜的游戏---导入“body language”的话题。

2. Brainstorm: “body language”的定义、种类、作用。

Q1: What parts of our body do we usually use to express ourselves.Q2: What’s body language and what’s its function?3. Prediction: 观察课文中的图片，学生预测课文内容：Where? What? Understand well?Step2 Reading1.ScanningTask1：Match the right main idea of each part.(详细内容见课件)Task2：The text is mainly about different ____________ in different countries.2. Detailed reading（1）Para.1Time:________________ People:___________________Place:_______________ What to do:___________________________ （2）Para.2&3 match different ways of greeting (详细内容见课件)拓展活动：1. act: 学生表演Tony Garcia和Julia Smith见面的场景。

2. 推理判断：根据第三段判断作者的性别。

（3）True or false1. Englishmen often stand close to others or touch strangers as soon as they meet.2. Most people around the world now greet each other by kissing .3. Japanese will bow to others as greeting.(4) Para5. Answer two questions:1. What does the author think of these actions?2. Should we learn some international customs? Why?Step3 Summary学生填空改写文章One student and I represented our school _______ (greet) the international students. At the airport, Tony from Colombia __________(approach) Julia from Britain and kissed her. _______, Julia stepped back appearing _______ (surprise). It seemed that they greeted each other ____ different ways. People communicate not only with _______ (speak) language, ______ through physical distance, actions or posture. These actions are simply different ______(culture) customs. ________ (study) these customs can help avoid ________(difficult) in communication.step4 Application--Problem-solving小组合作，完成任务。

Part 11 Warming Up:1)What is body language?(spoken language, written language)T: do you know how many ways can we use to communicate with others in our daily life? It’s obvious that we could communicate with others by speaking, right? Except for speaking, also, we could communicate by the way of writing, what’s more, if we don’t use speaking and writing, we can choose to use our body language to convey information.T:OK, so do you know what is body language?Body language refers to various forms of nonverbal communication, which for a person may reveal clues as to some unspoken(无法言说，不言而喻的) intention or feeling through his physical behavior.2)look at the pictures on blackboard and discuss what are the meaning of these body languages.T: now I will show you some pictures about body language , and I hope you cold tell me the meaning of each picture, OK?T: you are so smart, and have you found the similarity of these body languages of each line, Yes, according to the given pictures, we could generally divided body language into three part:①body gesture ②body movement ③facial expressions3)Game: Conveying the information that is written on the cards to your partners with body language.And next, for better understanding and using body language, let us play a game, the players should act and guess the content of the cards. I will invite three groups to do the game here, four students a group, three perform, and one guess, clear?2 Pre-reading:1)A same body language maybe have different meaning in different countries.T:we all know that because of the different cultural background, a same body language maybe have very different meaning, such“OK”，in China, it means “yes”, but in Japan, it means “money”, in France, it means “nothing”, and in Italy it’s a impolite and dirty gestures.2)The same meaning could be conveyed by different body languages such as the way of greeting, what can the people do when they meet each other at the first time?T: A same body language maybe have different meaning, on the contrary, the same meaning also could be conveyed by different body languages such as the way of greeting, so what can the people do when they meet each other at the first time? T: We know in China, when we greet to someone at the first, we could shake or wave our hands right? but what are the ways in other more countries? Let us learn it from the reading material on textbook page 26.3 While-reading:1)Skin to find the main idea of this passageT: Now , I will give you three minutes to read the whole passage quickly and summarize the main idea, OK?(This passage shows body language differs from culture to culture. Not all people greet each other in the same way. So we should study international customs for better communication.)2)Fill the blank to find the ways to greet in different countries or areasOK, everybody, next I will give another five minutes to read the passage again and find out all the ways to greet others by using body language according to the blank4 Post-reading：1)Is the author male or female? How do you know that?T: OK, everyone, there is an inference question, “Is the author male or female? And how do you know that?”(male, because Ahmed Aziz only shake hands with men.2)Find out the two cultural mistakes in para 2.T：In para 2 the author has mentioned two cultural mistakes right? So the first is what? (when tony Garcia from Colombia, approached Julia Smith from Britain, touched her shoulder and kissed her on the cheek as greeting, however, Julia stepped back appearing surprised and put up her hands to defend)The second mistake is (George Cook, who came from Canada, reached his hand out to Akira Nagata from Japan for introducing himself, however, Akira bowed so his nose touched George’s hand)3)What can we learn from this text?T: Do you feel the embarrassed? , for decreasing this kind of cultural mistakes, what do we need to do?①Body language plays an important role in daily communication, so it is very important to understand and use it correctly.②We should study international customs and respect the different cultures in the world.③When in Rome, do as the Romans do.5 homework：Find more body languages differ from culture to culture.(4groups, one group finishes one together)Part 21 Review:Yesterday we’ve learned many body languages about greeting which is different in many cultures, still we can remember that, in Britain, people usually greet with shaking hands, ……And today we go further learn the body language which conveys an universal information.2 While-reading:T: Firstly, everybody please spends three minutes looking through the whole passage and finding the main idea, clear? OK, go ahead with your task.1)What is the main idea of the passage?T: Are you finished? Where can we find the main idea? Which paragraph?Some body languages or gestures are the same throughout the world.2)Fill the blank to summarize the feelings and the corresponding body languages T: So next, let us learn these body languages further and together, at the same moment, please find out the emotional meaning of each body language, clear?3)Discussion:T: All right, it has been quite clear to understand the same body language and its emotional meaning throughout the world. The last reading task, everybody please gives an example of a person whose body language is very impressive or important to you, and please tell the reasons.(4)Guess the order of the story on page 31, then listen to the tape of the story on page 65.T: So much for our reading , by this unit, we had learned a lot of body language as well as its cultural meaning and emotional meaning, right. OK, next it’s time to check your knowledge acquisition.4)Act one of the stories on page 31 and 65.3 Homework:Do the exercises in 三维设计。

Unit 4 BODY LANGUAGEReading and ThinkingStep1. LeadinShow pictures to recall their performancesStep2. Reading .Prereading Act and GuessChoose the students to act the sentences out without speaking.Go away !Come here !I’m tired !I’m surprised !You’re great !Goodbye!提前给学生发小卡片，让学生在课堂上表演出来，以免影响表演效果。

whilereadingLet’s summarize the main idea of these paragraphs.分析文本结构，学生总结ntroduction to body language2.Body language with different meanings in different cultures3.Body language with the same meaning everywhere4.Body language with different usesRead for detailsParagraph 24Read for detailsParagraph 56postreadingAnswers1. Introduction2. differences3. similarities4. different usesStep3 : Thinking分两组展开讨论，训练学生语言学习效果和批判性思维Which is more reliable ,body language or spoken language ？Tipshold their anger and disappointmentfar more important than what we sayinclude the impression on our faces, eye contact and gestures nod or shake our headsmake eye contactthe key to a successful social lifeStep 4 SummaryChoose the best answers.1. What is the genre/type of the passage?A narrationB argumentationC exposition 记叙文议论文说明文D news report2.How does the passage develop ？。