【单元教案】人教版必修四Unit 4 Body language

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Unit 4 Body language

The first period: Warming up and Listening

The 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. Verbal 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 2 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…… 3 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 in

The 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 4 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 happy

If 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