Book 4 Unit 4 Body language

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!You!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.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 sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’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…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 give up!OK!You are asking help from this woman…You are saying “Will you give up!”…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, volunteers will 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.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。

单元讲解必修四unit4 bodylanguage课本单元讲解（含课文音频）：必修四Unit4 Body language_doctor今天，要和大家分享的是人教版必修四Unit4常考单词、高频短语和写作句式，并附有课文音频学起来哦！Unit4 Body language常考单词、高频短语和写作句式Ⅰ. 常考单词必背1．statementn. 陈述；说明His statement is pletely untrue.他的话完全是在撒谎。

2．greetvi.&vt. 迎接；问候I greeted her with a smile.我笑着向她致意。

(1)greet sb with... 用……迎接……；用……向某人打招呼(2)greeting n. (常用复数形式) 问候；祝贺；贺词3．representvt. 代表；象征In the western countries，V often represents victory.在西方国家，V常象征着胜利。

He represented himself as a doctor.他自称是一个医生。

[快速闪记](1)represent sth to sb 向某人说明某事，向某人传达某事represent...as... 把……描绘成……represent oneself as/to be... 自称是……(2)representative n. 代表4．curiousadj. 好奇的The children were curious to know what was happening over there.孩子们很想知道那边发生了什么事。

[快速闪记](1)be curious about 对(某事物)感到好奇be curious to do... 很想做某事；渴望做某事(2)curiously adv. 好奇地5．approachvt..&vi.接近；靠近；走近 n. 接近；方法；途径As summer approached，the weather became hotter and hotter.随着夏天的临近，天气越来越热。

人教版高二英语必修四《Unit4 Body language》评课稿一、前言本评课稿主要针对人教版高二英语必修四中的第四单元《Body language》进行细致评析。

通过对该单元教学内容和教学目标的剖析，以及对课程设计、教师角色、学生反馈等方面的评价，从而提供一些改进和优化的建议，以期能够更好地提高教学质量和学生学习效果。

二、教学内容1. 教学目标本单元的教学目标主要包括以下几个方面： - 了解和掌握主要的肢体语言、面部表情及其他非语言信息； - 学习和运用有关肢体语言的词汇和表达方法； - 培养学生通过观察和分析他人的肢体语言来获取信息的能力； - 培养学生准确理解他人肢体语言的能力，并能在实际交流中灵活运用。

2. 课程内容分析本单元的核心内容涵盖了以下几个方面： - 肢体语言的分类和定义； - 面部表情的含义及使用； - 眼神传递信息的重要性； - 其他非语言信息的理解和运用。

3. 课程设计分析本单元的课程设计注重以学生为中心，通过多种教学形式和活动设计，使学生能够主动参与和实践，以达到更好的教学效果： - 开篇：通过观看一个有趣的视频，引起学生对肢体语言的兴趣，激发学生思考； - 知识点讲解：教师通过PPT 和图示，详细讲解肢体语言、面部表情和其他非语言信息的概念和分类； - 交流与演练：学生以小组为单位进行小组讨论和角色扮演，运用所学的肢体语言及表情，进行交流和演练；- 学习资源拓展：提供相关阅读材料和视频资源，供学生自主学习和拓展。

三、教师角色分析1. 课前准备教师在教学前应充分准备，并具备深入了解和掌握本单元内容的能力，以便能够传递给学生有效的知识和技能。

2. 授课过程中在正式授课过程中，教师应发挥引导者和组织者的作用，注重学生的主体性和参与性，通过引发学生思考、提问、讨论等方式，激发学生的学习兴趣和积极性。

同时，教师还应在学生实践活动中进行指导和点评，及时帮助学生纠正错误。

3. 课后总结教师应对本节课的教学效果进行总结和评估，及时调整和改进教学策略，为后续的教学提供参考。

Unit 4Body languagePart I Communication: No Problem?Yesterday, another student and I, represent ing our university’s student association, went to the Capital International Airport to meet this year’s international students. They were coming to study at Beijing University. We would take them first to their dormitories and then to the student canteen. After half an hour of waiting for their flight to arrive, I saw several enter the waiting area looking around curiously. I stood for a minute watching them and then went to greet them.The first person to arrive was Tony Garcia from Colombia, closely follow ed by Julia Smith from Britain. After I met them and then introduce d them to each other, I was very surprised. Tony approach ed Julia, touch ed her shoulder and kissed her on the cheek! She step ped back appear ing surprised and put up her hands, as if in defence. I guess ed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As they were introduced, George reach ed his hand out to the Japanese student. Just at that moment, however, Akira bow ed so his nose touch ed George’s moving hand. They both apologize d —another cultural mistake!Ahmed Aziz, another international student, was from Jordan. When we met yesterday, he moved very close to me as I introduced myself. I moved back a bit, but he came closer to ask a question and then shook my hand. When Darlene Coulon from France came dash ing through the door, she recognize d Tony Garcia’s smiling face. They shook hands and then kissed each other twice on each cheek, since that is the French custom when adult s meet people they know. Ahmed Aziz, on the contrary, simply nod ded at the girls. Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women.As I get to know more international friends, I learn more about this cultural “body language”. Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through physical distance, action s or posture. English people, for example, do not usually stand very close to others or touch stranger s as soon as they meet. However, people from places like Spain, Italy or South American countries approach others closely and are more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.These actions are not good or bad, but are simply ways in which cultures have develope d. I have seen, however, that cultural customs for body language are very general - not all member s of a culture behave in the same way. In general, though, studying international custom s can certainly help avoid difficulties in today’s world of cultural crossroad s!Part II Showing our FeelingsBody language is one of the most powerful means of communication, often even more powerful than spoken language. People around the world show all kinds of feelings, wishes and attitude s that they might never speak aloud. It is possible to “read” others around us, even if they do not intend for us to catch their unspoken communication. Of course, body language can be misread, but many gesture s and actions are universal.The most universal facial expression is, of course, the smile – its function is to show happiness and put people at ease. It does not always mean that we are truly happy, however. Smiles around the world can be false, hiding other feelings like anger, fear or worry. There are unhappy smiles, such as when someone “loses face” and smiles to hide it. However, the general purpose of smiling is to show good feelings.From the time we are babies, we show unhappiness or anger by frown ing. In most places around the world, frowning and turning one’s back to someone shows anger. Making a fist and shaking it almost always means that someone is angry and threaten ing another person.There are many ways around the world to show agreement, but nod ding the head up and down is used for agreement, almost worldwide. Most people also understand that shaking the head from side to side means disagreement or refusal.How about showing that I am bore d? Looking away from people or yawn ing will, in most cases, make me appear to be uninterested. However, if I turn toward and look at someone or something, people from almost every culture will think that I am interested. If I roll my eyes and turn my head away, I most likely do not believe what I am hearing or do not like it.Being respectful to people is subjective, base d on each culture, but in general it is probably not a good idea to give a hug to a boss or teacher. In almost every culture, it is not usually good to stand too close to someone of a higher rank. Standing at a little distance with open hands will show that I am willing to listen.With so many cultural differences between people, it is great to have some similarities in body language. We can often be wrong about each other, so it is an amazing thing that we understand each other as well as we do!。

必修四unit 4 body language 知识点1. represent vt.象征；代表；（尤指以绘画，雕刻等）表现；描绘；描写representative n.代表；众议员adj.典型的；有代表性的辨析represent/stand for/on behalf ofrepresent 指“代表某人/某个团体/政府等，或指某种标志代表什么，某物表现/描绘的是什么”。

stand for 通常指字母、数字、符号等代表/象征什么。

on behalf of 指代表/代替某人，只能作状语。

2. approach vt.接近，走进;着手处理n.接近，临近；方法，途径辨析approach/way/method/meansapproach “方法”，还有“接近”的意思。

an approach to(介词)“……的方法”。

way 构成in the way“用这种方法”，the way to do/the way of doing (to 为不定式)“做某事的方法”。

method 构成with a method “用一种方法”。

means 意为“方式，方法”。

单复数同形，构成by means of “通过……方法”。

3. defend v.防护；辩护；防守；保卫defence n.保卫，防御；防卫设备;(被告的)答辩；辩护常用结构：defend oneself 自卫，辩护defend oneself from/against 保护自己免受……in defence of 保卫……；为……辩护注意：defence后接“入侵者”或“造成危害者”时用介词against；若后接“被保护者”时用介词of。

4. major adj. 主要的；vi. 主修majority n.大多数minority n.少数，少数民族5. misunderstand-misundstood-misunderstood vt. 误解，误会misunderstanding adj.n. 误解，误会6. adult n. 成年人adj.成人的，成熟的7. simple adj. 简单的simply adv. 简单的，只是8.function n. 功能；职能；作用（vi.）起作用；运转functional adj. 功能的9.spoken adj. 口语的unspoken adj. 未说出口的；非口语的10. face n. 脸facial adj. 面部的11. true adj. 真实的，真诚的；真正的truly adv.真实地，真诚地；真正地12. hug vi. & vt. 拥抱give sb. a hug 拥抱某人13. curious adj.好奇的，感兴趣的；奇异的，不同寻常的curiosity n.好奇curiously adv.好奇地be curious about 对……感到好奇be curious to do 急于做/极想做out of curiosity 出于好奇14. likely adj.可能的（表示可能性很大时，可用most，very修饰likely）It is likely that sb. ...=sb. is likely to do...某人可能做某事not likely (表示坚决不同意)绝不可能；绝对不会15. ease n.安逸；舒适v.减轻（痛苦，忧虑）；缓和；放松at ease 感到舒适而无忧虑；感到放松，不拘束with ease 毫不费劲地，轻而易举地16. lose face 丢脸lose heart 泄气；灰心lose one’s heart to 爱上；钟情于lose weight 减肥lose one’s way 迷路lose one’s life 丧生lose courage 丧失勇气lose sight of 看不见17. turn one’s back to 背对，背弃18. subjective adj. 主观的；objective adj. 客观的19. on the contrary 相反20. in general 总的来说，通常generally speaking 总体而言；一般而言on the whole 总的来说in a word 总之in short 简言之21. put up 举起；升起；搭建；留宿22. be wrong about 误解。

Unit 4 Body languagemunicate with sb 和某人交流2.represent sb to do sth 代表某人做某事representative n. 代表3.student association 学生社团4.take sb to sp 带某人到某地5.wait for sb to do sth等候某人做某事6.be curious about 对…好奇be curious to do 对做…好奇7.greet sb 问候某人8.introduce A to B 把A介绍给B9.defend sb against …. 保卫…以免受…侵害protect…. from/ againstin sb’s defence 在某人的防备下10.approach sb/ sth 靠近（人/ 物）the approach to the village 通向村庄的道路a new approach to solve the problem 解决问题的途径/方法11.be likely to do sth 很可能…；It is likely that…. 很可能…12.in general 总的来说；通常13.apologize to sb for sth=make an apology to sb for sth 因…向某人道歉14.at ease 舒适；快活；自由自在; 稍息15.lose face 丢脸16.turn one’s back to 背对；背弃17.stand close to…站得离…近get close to…靠近…..be close to…靠近…18.on the contrary 正相反19.spoken language 口语unspoken language 非口语20.shake hands with…和….握手(=shake one’s hand )21.tell a joke 讲笑话22.means of communication 交流方式23.facial expression 面部表情24.make a fist 抱拳25.get to know 开始了解26.as well 也as well as 和，不仅…而且…27.avoid doing 避免做…escape doing 逃避做…28.cultural crossroads 文化交融29.nod at sb 向某人点头30.from side to side 从一边到另一边31.be respectful to sb 尊敬某人32.give a hug to sb 给某人一个拥抱33.be similar to 与…相似34.long before 很就以前；在…之前很久It will be long before…还要很久才…It won’t be long before…不要多久就…；before long 不久以后Challenges are what make life interesting; overcoming them is what makes life meaningful.句型：35.She stepped back appearing surprised and put up her hands, as if indefence.36.The first person to arrive was Tony, closely followed by Julia37.Not all cultures greet each other the same way, nor are they comfortable inthe same way with touching or distance between people.38.With so many cultural differences between people, it is great to havesome similarities in body language.Challenges are what make life interesting; overcoming them is what makes life meaningful.。

沟通:没问题吗?昨天,我和另一个学生代表我们大学的学生会去首都国际机场迎接今年的国际学生。

他们是来北京大学学习的。

我们会先带他们去宿舍,然后去学生餐厅。

等了半个小时后，他们的航班到了,我看见几个年轻人进入等候区，好奇地环顾四周。

观察了他们一分钟后, 我便过去和他们打招呼。

第一个到达的是来自哥伦比亚的托尼·加西亚。

紧接着是来自英国的朱丽.亚史密斯。

在与他们碰面并介绍他们彼此认识后,我（对看到的情景）感到很吃惊。

托尼走近朱莉娅,摸了摸她的肩膀，并亲吻了她的脸颊! 她后退了几步，看上去有些吃惊,她举起双手,仿佛在自卫。

我猜想这里可能有个大的误会。

然后日本的永田明笑着走了进来,同时来的还有来自加拿大的乔治.库克。

我为他们作了介绍后,乔治把手伸向了这位日本学生。

然而,就在那时田永明鞠了一躬，所以他的鼻子碰到了乔治伸过来的手。

他们互相道歉——这又是一个文化上的误会!另一个国际学生艾哈迈德·阿齐兹,来自约旦。

我们昨天见面，我作自我介绍的时候,他靠我很近。

我往后退一点,但他又走向前问了我一个问题,然后同我握手。

当来自法国来的达琳.库隆从门口匆忙进来时,她认出了托尼·加西亚微笑的面孔。

他们握了握手,然后在对方的面颊上吻了两下,因为法国成年人见到熟人就是这样做的。

相反，艾哈迈德阿齐兹只是朝女孩子们点了点头。

来自中东或其他一些穆斯林国家的男士在谈话时通常站得离其他男士很近，但一般不会和女士接触。

随着认识的国际朋友越来越多,我也了解到更多不同文化背景下的“身体语言”。

各种文化背景下人们互致问候的方式不尽相同,相互接触和相互所感到舒适的程度也并不一样。

用口头语言交流的同时,人们还使用不出声的语言，通过身体间的距离、动作或姿势来表达他们的感情。

比如, 英国人通常不会站在离别人很近的地方，也不会一见面就（用身体）触碰陌生人。

不过,来自西班牙、意大利或南美国家的人会站在离别人很近的地方，而且更可能（用身体）接触对方。