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Book 4 Unit 4 body language(Warming-up and Listening)Teacher: Chen Yuelin students: class 16 Grade 1 Teaching aims:1.Make students know something about body language.1.Encourage students perform some body languages.2.Let students know that different cultures have different body languages.3.Encourage students make a discussion about body language in their daily life.4.Do some listening practice.Key points:1.Understand the use of body language.2.Understand the meanings of common body language.3.Some new words in this lesson.Difficult points:1.Help students express their understanding about body language.2.Encourage them open their mouths in a discussion about body language.3.Encourage them have some performances by using body language.Teaching methods:1.Task-basic teaching method.municative and cooperative activities.3.Power point presentation.Teaching procedureStage 1: greetingHave a greeting to students with some simple body language in order to help them understand teacher’s orders.Stage 2: performing task and speaking task1. Show students the topic of this unit directlyWays of communication---spoken, written and body language----topic: body language2. Show students some body language in our life by two videosA. body language was used in Mr. Bean’s silent film.B. body language was used in some popular songs3. Task 1 performance: mini-showEncourage students do some simple body languages that are used in their daily life.4. Task 2 speaking task: discussionA. ask students looking at the six pictures on page 25 and trying to describe the picture to their partners after having a discussion with their partners.B. some students describe the pictures.Stage 3: presentation1. What is body language?2. Body language includes posture, gesture and facial expression.3. Do you know? (Different countries have different body languages. Here teacher introduces some differences between Chinese body language and American body language.Stage 4: Listening task1. Open book to page 31 and try to order the pictures into correct order before listening a passage.2. Check the order before listening activity.3. Listen to the passage and try to order the pictures again.4. Check the order again after listening.5. Listen to the passage again and try to finish a blank filling exercise.Stage 5: homework1. Try to find more body languages in different cultures by using computer or searching in library. And show them to your classmates.2. Please preview the reading part.。
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!。
Book 4Unit 4Body Language 课文讲义ReadingPara.1请用括号内动词的适当形式填空。
Yesterday, another student and I, （represent）our university's student （associate）, went to the Capital International Airport to (meet) this year's international students. They were(come) to study at Beijing University. We would(take) them first to their dormitories and then to the student canteen. After half an hour of (wait) for their(fly) to arrive, I(see) several young people(enter) the (wait) area(look) around curiously. I(stand)for a minute (watch) them and then went to greet them.1.（represent）our university's student （associate）, went to the Capital International Airport to (meet) this year's international students.✧represent活学活用1)鸽子（dove）象征和平。
2)博物馆有几幅画，画代表了画家早期风格的代表作。
Para.2-3Finish the exercise 1 on Page 27.1. The first person to arrive was Tony Garcia from Colombia, followed by Julia Smith from Britain.Question: 此处的closely可以和close互换吗？找出课本中使用2者的情况2) 翻译：1）她是我的一位密友。
Unit 4 Bod Language Reading教学设计一、教学内容分析Unit 4 Bod Language Reading人教版新课标高中英语必修四第四单元课文，为本单元的第二课时，为本单元的精读课文。
阅读局部以机场迎接客人为场景，讲述了来自几个不同国家的学生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，而造成一些小误会。
本课文重点在于形象地说明了身势语与文化背景的密切关系，以及身势语不同的文化内涵和在跨文化交际中的重要作用。
二、学生情况分析本次教学对象为高二学生，从学生的生活环境来说，我们处于一个偏远县城，学生对于这方面的认知是有限的，所以通过阅读局部的学习可以帮助学生更好的理解身势语，运用根本的身势语。
从阅读技能来说，经过高一的学习，一局部学生已经掌握了略读、跳读等一定的阅读技巧及阅读策略。
但还有一局部的学生根底不扎实，主动学习的积极性不高，因此，激发学生学习英语的兴趣至关重要。
因而在教学过程中，考虑学生的实际情况，要因材施教，设置学生感兴趣的教学活动，将传统的教学方法与现代化多媒体技术相结合，才能调动学生的英语学习热情。
三、教学目标分析【知识和技能】⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。
⑵通过设计不同层次的阅读任务，帮助学生稳固、强化和提高略读、细读、理解大意、理解重点细节和猜想词义等阅读策略。
【过程和方法】通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。
【情感态度价值观】通过对文章的理解及学生小组场景表演，让学生懂得交流与沟通不仅仅局限于语言，还可以借助肢体语言形象表达出自己的情感，不同的文化背景的人们对身势语有不同的理解。
四、教学重点难点分析【Ste eworour bet to rete the ore bod anguage from different countrie〔设计意图：作业1为学生创造了稳固课文、运用语言的时机，引导学生对已有的知识进行加工整合，有利于学生思维能力和语言表达能力的提高。
