Unit 4 bodey languange (Book 4) showing-our-feelings

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。

Unit 4 Body language Ｉ．单元教学目标II．目标语言ＩＩＩ课型设计与课时分配1st period Warming up and Reading2nd period Language points3rd period Using Language4th period Grammar6th period Speaking & WritingⅣ．分课时教案Warming up and ReadingTeaching goals 教学目标1. Target Language目标语言a. 词汇和短语major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedyb. 重点句子Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students. …I saw several young people enter the waiting area looking around curiously. She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goals能力目标a. Enable the students to realize the importance of body language.What is the purpose of language?What is the purpose of body language?How can you tell if someone is sad even if they do not speak?How can you communicate a feeling to someone who does not speak your language?b. Enable the students to understand the text.Where are the visitors from?How do Mr. Garcia from Columbia and Julia Smith from Britain response when they are introduced to each other?What do Mr. Cook and the Japanese visitor do as they are introduced?How can people express themselves besides their spoken language?Do all cultures greet each other the same way?Do English people and other Europeans act the same when they first meet?Is a handshake very common in Japan?Is a kiss often used in France when people meet?Why are there different kinds of body language?c. Enable the students to retell the text in their own words.3. Learning ability goals 学能目标Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.Teaching important points 教学重点How does body language differ among people from different cultures?Teaching difficult points 教学难点The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.Teaching methods 教学方法Skimming method, task-based method, role-play method.Teaching aids 教具准备A recorder, a projector ,some pictures and a computer.Teaching procedures & ways教学过程与方式Step I Lead-in1. The teacher shows ways of communicating:Spoken language speaking ringingWritten language writing typingBody language facial expression gesture action2. What is body language?Body language is one form of nonverbal communication (非言辞交际) without using words. Eye contact or gaze, facial expression, gesture, and posture (姿势), or the way you stand, are different kinds of body language.Some psychologists believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures wemake, the clothes we wear, how near we stand to each other and whether we touch each other … all these communicate.3. Facial expressionsLook at the following facial expressions, and try to tell us what his feeling is.Step II IntroductionGesturesDo you know what these gestures mean? Look at the pictures and discuss with your partner what the man is trying to say.Good! Bad!Come here! Me? I don’t know!ok stop silent well doneWhat else gestures do you know?victory applauseStep Ⅲ Warming upT: Look at Page 25.What are these people communicating?Read the following statements. Choose a phrase and act it out without speaking. Can your partner guess what you are trying to communicate?“Hello” “Goodbye” “Come here”“Go away!” “Expensive!”“I’m surprised!” “I’m tired.”“I’m confused.” “OK!”“Good luck!” “I’m delighted!”“I’m upset!” “I’m sad!”“I forgot!” “You’re great!”Step Ⅳ Pre-reading1. What is the purpose of language?2. How can you communicate with someone if you cannot speak? Givean example.3. There are many different ways to greet someone using words. How many ways can you think of to greet someone if you cannot speak?Keys: The purpose of language is to communicate with other people.I can use body language to communicate with someone if I can’t speak. Forexample, if I’m angry, I might turn away and not talk to others. If I’m happy to see someone, I might smile and hold out my hand or open my arms.Ways to greet someone without words: smile, wave, shake hands, hug, kiss,etc.Step V PredictingT: Look at the picture and the title of the passage on page 26. What do you think the topic will be?Step VI Reading1. First-readingI. Read the passage and divide the whole passage into several parts and find out the main idea.Part 1. (Para. 1)Meet the visitors at the airport.Part 2 (Para. 2 and 3)People from different countries express greetings in different ways.Part 3. (Para. 4)Different peoples have different body languages.Part 4. (Para. 5)Summary of body language.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 ___________________________.Keys: body language study international customs2. Second-readingRead the passage again and choose the best answers.1. In which of the following countries do people greet each other in the same way?A. Jordan and Italy.B. China and Japan.C. Canada and Colombia.2. From the text, we can know that _____.A. people are likely to keep the same distance in different countriesB. men from Britain often stand close to others to shake handsC. people are facing multicultural communication problemsKeys: A C3. Careful readingHow do different international students behave when they greet people? Complete the chart with information from the passage.4. Post-readingI. Answer the following questions.1. Is the author of this passage male or female? How do you know?2. What were the two mistakes that the author noticed?3. Who seemed to prefer to keep more physical distance from others? Who seemedto prefer closer physical distance?4. Did any students have similar greeting customs? If so, which ones?5. “When in Rome, do as the Romans do.” What do you think this famous sayingmeans?Keys: The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.He noticed that the Colombian man kissed the British woman, but in herculture, a kiss from a stranger is not acceptable. He also noticed that theJapanese man bowed just as the Canadian man started to shake hands, soone man’s nose touched the other man’s hand.The British woman, Julia, and probably the Canadian man, George,seemed to prefer to keep more physical distance from others. TheColombian man, Tony, and the Jordanian man, Ahmed, seemed to prefercloser physical distance.Yes. Tony from Colombia and Darlene from France had a similargreeting custom—a kiss. George from Canada and Ahmed from Jordanalso had a similar greeting custom—a handshake, but Ahmed shakeshands only with men.This saying means that when we are in a certain place, we should followthe customs of the people who live in that place, not our own customs.II. Decide if the following statements are true (T) or false (F).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 tothem.5. Some body languages in some countries are good while some countries’ bodylanguage are bad.6. People from different countries may have a major misunderstanding whilegreeting each other.7. The physical distance from each other that people are comfortable withgenerally depends on the culture.8. All members of a culture behave in the same way.Keys: FFTF FTTFStep VII Discussion1. If you meet a foreigner who comes up close to you to talk, what countries might he be from? How can you show him that you are uncomfortable with that?2. What are some situations where body language is the only form of communication? Why?3. Discuss ‘Do you agree with the author’s statement that body language is not good or b ad? Why or why not?’Step VIII HomeworkTalk about body languages you usually use.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。

Book4unit4Bodylanguage课时教案Boo4unit4Bodylanguage课时教案Boo4unit4BodylanguageListeningandspeaing一、教学课型：听说输入二、设计思路：根据新课标英语第四单元Bodylanguage的教材内容，我将aringup以及ListeningTas和Speaing三部分重组为本单元的课，是一节语言活动课，同时用写作来进行提升。

本节课主要采用多媒体教学辅助手段，通过师生问答，生生互动，编对话，情景表演等多种活动方式，让学生多方面地了解身势语和有声语言的关系，提高学生语言实际运用能力，通过训练学生的听说能力，培养他们用英语进行思维、在真实情景中运用英语的能力。

同时，通过组织学生讨论话题并进行口语操练，培养学生用英语交流的能力，结合新课标的教学理念，实现从口语提升到写作的过渡。

TeachingPlan一、教材分析本课的地位及作用本单元的中心话题是“身势语”。

身势语是通过无声的语言表达一个人的内心世界，与有声语言一样也是文化的载体，在跨文化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。

“热身”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。

“对话”部分建议学生结合身势语和有声语言把一些动作表演出来，既有趣味性，又有体验实践性。

“听力”部分是以听的形式进一步向学生介绍肢体语言的交际功能以及部分东西方手势语的区别。

通过以上几部分的练习，使学生初步感受到身势语的涵义和作用，为下节阅读课作了充分的准备。

教学重点和难点本课的教学重点是：，帮助学生了解、掌握日常生活中的一些常用身势语。

第二，要求学生结合口语及身势语来表达自己的思想。

第三，训练学生通过听、说练习提高自己的听力及口语水平。

本课的教学难点则在于：，身势语的中外文化区别及其动作的正确表达。

第二，学生课外查阅资料的能力培养。