Unit 4 body language教案
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 procedure
Stage 1: greeting
Have a greeting to students with some simple body language in order to help them understand teacher’s orders.
Stage 2: performing task and speaking task
1. Show students the topic of this unit directly
Ways of communication---spoken, written and body language----topic: body language
2. Show students some body language in our life by two videos
A. body language was used in Mr. Bean’s silent film.
B. body language was used in some popular songs
3. Task 1 performance: mini-show
Encourage students do some simple body languages that are used in their daily life.
4. Task 2 speaking task: discussion
A. 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: presentation
1. 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 task
1. 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: homework
1. 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.。
高中英语人教版 选择性必修第一册教案讲义：UNIT 4 BODY LANGUAGE
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。
Unit 4 Body Language Reading教学设计
Unit 4 Body Language Reading "Communication:No problem?" 教学设计正宁一中冯振华一、Type：ReadingBody Language is a narrative description，which mainly deals with different body language in different culture. As we know, body language is a kind of language that can be used to express one’s innermost feelings in a silent way. This passage is designed to help the students understand what important part that body language plays in our daily communication to help the students avoid misunderstanding and cultural shock. As a result, their language communication ability will be improved.二、Analysis of the passage1、Content Unit 4 Body language Reading "Communication: No problem?" (Module 4)2、Dealing with the passageWarming up(Lead-in) while-reading and Comprehending are designed in the reading passage.Those activities can help the students improve their reading skills and oral English ability.3、Teaching aims【Knowledge goal】①To help the students understand that body language iscross-cultural.②To help the students understand the differences among body language in different countries.（2）【Ability goal】①To help the students understand the passage and get the main idea and specific information,thus the reading skills will be developed.②To help the students express their ideas and opinions freely.③To cultivate the students’pragmatic ability of trans-cultural communication in authentic language environment.（3）【Emotional goal】①To help the students learn and respect cultures in different countries.②To develop the students’ international cooperation and their awareness of trans-culture.三、Teaching difficulties and important points（1）Teaching important points①To help the ss learn and use common body language properly in theircommunication；②To get the main idea of the text and some key information.（2）Teaching difficulties①To cultivate the students’ reading skills②To help the students learn some cultural misunderstanding caused by body language in different situations.四、Teaching methodTask-based method & Communicative-cooperation method五、Teaching aidsPPT Project Blackboard Chalk六、Teaching design（一）General designThis is a reading comprehension lesson. The key to teaching is to improve the students’ reading skills and strategies. And the teacher will help the ss improve their cultural awareness.To arouse the ss’ interest in the topic, at the very beginning of the class,the teacher uses the students’ familiar gestures (ok, quiet, stop, great) to lead in the topic and asks some students to guess the meaning of each picture. Then the teacher asks some students to perform some body language, thus the atmosphere in the class is lively. At last,the teacher asks the ss: “What is body language?” As a result ,the new lesson is easily lead-in. The design of the reading activities deals with pre-reading, while-reading and post reading, including getting the main idea of the text, specific information and so on , aiming at improving ss’ reading comprehension ability and oral English ability.（二）Teaching proceduresStep 1.Leading in(1)The teacher shows some pictures on the screen. They are about some common gestures used in our daily life. Then asks some ss to guess the meaning of each gesture.(2)The teacher asks some pairs of students to come to the blackboard to perform some body language, while other students to guess what the body language means.Facial expressions: happy, excited, shocked, angry, etcGestures: Victory, well done, quiet, OK, etcPostures: Shake hands, bow, nod ,hug, etcEye contact: Wide-eyed, wink, roll eyes, etcInstructions：通过学生熟悉的手势导入本课，让学生倍感亲切，很自然地过渡到本课的话题。
Unit 4 Body language教案
Unit 4 Body language Ｉ．单元教学目标II．目标语言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。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP 的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。
1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。
通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。
1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。
1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
高中英语人教版必修四单元教案：Unit4BodyLanguage
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 Language(Reading and Thinking)教案(2课时)
Unit 4 Body LanguageReading and Thinking: Listening to how Bodies Talk 教案文本简析本阅读材料的话题是交际中的肢体语言，作者从三个方面讲述了肢体语言的特征与作用，通过主题句和举例阐述的方式让读者了解不同文化中肢体语言的相同或者不同的意义，并从更抽象、概括的维度深入认识肢体语言的特点，理解肢体语言的作用。
基于肢体语言的特点，作者提醒读者在与人交流中，尤其是当文化背景有差异的时候，要使用得体的肢体语言，尊重、理解和包容不同的文化，进行有效、有素养的沟通。
文本共由六个段落组成，篇章结构为“总—分”。
第一段用简练的语言引出了话题，并且从我们自身表达的需要和了解他人感受两个角度讲述了肢体语言的作用。
第二段阐述了肢体语言的第一个重要特点——肢体语言在不同的文化中有不同的内涵——这也是文中写作篇幅最大的一个要点，最为重要。
通过讲述肢体语言的这一特点，作者向读者传递了要尊重不同的文化、要使用与所在文化相宜的肢体语言。
文章的二、三、四段均围绕这一要点展开。
为了说明肢体语言的这一特点，第二段中作者讲述了不同文化中视线交流的不同，列举了中东国家和日本的情况来说明。
第三段中的主要支撑例子为OK手势，除了我们所认知的意义，OK手势在一些国家，例如日本、法国、巴西和德国等有截然不同的含义，甚至在一些国家有侮辱性。
第四段中讲述了我们最常见的用点头、摇头表达是与否的肢体语言在一些特定国家是不一样的，以及不同文化背景中人们交谈时彼此的距离，见面或告别时采用的方式也截然不同。
第五段的内容为作者讲述的第二个肢体语言的特点——有一些肢体语言在世界各地有相同含义。
作者通过两个具体的例子进行了说明，目的在于告诉读者有一些肢体语言的含义在全球是通用的，进一步表明了肢体语言的重要性。
第六段的内容为肢体语言的第三个特点——有些肢体语言本身有很多不同的用途。
作者用“smiling”的众多使用场合和不同的用途进行了说明，这个要点同样向读者传递了肢体语言在表达中的重要性。
【K12学习】Unit4BodylanguagePeriodOne教案及点评
Unit4BodylanguagePeriodOne教案及点评Unit4BodylanguagePeriodone教案及点评BooIVUnit4Bodylanguage一、概述•高中一年级英语教学•人教版第四模块第四单元•本课时强调身体语言的重要性。
让学生明白不同的文化有不同的肢体语言。
•通过这节课的学习让学生明白不同文化的交流不再是难题，打破人与人之间的交流障。
点评：概述部分清楚地说明了该课的年级、主要的内容，以及该课学习内容的特征，但缺少教材版本的信息和上课时间二、教学目标分析１、知识与技能认读11个新单词和2个新句型，熟练运用新句开型进行表达；通过了解身体语言在现实生活交流所起的作用，明白身体语言的重要；通过观察和描述其他人的身体语言和动作，学生对身体语言和身体语言所代表的意义有更好的了解；。
２、过程与方法能够通过师生说、两两说和自主听读体验交际式英语教学的一般过程，掌握英语说听的基本方法；能够通过两两说和综合说体验协作学习的过程和方法；学生将会了解到在不同的文化背景下，身体语言有不同的含义。
打破了不同语言背景下人们交流的障碍。
情感态度与价值观激发和保持学生英语学习的动机，；确保学生明白不同文化背景下的身体语言没有好坏之分，在将来的交流中有意识地使有身体语言使交际更加便利。
点评：设计者从学生的角度分析学习目标，分析了三维目标，且有较强的可操作性。
若将情感目标中的主语改成学生会更好。
三、学习者特征分析学生是一级达标中学高一普通班的学生。
高中学生更擅长从老师、父母，同学的表情和手势看出想法。
学生思维活跃，善于和同学交流，乐于表达自己，渴望得到同学和教师的赞许。
学生对英语学习有着浓厚的兴趣，但是英语的听、说、读、写能力还有待加强；。
学生对于能带来大量信息和新鲜感的ppt呈现方式充满期待。
点评：对学习者知识基础和认知特征分析较到位，根据班学生特点，充分利用网络教学资源，激发和培养学生英语学习兴趣。
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
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。
(完整版)人教版高一英语必修四unit4Bodylanguage教案
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:。
人教版高中英语必修4《Unit 4 Body language》教案2篇
人教版高中英语必修4《Unit 4 Body language》教案2篇Teaching plan of unit 4 body language编订：JinTai College人教版高中英语必修4《Unit 4 Body language》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修4《Unit 4 Body language》教案2、篇章2：人教版高中英语必修4《Unit 4 Body language》教案篇章1:人教版高中英语必修4《Unit 4 Body language》教案教学准备教学目标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。
Unit 4 Body Language(教学设计)
Teaching PlanUnit 4 Body LanguageI.Class Type: Reading class, 1 periodII.Teaching Content:Body LanguageIII.T eaching Aids: PowerPoint, blackboard, chalks, textbook, handoutsIV.Teaching Method: Task-based Teaching MethodV.Analysis of the LearnersThe target students are in grade one of senior high school. There are 32 students in the class, the English levels of most of whom are on average.VI.Learning Objectives:By the end of the class, students will be able to:1.Know what body language is through pictures and the teacher’s explanation.2.Tell the genre of the passage Listening to How Bodies Talk and have a betterunderstanding of it after reading and discussion.3.Have a command of some practical tips of interpreting others’ body languageafter reading the article Understanding Body Language.VII.Learning Procedures:Step 1 Lead in●What is body language ?Body Language is a kind of nonverbal communication. It includes eye contact, gestures, postures and facial expressions. People use it to make themselves understood.●I will show the students some pictures and ask them to guess what they want tosay.Step 2 Fast reading1. What type of writing does this passage belong to?A. NarrationB. ExpositionC. ArgumentationStep 3 Detailed readingPara. 1What is paragraph 1 mainly about?A. The feelings expressed by body language.B. The function of body language.C. The importance of words.Read Para. 2-4, fill in the following chart and finish the multiple choices.Multiple choices1.What does the word “varies” in paragraph 2 mean?_______________A. Stays the same.B. Develops slowly.C. Advances rapidly.D. Changes accordingly.2.What can be inferred from paragraph 4?A. “Yes” and “No” gestures have the same meaning everywhere.B. People in Bulgaria express agreement through shaking their heads.C. People in southern Albania express agreement through nodding.D. The Russians usually shake hands when they meet.Para. 5Read and act it out!Para. 6(Discuss) Smile can be used to hide feelings like anger, fear, or worry. Can you describe a situation where you might smile when you don’t mean it?SummaryBody language 1._______(vary) from culture to culture. Eye contact is not always2._______ (approve) of. In Japan, it may demonstrate respect to look down when3.______ (talk) to an older person. In France, a person who4.________(witness) the gesture for “OK” may interpret it5. ___ meaning zero. You should avoid6.________ (make) this gesture in Brazil and Germany. Even the gestures we use7._______ “yes” and “no” differ around the world. In many countries,8. _________(shake) hands means “no”, and nodd ing means yes. By9.__________ (compare), in Bulgaria and southern Albania, the gestures have the opposite meaning. Elsewhere, people favor shaking hands, 10._____(bow) from the waists or nodding the head when they meet someone else.Step 4 Learn more about body language!If there is time left, I will ask them to read the passage named Understanding Body Language. (If not, this will be their homework.)Step 5 HomeworkThinking: Can you think of an example of body language that is appropriate in China but might be misunderstood in another culture?ReflectionMind map should be designed at summary part because it is a little hard for them to draw a mind map just after reading for the first time.。