B4U4 body language READING communication：no problem公开课ppt课件
Unit 4Body Language(reading)
II. Teaching Aims
（教学目标）
Make students learn the key words and Knowledge sentences. aims
Ability aims
a.Able to use skimming and skinning skill to look for general idea. a.b.Able to search information about different cultures through various channels
(自主学习法)
Teaching methods and studying ways
（教法和学法）
Corporation （合作交流）
Inquiry learning (探究学习)
V. Teaching Procedure（教学过程）
Step 1. Leading--in
Step 2. Brainstorming
Britain Japan Jordan
设计意图 在预习基础上训练学生快速阅读的 能力，从整体上把握好文章。
Fast reading :
Find the characters and where they are from?
Character Mr. Garcia
Country
Columbia
Britain
the statement is true or false
1 Only Australia and central America are not represented by the visitors. (F) 2 Not all cultures greet each other the same way, Para. 3-6 so people everywhere act the same. (F)
高中英语必修四Unit4BodylanguageReading
Unit 4 Body language阅读课一、教学内容Pre-reading (p.25); Reading (p.26); Comprehending (p.27)二、教学目标1. 能力目标让学生通过阅读，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。
2. 语言目标重点词汇与短语greet prediction represent association dormitory canteen flight curiouscuriouly Colombia approach cheek defend defence majormisunderstanding 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, wentto …After half an hour of waiting for their flight to arrive, I saw several young people enterthe 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 recognizedTony Garcia’s smiling face.三、教学步骤步骤一读前1. 引导学生回顾Warming Up部分和听力材料的内容，布置学生各组不同的任务归纳人和黑猩猩的相似之处。
人教版B4U4-Body-Language 教案
Unit 4 Body LanguageWarming Up, Pre-reading and ReadingTeaching goals1. Target Languagea. 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 & waysI. 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.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/5.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 senten ce. Who will be the first to do 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 speakand translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”V.HomeworkMake out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.。
B4U4大课文学案 (1)
单元课题:B4U4 Body language(COMMUNICATION: NO PROBLEM?)编制: Gao Yu Wang Qian Wang Li Zhang Chun 审阅:Wang Xin 使用日期：第16周第5课时【课前预习案】【Learning Aims学习目标】1.To master new words and expressions from the context.2.To improve the reading abilities: scanning, skimming, careful reading.I.【夯基固本】夯实词汇，学习之本A 重点掌握（达到默写程度）1.陈述/说明n. ____________________v. ___________________ 2.代表/象征vt. ___________________n./ adj. _______________ 3.好奇的adj. _____________________adv. _____________________n. _______________________4.靠近/方法v./ n.__________________5.保卫vt. ________________________n. _______________________ 6.主要的adj./ v./n. ________________多数n. __________________ 7.误会vt.________________________过去式_________________________ 过去分词_______________________ n. _____________________________ 8.简单地/只adv. __________________adj. ___________________ 9.口语的adj. _____________________v. _____________________ 过去式_________________________过去分词______________________现在分词______________________书面的adj. ____________________v. ____________________ 过去式________________________过去分词______________________现在分词______________________ 10.可能的adj. ____________________不可能的adj. __________________ 11.雇员n. _______________________雇主n. _______________________雇用/就业n. ___________________雇佣/忙于v. ___________________解雇/失业v. ___________________n.___________________12.安逸/减轻n./v. _________________13.真正地adv. ____________________adj. _____________________n.真相___________________ 14.怒气n. ________________________adj. _______________________B 识记词汇1.greet____________2.association_______3.dormitory________4.canteen__________5.flight___________6.adult____________7.facial ___________8.function _________9.false ____________10.respectful ________11.subjective________12.rank ____________C 重点短语（达到默写程度）1.保卫…以免受________________2.很可能______________________3.总的来说____________________4.舒适________________5.丢脸________________6.背对________________D 短语汇总（方法指导：在课本P17-18用荧光笔标出，课前达到默写程度）1.look around 四周看2.introduce sb to sb 把…介绍给3.put up举起张贴4.reach one’s hand out to向…伸出手5.shake hands 握手6.on the contrary正相反；恰好相反Ⅱ【自主预习静心悦读】方法指导:快速阅读文章P26, 写出最佳答案。
新课标人教版高中英语必修四 Unit 4 Body language-communication no problemReading课件
puzzling/confused amazing/surpried
crazy/very sad/unhappy
What do these faces mean?
grievous/sad complaint
happy/shy
What do these faces mean?
amusing/happy laugh at
(para. 5)
students
• Careful reading para1
• Judge the following sentences T or F
• 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. T
__g_e_s_tu_r_e_s_, and__p_o_s_t_u_r_e_s_,
or the
ways you stand, are different kinds of body
language.
Let's play game !
• guess
what is he/she doing ?
Some body languages are different in different countries.
1. Is the author of this passage a man or a woman? How do you know?
A man Ahmed Aziz did not shake hands with women, but he shook with the author.
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。
Unit 4 Body Language Reading教学设计
Unit4BodyLanguageReading"Communication:Noproblem?"教学设计正宁一中冯振华一、Type：ReadingBodyLanguageisanarrativedescription，whichmainlydealswithdifferentbodylanguageindifferentculture.Asweknow,bodylanguageisak indoflanguagethatcanbeusedtoexpressone’sinnermostfeelingsinasilentway.Thispassageisdesignedtohelpthestudentsunderstandwhatim二、1、2、3、【①②（2①②③（3①②三、Teachingdifficultiesandimportantpoints（1）Teachingimportantpoints①Tohelpthesslearnandusecommonbodylanguageproperlyintheircommunication；②Togetthemainideaofthetextandsomekeyinformation.（2）Teachingdifficulties①Tocultivatethestudents’readingskills②Tohelpthestudentslearnsomeculturalmisunderstandingcausedbybodylanguageindifferentsitu ations.四、TeachingmethodTask-basedmethod&Communicative-cooperationmethod五、TeachingaidsPPTProjectBlackboardChalk六、Teachingdesign（一）GeneraldesignThisisareadingcomprehensionlesson.Thekeytoteachingistoimprovethestudents’readingskillsandstrategies.Andtheteacherwillhelpthessimprovetheirculturalawareness.Toarousethess’趣。
B4U4 body language
“Hello” “Goodbye” “Come here”
“Go away” “I’m confused.” “Good luck!” “I’m upset.” “I forgot!” “Expensive!” “OK!” “I’m delighted.” “I’m sad!” “You’re great!”
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 we make, the clothes we wear, how near we stand to each other and whether we touch each other… all these communicate.
can make you feel happy/angry/sad or confused?
Different facial expressions show different feelings. Look at the following pictures, tell us how
the people feel.
The policeman is directing traffic/telling cars to go.
Read the following statements. Choose a phrase and act it out without speaking. Can your partner guess what you are trying to communicate?
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Para3:
1. How do men from Muslim countries greet others ? To men: stand close, and shake hands
To women: Nod and not touch women 2. How did Tony and Darlene greet each other?
Reading COMMUNICATION:
NO PROBLEM?
1
Part 1
2
• Thousands of Hands Kwan-yin.
3
• She was the leading dancer of the program. Her name is Tai Lihua (邰丽华).
4
• She is a deaf and dump girl.
The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.
13
Fill in the table according to Para4: Read it together.
5.does not stand very close to others or touch
9ห้องสมุดไป่ตู้
strangers
Para 2
Find out the two mistakes the writer found in
the airport:
He approaches Ms Smith
The first
7
Who are they and where do they come from?
Tony Garcia
Columbia
Julia Smith
Britain
Akira Nagata
Japan
George Cook Ahmed Aziz Darlene Coulon
Canada Jordan France
He _b__o_w_e_d__ to Mr. Cook and his nose __to_u_c_h_e_d__ Mr. Cook’s __m__o_v_in_g _h_a_n_d____.
He _r_e_a_c_h_e_d_ __h_is_____ __h_a_n_d__ __o_u_t____ to the Japanese.
2.bows 3.shakes hands
Akira Nagata (Japan)
George Cook (Canada) Darlene Coulon (France)
4.approaches others closely and touches their shoulder and kisses them on the cheek
Julia Smith from
appearings_u_r_p_r_is_e_d__ and put up her
(Britain) hands, as if
in defence .
10
The second mistake
a Japanese calledAkira
Nagat.a
George Cook from (Canada)
6
Scanning
Scan the text and answer the following questions.
How many international students are there in the story?
Six
Who are they and where they come from?
They shook hands and then kissed each other twice on each cheek, and this is the French custom when adults meet
12
people they know.
3. Is the author of this passage male or female? How do you know?
• Body language (gesture).
5
Part 2 Look at the title and picture on page 26 and predict what the passage is about. Which is the main idea of the text? A. There are different customs in different countries. B. Foreigners should follow the customs of the country where they are visiting. C. People use body movements to send messages and different body movements have different meanings. D. The importance of knowing customs.
8
Matching the people and their different
ways of greeting (para2&3)
Tony Garcia (Columbia)
1.shakes hands and kisses others twice on each cheek
Julia Smith (Britain)
Mr.
Garcia from (Columbia
)
byt_o_u_c_h_in__g __h_e_r__ _s_h_o_u_ld__er__ and k__is_s_in_g__ her on the _c_h_e_e_k___.
mistake
She _st_e_p_p_e_d__b_a_c_k___
People in the country/area
English people
People from Spain, Italy and South
American countries