人教版高中英语必修4：unit4 body language using language
look away from = not look at … 不看, 不 注视 当我和你说话时看着我, 不要看别处。
Don’t look away from me when I’m speaking to you.
look 短语
Do the action and you speak out the meaning of the action.
yawn [jɔ:n] false [fɔ:ls]
anger [ˈæŋgə(r)] hug [hʌg] rank [ræŋk] facial [ˈfeɪʃl]
1.yawn
a. a strong feeling wanting to hurt
5. Which is not a good idea ? A. Smiling at others. B. Giving a hug to a boss. C. Standing at a little distance with open
hands. D. Nodding the head up and down.
spoken language C. Body language plays an important part
in communication
2. Which body language can show happiness
and put people at ease?
A. Smile
B. shanking hands
1d 2f 3a 4c 5b 6e 7h 8g
1. Which of the following can best express main idea? A. Only gestures without spoken language may
cause misunderstanding. B. Some body languages or gestures are the
We are _lo_o_k_i_n_g__fo_r_w__a_rd_ to seeing you again. 我们盼望再见到你。
The police are _lo_o_k_i_n_g_i_n_t_o_ the accident. 警察正在调查这件事。
In that case we will not __l_o_o_k_o_n__ with folded arms. 在那种情况下, 我们不会袖手旁观。
他虽然知道这个秘密, 却不肯说出来。 (他知道这个秘密)
He will not let out the secret even though he knows it.
2. Looking away from people or yawning will, in most cases, make me appear to be uninterested.
辨析:
even if 与even though even if 从句所说的不肯定, 而 even though 从句所说的则是事实。 即使他知道这个秘密, 他也不肯说出来。
(他对秘密知道与否不一定)
He will not let out the secret even if he knows it.
我们可以了解别人, 即使有时他们并不想要
我们了解他们没说出来的语言。
even if是连词词组, 用来引导让步状语从 句, 意为 “尽管; 即使”。 注意: 若主句与从句皆表示将来情况, even if从句可用一般现在时代替将来时。
e.g. We have decided to visit the museum even if it rains tomorrow.
我们决定明天参观博物馆, 即使天下雨。
即使我现在离开, 我也会迟到的。 Even if I leave now, it’ll be too late. 即使那是我们第一次谈话，她还是明白 了我在谈什么。
She understood what I was talking about, even though it was the first time we had spoken together.
someone
2. false
b. to put your arms around someone
3. anger
c. comfort
4.ease
d. to open your mouth wide and breath
in deeply
5. hug
e. the position or level that someone
between people, it is great to have some
similarities in body language.
These actions are not good or bad, but are simply ways in which
cultures have developed.
C. nodding
D. Waving hands
3. Frowning can show a person’s
.
A. happiness B. satisfaction
C. excitement D. anger
4. If a person wants to threaten others, he usually A. makes a fist and shake it B. frowns and turns his back to them C. Shakes his head from side to side D. Looks away from people or yawns
A smile can hide other feelings, such as anger, fear or worry.
1. ease
ease oneself 自我安慰，出气；
抛弃心头的烦恼
at ease 安逸；舒适 with ease 熟练地；不费力地 ease of 使解脱；解除
(1) Our team won the game with ease (2) This kind of medicine canease him of his pain. (3) When you are there, please put / set yourself at ease . (4) She felt completely at ease during the
and actions are universal.
Your smile is to show your happiness and put
people at ease.
You may show your unhappiness
or
anger by frowning.
With so many cultural differences
at
he has passed the examination with ease.
2. It is possible to “read” others around us, even if they do not intend for us to catch their unspoken communication.
look down on/upon 轻视, 瞧不起 look for 寻找 look forward to 盼望 look into 调查 look out 小心
look on 旁观 look over 仔细检查 look through 浏览 look up 仰视; 在词典, 参考中查 look at 看; 视为
look back 回头看; 回顾
Complete the sentences. Just __l_o_o_k_a_t__ what you’ve done！ 瞧你干了些什么！
The old like _lo_o_k_i_n_g_b_a_c_k_ on the past. 老年人喜欢回顾过去。
I wish you wouldn’t _lo_o_k__d_o_w_n__u_p_o_n_ this kind of work. 我希望你不要看不起这类工作。
same throughout the world. C. Different gestures stand for different
feelings, wishes or attitudes while many are universal. D. It is important to give attention to the differences in body language.
Finish exercises on workbook. P88 二、三 P91 一、二、三、四
holds in an organization
6. rank
f. untrue; wrong
7. facial
g. the special activity or purpose of a
thing
8. function
h. on your face or connected with
your face
How did Mr. Bean show his feelings?
A.By spoken language
B.By written language
C.By body languag
Mr. Bean
What is body language ?
Body Language is a set of _姿g_e势_s_t;手u_r_势e_s___, _b_o_d_y_肢_m体_o_动v_e作_m_e_n_t_s_ and _fa_c_ia_l_e_x_p_r面_e部s_s_表io_情n_s. We can use body language to show our feelings.
高中英语必修四4_Unit4_Body_language_Reading新人教版
A conclusion of the passage.
Careful reading
( Read para1-2 Find out the answers to the questions)
1 Who will be present at the meeting?
people from different countries
a Japanese The second mistake
George Cook from (Canada)
He ________ bowed to Mr. Cook and his nose touched Mr. _________ moving Cook’s _______ ________. hand He ________ reached his hand ________ _______ ________ to the out Japanese.
Para.1-2 (example)
people present local businessmen
people representing the Chinese government
2 Why are people visiting China?
purpose mistakes
interest
People from different countries misunderstand each other.
He approaches Ms Smith Mr. Garcia by touching _______ ______ her from The _________ _______ shoulder and kissing (Columbia ) first her on the ________. cheek mistake She ______ stepped ________ back Julia Smith appearing surprised _________ from and take a few steps (Britain) away from _______ ______ Mr. Garcia.
人教版高二英语必修四《Unit4 Body language》评课稿
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。
英语必修4Unit4BodyLanguage全单元新人教版
What are they trying to tell us? How are they expressing themselves?
Come and join us!
You’re great! I’m listening carefully!
I’m sorry! Nice to meet you!
hide your feeling
smile
Agreement or refusal
Nod the head up and down or shake the head
Be not interested Look away from a person or yawn
interested Do not believe
• It includes body movements, facial expressions, gestures, posture , speaking distance and other non-verbal signals.
Game: Choose a student to the front of the blackboard and bring out the meaning of some words by some postures.
Unit 4 Body language
Teaching plan
Period 1&2: Warming up & Reading
Period 3: Language & Structure
Period 4: Using Language
Period 5: Period 6:
Listening & Speaking & Writing Workbook reading and practice
人教版必修4-Unit-4-Body-language教学设计及反思
人教版必修4 Unit 4 Body language教学设计及反思一、教学设计思想：1. 倡导并实施以学生为主体的课堂教学模式，教师发挥组织、引导和协助的作用。
2. 倡导并实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中学习语言知识以提高语言应用能力。
在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来。
3. 把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。
4. 让学生在实践中掌握阅读技巧和方法，提高阅读能力。
教学中以学生体验为主，在语境中体会词义，培养学生爱思考的好习惯。
5. 英语学习不仅是对语言的学习，更是对文化的学习。
二、教材内容分析：本单元的中心话题是“身势语”，阅读部分讲述了一个机场迎接客人的故事。
来自几个不同国家的商人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且发生了一些小误会，反映出身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
三、教学目的：1. 知识与能力让学生通过阅读文章去了解不同的文化、不同的身势语。
同时，在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。
2. 情感态度身势语是传递交际信息的非语言手段。
帮助学生了解由于文化差异所带来的身势语的变化，减少在跨文化交际中产生的误解。
四、教学重点和难点：1. 教学重点了解不同文化中的身势语的不同含义。
掌握略读、查读、猜生词及推理判断等阅读方法和技巧。
2. 教学难点对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。
五、教学方法：任务型教学问答讨论六、学法指导：教师在教学中渗透一些阅读方法，如略读和查读等。
七、教学步骤：Step 1 LeadinProvide some students with several pieces of paper on which some directions are written. For example:1. Show gestures for“Well done / OK / Be quiet / Stop”.2. Show expressions for being “happy / sad / frightened / angry / proud”.The students are asked to make a demonstration of those actions with body language.【设计说明】这项任务旨在通过学生的参与并以游戏的形式来展现和导入本单元的主题——Body language，不仅能提高学生对所学内容的兴趣，充分起到了热身的作用，而且能使学生通过对旧知识的回顾从而自然过渡到对新知识的学习上来。
新人教版高中英语必修四Unit4 Body Language Reading教学反思与心得体会
新人教版高中英语必修四Unit4 Body Language Reading教学反思与心得体会在这次县里组织的公开课比赛中，回顾过程，反思总结，收获还是挺多的，有可取之处，也有值得探讨尚需改进的地方。
还有幸观摩其他老师的授课，现将教学反思与心得体会总结如下，由于水平有限，反思与心得体会的内容可能很浅薄，望各位老师多多指教。
反思如下：可取之处：1、个人认为本课堂设计的过程给予肯定，贴切生活的问题开始本单元的话题，利用有趣的图片进行解释body language 进而导入主题，然后进行fast-reading和careful reading，对课文进行理解，有显现的简易知识，也有深度的讨论思考。
最后对课文进行升华，进行思考探讨与表达，学到了什么，为什么这么做，该如何做。
2、课堂设计导入leading in借助于当前话题母亲节, 是否向母亲表达爱意，一来教育学生关爱父母，二来引出交流表达的方式，从而导入主题what is body language，不仅实现了对学生的情感教育，而且很好的导入了本课主题。
3.整堂课完整有序，用贴切的生活图片等形式轻松而幽默，很轻易的就调动了学生参与的积极性；运用各种任务，贯穿整个课堂，使文章理解条理清晰；比较充分调动了学生的参与热情，使学生愿意积极配合完成各个环节，课堂气氛活跃。
4.以学生为主体，培养了学生合作思维与表达能力。
通过身势语的展示和the cultural mistakes的表演很好让学生参与到课堂教学过程中。
利用问题Is the author male or female?等问题让学生进行深度思维，交流想法，表达想法锻炼学生的思维能力与表达能力，从而实现“以学生为本”和“课堂有效性”。
不足之处：1. 学生思考的广度不够，阅读中停留在reading for information较多，而缺少reading for thinking，教学过程中基本上基于信息找寻的问题居多，而进行深入思考的的问题过少而且范围狭窄。
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。
新人教版高中英语必修4Unit 4 Body Language Using language(含答案)
高一英语同步练习：必修4 Unit 4 Body Language第4课时Using language基础练习本单元重点知识归纳总结：一、重点词汇：(写出汉意及词性)1. represent______________2 .curious _______________3 .defend______________4 . approach ______________5. be likely to______________6 .in general______________7. at ease ______________8.lose face ______________9 .turn one’s back to______________二、重点句式：1. prohibition and warning(禁令和警告)：Do not...; Stop! ;Keep away from...;Always stay...;Watch out! Look out! Go away. Don’t enter hereBe careful when..., Come here.You may not...You will be fined...,Don’t smoke here. Don’t slip;2.obligation(义务和责任)You must...,You should never...,You will be...,You will have to...,You will need to...,We ought to...,He’s supposed to...(书中supposed 第一个s是大写)三、课文重点句型：1 .Not all cultures greet each other the same way, nor arethey comfortable in the same way with touching or distance between people.1. 各种文化背景下的人互致问候的方式不尽相同，身体接触和相互间距的程度也不尽相同。
人教版高中英语必修四 unit4Body Language---Using Language(45页PPT)
look down on/upon 轻视, 瞧不起 look for 寻找 look forward to 盼望 look into 调查 look out 小心 look on 旁观 look over 仔细检查 look through 浏览 look up 仰视; 在词典, 参考中查找
Go on enjoying some body languages.
Can you figure out the meanings of the following gestures in the following countries?
[usually] show interest eye contact
6. You should not greet your new boss by giving her or him a hug. T sometimes the same, but it is
sometimes quite different.
7. Body language is the same all over the world. F
side to side
Boredom
▲looking away from
people or _y_a_w_n_i_n_g_
Interest
▲turning toward and
_l_o_o_k_in_g__a_t_ someone or
something
Respect
▲not giving a(n) _h_u_g___ to a boss or teacher
人教版高中英语必修4：Unit 4 Body Language
Let’s watch the flash!
What is body language ?
姿势;手势
Body language is a set of __g_e_st_u_r_es___, _b_o_d_y_肢_m体_o_动v_e作_m_e_n_t_s_ and _fa_c_ia_l_e_x_p_r_es_s_io_n.s
Game
1.I am full. 2. Please keep quiet ! 3. It is very hot today ! 4. I am strong! 5. Sorry, I can’t hear you. 6. I love you.
Part 2 Speaking 1.Look at the pictures of the story ,can you guess the correct order of the pictures below from their body language ? Write down your guesses.
You are very good.
/ Well done!
Do you know the meaning of the following body movements ?
I’m very excited.
Welcome.
Praying
Do you know the meaning of the following facial expressions ?
I should be more careful while driving in future.
What can you learn from this class?
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。