高中英语必修4·Unit·4·Body·Language(using·language)(人教新课标)
are True or False.(See Page 30.)
1. Body language is never as important as spoken language. sometimes more---than
4. If you stand with your arms across your body, you are always protecting yourself from being physically attacked. If you stand with your arms across your body, you may be protecting yourself from an unwanted conversation.
words in 60 seconds.
anger
agreement not interested in sb protect yourself threaten not believe or dislike
threaten not agree/refuse to do interested not believe or dislike anger protect yourself
Spoken language
Written language
Body movements
Body language
Game
I do the action and you speak out the meaning of the action.
OK
silent
Body Language stop
B
C
D
How are they feeling?
happy
sad
How are they feeling?
How is he feeling?
angry
How is he feeling?
confused
Pre-reading
1.What is the function of body language?
Forms of body language frown and turn back
Feelings or attitudes anger
close the hand and shake it e
put sb at ease / hide other
feelings
2. If you are angry at a person, you might turn your back to him or her.
3. You can threaten a person by refusing to speak. You can threaten a person by closing your hand and shaking it at him or her.
nod the head up and down
agreement
shake the head look away from sb or yawn
not agree / refuse to do not interested in sb
hold your arms across your
chest look at and turn toward the person you are talking to roll your eyes and turn your head away
well done
surprise
anger
fear happy
恐惧
sorrow
悲伤
disgust 厌恶
contempt 轻视
Test
A (B )I don’t know.
(D)I love you.
(E )We are quarrelling. (A)No! I don’t agree!
E
(C )We are cheerful!
How to find the main idea of a passage
Tips: Not too general, not too specific!
Skills: Find out topic sentences/key sentences/the body part
Task 2
Detailed reading
1 Learn the new words by heart
2 Finish the exercise on the work
book.
Many thanks!
Goodbye!
Video: Watch the video and learn more
about the body languages.
事实细节题
Tips: Put yourself in the writer’s shoes!
Skills:句子的表述通常不是用文章的原话， 而是使用同义词语来表达。认真读题，并 “从原文中来到原文中去”，在理解的基 础上做出答案。请勿脱离文章根据自己的 主观或其他知识判断。
Listen to the tape .List as many gestures as possible, and find out what feelings, wishes or attitudes they show. Then fill in the form.
Unit 4 Body Language
Showing our feelings
Warming-up
Question: How do people communicate with others?
• How do people communicate with others?
speaking ringing writing typing
7. Body language is the same all over the world. Body language is sometimes the same, but it is sometimes quite different.
8. Most people can understand each other if they try.
protect yourself interested not believe or dislike
Boys and Girls Competition
Acting and Guessing One use your body language to express an
action ,and the other speak out the action. Each pair needs to guess six
2. Do you find body language is important in our daily life?
Task 1 Fast reading
Read the passage as quickly as you can and
make a choice.
Which of the following can best express main idea? A. Only gestures without spoken language may cause misunderstanding. B. Some body language or gestures are the same throughout the world. C. Different gestures stand for different feelings, wishes or attitudes. D. It is about how to communicate with others.
video homework
5. If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.
6. You should not greet your new boss by giving her or him a hug.
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.
高中英语必修四《Bodylanguage》教案设计
高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。
o学生能够理解不同文化背景下肢体语言的差异和共性。
o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。
2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。
o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。
o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。
3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。
o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。
o鼓励学生积极参与课堂互动，培养合作学习的精神。
二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。
-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。
三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。
-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。
-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。
-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。
四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。
设定时间限制，避免讨论偏离主题。
2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。
3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。
七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。
重庆高中英语必修四 Unit4《Body language》全套教案
Unit 4 Body LanguageI 教学内容分析本单元的中心话题是“身体语言”。
身体语言的交流在不同的文化中所蕴涵的意义是不一样的。
这样，人们在互相交际时，就会出现这样或那样的问题或障碍。
本单元就是从该话题展开，通过一系列的交际误会的场景，形象地表现出话题的中心：身体语言本身没有对错或好坏之分，它们是在特定的文化发展规律过程中形成的。
Warming Up 部分由两部分组成。
练习1通过让学生讨论四幅照片交流对日常交际的看法。
然后让学生选择课本提供的15个日常交际用语中的一个，用身势语言表演出来，让同伴猜测其意义。
Pre-reading部分设计了四个问题。
这些问题集中引导学生思考“语言的目的”、“离开语言人们如何交流”、“有多少途径可用非语言手段向人问好”、“预测下面阅读课文的内容”等，这些问题既是对“热身”所引出的话题的总结，又承接了下一步的阅读教学。
Reading部分描写了作者在机场迎接外国客人的场景。
这几位来自不同国家的学生初次见面时，都按照自己国家的风俗习惯向对方问候，结果却遭遇了尴尬。
这一场景增加了文章的真实性和形象性，使读者仿佛身处其中，能引发读者的好奇心，为下面引出中心做好了铺垫。
Learning about Language 包括词汇和语法两部分。
词汇部分含有三个练习：从1至3分别为猜词义、用词填空。
语法部分分两步走：练习1要求学生从课文中找出含有v-ing形式的句子；然后在练习2中运用v-ing形式，做到了讲练结合。
Using Language 该部分包括四大块：阅读与交谈、写作、听写说和说写。
在这一部分学生的各项知识和技能得到了充分的提高。
阅读部分进一步阐述了身体语言的重大作用，并用具体的身体语言举例来告知学生们如何使用它们。
写作部分环节合理：先收集句子，然后表演，最后写下自己所观看到的主要内容。
第三部分先讲述了一场车祸，接着让学生根据图片来表演相关内容，听练结合，学以致用。
高中英语必修4·Unit·4·Body·Language(using·language)(人教新课标)
Columbia
Julia Smith
Britain
Akira Nagata
Japan
George Cook Ahmed Aziz Darlene Coulon
Canada Jordan France
Homework
Imagine that you are abroad but you know little local language. One day,you go to a restaurant to have something to eat. Try to use body language as much as possible to let the waiter know what you mean.
Matching the people and their different Part 2 ways of greeting (para2&3)
Mr Gaisses others twice on
each cheek
Julia Smith (Britain)
• 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. F
• 3. I stood for a minute watching them and then went to greet them. T
• 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
人教必修四Unit4-Body-language-词汇要点讲解
(3)面对困难时，他们从不放弃而是努力寻找出路。
F_a_c_e_d_w_i_th_d_i_ff_ic_u_l_ti_es___,_they never give up but try their best to find a way out.
司机看错了一个重要的信号。
• I'm afraid you completely misread the situation. 恐怕你完全看错了形势。
• 3 facial 脸部的，面部的 • facial expression 面部表情 • facial tissues 面巾纸 • facial painting 脸谱 • facial cream 美容霜
ease. 他递给她一杯咖啡,让她放松下来。
with ease=easily轻易地
At ease ! 稍息！
10．lose face 丢脸；失面子 lose face with sb在…面前丢脸
lose heart 泄气，灰心 ; lose one’s heart to…爱上…
(1)save one's face
• 5 function n.作用，功能，职能 v.起作用
• The function of the government is to serve the people.
• 政府的职能是为人民服务。 • The sofa can also function as a bed.
这沙发也可以当床。
• Some English nouns function as verbs.
她从椅子上跳起来迎接她父亲。 greet sb with (a smile)用…向…问候 greeting(s) n.
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
高中英语人教版必修4unit4BodylanguageUsingLanguage课件(系列二)
(1)function n．作用；功能；职能 vi.起作用；运转 This organization performs an important function in this country.这个组织在这个国家起着重大作用。 When the camera is functioning properly the green light comes on.照相机情况正常时，绿灯就亮起来了。
归纳拓展
ease n．安逸；舒适 v．减轻；缓和 ease the pressure/burden 减压/减负 with ease(＝easily)轻而易举地；容易地 at ease 不拘束，放松 be(feel)ill at ease 局促不安；心神不宁；不自在 a life of ease 安逸的生活 stand at ease 稍息 take one's ease 休息；放松一下
Conclusion
归纳拓展
perform/fulfil a function 履行职责 function as 起……作用；用做…… functional adj.实用的；运转正常的；功能上的 This chair can also function as a bed. 这把椅子也可以当床用。 In your new job you will perform a variety of functions. 在新的工作岗位上，你将要履行许多不同的职责。
完成句子 弗兰克不想丢脸，为了保全面子，他做了个鬼脸。 Frank didn't want to ____________ and he __________________ in order to __________．
【答案】
lose face；made a face；save face
高中英语人教版必修4Unit4BodylanguagePeriod4Usinglanguage教案(系列二)
Unit 4 Body languageUsing language教案Teaching goals教学目标a. Enable the students to know more about body language.b. Enable the students to understand better body language.2. Ability goals 能力目标Help the students master the new words and expressions.3. Learning ability goals学能目标How to use the new words and expressionsTeaching important points教学重点How body language shows the same or different feelings among people from different cultures. How we can "show our feelings" with the body language learned in this unit or gained in our social life.Teaching difficult points 教学难点How to tell that the same body language shows different feelings in different cultures. Teaching methods教学方法Fast reading: dealing with the "true" or "false" questions.Discussion: the importance of body language.Teaching aids 教具准备A recorder, a projector and a computer.Teaching-procedures & waysTeaching procedures and ways教学过程与方式Step I RevisionCheck the answers to "Learning about Language" 1, 2, and 3 on Page 28 by asking the students reading the items one after another in chain work.Step II Pre-readingT: Now please look through the screen. And then discuss these questions on the screen with your partner.1. Is body language useful?Body language shows all kinds of feelings, wishes and attitudes and is sometimes more important than spoken language.2. But do you know how to show our feelings with body language properly? Now let’s come to the text----showing our feelingsStep III PredictionAsk the students to read the title and guess what the text will talk about.Step V ListeningListen and decide which of these statements are true or false. Tick the correct box. If the statement is false, explain why it is wrong. （True or False）1. Body language is never as important as spoken language (F)2. If you are angry at a person, you might turn your back to him or her. (T)3. You can threaten a person by refusing to speak.(F)4. You should not greet your new boss by giving her or him a hug (T)5．Body language is the same all over the world. (F)6．Most people can understand each other if they try. (T)Step VI ScanningThe students will read the text and find out the topic sentence in each paragraph. Then finish Ex. 1, page 30.After reading once, ask the students to summarize the main idea of this passage. (Pay attention to the first paragraph)Step VII Detailed-reading1. T: You have really done a good job! Now let's take a look at the following table, try to find, in the passage, some of the body language which shows similar feelings or ideas and some which shows different feelings or ideas. Fill in the formStep VIII Language points1. misunderstand v. 曲解，误会，误解misunderstanding n. 误解，误会clear up a misunderstanding 消除误会understand v. 理解 understanding n. 理解(1). You must have misunderstood my meaning.(2). You’d better not have yourself misunderstood.(3). He has a clear understanding of the situation.(4). His words led to others’ misunderstanding2. at ease 舒适，不费力气(1). He is at ease about the matter. 他对此事很放心.(2). I never feel at ease in his company.put / set sb. at ease 使某人感到轻松自在(3). Their warm welcome soon put me at ease.3. agreementn. [U] 同意；意见一致having the same answer or ideaWe're all in agreement. 我们看法一致。
人教课标版英语必修4第4单元Body Language Using Language PPT课件
Use what you have read in the passage to help you answer the following questions. ( Develop your own ideas.)
2. Why should we be careful with our body language?
Use what you have read in the passage to help you answer the following questions. ( Develop your own ideas.)
1.How can we know others’ feelings, even if they do not speak to us?
We can watch the expressions on their faces; we can see whether they face us or look away; we can observe how they hold their arms and hands; we can see whether they are close to or far away from others. Are they smiling, frowning, shrugging, holding their arms in front of them or touching other people.
4. If you stand with your arms across your
body, you are always protecting yourself
from being physically attacked.
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist 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. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.You!Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteerswill make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.USA Nigeria rude Germany Japanone“great”or “good job”。