2020高考英语必修4Unit 4 Body language

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高中英语必修四4_Unit4_Body_language_Reading新人教版

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.

高考英语必修4:Unit+4+Body+language4-1Part+Ⅰ+Word版含答案

高考英语必修4:Unit+4+Body+language4-1Part+Ⅰ+Word版含答案

Unit 4Body language肢体语言(又称身体语言),是指通过头、眼、颈、手、肘、臂、身、胯、足等人体部位的协调活动来传达人物的思想,形象地借以表情达意的一种沟通方式。

广义言之,肢体语言也包括前述之面部表情在内;狭义言之,肢体语言只包括身体与四肢所表达的意义。

谈到由肢体表达情绪时,我们自然会想到很多惯用动作的含义。

诸如鼓掌表示兴奋,顿足代表生气,搓手表示焦虑,垂头代表沮丧,摊手表示无奈,捶胸代表痛苦。

当事人用肢体活动来表达情绪,别人也可由之辨识出当事人用其肢体所表达的心境。

————————————————————————————Many people think that the most popular way of communicating with other people is through the mouth.But what they don't know is that actual communication using the mouth accounts for(占……比例) only around 10%(or even less) of all the means to communicate a message.Moreover,you can never determine the truthfulness or honesty of people by what they say alone.In fact,words expressed through the mouth often do not reflect what people really think or feel.The more reliable way you can determine their true inner feelings and thoughts is by reading their body language.Everybody communicates using these gestures and if you understand the gestures and their meanings,you will be able to read people and know what they are really communicating to you.One researcher even went as far as to say that we speak to hide what's on our minds.But gestures cannot lie.Have you ever wondered what it would be like if you can “see through” the emotions of other people?Let's say you ask a person whether he can do an important task.He says “OK”.But deep inside,you are questioning yourself,“Is he really willing to do this job?” or “Does he have the confidence in finishing this task?” You can't question him directly because that would be like belittling him.And even if you ask him those questions,his replies will not tell you what he really feels or thinks.So the most useful way is to observe his body language.Expressions like smiling,frowning(皱眉),pouting(噘嘴),facial reddening,sweating,toe curling and sideways glances are visible hints that can help you make a right judgement.根据文章内容判断正(T)误(F)。

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

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。

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

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。

2020年高考英语复习《必修四 Unit 4 Body language》:阅读理解

2020年高考英语复习《必修四 Unit 4 Body language》:阅读理解

2020年高考英语复习《必修四Unit 4 Body language》:阅读理解ARecently,I had lunch with a young Chinese student who studies at a college in New York.He is very bright and aspiring and I enjoyed our conversation.Still I felt frustrated and useless afterwards because I was not able to provide him with any good news.Graduating at the end of this year,he asked me how he could find a job in this country and fulfill his career dreams.In recent years,students who found a job here after graduation have had to go through a cruel lottery system to obtain their HIB working visa.And the success rates have been declining year after year because of the ever growing number of st year,there were 233,000 applicants, and only 30 percent of them were lucky,less than half of the rate in 2013.And it can only become President Donald Trump's immigration policies in this country are tightening up and this trend will continue for at least the next few years.In this case,foreign students studying social sciences,a field in which starting salaries are rarely above the required amount,can kiss their visa hopes goodbye.Compared to the older generation of Chinese students,today's young people no longer consider the US as the only option.Many start to think China offers better opportunities in the longer term.This is not to say that Chinese students in the US are not interested in job opportunities here any more.A few years of work experience in the US can give them leverage when they finally land back in their home country.But if the job opportunities are largely reduced by the tightening of immigration policy,I expect there will be a decline.And if that happens,it is the American economy that will suffer from the loss of those educated,hard-working and talented immigrants.[语篇解读]本文为一篇记叙文。

人教版高中英语必修四Unit Four Body language.docx

人教版高中英语必修四Unit Four   Body language.docx

高中英语学习材料***鼎尚图文理制作***Unit Four Body language课程标准中的内容标准:本单元的的中心话题是“身势语”。

了解身势语的不同文化涵义并正确地加以运用,会在交际场合中起到意想不到的好效果。

单元各项活动的设计都围绕着这个主题进行。

教学细目:1、(情感目标)通过对各种身势语的学习,正确地理解和运用身势语,以达到良好的交际效果。

2、(交际)学习掌握常用的表示“禁止”、“警告”、“义务”的用语。

3、(词汇)通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。

4、(写作)通过口语交流和书面训练,学习并掌握写封短信,询问朋友发生了什么以及是否需要帮助。

5、(语法)通过阅读理解和书面训练,学习掌握动词的-ing形式作定语、状语的用法,并对该项语法内容做一小结。

学习领域与主题内容及要求目标层次人教版必修四UnitFourBodylanguage理解掌握运用1.1.1. 话题:Cultural differences andintercultural communication√1.1.2功能(通过听和说,能在生活中运用下列英语进行交际):1. Prohibition and warning(禁止和警告)Always stay … Do not …Stop! Keep away from …Go away. Don’t enter here.Watch out! Look out!Be careful when … Be quiet.√Come here. You may not …You’ll be fined (200) yuan.Don’t smoke here.Be careful! Don’t slip.2. Obligation(义务和责任)You must … You should never …You’ll be … You’ll have to …You will need to …√1.1.3 Understanding vocabulary(理解词汇)(通过听、看、阅读,能理解下列词汇含义。

人教新课标高中英语必修四-Unit4 Body language 词汇要点总结讲解 (共32张PPT

人教新课标高中英语必修四-Unit4 Body language 词汇要点总结讲解 (共32张PPT

杰姆好奇地向房里四下张望。
• curiosity n
curious adj
• The boy was consumed with curiosityurious noise last night.
昨晚我听见一个奇怪的响声。
• 8 introduce 介绍(某人)
• Possible 的主语只能用it。 • It is now possible to put a man
on the moon.
• 17 shake hands / shake one’s hand • You may shake hands when saying
good bye to people. • Let' s shake hands and be friends. • I can shake hands with you on that
我们静悄悄地逼近敌人的营地。
• I'd advise taking a different approach.
我建议换个方式。
• 10 defence n. 防御, 防务/ v defend
• He gave his life in defence of his country. 他在保卫祖国的时候付出了生命。
misunderstanding.
我须字斟句酌免生误解。
• That's clearly an misunderstanding.
那无疑是个误会了。
misunderstand v 误会
I guess you probably misunderstand me. 我猜你可能误解我了。
• 13 dash v&n. 猛冲, 猛跑 • He came dashing through the door.

高中英语高一必修4 Unit4 Body language

高中英语高一必修4 Unit4 Body language

B Summary of body language.
I went to the airport to meet the
C international students.
Careful reading (competition)
Task 1. Fill in the blanks about cultural misunderstanding mentioned in the passage.(para.2)
The first misunderstanding
Tony Garcia (Colombia )
Julia Smith (Britain)
The second misunderstanding
Geoata (Japan)
He approached Julia, t_o_u_c_h_e_d_ her shoulder and _k_i_s_se__d__
her on the cheek. She _s_te_p_p_e_d_ _b_a_c_k__ appearing surprised and
put up her hands, as if in defence. He __re_a_c_h_e_d_ his hand ___o_u_t___ to the Japanese student. He __b_o_w__e_d_ so his nose _t_o_u_c_h_e_d_ George’s
Male.Because Ahmed Aziz only shakes hands with men.
Task 3:True(T)or False(F)then correct it (Para.4)
don't
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必修4 Unit 4 Body languageⅠ.阅读理解AIn a foreign country, a man visited a local restaurant. He didn t speak their language. He ordered something indecipherable(难懂的) on the menu. When the waiter brought him a plate of delicious looking fried noodles, he smiled and made an OK sign at the waiter with his thumb and forefinger linked in a circle. Looking angry, the waiter then picked up the dish and threw it to his lap. What he did wrong, he wondered. Well, nothing is quite as it seems when it comes to using hand gesture in another country.Gestures have been used to replace words in many countries, and they are often specific to a given culture. Gesture may mean something complimentary in one culture, but is highly offensive in another.The gesture “thumb-up”is commonly misinterpreted. In English, it is popularly known as “thumbs up”, despite the fact that the action is commonly performed with only one hand. English-speaking Caucasians use it to signal “OK”, which is the same meaning as OK ring gesture. The two can in fact be used almost interchangeably.Avoid using this gesture in Southern Sardina or Northern Greece unless you want to invite a fight. While Americans, British and Australians would use the thumb-up to signal hitch hiking to the drivers, this message will not encourage a Greek driver or motorist to stop to give them a ride.There are no right or wrong signals,only cultural differences. Lack of cultural understanding will lead to disharmony among people from different cultures. When we know what to look for, such encounters with other cultures are actually very interesting, fascinating and fun. It is certainly a great topic to discuss over a cup of coffee and cakes.1. What did the man in the first paragraph do wrong?A.He misunderstood the waiter.B.He didn t realize cultural differences.C.He ordered something on the menu.D.He made the signal in a rude way.2. What does the underlined word in the second paragraph mean?A.Full of admiration.B.Full of aggression.C.Full of complexity.D.Full of certainty.3. What will happen if you make a thumb-up towards a man in Northern Greece?A.He will stop to give you a lift.B.He will get annoyed and fight against you.C.He will ask you to give him a lift.D.He will make the same signal towards you.4. What s the purpose of the passage?A.To explain the meaning of different gestures.B.To tell stories about different cultures.C.To advise us to have an understanding of cultural differences.D.To persuade people from different countries to live in harmony.BScreaming is one of the responses humans share with other animals. Conventional thinking suggests that what sets a scream apart from other sounds is its loudness. However,many sounds that are loud do not raise goose bumps like screams can. To find out what makes human screams unique, neuroscientist Luc Arnal and his team examined a bank of sounds containing sentences spoken or screamed by 19 adults. The result shows screams and screamed sentences had a quality called “roughness”,which refers to how fast a sound changes in loudness. While normal speech sounds only have slight differences in loudness—between 4 and 5 Hz,screams can switch very fast, varying between 30 and 150 Hz,thus considered to be rough and unpleasant.Arnal s team asked 20 subjects to judge screams as fearful or not, and found that the scariest are almost always connected with roughness. The team then studied how the human brain responds to roughness using MRI brain scanners (磁共振颅脑扫描仪). As expected, after hearing a scream, activity increased in the brain s hearing centres where sound coming into the ears is processed. But the scans also lit up in the amygdalae(脑扁桃体), the brain s fear centre.The amygdala is the area that responds to danger. When a threat is detected,our adrenalin(肾上腺素) rises, and our body prepares to react to danger. The study found that roughness isn t heard when we speak naturally, but the most annoying alarm clocks, car horns, and fire alarms possess high degrees of roughness.One potential application for this research might be to add roughness to alarm sounds to make them more effective, the same way a bad smell is added to natural gas to make it easily to be detected. Warning sounds could also be added to electric cars,which are particularly silent, so they can be efficiently detected by pedestrians.5. What is the first paragraph mainly about?A.Different types of screams.B.Specific features of screams.C.Human sounds and animal cries.D.Sound changes and screamed sentences.6. What does the underlined phrase “raise goose bumps”probably mean?A.Make people feel unpleasant.B.Make people feel cold.C.Make people rude and rough.D.Make people unique.7. What can we infer from the passage?A.Roughness is commonly heard in many artificial sounds.B.The travelling speed makes screams different from other sounds.C.Very little scientific research has been done on human screams.D.Normal human speech sounds vary between 30 to 150 Hz in loudness.8. What device may be improved with the researchers findings?A.Traffic lights.B.Security cameras.C.Smart phones.D.Smoke detectors.Ⅱ.语法填空阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。

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