Book 4 Unit 4 Body language
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!You!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.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 sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’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…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 give up!OK!You are asking help from this woman…You are saying “Will you give up!”…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, volunteers will 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.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
单元讲解必修四unit4 body language
单元讲解必修四unit4 bodylanguage课本单元讲解（含课文音频）：必修四Unit4 Body language_doctor今天，要和大家分享的是人教版必修四Unit4常考单词、高频短语和写作句式，并附有课文音频学起来哦！Unit4 Body language常考单词、高频短语和写作句式Ⅰ. 常考单词必背1．statementn. 陈述；说明His statement is pletely untrue.他的话完全是在撒谎。
2．greetvi.&vt. 迎接；问候I greeted her with a smile.我笑着向她致意。
(1)greet sb with... 用……迎接……；用……向某人打招呼(2)greeting n. (常用复数形式) 问候；祝贺；贺词3．representvt. 代表；象征In the western countries，V often represents victory.在西方国家，V常象征着胜利。
He represented himself as a doctor.他自称是一个医生。
[快速闪记](1)represent sth to sb 向某人说明某事，向某人传达某事represent...as... 把……描绘成……represent oneself as/to be... 自称是……(2)representative n. 代表4．curiousadj. 好奇的The children were curious to know what was happening over there.孩子们很想知道那边发生了什么事。
[快速闪记](1)be curious about 对(某事物)感到好奇be curious to do... 很想做某事；渴望做某事(2)curiously adv. 好奇地5．approachvt..&vi.接近；靠近；走近 n. 接近；方法；途径As summer approached，the weather became hotter and hotter.随着夏天的临近，天气越来越热。
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。
新人教版 Book Unit 4 Body Language 课文
Unit 4Body languagePart I Communication: No Problem?Yesterday, another student and I, represent ing our university’s student association, went to the Capital International Airport to meet this year’s international students. They were coming to study at Beijing University. We would take them first to their dormitories and then to the student canteen. After half an hour of waiting for their flight to arrive, I saw several enter the waiting area looking around curiously. I stood for a minute watching them and then went to greet them.The first person to arrive was Tony Garcia from Colombia, closely follow ed by Julia Smith from Britain. After I met them and then introduce d them to each other, I was very surprised. Tony approach ed Julia, touch ed her shoulder and kissed her on the cheek! She step ped back appear ing surprised and put up her hands, as if in defence. I guess ed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As they were introduced, George reach ed his hand out to the Japanese student. Just at that moment, however, Akira bow ed so his nose touch ed George’s moving hand. They both apologize d —another cultural mistake!Ahmed Aziz, another international student, was from Jordan. When we met yesterday, he moved very close to me as I introduced myself. I moved back a bit, but he came closer to ask a question and then shook my hand. When Darlene Coulon from France came dash ing through the door, she recognize d Tony Garcia’s smiling face. They shook hands and then kissed each other twice on each cheek, since that is the French custom when adult s meet people they know. Ahmed Aziz, on the contrary, simply nod ded at the girls. Men from Middle Eastern and other Muslim countries will often stand quite close to other men to talk but will usually not touch women.As I get to know more international friends, I learn more about this cultural “body language”. Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through physical distance, action s or posture. English people, for example, do not usually stand very close to others or touch stranger s as soon as they meet. However, people from places like Spain, Italy or South American countries approach others closely and are more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.These actions are not good or bad, but are simply ways in which cultures have develope d. I have seen, however, that cultural customs for body language are very general - not all member s of a culture behave in the same way. In general, though, studying international custom s can certainly help avoid difficulties in today’s world of cultural crossroad s!Part II Showing our FeelingsBody language is one of the most powerful means of communication, often even more powerful than spoken language. People around the world show all kinds of feelings, wishes and attitude s that they might never speak aloud. It is possible to “read” others around us, even if they do not intend for us to catch their unspoken communication. Of course, body language can be misread, but many gesture s and actions are universal.The most universal facial expression is, of course, the smile – its function is to show happiness and put people at ease. It does not always mean that we are truly happy, however. Smiles around the world can be false, hiding other feelings like anger, fear or worry. There are unhappy smiles, such as when someone “loses face” and smiles to hide it. However, the general purpose of smiling is to show good feelings.From the time we are babies, we show unhappiness or anger by frown ing. In most places around the world, frowning and turning one’s back to someone shows anger. Making a fist and shaking it almost always means that someone is angry and threaten ing another person.There are many ways around the world to show agreement, but nod ding the head up and down is used for agreement, almost worldwide. Most people also understand that shaking the head from side to side means disagreement or refusal.How about showing that I am bore d? Looking away from people or yawn ing will, in most cases, make me appear to be uninterested. However, if I turn toward and look at someone or something, people from almost every culture will think that I am interested. If I roll my eyes and turn my head away, I most likely do not believe what I am hearing or do not like it.Being respectful to people is subjective, base d on each culture, but in general it is probably not a good idea to give a hug to a boss or teacher. In almost every culture, it is not usually good to stand too close to someone of a higher rank. Standing at a little distance with open hands will show that I am willing to listen.With so many cultural differences between people, it is great to have some similarities in body language. We can often be wrong about each other, so it is an amazing thing that we understand each other as well as we do!。
Book4Unit4Animal Body Language(2021年高中英语人教版)
Writing
move its tail tails put its tail between its legs
stand straight out from the body
Language Exploring
Language to show animal body language
ear signals & gestures
1
Main idea: How some of our animal friends
send messages to us and to each other using
body language.
2 34
Scanning
Scan the passage and draw a mind-map to show the following information.
3
Pre-writing What are the commom language used by cats? purr meow stretch swish its tail nuzzle its head agaist
Pre-writing
The cat goes over to the girl and nuzzles its head against her face, giving a meow.
35%
The cat leads the sleepy girl into the kitchen, looking behind her and meowing all the way.
The cat looks up happily at the girl as she pours cat food into the bowl.
必修四unit4Bodylanguage课文
3）nor 放在句首，该句子应用部分倒装语序，即把be动 词、助动词或情态动词放在主语前面。
Not a single word did he say at the meeting last night. 昨天在会上他一句话也没说。
Never has he been to China. 他从来没有来过中国。
• 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
5.does not stand very close to others or touch strangers
Para 2
Find out the two mistakes the writer found in
the airport:
He approaches Ms Smith
The first
Matching the people and their different Part 2 ways of greeting (para2&3)
Mr Garcia (Columbia)
1.shakes hands and kisses others twice on
each cheek
Julia Smith (Britain)
English people, for example, do not usually stand very close
高中英语 Book4 Unit4body language 说课课件 新人教必修4(通用)
1). Analysis of the teaching material 教材分析
The type of this class is an extensive reading class, which plays an important part in developing students’ reading ability. So,during the teaching process, the teacher should focus on developing the students’s reading ability by extensive reading, and get them to learn some reading skills such as skimming, scanning and so on. Moreover, the students should receive some moral education, let them know more about body language in cultures in different countries.
课前探索（Pre-class Exploration）：
Let students search for more information about body language which shows different meanings in different cultures and countries.
掌握该部分的重点词句
3.Let students read and understand the passage “Showing our feelings”.
让学生读懂本篇文章
Teaching difficult points （教学难点）
必修四-unit4-body-language-知识点汇编
必修四unit 4 body language 知识点1. represent vt.象征；代表；（尤指以绘画，雕刻等）表现；描绘；描写representative n.代表；众议员adj.典型的；有代表性的辨析represent/stand for/on behalf ofrepresent 指“代表某人/某个团体/政府等，或指某种标志代表什么，某物表现/描绘的是什么”。
stand for 通常指字母、数字、符号等代表/象征什么。
on behalf of 指代表/代替某人，只能作状语。
2. approach vt.接近，走进;着手处理n.接近，临近；方法，途径辨析approach/way/method/meansapproach “方法”，还有“接近”的意思。
an approach to(介词)“……的方法”。
way 构成in the way“用这种方法”，the way to do/the way of doing (to 为不定式)“做某事的方法”。
method 构成with a method “用一种方法”。
means 意为“方式，方法”。
单复数同形，构成by means of “通过……方法”。
3. defend v.防护；辩护；防守；保卫defence n.保卫，防御；防卫设备;(被告的)答辩；辩护常用结构：defend oneself 自卫，辩护defend oneself from/against 保护自己免受……in defence of 保卫……；为……辩护注意：defence后接“入侵者”或“造成危害者”时用介词against；若后接“被保护者”时用介词of。
4. major adj. 主要的；vi. 主修majority n.大多数minority n.少数，少数民族5. misunderstand-misundstood-misunderstood vt. 误解，误会misunderstanding adj.n. 误解，误会6. adult n. 成年人adj.成人的，成熟的7. simple adj. 简单的simply adv. 简单的，只是8.function n. 功能；职能；作用（vi.）起作用；运转functional adj. 功能的9.spoken adj. 口语的unspoken adj. 未说出口的；非口语的10. face n. 脸facial adj. 面部的11. true adj. 真实的，真诚的；真正的truly adv.真实地，真诚地；真正地12. hug vi. & vt. 拥抱give sb. a hug 拥抱某人13. curious adj.好奇的，感兴趣的；奇异的，不同寻常的curiosity n.好奇curiously adv.好奇地be curious about 对……感到好奇be curious to do 急于做/极想做out of curiosity 出于好奇14. likely adj.可能的（表示可能性很大时，可用most，very修饰likely）It is likely that sb. ...=sb. is likely to do...某人可能做某事not likely (表示坚决不同意)绝不可能；绝对不会15. ease n.安逸；舒适v.减轻（痛苦，忧虑）；缓和；放松at ease 感到舒适而无忧虑；感到放松，不拘束with ease 毫不费劲地，轻而易举地16. lose face 丢脸lose heart 泄气；灰心lose one’s heart to 爱上；钟情于lose weight 减肥lose one’s way 迷路lose one’s life 丧生lose courage 丧失勇气lose sight of 看不见17. turn one’s back to 背对，背弃18. subjective adj. 主观的；objective adj. 客观的19. on the contrary 相反20. in general 总的来说，通常generally speaking 总体而言；一般而言on the whole 总的来说in a word 总之in short 简言之21. put up 举起；升起；搭建；留宿22. be wrong about 误解。
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35．What may be the best title for the text? A．Sound and Silence B．What It Means to Be Silent C．Silence to Native Americans D．Speech Is Silver; Silence Is Gold 解析：标题归纳题。阅读全文可知，文章介绍了沉默在不 同的文化和领域具有不同的含义，这与 B 项(沉默的含义) 的表述相符。 答案：B
解析：细节理解题。根据最后一段中的“A nurse who understands the healing (治愈) value of silence can use this understanding to assist in the care of patients from their own and from other cultures.”可知，作者建议护士们利用 沉默的治愈效果来关爱病人，D 项与此吻合。 答案：D
[考查素养深发掘]
一、依据语篇隐性考查的语言能力
1．主题词汇语境中回顾(文中红体词汇多揣摩)
2．熟词生义语境中辨析(写出红体词汇的语境之义)
①Silences may be thoughtful, or they may be empty when a
person has nothing to say.
[3] Other cultures may use silence in other ways, particularly when dealing with conflicts among people or in relationships of people with different amounts of power. For example, Russian, French, and Spanish persons may use silence to show agreement between parties about the topic under discussion. However, Mexicans may use silence when instructions are given by a person in authority rather than be rude to that person by arguing with him or her. In still another use, persons in Asian cultures may view silence as a sign of respect, particularly to an elder or a person in authority.
知，许多美国本土人、一些传统的中国人以及泰国人都把
沉默看作是仔细思考的象征，故选 A 项。
答案：A
34．What does the author advise nurses to do about silence? A．Let it continue as the patient pleases. B．Break it while treating patients. C．Evaluate its harm to patients. D．Make use of its healing effects.
_空__洞__的__；__无__意__义__的_
②Persons in other cultural groups value silence and view it as
necessary for understanding a person’s needs.
Value_重__视_ view _看__作__；__认__为_
to assist in the care of patients from their own and from other
cultures.
(语篇中红体词汇为主题词汇)
[真题不厌百回做]
32.What does the author say about silence in conversations?
②Nurses and other care-givers need to be aware of the possible meanings of silence when they come across the personal anxiety their patients may be experiencing. 分析：when 前面的部分为主句，when 在句中引导时__间 __状 __ _语_从句；定语从句 their patients may be experiencing 前面 省略关系词t_h_a_t_/w__h_ic_h_；修饰先行词_th_e__p_e_r_so_n__a_l _a_n_x_ie_t_y_。 译文：当护士和其他护理人员遇到他们的病人可能正在经 历个人焦虑时，他们需要明白沉默的可能含义。
33．Which of the following people might regard silence as a call
for careful thought? A．The Chinese.
B．The French.
C．The Mexicans.
D．The Russians.
解 析 ： 细 节 理 解 题 。 根 据 第 二 段 中 的 “Many Native
[4] Nurses and other care-givers need to be aware of the
possible meanings of silence when they come across the
personal anxiety their patients may be experiencing. Nurses
Americans value silence and feel it is a basic part of
communicating ... just as some traditional Chinese and Thai persons do.”以及“... silence is a call for reflection.”可
4．用构词法解构词汇多领悟(写出词源或意义) ①A silence in a conversation may also show stubbornness(词
源：s_t_u_b_b_o_r_n_，意为：固__执__), uneasiness(词源：_u_n_e_a_s_y_， 意为：不__安__), or worry. ②Nurses and other care-givers need to be aware of (加红短语 的含义：知__道__) the possible meanings of silence when they come across the personal anxiety (词源：_a_n_x_i_o_u_s_) their patients may be experiencing.
[2] Many Native Americans value silence and feel it is a basic part of communicating among people, just as some traditional Chinese and Thai persons do. Therefore, when a person from one of these cultures is speaking and suddenly stops, what may be implied (暗示) is that the person wants the listener to consider what has been said before continuing. In these cultures, silence is a call for reflection.
5．用语法知识破译长难句 ①Therefore, when a person from one of these cultures is speaking and suddenly stops, what may be implied (暗示) is that the person wants the listener to consider what has been said before continuing. 分析：when 在句中引导_时__间__状__语_从句；what may be implied 是 what 引导的主__语__从句；that 引导表__语__从句；what has been said before continuing 是 what 引导的_宾__语_从句。 译文：因此，当一个来自这些文化之一的人在讲话时突然 停住了，这就可能暗示着那个人在继续(谈话)之前让听众去 思考他之前所说的内容。
3．生僻词汇语境中推断(写出汉语意思并识记积累)
①In these cultures, silence is a call for reflection.
_思__考_
② ...when dealing with conflicts among people or in
relationships of people with different amounts of power. 冲__突__
should recognize their own personal and cultural construction of silence so that a patient’s silence is not interrupted too early
or allowed to go on unnecessarily. A nurse who understands the healing (治愈) value of silence can use this understanding