Unit 4 Body language-communication no problem[Reading课件]
( from Canada ) ( from China )
Ahmed Aziz
( from Jordan )
You
Darlene Conlon
( from France )
Tony Garcia
( from Columbia )
Task 4
Post reading
Discussion
Discussion (group work):
Some body language is similar in most countries.
Some body language is different in different countries.
I am full.
In China
In America
To be shy
In China
Six
Who are the people mentioned in the passage and where are they from?
Task 2
Careful reading
While reading, please try to divide the whole passage into four parts and match each part with the main idea . The cultural mistakes of “body Part 1. language” (para. 1) Part 2 Different body languages in (paras. 2 &3 ) different countries Part 3. Summary of body language (para. 4 ) Meeting this year’s international Part 4. students (para. 5)
Reading
• Communication: • No problem?
Task 1
Fast reading
Skimming(1 min)
Skim the text and answer the following questions. How many international students are there in the story?
Good luck!
Keeping his fingers crossed
Me?
Putting the fingers on the chest
I don’t know!
Shrugging his shoulders
Ok /money/ zero/ rude
As one coin has two sides
Let’s do the performance!
Performance: four pairs mistakes
Tony Garcia
( from Columbia )
Julia Smith
( from Britain )
Akria Nagata
( from Japan)
George Cook
To women: nod
2. How did Tony and Darlene greet each other? They shook hands and then kissed each other twice on each cheek, and this is the French custom when adults meet people they know.
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.
2. What do you think this famous saying “ When in Rome, do as the Romans do” means?
Task 3
Detailed reading
Para 2 and 3
Find out the two cultural mistakes in Para2
Tony Garcia The first mistake
(Columbia )
He approached Julia, ________ touched her shoulder _____ _________and _______ kissed cheek her on the ________. She ______ ________ stepped back appearing _________ and surprised put up her hands, as if ___defence in _______.
gestures _________, postures and__________, or the
ways you stand, are different kinds of body language.
Good!
Thumbs up
Bad!
Thumbs down
Come here!
Moving his hand up and down
He ________ his hand reached ________ to the out Japanese student. He ________ so his bowed touched nose ________George’s moving hand _______ ________.
Julia Smith
(Britain)
George Cook
The second mistake
(Canada)
Akira Nagata
(Japan)
Para3:
1.How do men from Muslim countries greet others ?
To men: stand close, and shake hands
----made by Jenny from
Jiedong NO.2 Middle School
Unit 4 Body language
What is body language? Body language is one form of nonvmunication without _____________. facial expressions Eye contact (眼神交流）or ___________,
In America
What do people in different countries usually do when meeting?
China, Britain: shake hands
Japan: bow
Some western countries: hug
Russia, France, Arab: kiss
When we are in a certain place, we should follow the customs there, not our own .
Task 5
Summary
Write a summary in about 30 words.
Task 5
Summary
Body is different/differs ______language ______________ from culture members culture to ________. Not all ________of behave same all cultures ________in the ______ way. We should try to understand andrespect __________ each other’s culture in order to make communication good _____________.
A beautiful behavior is better than a beautiful form. 优雅的举止胜于美丽的外形。
Homework
1.Try to find more body language in different cultures by using computer or searching in library. And show them to your classmates. 2.Get ready to retell the passage, using the first person.
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.
Unit 4 Body language-communication no problem[Reading课件]
![Unit 4 Body language-communication no problem[Reading课件]](https://360docs-1393072327.cos.ap-beijing.myqcloud.com/76a6c8df5acfa1c7ab00cc8c.webp)
Different body languages in different countries Summary of body language
Part 4.
Meeting this year’s international
(para. 5)
students
Task 3
Detailed reading
Para 2 and 3
Find out the two cultural mistakes in Para2
The first mistake
Tony Garcia
(Columbia )
Julia Smith
(Britain)
He approached Julia, _to_u_c_h_e_d__ _h_e_r__ _sh_o_u__ld_e_r__and _k_i_s_se_d__ her on the _c_h_e_e_k___.
Japan: bow
Some western countries: hug
Russia, France, Arab: kiss
Reading
• Communication: • No problem?
Task 1
Fast reading
Skimming(1 min)
Skim the text and answer the following questions.
Shrugging his shoulders
Ok /money/
zero/ rude
As one coin has two sides
Some body language is similar in most countries.
【教学设计】Module 4 Unit 4 Body Language Communication
Module 4 Unit 4 Body Language Communication: NoProblem?1. Lesson type:Reading and Speaking2. Analysis of teaching materialThe article “Communication: No Problem?”is taken from Module 4 Unit 4 Body Language, which is a narrative writing. It is clearly organized, explaining different body language in different countries. It can be helpful fro students to learn the logical structure of the passage and have a clear idea of the culture differences and intercultural communication. Some new words and difficult sentences can be a challenge for students.3. Teaching objectivesBy the end of the lesson, the students are able to:Level 1: re ad and match the headings with the paragraphs by focusing on the key words and topic sentences in paragraphs.Level 2: obtain some important information by reading and have a clear understanding of different body language in different cultures;Level 3: get a common sense of cultural shock and cultural awareness;Level 4: reorganize and act out the context in a new situation.4. Student analysisTarget reader: students in Grade 1 in senior high school;Listening ability: relatively poorSpeaking ability: relatively poorReading ability: may read only for information, not for connotationWriting ability: relatively poor5. Teaching emphasis and difficultiesTeaching emphasis:1. the writing structure and the logic of the text;2. the hidden information behind the context.Teaching difficulties:1. how to make a natural transition between the different parts of the text;2. how to guide the students to dig out the cause of the cultural misunderstandings or mistakes in the text;3. how to lead the students to put what they have learned into practice.6. Teaching strategyTBL(Task Based Learning) will be applied in the whole lesson. At the end of class, students will be able to obtain the reading skills and some important information of the passage by completing tasks. Therefore, they can avoid the difficulties in the world of cultural crossroads.7. Teaching aidsThe blackboard and the multi-media8. Teaching proceduresStep 1 Lead-inActivity 1: (2 minutes)In this activity, some pictures about body language and the terms will be shown on screen.Students have to guess and match the body languages with different countries.{purpose} to introduce and have a basic idea of different body language in different countriesActivity 2: (2 minutes)In this activity, some basic information about “BRICS” will be shown on screen.Student are able to have a clear idea of the “BRICS”and consider themselves as volunteers in the “2017 BRICS”in Amoy.{purpose} to obtain some basic information about BRICS and imagine the situation when meet with people from other countriesStep 2 Pre-readingPredict: What will the topic be about?Students are encouraged to predict the main idea of the reading passage by observing the title and the picture. {purpose} to train students’ability to predictStep 3 Fast readingRead and check your prediction, then match the headings with the paragraphs by focusing on the key words and topic sentences in paragraphs.{purpose} to improve students’speed reading capacity and to master the structure of the whole passage and improve the capacity of generalizationStep 4 Careful readingActivity 1Read the passage carefully and think about some questions: →1. How do people greet in each country?2. Are there any differences when greeting?3. Do they stand close or far? Do they touch each other or not?Work with your teammates to complete the chart and show the greeting ways in different countries.{purpose} to obtain some important information by reading and have a clear understanding of different body language in different culturesFlower们可以设计各种不同类型的练习，对外语的使用提出不同的要求，促使学生在满足要求的过程中提高外语水平。
高中英语《Body Language-Communication No problem 》优质教学课件设计
Summary
Yesterday,another student and I, 1._re_p_r_e_s_e_n_t_i n_g
(represent)our university's student 2._a_s_s_o_ci_a_ti_on (associate), went to the Capital International Airport to
2-3 )
students at the airport.
Part 3 (Para. 4 )
part4 (pra.5)
C
To introduce the students to each other and explain their different
ways of greeting.
D Байду номын сангаасo explain different cultural “body language” in some countries.
_h_e_r____sh_ou___ld_e_r_and__k_is_s_e_d_ her on the __c_h_e_e_k__.
mistake
She _s_t_ep__p_ed__b_ac__k___
Julia Smith (Britain)
appearing _s_u_r_p_ri_s_e_d_and pu t up her hands, as if _i_n_defence _______.
enter the waiting area looking around 4c._u_ri_o_u_sl_y___(curious).The first person to arrive was
人教版高中英语必修4Unit4Bodylanguagecommunication课件
Part 2. (Para.2~3)
Summary of body languages.
Part 3. (Para.4)
Part 4. (Para.5)
I met this year’s international students at the airport.
Introduction of visitors and their ways to greet people.
without saying words. F_a_c_ia_l_e_x_p_r_e_s_s_io_n_s,
_g_e_st_u_r_e_s__, and__p_o_s_tu__re_s__,
are
different kinds of body language.
Culture ------- body language
Choose one below. One student performs and the other guesses.
A
B
C
➢money ➢laugh ➢drink ➢stop ➢Good!
➢surprise ➢telephone/call ➢fly ➢Be quiet. ➢Come here!
closely and are more likely to touch them.
F
Part4
How can we understand “These actions are not good or bad”?( B )
A.All roads lead to Rome. B.When in Rome, do as the ans do.
The way people greet each other
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!。
必修4 unit 4 body language
Careful reading
Main idea
Para 1 Meet international students from several countries.
Para 2
Para 3 Not all cultures greet each other the same way.
1. _d_e_fe_n_c_e_ action of defending oneself against an enemy’s attack
2. _li_k_e_ly__ might happen or probably will be true 3. _I_t_a_ly_ European country that is shaped like a
Find the word from the text for each of these meanings.
6. _d_a_s_h__ to run or travel somewhere in a great hurry
7. _a_p_p_r_o_a_c_h_ to come nearer to something or someone from a great distance
Discussion
➢What’s the purpose of language? • To communicate with others • To tell and express our thoughts,
feelings, reactions etc.
Communication: 5 A conclusion of the passage.
Character Tony Garcia Julia Smith George Cook Akira Nagata
Unit 4 Body language
Unit 4Body language【导语】肢体语言是语言文化的重要组成部分，也许你还没有意识到，在与他人的交流中，肢体语言确实承载了很多的信息。
When we communicate with others，we do not only express ourselves through words，but also through our tones of voice，facial expressions and body language.In fact，many scholars believe that far more information is communicated non-verbally（非口头地）.Body language is just an important part of non-verbal communication.Learning another language is more than just learning its words and grammar；it also involves learning another culture.We learn much of our body language before we learn to speak from the time we are children.Body language varies from culture to culture，so it's important for us to pay attention.Sometimes，cultural differences in appropriate body language can cause discomfort or misunderstanding too.For example，there are definite cultural differences in how much distance should be kept between two speakers.If you are used to keeping distance with people，you will feel very uncomfortable when people get closer to you while talking at a party.We call this the “personal comfort zone”.Another common example of misunderstanding is the use of a smile. In some Asian cultures，a smile can show embarrassment or apology.However，smiling at a teacher who is unhappy with you is probably not a good idea in most English-speaking cultures！So it's worth learning the cultural differences in body language. Understanding any cultural or regional attitudes can help you improve your communicative（交际的）skills.【词海拾贝】1.vary v.变化，使多样化2.appropriate adj.恰当的3.zone n.地带，区域，区4.embarrassment n.窘迫，难堪【问题思考】判断正（T）误（F）。
高考英语一轮复习 话题 肢体语言(Unit 4 Body language)
入舵市安恙阳光实验学校话题19 肢体语言（Unit 4 Body language）晨读背诵话题单词1. apparent 【əˈpærənt】 adj. 明显的 2. facial 【ˈfeɪʃ(ə)l】 adj. 面部的3. impression 【ɪmˈpreʃ(ə)n】 n. 表情4. contact 【ˈkɒntækt】 n. 接触5. approach 【əˈprəʊtʃ】 v. 靠近6. relationship 【rɪˈleɪʃənʃɪp】 n. 关系7. gesture 【ˈdʒestʃə(r)】 n. 手势 8. misunderstand 【mɪsʌndəˈstænd】 v. 误解9. unfair 【ʌnˈfeə(r)】 adj. 不公正的；不公平的 10. avoid 【əˈvɒɪd】 vt. 避免；消除11. ahead 【əˈhed】 adv. 在前；向前；提前 12. manage 【ˈmænɪdʒ】 vt. & vi. 做成（某事）；管理13. occur 【əˈkə:】 vi. 发生；出现 14. firm 【fɜːm】 adj. （动作）稳定而有力的；牢固的15. fold 【fəʊld】 vt. 折叠；合拢；抱往 16. bend 【bend】 vt.vi. & n. 弯曲；专心于17. focus 【ˈfəʊkəs】 n. 中心；焦点 18. opposite 【ˈɒpəzɪt】 prep. 相反的19. interpret 【ɪnˈtɜːprɪt】 v. 诠释 20. sensitive 【ˈsensɪtɪv】 adj. 敏感的话题短语1．give/lend sb.a hand 给某人帮助 2．get through 通过；度过；到达3．rest on停放；依靠 4．greet sb.with通过……向某人问候5．hold up举起；拿起；举出6．ahead of (在空间或时间上比某人、物)更前；更早7．in order 按顺序，整齐 8．make a face 做鬼脸；扮怪相9. the eye contact 目光的接触 10. means of communication 交流的方式11. be tied to 与……有联系 12. express one’s feelings 表达某人的情感13. convey messages 传达信息 14. facial expression 面部表情15. an aspect of……的一个方面 16. communicate with与……交流话题句子1. There are also differences as to how often we touch each other, how close we stand tosomeone we are talking to , and how we act when we meet or part. 在我们互相触摸的频率上，在我们站立谈话的距离上，在我们见面分手的礼仪上，也都存在着许多不同之处。
COMMUNICATION, NO PROBLEM
Unit 4 BODY LANGUAGECOMMUNICATION， NO PROBLEM?阅读课教学设计一、教学设计思路教育部颁布的《全日制义务教育普通高中英语课程标准（实验）》的基本理念为：在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，逐步培养学生用英语进行思维和表达的能力。
为了帮助学生打好高中英语课程的共同基础，教师要鼓励学生通过体验、实践、讨论、合作和探究等方式，结合课标要求以及课程内容，创造性地使用教材，设计学生感兴趣的教学活动，在此过程中培养学生用英语解决实际问题的能力。
二、学习任务分析本单元的中心话题是“身体语言”，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。
阅读文章描写了作者在机场迎接外国客人的场景，通过各国不同问候习惯造成的尴尬，形象地表明声势语与文化背景的密切关系。
阅读课读前让学生对身体语言的差异有初步感性的认识，而文章细节信息较频繁，需要教师梳理引导，通过阅读使学生具体了解声势语差异并升华到尊重文化差异的理性高度。
教学重难点【教学重点】1、合理使用不同的阅读策略帮助分析、理解文章，提高速读、略读能力。
2、了解声势语的不同文化内涵并正确加以运用同时能够尊重文化差异。
【教学难点】1、大部分的学生能够通过通过本课学习，提高速读、略读能力。
2、了解声势语的不同文化内涵并正确加以运用同时能够尊重文化差异。
三、学习者分析本课授课对象为来自湖北省荆州市北门中学高二（3）班的学生，声势语作为相对新颖有趣的话题，能够激发同学的讨论与学习兴趣，且通过第一课时热身课的准备，学生对于声势语有了一定的感性认识；同时3班学生上课发言较积极，敢于表达观点，这一特点为课堂活动的顺利进行提供了保证，也对教师适时引导和课堂掌控能力提出了要求；但3班学生英语水平参差不齐，尤其一部分程度较差的学生需要教师设计较基础的问题来提高参与度与积极性，另外在教学环节设计及细节处理上需要加入更多学生感兴趣的图片和内容，以吸引学生注意力。