人教选择性必修一Unit4 Using language 1
Discuss when and where people need to use body language to communicate effectively.
can’t speak
when
can’t hear well
where
not convenient ……
Listen to a conversation about body language. Then answer the following questions. 1. How did the man get the idea of using gestures
is not polite. 3. The police team were probably successful in
catching the criminals. 4. Both speakers think body language is useful. 5. The woman is not very confident about her
Look at the following facial expressions and guess their meanings.
Look at these photos and discuss what you think each person is communicating.
People communicate
• To understand some facial expressions and talk about body language;
• To understand a conversation and learn to infer meaning for it;
• To learn to ask for and make clarification • To learn about the pause in sentences.
2. If language was given to men | to conceal their thoughts, | then gesture's purpose | was to disclose them. ― John Napier
3. Body language is a powerful tool. | We had body language | before we had speech, | and apparently, | 80% of what you understand in a conversation | is read through the body, | not the words. — Deborah Bull
4. The actor reveals the situation and messages, and the group compares notes.
Use the table below to clarify any misunderstandings or different answers.
4. What did the man mean by saying "It's good you tried" at the end of the conversation?
Listen to the conversation again. Are the following statements correct inferences from the conversation?
What I don’t quite Does that make sense?
understand is ...
Is that clear?
Could you explain…? I can tell that ...
Could you give me an
example?
Read the quotes and notice the pause after each sense group.
to communicate?
2. What did the police leader tell his team by using gestures?
3. What did the woman say about the acting classes that she's been taking?
Asking for and making clarification
What did you mean by In other wards ...
..ቤተ መጻሕፍቲ ባይዱ? So you mean …？
What I meant was ... What I was trying to
So did that mean ...? say was ...
Infer meaning
Sometimes things are not said directly, and so you must guess the meaning, relationship of the people, or context. You can do this by: • drawing conclusions from the background
silent acting ability.
Act out a scene using only body language to communicate. You may follow these steps to complete your performance.
1. Form into groups of four. One of you is the performer, and the others are observers.
2. The performer writes down a situation and some messages to convey through body language.
3. The performer acts out the scene and the observers individually write down their thoughts without talking to anyone else.
Listen to the texts above and see how well you read.
Think about some classroom body language and write down their meanings.
Read this passage. Then mark “I” where it needs a pause.
Life is a stage, and we are all actors. This is also true when you are in a foreign land. Acting can help you communicate even if you do not know the language. For instance, one day a Chinese lady who was babysitting her grandchild in America went to a supermarket to buy some beef. She was confused to see all kinds of meat there and did not know which ones were beef. She asked a clerk by putting both hands up and saying “Moo! Moo!" The lady got what she wanted even without saying a word of English.
1. There are four ways, | and only four ways, | in which we have contact with the world. | We are evaluated and classified | by these four contacts: | what we do, | how we look, | what we say, | and how we say it. — Dale Carnegie
information you already have. • looking at clues that tell you the context. • using logic to work out the meaning.
1. The two speakers are married. 2. Making too many gestures in communication
【教案】人教版选择性必修一Unit 4 Using language 教学设计
1.Show a video of Mr Bean and ask the questions.
2.Help students revise what body language is.
通过憨豆先生的短片，引起学生的注意，导入话题：body language。
Important and difficult teaching points
1. To train students’ ability to gain and analyze information, and solve the problems in English;
2. To help students recognize and describe certain body language.
12.Discuss with partners to describe body language in the pictures and explain its meanings.
9.Show pictures of different situations and ask students to describe them.
Leading-in
(5’)
1.Students watch a video and answer:
1)What is Mr Bean doing?
2)Does he know the answers to the questions in the paper?
3)How do you know that?
Reading for the main idea
(5’)
Unit 4 Using Language(教案)-高中英语人教版(2019)选择性必修第一册
3.practice listening to make inferences;
4.grasp some expressions about asking for and giving clarification;
5.cooperate with group mates actively through checkingtheir writingstogether.
教学
主题
该部分的活动主题是“描述课堂里的肢体语言”（Describe classroom body language）。选择这一主题的目的是体现肢体语言与学生的学习以及教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。
教学
重点
1.引导学生在阅读前结合文章标题和图片做预测，培养学生的预测能力；
2.引导学生通过阅读语篇，理解课堂中肢体语言的含义；
3.引导学生掌握文章的脉络结构，学习文章中优秀的表达。
教学难点
1.引导学生运用所学知识，写一段话来描述自己的绘画所表现的肢体语言并解释其含义。
2.引导学生通过协作交流，相互学习，培养学生的合作精神。
2.引导学生听前做预测；在听中听懂并理解和讨论肢体语言的应用场景及相关对话；
3.引导学生能够在听力语篇中运用推理策略正确判断说话人的关系、对话发生的场景、说话人
的真实意图等。
教学难点
1.引导学生在口头交流中能运用澄清和要求澄清的口语策略完成有效的交谈；
2.引导学生能根据意群做适当的停顿，流利且自然地朗读文章。
备注
高中英语Unit4EarthquakesSectionⅣUsingLanguage讲义新人教版必修1
Section ⅣUsing LanguageOffice of the City GovernmentTangshan, HebeiChinaJuly 5, 201Dear ，Congratulations! We are pleased to tell you that you have won the high school speaking competition about new Tangshan.Your speech was heard by a group of five judges, all of whom agreed that it was the best one this year.① Your parents and your school should be very proud of you！②市政府办公室河北，唐山中国201 年7月5日亲爱的，祝贺你！我们很高兴地告诉你，你在以新唐山为主题的中学演讲比赛中获得了第一名。
评委会的五位评委听了你的演讲，他们都一致认为你的演讲是今年最好的。
你的父母和你的学校应该为你而感到骄傲！[助读讲解]①all of whom 引导定语从句，修饰judges。
②be proud of 为……感到自豪，因……而骄傲。
disaster.The park will also honour those who helped the survivors.Our office would like to have you speak③ to the park visitors on July 28 at 11：00 am.As you know，④ this is the day the quake happened thirty years ago.We invite you to bring your family⑤ and friends on that special day.Sincerely，Zhang Sha 下个月我们市将开放一个新公园，以纪念在那次可怕的灾难中死去的人们。
第17讲选择性必修一Unit4UsingLanguage原卷版【暑假辅导班】2021年新高二英语暑假
【暑假辅导班】2021年新高二英语暑假精品课程（人教版2019）第17讲选择性必修一Unit 4 Using Language【核心知识点讲解】*(2020·天津高考) It encourages us to occupy our own little corner, to avoid foolish leaps into the dark, to be satisfied.它鼓励我们占据自己的小角落, 避免愚蠢地跳进黑暗, 去满足。
*With their chins on their hands, they occupy themselves by staring out of the window or up at the ceiling.他们双手托着下巴, 专注地盯着窗外或天花板发呆。
* She is fully occupied in looking after three small children.她忙于照料三个小孩儿。
*You keep him occupied down here while I check upstairs.我在楼上检查时你让他在下面别闲着。
【词块记忆】(1)be occupied in doing sth. /with sth. 忙于做某事occupy oneself with/in doing sth. 忙于做某事; 专心于做某事keep sb. occupied 使某人忙碌(2)occupation n. 占用; 职业*This discovery was perceived as a major breakthrough.这一发现被视为一项重大突破。
*I perceived a change in his behaviour. 我注意到他举止有些改变。
*She perceived that all was not well. 她意识到并非一切都顺利。
Unit+4+Using+Language+课件-高中英语人教版(2019)选择性必修第一册
Part 3 -Para 6
Why does the teacher think body language is important?
He is wearing a frown and hiding his face with his hand. He is troubled.
The boy on the left is looking up at the teacher. He is focused on the class. While his deskmate is amusing himself with a doll.
点拨精讲 25’
How do I know my students?
Read and divide the text into three parts.
①② ③④⑤
main idea
Introduction
Recognise when students _a_re__in__te_r_e_s_te_d__o_r_bored Recognise when students _a_r_e__d_is_t_ra_c_t_e_d___
asleep I daydreaming J angry, afraid, or experiencing anxiety
Part 2 Read again and answer the questions 1. Acording to the teacher, what is some students' favourite activity? 2. What does the phrase “who knows that” in para. 4 mean ?
新教材高中英语课时作业12Unit4UsingLanguage新人教版选择性必修第一册(含答案)
新教材高中英语新人教版选择性必修第一册：课时作业(十二) Unit 4 Section ⅢUsing Language层级一课时跟踪检测维度1 单词拼写1．The twins are so alike. It's difficult to ________ (辨别) one from the other.2．As a teacher, you have to ________ (调整) your methods to the needs of different children.3．Sorry to ________ (打扰) you, but there's a call for you on line two.4．With his arms folded across his ________ (胸部), Robert looked at his friend with a smile on his face.5．Having ________ (澄清) his opinion of the incident, Mr. Smith sat down and listened to others'.6．China suggests settling the ________ (冲突) through peaceful means.7．We can thoroughly recommend the firm you ________ (询问) about.8．Try to ________ (分心) yourself by playing mind games, choosing new running routes, or running with other people.9．We can ________ (察觉) his sorrow by the looks on his face.10．Hearing the result of the competition, she couldn't help ________ (哭泣) aloud.维度2 单句语法填空1．There is a growing ________ (tend) for people to work at home instead of in offices.2．According to the research, many ________ (educate) strongly oppose protecting children too much.3．From this experience, you should learn how ________ (distinguish) right from wrong.4．In China, smiling is not only an expression of happiness, but also a way to avoid being ________ (embarrass).5．When learning his friend had moved to a ________ (slight) larger house, he wandered around, depressed and full of ________ (anxious).6．I really felt ________ (shame) of failing to lend a hand to my neighbour when he was in need.7．In the street, she found herself ________ (stare) at by a stranger, which made her a little nervous.8．Last Sunday Jack wanted to go to the cinema ________ his cousin would rather stay at home.维度3 完成句子/句型转换1．当我们和朋友发生冲突的时候，换位思考是十分重要的。
Unit+4+Using+Language+教学设计 高中英语人教版(2019)选择性必修第一册
选择性必修一Unit 4 Using Language【Teaching Objectives:】1.Teach students to recognize and interpret body language cues.2.Enable students to understand the emotions and feelings behind different body language expressions.3.Create a classroom environment where students feel heard and supported.【Teaching Key and Difficult Points:】1.How to effectively teach students to recognize and interpret different forms of body language.2.How to encourage students to apply their understanding of body language in practical situations.【Teaching Procedures:】Step 1: Lead-inBegin the class with a discussion on the importance of non-verbal communication. Show a short video clip or images illustrating various forms of body language. Engage students in a brainstorming session on what they already know about body language. Highlight the idea that body language can convey emotions, intentions, and feelings.Step 2: Post-readingProvide students with the article "How Do I Know My Students?" from which you've extracted examples of body language.In pairs or small groups, have students read and discuss the article. Ask students to identify instances of body language described in the article and how they relate to the emotions or thoughts of the individuals.Step 3: While-readingActivity 1.1. What does the author suggest about students who lean forward in class?A) They are daydreaming. B) They are engaged and interested.C) They are angry or afraid. D) They are distracted.2. According to the article, why might a student hide their face in their hands?A) They are embarrassed or ashamed. B) They are excited about the lesson.C) They want to avoid eye contact. D) They are happy.3. Why does the author emphasize the importance of reacting to body language in the classroom?A) To make students uncomfortable. B) To assess students' academic abilities.C) To create a supportive learning environment.D) To encourage students to speak more in class.Activity 2. Present a list of common body language cues (e.g., eye contact, facial expressions, posture, gestures). Discuss each cue's meaning and how it can vary in different contexts.Activity 2. Show images or short video clips of people exhibiting various forms of body language. Have students analyze and interpret the body language cues in these examples.Step 4: Post- readingActivity 1. Provide students with real-life scenarios (e.g., job interviews, social interactions, classroom situations). In pairs or small groups, have students role-play these scenarios while paying attention to their body language. Encourage peer observation and feedback on body language cues during role-play.Activity 2. Lead a class discussion on the importance of empathy in understanding others. Discuss how recognizing body language can lead to more empathetic communication. Have students share their insights and experiences on how body language affects their daily interactions.【Homework Assignment】Assign students to observe and record instances of body language in their daily lives.Have them reflect on how recognizing body language influenced their interactions.Encourage students to write a short reflection essay or share their experiences in the next class.。
Unit+4+Using+Language高中英语人教版(2019)选择性必修第一册
Please scan for the structure of the text, and draw a mind map of the passage.
Para.3: Recognize when students are interested or bored
Para.4: Recognize when students are distracted
Meaning
① struggling with what the teacher says.
② wear a serious expression
② daydreaming
③ make eye contact ④ raise his hand and smile
⑤ an absence of eye contact ⑥ have his head lowered
Unit 4 Using Language
Reading for Writing
Prediction
From the photo:
It may be about stories between the teacher and the students in a classroom.
From the title:
it is easy to perceive .... 很容易察觉到... it is sometimes much harder to distinguish ...有时很难区分... be troubled 有烦恼;陷入烦恼 experience anxiety 经历焦虑 have one's arms crossed 手臂交叉 have one's legs closed or crossed 双腿合拢或交叉 guarding their bodies 保护他们自己的身体 wear a frown 皱眉
新人教高中英语选择性必修一Unit4Body Language单元分析
Unit 4 Body language单元分析单元主题：人与社会——肢体语言单元内容分析本单元的主题是“人与社会——肢体语言”，介绍了不同国家、不同文化、不同场合下肢体语言所表达的意义。
以下为教材各部分教学内容的简要分析及教学活动实施建议：1．Opening Page 主题图是由四张反映不同场景中的典型肢体语言的照片拼接而成，包括女孩和长辈交谈时苦恼困惑的场景、工作伙伴分享成功喜悦的场景、日本商务场合握手鞠躬的场景以及火车站家人拥抱送别的场景。
本页还提供了法国作家、社会评论家罗兰·巴特的名言“What I hide by my language，my body utters.”。
这句话表明通过逻辑推理并观察行为表现、肢体语言等，人们会对言语表达的意思形成更为综合的印象。
2．Reading and Thinking：Understand body language 该板块的活动主题是“读懂肢体语言”。
文章从肢体语言的基本功能入手，引出地域文化这一重要因素，说明正确理解和运用肢体语言一定要考虑在地域文化中的得体性。
该活动的版块设计旨在帮助学生更好地理解文本，分析说明文的文体特征，思考本单元的主题意义。
读前活动，教师要引导学生思考肢体语言的意义，从而能更好地体会肢体语言和有声语言一样是我们交流思想、表达感情和传递信息不可或缺的重要手段。
读中活动，学生快速阅读全文，判断对语篇内容的预测是否正确，然后通过查找段落主题句，归纳段落大意，进而梳理语篇结构。
读中活动通过设计各种不同的问题，引领学生全面了解文章的表层含义和深层意义。
读后活动，设计问题，让学生进行头脑风暴，开展辩论。
3．Learning about language 部分包括Build up your vocabulary 和Discover usefu1 structures 两个板块。
Build up your vocabulary本部分的词汇活动围绕话题词汇设计，帮助学生熟悉词性转化，充分融入词块教学。
Unit+4+Body+Language+Using+Lang人教版(2019)选择性必修第一册
Thinking capacity: to observe and understand one’s body language and the
emotions and intentions it conveys
Culture awareness: to form the awareness of cross-culture communication and
B1U4 Body Language
Using Language II Describe Classroom Body Language
Contents
Teaching analysis
Teaching procedures
Teaching reflections
Part 1
Part 2
Part 3
Teaching Objectives
Teaching analysis
Teaching methods & aids
Teaching procedures
Learning methods
Blackboard designing Teaching reflections
• Independent learning • Cooperative learning • Inquiry-based learning
Teaching Analysis
✓Learners analysis ✓Teaching material analysis ✓Teaching objectives ✓Teaching focus and difficulty
Teaching analysis
Teaching methods & aids