Unit 4 Body language
Ｉ．單元教學(xué)目標(biāo)
技能目標(biāo) Skill Goals
Talk about body language: cultural differences and intercultural communication
Practise talking about prohibition & warning as well as obligation
Learn to use the -ing form as the Attribute && Adverbial
Learn to write a diary that showing the observation of how body language helps in communication
II． 目標(biāo)語言
功
能
句
式 Talk about body language
What is the purpose of language?
What do you think “body language” means?
How can you tell if someone is sad or happy even if they do not speak?
How can you communicate a feeling to someone who does not speak your language?
Why do we need to study body language?
Talk about cultural differences && intercultural communication
What do British people often do when they meet strangers?
What do French people often do when they meet people they know?
Why should we be careful about our own body language?
Why is it important to watch others as well as listen to them?
詞
匯 1． 四會(huì)詞匯
major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy, misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
2． 認(rèn)讀詞匯
Garcia, Julia, learned, unspoken, posture, Ahmed Aziz, Coulon, Muslim, frown, threaten
3． 詞組
be likely to, at ease, an exciting experience for, not all ..., introduce oneself to sb
語
法 4． 重點(diǎn)詞匯
represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action
The -ing form as the attribute && adverbial
Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.
1. The -ing form as the attribute
They are visitors coming from several other countries, ...
His nose touches Mr. Cook’s moving hand, ...
This is an exciting experience for you, ...
2. The -ing form as the adverbial
... so you stand watching and listening.
Four people enter looking around in a curious way.
You see her step back appearing surprised, and take a few steps away from Mr. Garcia.
The visitor from Japan comes in smiling at the same time as George Cook from Canada.
重 點(diǎn) 句 子 1. They will be meeting at a major hotel with local business people and people who represent the Chinese government. P25
2. The first person who arrives is Mr. Garcia from Columbia, closely followed by Julia Smith from Britain. P26
3. You think that there may have been a mistake. P26
4. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away. P26
5. In the same way that people communicate with spoken language, they also express their feelings using unspoken “l(fā)anguage” through keeping physical distance, actions or posture. P26
6. People from places like Spain, Italy or ... others closely and are more likely to touch them. P26
7. ... nodding the head shows agreement, while shaking
the head means that you do not agree, ... P30
Ⅲ． 教材分析和教材重組
1． 教材分析
本單元以Body Language--“體態(tài)語”為中心話題，具體涉及什么是“體態(tài)語”，如何理解“體態(tài)語”，以及“體態(tài)語”的跨文化性等。本單元的語言技能和語言知識(shí)也都是圍繞“體態(tài)語”這一中心話題設(shè)計(jì)的，旨在通過單元教學(xué)，用聽、說、讀、寫、做(表演)等多種形式，讓學(xué)生正確認(rèn)識(shí)和掌握“體態(tài)語”在交際中的作用和意義，使學(xué)生明確“體態(tài)語”在人類交際中的重要性，了解“體態(tài)語”在不同民族、不同文化交際中的多樣性；使學(xué)生在今后的日常生活、學(xué)習(xí)、工作和交往中盡量減少或避免運(yùn)用“體態(tài)語”時(shí)可能產(chǎn)生的誤解，提高他們的“語言交際”能力和“非語言交際”能力。
1.1 WARMING UP 以列表對(duì)比（填充及增補(bǔ)）的形式，并通過WARMING UP的活動(dòng)，讓學(xué)生了解有聲語言與“體態(tài)語”的對(duì)應(yīng)關(guān)系，了解語言意義與行為意義（“體態(tài)語”）在交際中具有同等重要的作用。同時(shí)，學(xué)生在聽、說、做（即表演“體態(tài)語”的動(dòng)作）中能夠增進(jìn)對(duì)語言交際的感性認(rèn)識(shí)，為他們?cè)陂喿x過程中上升到對(duì)語言交際的理性認(rèn)識(shí)打下基礎(chǔ)。
1.2 PRE-READING 通過提供三個(gè)關(guān)于不同文化背景下“體態(tài)語”的問題，啟發(fā)學(xué)生思考我們所學(xué)習(xí)的“語言”的目的、形式、功能。通過引導(dǎo)學(xué)生聯(lián)系自己日常生活的實(shí)際，提高學(xué)生努力學(xué)習(xí)英語的積極性和自覺性；同時(shí)培養(yǎng)學(xué)生留心社會(huì)、關(guān)注生活的洞察力，為引導(dǎo)學(xué)生進(jìn)一步“閱讀”作好準(zhǔn)備。
1.3 READING 是一篇介紹性（記敘文）體裁的文章，主要介紹了各種文化背景下的“體態(tài)語”的異同，為學(xué)生提供了來自不同國度、不同語言文化背景的“體態(tài)語”及其在交際中的異同和影響的具體例證。學(xué)生也可以結(jié)合自己在語言交際中所遇到的實(shí)際例子來進(jìn)一步理解“交際，毫無問題可言嗎？”這一主題。
1.4 COMPREHENDING 包括八個(gè)問題（前5個(gè)旨在檢查學(xué)生對(duì)閱讀材料細(xì)節(jié)的理解，6~7旨在引導(dǎo)學(xué)生對(duì)“體態(tài)語”的意義及文化差異的思考，第8個(gè)檢查學(xué)生能否通過細(xì)節(jié)進(jìn)行推理判斷），通過對(duì)來自不同國度、不同語言文化背景的六個(gè)角色對(duì)待男女不同性別所使用的“體態(tài)語”異同的（學(xué)生在老師指導(dǎo)下的自我或小組討論后的）歸納，進(jìn)一步熟悉和掌握“體態(tài)語”在不同語言文化交際中的作用和意義。
1.5 LEARNING ABOUT LANGUAGE 分詞匯和語法兩部分。詞匯部分由“本單元重點(diǎn)詞匯英文釋義”，“詞語填空”和“詞性變換”三項(xiàng)內(nèi)容構(gòu)成，語法部分由兩大方面組成：一是讓學(xué)生自己通過在課文中尋找相關(guān)語法的句子并按其語法功能分類，二是根據(jù)學(xué)生的認(rèn)知規(guī)律安排該語法項(xiàng)目的練習(xí)讓學(xué)生進(jìn)行操練。整個(gè)項(xiàng)目通過三個(gè)練習(xí)和一個(gè)游戲，以及語法結(jié)構(gòu)講練，進(jìn)一步鞏固本單元所學(xué)詞匯（尤其是課文中的黑體字），學(xué)習(xí)“現(xiàn)在分詞”結(jié)構(gòu)用作定語和狀語，并通過操練，以收到“學(xué)以致用”、“熟練生巧”的效果。
1.6 USING LANGUAGE 通過增加閱讀篇目“Showing Our Feelings”來拓展學(xué)生在“體態(tài)語”方面的知識(shí)視野，并通過“True” or “False”判斷練習(xí)和問題討論，使學(xué)生進(jìn)一步明確“體態(tài)語”對(duì)人們?cè)谌粘＝浑H中了解對(duì)方情感、思想、態(tài)度等方面所起的作用。同時(shí)要讓學(xué)生認(rèn)真對(duì)待自己的“體態(tài)語”，并在日常交際中“聽其言”（Listen to them）、“觀其行”（Watch them）。此外，該部分還通過聽、說、讀、寫四個(gè)方面來鞏固本單元所學(xué)內(nèi)容和語言交際項(xiàng)目。
1.7 SUMMING UP 師生從話題、詞匯和結(jié)構(gòu)三個(gè)方面來共同總結(jié)本單元所學(xué)的單詞和短語，語言及語法項(xiàng)目，總結(jié)本單元所學(xué)的主要內(nèi)容和收獲。
1.8 LEARNING TIPS 建議學(xué)生關(guān)注實(shí)用交際技巧，學(xué)會(huì)“體態(tài)語”；建議學(xué)生在看英語電影時(shí)或與以英語為母語的人士交談時(shí)，觀察對(duì)方面部表情和體態(tài)姿勢(shì)，觀察對(duì)方的“言”、“行”，進(jìn)而形成有效的口筆頭語言及“體態(tài)語”的交際能力。
2. 教材重組
2.1 聽力：Using language中的Listening, Workbook中的Listening和Listening Task這三部分的任務(wù)及話題較為接近，將這三個(gè)部分整合在一起上一堂聽力課。
2.2 口語：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均緊扣本單元話題，同時(shí)涉及到本單元的功能句，教師可指導(dǎo)學(xué)生通過“說”（用英語發(fā)出與“體態(tài)語”相關(guān)的指令）與“做”（用“體態(tài)語”表達(dá)指令）結(jié)合來進(jìn)行口語訓(xùn)練，這將是一節(jié)生動(dòng)有趣的口語課。
2.3 精讀：把Pre-reading，Reading和Comprehending三部分整合為一節(jié)閱讀課。
2.4 泛讀：把Using Language中的Reading和Workbook中的Reading Task整合為一節(jié)拓展學(xué)生視野的泛讀課。
2.5 語言學(xué)習(xí)：深入處理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重點(diǎn)學(xué)習(xí)Discovering useful structures中“-ing (現(xiàn)在分詞)”在句中做定語和狀語的用法。
2.6 語言運(yùn)用：處理Using Language中的Reading and Writing和Workbook中的Writing Task。指導(dǎo)學(xué)生寫一篇有關(guān)“The Body Language I Know”短文，反映其在不同文化背景、不同語言環(huán)境中的運(yùn)用情況，及所造成的理解上的困難、障礙甚至誤解等。
3． 課型設(shè)計(jì)與課時(shí)分配
1st period Speaking
2nd period Reading (I)
3rd period Reading（II）
4th period Language Study
5th period Listening
6th period Writing
Ⅳ． 分課時(shí)教案
The First Period Speaking
Teaching goals 教學(xué)目標(biāo)
1. Target Language目標(biāo)語言
a. 重點(diǎn)詞匯和短語
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. 重點(diǎn)句型或交際用語
Act out the following meanings, please.
Please guess what I mean.
Please show the actions, using body language.
Now it is your turn to show the action / gesture.
Please use either spoken words or body language to express your ideas.
Please use both spoken words and body language to express your ideas.
2. Ability goals能力目標(biāo)
a. Enable the students to understand what a certain gesture of the body language means in a given situation.
b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. Enable the students to express with the target language the meanings given in body language.
3. Learning ability goals 學(xué)能目標(biāo)
a. Help the students learn how to express themselves in body language when needed.
b. Help the students understand others when body language is being used.
Teaching important points教學(xué)重點(diǎn)
a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.
b. Teach the students how to use body language in the most appropriate occasions.
Teaching difficult points 教學(xué)難點(diǎn)
a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
b. Let the students know that there is both positive body language and negative body language.
Teaching methods教學(xué)方法
a. Individual work, pair work and group work.
b. Acting out by imitation, mime or with gestures and body movement.
Teaching aids教具準(zhǔn)備
A computer, a projector and some pictures.
Teaching procedures & ways教學(xué)過程與方式
Step I Lead-in
The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.
Ss: Yes, Thousands of Hands Kwan-yin.
T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰麗華）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she 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 deaf and 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 important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.
Step II Introduction
T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.
Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...
Shake your head / arm / hand ...
Wave your arm / hand ...
Open your eyes / arms /mouth ...
Close your eyes / mouth ...
Twist your wrist / waist.
Cross your arms / fingers.
Nod your head. Bow your head.
Make a face to each other.
Bend / cry / shout / scream / smile / laugh ...
T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.
3 or 5 minutes for the game.
T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:
Gesture Action Meaning
A handshake You are welcome.
A clap of hand Come on; be cheerful.
A V-shape of the fore-finger and middle finger May you succeed!
Or congratulations on your success!
A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.
A wrinkling of the brow in thought or displeasure or a scowl She is worried.
Tears coming out of his eyes. He is very sad.
All smiles on her face She is very happy.
Waving their hands They are waving goodbye to people around.
A hand stretched out forward with strength He is stopping a tank.
People jump with their both hands stretched open in the air. They are cheering for the victory.
T: What are the actions of the above gestures? What do they mean?
S4: The first gesture is a handshake, which means “You’re welcome”.
S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.
S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.
S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.
S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.
S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.
S10: The seventh is a smiling face. It is easy to see that she is very happy.
S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.
S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.
S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.
T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.
Step Ⅲ Practice
T: Look at the chart on Page 25. Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.
Meaning Action
1. You are welcome. A smile and a handshake.
2. I am worried. A frowned or upset look.
3. I ate too much Putting a hand on the stomach, patting or rubbing.
4. I am sorry that I did something wrong. Drooping or hanging the head.
5. I’m so happy. A loud laughter with a shining face or smiling with arms open and head back.
6. You did a good job. A thumb up.
7. You are angry. Turning your back to someone on purpose.
8. Stop here. Putting the left palm on the forefinger of the right hand.
Demonstration:
The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.
Step Ⅳ Time for Fun
T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?
Ss: Yes. That’s funny!
T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.
Ss: All right.
S1: What are you likely to do if it rains?
(Actions) S2: reads a book;
S3: puts on a raincoat;
S4: cleans the house.
S1: Ok. I think S3 seems the most likely, so it is his turn.
S3: What are you likely to do if the river floods?
(Actions) S1: runs away as fast as he can;
S2: helps the younger or elder to escape as soon as possible;
S4: climbs on to a tree.
S3: Ok. I think S2 seems the most likely, so it is her turn.
S2: What are you likely to do if the house catches fire?
(Actions) S1: fetches some water;
S3: tries to put it out with blooms;
S4: runs away as quickly as he can.
S2: Ok. I think S4 seems the most likely, so it is his turn.
S4: What are you likely to do if you meet with a fierce dog?
(Actions) S1: remains where he is and bends down, looking at the dog;
S3: tries to scare it away with small stones;
S4: runs away as quickly as possible.
S2: Ok. I think S1 seems the most likely, so we all have done a good job.
T: Yes. I couldn’t agree with you. Now, one more group.
Step V Talking
Get the students to work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.
T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.
T: All right, who’d like to describe or act out Lin Pei’s behavior?
S1: I think there is something wrong with her. When I saw her recently, she would turn away from me and would not speak to me. (Miming the action)
S2: Yes, when I saw her in class, she looked as if she had been crying. And she would not even look at me. She just looked straight out of the window. She seemed as if she could see nobody in her eyes. (Miming the action)
S3: I quite agree. When I met her at the school gate and tried to have a word with her, she just bent down her head and passed me as if she hadn’t noticed me. (Miming the action)
S4: I couldn’t agree with you more! This morning, when I went close to her, trying to start a conversation between us, she crossed her arms in front of her and didn’t look at me. And then she turned away immediately. (Miming the action)
T: Good job. Now class, let’s try to think of a way to help her out, OK?
Ss: Yes, Sir.
Step Ⅵ Role Play (Speaking task on P67)
T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean. The first two sentences have been given in the text.
Work in pairs
1. You fall and hurt your foot while you are hiking on a
lonely path. You need help, and see someone in the distance.
S1-You, S2-Passer-by
S1: Help! Help! Please come over here! (waving and crooking your hand toward the place where you are lying)
S2: What do you want? I can’t hear you! (hand behind your ear)
S1: Can you see me? Please come here! (waving and crooking your hand again toward the place where you are lying)
S2: Why? I can’t understand you. (with a forefinger on the right side of the head)
S1: I hurt my foot when I fell. (pointing to your injured foot)
S2: All right. I am coming! (running)
Work in group of three
2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.
S1-You, S2-Passer-by, S3-Shopkeeper
S1: Can you help me please? I need some tea and some oranges. (smiling and leaning forward)
S2: Pardon? What do you need?
S1: Tea (taking out the little sample) and oranges (using thumb and the forefinger to form a round shape). Where can I get some? (miming the question)
S2: Oh, this is tea. And some oranges, right?
S1: (Nodding your head) Yes. Where can I buy some? (repeating the mime)
S2: (Showing the way) This way, please.
S1: Thanks. (acting out the Chinese way to show thanks)
S2: Here you are.
(They are entering the grocery store.)
S3: Can I help you?
S2: He wants to buy some tea and oranges.
S3: No problem. (To S1) How much tea do you need? And how many oranges?
S1: (Sticking out five fingers to show half kilo of tea, and two hands to show ten oranges)
S3: Here you are.
S1: How much are they? ( drawing the sign of the US dollar-$)
S3: (Working on the calculator) $9 in all including taxes.
S1: Here is ten dollars. (handing the ten-dollar note)
S3: Here is the change.
S1: Thanks. (nodding your thanks) Bye!
Step Ⅶ Homework
1. Team work: Discuss the importance of body language.
2. Go over the Reading:
1) Communication: No Problem?
2) Showing our feeling.
T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?
詳細(xì)內(nèi)容請(qǐng)訂閱
《名師說課》