Unit4 Body Language Learning About Language 教案-2024-2025学年高中英语人教版选择性必修第一册

Unit 4 Body Language-Learning About Language教学设计 教学目标 Knowledge & Skills: Master functional phrases and sentence patterns for describing body language; learn to analyze how nonverbal cues convey meaning in context. Process & Methods: Develop abilities to observe, compare, and discuss body language through pair work and group analysis; practice integrating verbal and nonverbal communication. Affect & Values: Recognize cultural variations in body language; foster respect for diverse nonverbal norms and enhance intercultural communication awareness. Cultural Awareness: Understand how body language reflects cultural values; distinguish universal vs. culture-specific nonverbal signals. 重难点 Key: Grasping phrases for describing gestures/facial expressions; linking body language to its communicative functions. Difficult: Distinguishing subtle cultural differences in nonverbal cues; applying appropriate body language in cross-cultural interactions. 教学环节 学习活动 新课教学 Teacher (T): Good morning class! Today, we're going to continue our exploration of Unit 4, which is all about Body Language. As we all know, communication is not just about the words we speak. Our bodies also “talk” and convey a lot of information. So, let's dive deeper into this fascinating topic. First of all, let's do a little warm - up activity. I'm going to show you some pictures of people making different gestures and facial expressions. I want you to work in pairs and discuss what you think each person is trying to communicate. Are you ready? Here come the pictures. [Shows pictures of various body language, such as a person shrugging their shoulders, another person with a big smile and open arms, etc.] T: Time's up. Who would like to share what you and your partner discussed? Yes, please. Student 1 (S1): In the first picture, the person is shrugging their shoulders. We think they might be saying they don't know something. T: Great observation! Shrugging shoulders is often associated with a lack of knowledge or uncertainty. What about the second picture? Student 2 (S2): The person with a big smile and open arms seems very friendly and welcoming. Maybe they are greeting someone they're happy to see. T: Exactly! A warm smile and open arms are clear signs of friendliness. Now, let's move on to the next part. We know that body language varies from culture to culture. Can you think of any examples where the same body language has different meanings in different cultures? Student 3 (S3): In some countries, nodding the head means “yes,” but in others, like Bulgaria, nodding can mean “no.” T: That's a perfect example! It shows how important it is to be aware of cultural differences in body language. Another common one is the “OK” gesture. In the United States, it means everything is fine. But in Japan, it can mean money, and in Brazil and Germany, it's considered impolite. So, as we communicate with people from different cultures, we need to be careful with our body language. Now, let's focus on the grammar part related to body language. In our reading text, we came across some sentences with -ing forms. Let's look at these examples together. [Writes on the board: “She enjoys learning about body language in different cultures.” and “The crucial thing is using body language in a way...”] T: In the first sentence, “learning” is the -ing form. Can you tell me what function it has in this sentence? Yes, you in the front row. Student 4 (S4): It's the object of the verb “enjoys.” T: Correct! When we use -ing forms after verbs like “enjoy,” “finish,” “practise,” etc., they function as the object of the verb. We can remember these verbs with a little 口诀. “Avoid 错过少延期（avoid, miss, postpone）, 建议完成多练习（advise, finish, practise）, 承认否定与嫉妒（admit, deny, envy）, 逃避冒险莫原谅（escape, risk, excuse）.” So, if we want to say “I avoid making mistakes,” “making mistakes” is the -ing form acting as the object of “avoid.” Now, look at the second sentence, “The crucial thing is using body language in a way...” What function does “using” have here? Student 5 (S5): It's the predicative. It describes what the crucial thing is. T: Very good! When -ing forms are used after the verb “be” like this, they are predicatives, which tell us more about the subject. For example, “My hobby is reading books.” “Reading books” is the -ing form as a predicative. Let's find some more examples from our reading text. Who can come up to the board and underline the -ing forms and tell us their functions? [Student 6 comes to the board and underlines sentences like “However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite.” and “Elsewhere, people favour shaking hands, bowing from the waist, or nodding the head when they meet someone else.”] Student 6 (S6): In the first sentence, “making” is the object of “avoid.” In the second sentence, “shaking,” “bowing,” and “nodding” are objects of “favour.” T: Excellent job! Now, let's do a little practice. I'm going to give you some sentences, and you need to fill in the blanks with the correct -ing forms of the verbs in brackets. [Writes sentences on the board: “He suggested (go) to the movies. / The best way of (learn) English is to practice every day. / I enjoy (listen) to music in my free time.”] T: Let's check the answers. What did you fill in for the first sentence? Student 7 (S7): going T: Right. “Suggest” is one of those verbs that is followed by an -ing form. What about the second one? Student 8 (S8): learning T: Correct. Here, “of” is a preposition, and after prepositions, we usually use -ing forms. And the last one? Student 9 (S9): listening T: Great. “Enjoy” is another verb that takes an -ing form as its object. Now, let's think about how we can use body language in our daily lives. Suppose you are in an interview. What kind of body language should you use to make a good impression? Let's discuss this in groups of four. Each group should come up with at least three points. [Students discuss in groups] T: Time's up. Which group would like to share your ideas? Group 1, please. Group 1 spokesperson (G1S): We think we should sit up straight to show that we are confident. We should also make eye contact with the interviewer to show that we are interested and paying attention. And we should smile to seem friendly. T: Those are very good points. Good posture, eye contact, and a smile can really make a difference in an interview. What about Group 2? Group 2 spokesperson (G2S): We think we should avoid crossing our arms because it might make us seem closed - off. We should also use appropriate hand gestures to emphasize our points, and we should keep our feet flat on the floor to show that we are calm. T: Excellent suggestions. Avoiding closed - off body language and using appropriate hand gestures can enhance our communication. Now, let's do a fun activity. I'm going to divide you into pairs again. One of you will think of a situation, like being at a party, or in a library, or on a sports field. Then, you will use body language to act out the situation without speaking. Your partner has to guess what the situation is. After that, switch roles. Are you ready? Let's start. [Students do the activity] T: That was a lot of fun, wasn't it? We can see how powerful body language can be in communication. Now, let's summarize what we've learned today. We've learned about the cultural differences in body language, the functions of -ing forms related to body language in sentences, and how to use body language effectively in different situations. For homework, I want you to observe people around you, like in a public place or at home, and write down at least five examples of body language you see and what you think they mean. Also, try to use some -ing forms in your description. We'll share our observations in the next class. That's all for today's class. Thank you, everyone! Have a great day. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$