Unit 4 Body Language Assessing Your Progress + Project 教学设计 -2025-2026学年高中英语人教版选择性必修第一册

Teaching and Learning Design 选择性必修Book1 Unit4 Body Language 教学设计 Period 8 Teaching and learning contents: Assessing Your Progress + Project Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Present and evaluate their writing; 2) Consolidate the vocabulary and grammar item (v-ing used as object an predicative) learned in this unit by completing the exercises; 3) Learn to make a body language information sheet and talk about body language in different cultures to broaden the students’ horizon; 4) Reflect on what has been learnt in this unit. Teaching and learning important points: 1) Writing presentation and evaluation; 2) Consolidating the vocabulary and grammar item (v-ing used as object an predicative) learned in this unit; 3) Learning to make a body language information sheet and talking about body language in different cultures to broaden the students’ horizon; 4) Reflecting on what has been learnt in this unit. Teaching and learning difficult point: 1) Consolidating the vocabulary and grammar item (v-ing used as object an predicative) learned in this unit; 2) Learning to make a body language information sheet and talking about body language in different cultures to broaden the students’ horizon. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in Introduce the learning objectives of this period. Step 2 Writing presentation and evaluation Activity 2 Writing evaluation and presentation 1. Work in pairs to evaluate each other’s writing, using the checklist (for writing Task 1). √ Is the person properly identified? √ Is the description clear? √ Does the writer give his/her impressions of the feelings and personality of the person in the drawing, and also explain why he/she has these impressions? √ Does the writer use correct grammar, punctuation, and spelling? 2. Choose a few (2-3) students to read their writing to the class and give feedback. 3. Get the students to make some revision to improve the writing. Step 3 Assessing Your Progress Activity 3 Vocabulary review and exercises 1. Revise the meaning and usage of the words in the box. 2. Read the passage and fill in the blanks with the correct forms of the words in the box. And then check the answers and give some explanations if necessary. Answers: components, interacting, perceiving, crucial, staring at, embarrassment, demonstrates, lack. Activity 4 Grammar review and exercise 1. Revise the usage of v-ing as object and predicative briefly. 2. Decide whether each verb in its -ing form functions as a subject (S), object (O), predicative (P), or attribute (A). And then check the answers. 1) Seeing is believing. (S, P) 2) A man cannot be robbed of his learning. (O) 3) Living without an aim is like sailing without a compass. (S, O) 4) After staying in the sleeping bag the whole night, I really needed to stretch my legs. (O, A) 5) You should have been more careful. She started coughing and sneezing yesterday. (O, O) 6) One may agree that in a conversation, listening is as powerful as loving. (S, O) 7) After a long day she looked forward to putting her feet up with a nice cup of tea. (O) 8. Isabella really put her back into learning Chinese. She wants to start living in China in two or three months. (O,O) 9. Fishing in troubled waters may cause even more problems. (S) Step 3 Project: Making a body language information sheet Activity 5 Discussion and sharing 1. Discuss the following two questions in pairs or groups. 1) What kind of theme park do you want to create? You can choose one of the ideas, or one of your own. (life in space/ocean/adventure/food/life in the future/local culture/science/birds and fish/history/stories/ dinosaurs/climbing) 2) What will your park offer visitors? Come up with at least three things for each category below, and give them interesting names. (Rides and attractions/Shows and events/Restaurants and food stands) 2. Share your ideas with the class by giving a presentation of your ideal theme park. Activity 6 Learning how to make a body language information sheet 1. Warm up. Emphasize the importance of body language and watch a short video. Body language includes many different aspects of our everyday physical behavior: the way we greet one another; how we stand, how we sit or walk; the way we use our hands and eyes are some of the most basic. When we speak, we use much more than just words. We also communicate with our face, hands, and our own body. Nonverbal communication includes not only how we move our body, but also hand gestures, facial expressions, including eye contact. However, there are some countries where these can have bad meanings! It’s important to be careful when using certain common gestures. Don’t think that everyone in the world understands one gesture in the same way. When you see a strange reaction, you can make sure to emphasize your real meaning by using words and a different hand movement. 2. Group work and discussion. In groups, brainstorm a list of different kinds of body language. Use the information from this unit, your own experience and knowledge, and/or the website excerpt below. Discuss, interpret and share the meaning of the following body language and by the way compare the different meanings of the same body language in different cultures: 1) Standing with one’s hands on one’s hips shows that a person is angry in many cultures, such as Malaysia, Argentina, and Mexico. 2) Many Mexicans like to touch people on the arm. This shows that they want to be friendly. 3) When communicating with someone from Tanzania or Kenya, do not use your left hand when giving or receiving things like a business card or gift. 4) In Vietnamese culture, the head is considered the most important part of the body. Only parents or an important person can touch your head. 5) If a Lebanese person stands close to you, do not feel that they are entering your personal space. Personal space is relatively smaller in Lebanon and many other places. 6) In Korean culture, one must be careful not to show too much emotion through facial expressions, except in very casual situations. Koreans may tend to distrust people who use exaggerated facial expressions, or may misunderstand what those facial expressions mean. 7) People of Puerto Rico move their noses to say, “What’s going on here?” Encourage students to add more to this list. 2. Based on your list, research online to discover what the same kinds of body language mean in different cultures after class. 3. Each group should come up with its own body language information sheet like the example below. Drawings and/or photos can be added to show what the different forms of body language look like. Refer to the sample below. Body Language Information Sheet Body language Meaning Moving the hand in circles over the stomach after a meal. Almost everywhere: I’m full. The “OK” sign. Japan: money. France: zero. China: OK. Brazil and Germany: not polite. Bowing From the waist Japan: a greeting, to show thanks, to apologize. With hands raised and pressed together India, Sri Lanka, Nepal, Bhutan, Thailand, Cambodia, Laos, Myanmar, and Indonesia: a greeting. With a nod of the head The US, the UK: a greeting, acknowledgement, or agreement. Germany: a greeting. A pat on the head The US: affection. Indonesia: taboo. Winking the US: a sign that someone is joking or telling a harmless lie Latin America: flirting. West Africa: a sign by parents to tell their children to leave the room when adult guests are present. 4. Get the students to present their information sheets to the class, and then vote on the best one. Step 4 Reflecting Activity 7 Reflecting what has been learned in this unit Which body language in this unit do you use most often? Does it have the same meaning as in the text? What do you think you could do to communicate better with other people? Do you think you will be able to tell more from reading others’ body language from now on? What problems did you or your friends have in studying this unit? How did you solve them? What advice did you give each other? Over all, I thought this unit was: interesting useful so-so difficult Step 5 Evaluation and summary Activity 8 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the vocabulary and grammar item learned in this unit? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your performance in discussion and sharing? (Good/Fairly good/Moderate/Just so so/Poor) 3. What will you do to make better use body language and explore more about body language in different culture after class? Activity 9 Summary Summarize what has been learned in this period. Homework: 1. Complete or revise the Body Language Information Sheet after class. 2. Complete the vocabulary and other exercises in the reference book 学科网（北京）股份有限公司 $