Unit4BodyLanguageLearningAboutLanguage教學(xué)設(shè)計教學(xué)目標(biāo)Knowledge&Skills:Masterfunctionalphrasesandsentencepatternsfordescribingbodylanguage;learntoanalyzehownonverbalcuesconveymeaningincontext.Process&Methods:Developabilitiestoobserve,pare,anddiscussbodylanguagethroughpairworkandgroupanalysis;practiceintegratingverbalandnonverbalmunication.Affect&Values:Recognizeculturalvariationsinbodylanguage;fosterrespectfordiversenonverbalnormsandenhanceinterculturalmunicationawareness.CulturalAwareness:Understandhowbodylanguagereflectsculturalvalues;distinguishuniversalvs.culturespecificnonverbalsignals.重難點Key:Graspingphrasesfordescribinggestures/facialexpressions;linkingbodylanguagetoitsmunicativefunctions.Difficult:Distinguishingsubtleculturaldifferencesinnonverbalcues;applyingappropriatebodylanguageincrossculturalinteractions.教學(xué)環(huán)節(jié)學(xué)習(xí)活動新課教學(xué)Teacher(T):Goodmorningclass!Today,we'regoingtocontinueourexplorationofUnit4,whichisallaboutBodyLanguage.Asweallknow,municationisnotjustaboutthewordswespeak.Ourbodiesalso“talk”andconveyalotofinformation.So,let'sdivedeeperintothisfascinatingtopic.Firstofall,let'sdoalittlewarmupactivity.I'mgoingtoshowyousomepicturesofpeoplemakingdifferentgesturesandfacialexpressions.Iwantyoutoworkinpairsanddiscusswhatyouthinkeachpersonistryingtomunicate.Areyouready?Hereethepictures.[Showspicturesofvariousbodylanguage,suchasapersonshruggingtheirshoulders,anotherpersonwithabigsmileandopenarms,etc.]T:Time'sup.Whowouldliketosharewhatyouandyourpartnerdiscussed?Yes,please.Student1(S1):Inthefirstpicture,thepersonisshruggingtheirshoulders.Wethinktheymightbesayingtheydon'tknowsomething.T:Greatobservation!Shruggingshouldersisoftenassociatedwithalackofknowledgeoruncertainty.Whataboutthesecondpicture?Student2(S2):Thepersonwithabigsmileandopenarmsseemsveryfriendlyandweling.Maybetheyaregreetingsomeonethey'rehappytosee.T:Exactly!Awarmsmileandopenarmsareclearsignsoffriendliness.Now,let'smoveontothenextpart.Weknowthatbodylanguagevariesfromculturetoculture.Canyouthinkofanyexampleswherethesamebodylanguagehasdifferentmeaningsindifferentcultures?Student3(S3):Insomecountries,noddingtheheadmeans“yes,”butinothers,likeBulgaria,noddingcanmean“no.”T:That'saperfectexample!Itshowshowimportantitistobeawareofculturaldifferencesinbodylanguage.Anothermononeisthe“OK”gesture.IntheUnitedStates,itmeanseverythingisfine.ButinJapan,itcanmeanmoney,andinBrazilandGermany,it'sconsideredimpolite.So,aswemunicatewithpeoplefromdifferentcultures,weneedtobecarefulwithourbodylanguage.Now,let'sfocusonthegrammarpartrelatedtobodylanguage.Inourreadingtext,wecameacrosssomesentenceswithingforms.Let'slookattheseexamplestogether.way...sontheboard:“Sheenjoyslearningaboutbodylanguageindifferentcultures.”and“Thecrucialthingisusingbodylanguageinaway...”]T:Inthefirstsentence,“l(fā)earning”istheingform.Canyoutellmewhatfunctionithasinthissentence?Yes,youinthefrontrow.Student4(S4):It'stheobjectoftheverb“enjoys.”T:Correct!Whenweuseingformsafterverbslike“enjoy,”“finish,”“practise,”etc.,theyfunctionastheobjectoftheverb.Wecanremembertheseverbswithalittle口訣.“Avoid錯過少延期（avoid,miss,postpone）,建議完成多練習(xí)（advise,finish,practise）,承認否定與嫉妒（admit,deny,envy）,逃避冒險莫原諒（escape,risk,excuse）.”So,ifwewanttosay“Iavoidmakingmistakes,”“makingmistakes”istheingformactingastheobjectof“avoid.”way...ookatthesecondsentence,“Thecrucialthingisusingbodylanguageinaway...”Whatfunctiondoes“using”havehere?Student5(S5):It'sthepredicative.Itdescribeswhatthecrucialthingis.T:Verygood!Wheningformsareusedaftertheverb“be”likethis,theyarepredicatives,whichtellusmoreaboutthesubject.Forexample,“Myhobbyisreadingbooks.”“Readingbooks”istheingformasapredicative.Let'sfindsomemoreexamplesfromourreadingtext.Whocaneuptotheboardandunderlinetheingformsandtellustheirfunctions?[Student6estotheboardandunderlinessentenceslike“However,youshouldavoidmakingthisgestureinBrazilandGermany,asitisnotconsideredpolite.”and“Elsewhere,peoplefavourshakinghands,bowingfromthewaist,ornoddingtheheadwhentheymeetsomeoneelse.”]Student6(S6):Inthefirstsentence,“making”istheobjectof“avoid.”Inthesecondsentence,“shaking,”“bowing,”and“nodding”areobjectsof“favour.”T:Excellentjob!Now,let'sdoalittlepractice.I'mgoingtogiveyousomesentences,andyouneedtofillintheblankswiththecorrectingformsoftheverbsinbrackets.[Writessentencesontheboard:“Hesuggested(go)tothemovies./Thebestwayof(learn)Englishistopracticeeveryday./Ienjoy(listen)tomusicinmyfreetime.”]T:Let'schecktheanswers.Whatdidyoufillinforthefirstsentence?Student7(S7):goingT:Right.“Suggest”isoneofthoseverbsthatisfollowedbyaningform.Whataboutthesecondone?Student8(S8):learningT:Correct.Here,“of”isapreposition,andafterprepositions,weusuallyuseingforms.Andthelastone?Student9(S9):listeningT:Great.“Enjoy”isanotherverbthattakesaningformasitsobject.Now,let'sthinkabouthowwecanusebodylanguageinourdailylives.Supposeyouareinaninterview.Whatkindofbodylanguageshouldyouusetomakeagoodimpression?Let'sdiscussthisingroupsoffour.Eachgroupshouldeupwithatleastthreepoints.[Studentsdiscussingroups]T:Time'sup.Whichgroupwouldliketoshareyourideas?Group1,please.Group1spokesperson(G1S):Wethinkweshouldsitupstraighttoshowthatweareconfident.Weshouldalsomakeeyecontactwiththeinterviewertoshowthatweareinterestedandpayingattention.Andweshouldsmiletoseemfriendly.T:Thoseareverygoodpoints.Goodposture,eyecontact,andasmilecanreallymakeadifferenceinaninterview.WhataboutGroup2?Group2spokesperson(G2S):Wethinkweshouldavoidcrossingourarmsbecauseitmightmakeusseemclosedoff.Weshouldalsouseappropriatehandgesturestoemphasizeourpoints,andweshouldkeepourfeetflatonthefloortoshowthatwearecalm.T:Excellentsuggestions.Avoidingclosedoffbodylanguageandusingappropriatehandgesturescanenhanceourmunication.Now,let'sdoafunactivity.I'mgoingtodivideyouintopairsagain.Oneofyouwillthinkofasituation,likebeingataparty,orinalibrary,oronasportsfield.Then,youwillusebodylanguagetoactoutthesituationwithoutspeaking.Yourpartnerhastoguesswhatthesit