body language（TPR与body language的区别）

本文目录

• TPR与body language的区别
• body language 的定义
• body language, sign language, gesture 都有什么区别
• body language是什么意思
• 英语作文:body language
• 关于body language的英文教案 详细的
• 聚焦戏剧中的肢体语言（Body language）
• 深圳牛津九年级英语第一课课文. 原文 Body language

TPR与body language的区别

TPR是Total Physical Response的简称，也被叫做直接式沟通教学法、完全生理反应理论等，是还孩童语言启蒙时用的一种教学法。Body language是肢体语言（又称身体语言），是指通过头、眼、颈、手、肘、臂、身、胯、足等人体部位的协调活动来传达人物的思想，形象地借以表情达意的一种沟通方式。

body language 的定义

肢体语言（body language）又称身体语言，是指通过头、眼、颈、手、肘、臂、身、胯、足等人体部位的协调活动来传达人物的思想，形象地借以表情达意的一种沟通方式。广义言之，肢体语言也包括前述之面部表情在内；狭义言之，肢体语言只包括身体与四肢所表达的意义。

body language, sign language, gesture 都有什么区别

body language 肢体语言，又称为身势语言，是表示使用身体运动或动作来代替或辅助声音、口头言语或其他交流方式进行交流的一种方式的一个术语。sign language 手语，是用手势比量动作，根据手势的变化模拟形象或者音节以构成的一定意思或词语，它是听力障碍的人（即聋人，以下简称为听障人）互相交际和交流思想的一种手的语言，它是“有声语言的重要辅助工具”，而对于听力障碍的人来说，它则是主要的交际工具。gesture主要指用于示意的手势或其他肢体动作如：Alex made a gesture of apology. 亚历克斯做了个道歉的手势。 so much is conveyed by gesture. 身体动作所表达的意义是很丰富的。

body language是什么意思

肢体语言。bodylanguage的意思是肢体语言，body的意思是身体，languag的意思是语言。作为名词使用，意思是身体语言，手势语言。bodylanguage的是指通过头、眼、颈、手、肘、臂、身、胯、足等人体部位的协调活动来传达人物的思想，形象地借以表情达意的一种沟通方式。

英语作文:body language

bodylanguage身体语言.给你3点facialexpressionsandeyecontact脸部表情,暗示bodymovement身体活动culturaldifferences不同国家有不同的身体语法

关于body language的英文教案 详细的

一、教学目标与要求二、教学重点与难点1．重点词汇 manage；wave；nod；realize；agreement；disagreement；while；manners；communicate；make sb．…；body language；one another；not all…2．重要句型 1）Although we may not realize it，when we talk with others we make ourselves understood not just by words． 2）But not all body language means the same thing in different countries．3）In some Asian countries，you must not touch the head of another person．4）But English people do not like to be too close to one another unless there is a rea-son．3．语法 复习动词不定式作宾语、定语、表语和状语。（The Infinitive） 1） They don’t like to be too close to one another．2）They will move back to keep a certain distance away．3）Have you got anything to say？4） It’s a pleasure to meet you．5）Waving one’s hand is to say “Goodbye”．6）I don’t know how to communicate with foreigners．4．日常交际用语 提供帮助和应答（Offers and responses）1） Can I take those boxes for you？2）Thanks．Thst’s very kind．3）What about your bag？Would you like me to carry it？4）No，thanks．I can manage it myself．5）Is there anything else I can do for you？6）No，thank you．Thanks for all your help．7）Shall I show you how to use this electrical typewrit-er？8）Thanks．I haven’t used this one before．三、课型（一）对话课Ⅰ．教具 录音机、投影仪。Ⅱ．课堂教学设计1．教师可通过以下句子导入正课：What do we do if we have something to tell others or if we want to learn something from the others？Yes，we use our language，that is，either spoken language or written language． But actually，there is another kind of language and it is also very important．Do you know what it is？Yes，that is it．That is the body language．Can you tell me something about body language？ For example，if you agree with what I said just now，what do you do？And if you don’t agree with what I said，what do you do？2．准备放对话录音，用投影仪打出听前提问：1）Do the speakers know each other？How do you know？2）If you want to refuse somebody’s offer politely，what would you say？放录音一至两遍，请一位同学回答上述问题。Key：1）No，they don’t． One is the organizer of a conference and the other is a speak-er and the dialogue takes place at the airport．2）No，thank you．Thanks for all your help．3．再放录音，学生跟读一至两遍。学生两个人一组，练习对话三至五分钟。教师请几组同学到前面表演。4．教师指导学生归纳本课中所出现的有关提供帮助和应答（Offers and responses）的常用语（见日常交际用语部分）。要求学生能熟练掌握这些语句，并在编练新的对话时加以运用。5．组织学生两个人一组，练习Oral practice所提供的问答练习。教师可请几组同学进行问答表演。6．教师提供如下情景，组织学生编演新的对话：Situation 1：Someone has got a broken bicycle．He asks for your help．And you offer to repair this bicycle．Situation 2：You offer to fix one’s TV set．Situation 3：You offer to check one’s computer．学生可任选其中之一的情景编小对话。数分钟后，请两组同学到前面表演。7．布置作业 1）预习第10课；2）完成练习册中所安排的练习。（二）阅读理解课（Ⅰ）Ⅰ．教具 录音机、投影仪。Ⅱ．课堂教学设计1．检查生词及短语。2．教师给出读前提问：1）In which countries does nodding the head mean“No”？ 2）In which country do people touch each other very often？教师给学生数分钟，要求学生快速阅读课文（默读），之后请同学回答上述问题。Key：1）In some Asian countries nodding the head means“No”．2）In Puerto Rico people touch each other very often．放课文录音，学生跟读一至两遍。教师就课文内容提问，检查学生的理解程度（可参阅练习册所列出的问题）。3．教师用投影仪打出以下statements，要求学生判断其正误，并对错误的statements进行修改。1）The only way to make others understand you is to use either spoken or written lan-guage．2）people who use their expressions and body movements cannot speak well．3）Ev-erywhere in the world nodding one’s head means“Yes”．4）Some gestures mean the same thing in both China and English-speaking countries．5）You must never touch the head of an-other person in some Asian countries．6）In Arab countries，you use either hand when eat-ing．7）According to this passage，foreigners don’t have to follow these customs when they are visiting other countries．8）The passage tells us that if you know a foreign language very well，it doesn’t matter whether you know the meaning of gestures and movements in that country．Key：1．F 2．F 3．F 4．T 5．T 6．F 7．F 8．F4．教师要求学生再次默读课文，并用简洁的语言归纳本课大意。数分钟后，请几位同学交流。Model：This passage mainly talks about the following：1）How do we make ourselves understood——we use words and body language，and ex-amples of this．（The first two paragraphs）2）Kissing and shaking hands．（The third paragraph）3）Touching．（The fourth paragraph）4）Other things one has to follow when in a foreign country．（The fifth paragraph）5．教师朗读以下结论，要求学生做出正确判断，并给予解释。Which conclusion can you draw from this passage？A．Body language is very important．You can use body language to communicate with people from foreign countries without any difficulty even if you don’t know their language．B．When you’re in a foreign country，it’s very important for you to know what they speak．It doesn’t matter whether you know the meaning of gestures and movements of the people in their country．C．When you are in a foreign country，using body language in a correct way is important even though you know the language they speak very well，for it can make your stay in the country easy and comfortable．Key：C6．课堂活动 组织学生进行以下活动： What other body language do you know？ First，show it to your classmates and then explain the meaning of the body language in communica-tion．7．布置作业 1）复述课文，介绍不同身势语所表示的不同的交际含义；2）完成练习册中所安排的练习。阅读理解课（Ⅱ）Ⅰ．教具 录音机、投影仪。Ⅱ．课堂教学设计1．通过提问，温习第10课内容：1）When we talk to each other，do we send messages only by words？What other ways do we use？2）Does all the body language mean the same thing in the world？Please give an example to explain this．3）Do people from English-speak-ing countries often touch each other？ 4）Can you tell in which countries you must not touch the head of another person？5）Do you have to follow the customs when you are visiting a for-eign country？Why？2．检查第10课课文复述。3．准备阅读第11课，教师给出读前提问：1）What are good manners for an Arab to show when talking with a friend？ 2）What can make your stay in a foreign country easy and com-fortable？教师给学生两三分钟，要求学生快速阅读课文，之后请同学回答上述问题。Key：1）It is good manners for an Arab to stand close to his friend when talking with each other． 2）To use body language in a correct way will make your stay in a foreign country easy and comfortable．放课文录音，学生跟读一至两遍。4．教师用投影仪打出以下内容：1）in China 2）in some Asian countries 3）in Arab countries 4）in France 5）in English-speaking countries教师口头形式给出以下各句，要求学生判断使用这些身势语的国家和地区。每个句子可有若干答案：A．Waving one’s hand is to say“Goodbye”．B．Kissing each other is to say“Goodbye”．C．Noddifig the head means disagreement．D．Nodding the head means agreement．E．Kissing each other is to say“Hello”．F．Shaking hands is to say“Hello”．G．Stand close to one another when talking．H．Keep a distance away when talking．I．Sitting with one’s feet pointing at another person is bad manners．J．Touching another person’s head is bad manners．Key：A，D，F—in China C，I，J—in some Asian countries E，G—in Arab countries B，E，F—in France 6）A，D，H—in English-speaking countries5．布置作业 1）将两课内容结合，复述整篇课文，对不同的身势语及其含义进行介绍；2）完成练习册中所安排的练习。（三）语言训练课Ⅰ．教具 投影仪。Ⅱ．课堂教学设计1．教师检查课文复述。2．教师从本单元词语中选择部分常用词语，配以例句介绍给学生。要求学生反复练习这些例句，并视学生情况，请同学造句，教师予以订正。词语：1）manageIt’s heavy，but I can manage to carry it．We can’t manage with these poor tools．She knows how to manage him when he is angry．2）realizeShe has made a mistake， but she doesn’t realize it．She suddenly realized that what she had said might have hurt the boy．His wish was realized at last．3） make sb…．The chemistry teacher had a special way to make his students interested in chemistry．What made them so frightened？I think you should make your view known to others．4）nodHe nodded to me as he passed．She greeted us with a nod of her head．5）whileI like tea while she likes coffee．Some people waste food while many others haven’t enough．6）agreement/disagreementYou have broken our agreement by not doing the work you promised．There has been serious disagreement between the two political parties over this ques-tion．

聚焦戏剧中的肢体语言（Body language）

Body language is an important aspect of performance. An actor’s body language plays a crucial part in telling the audience about the character they are playing. 肢体语言是表演的一个重要部分。一个演员的肢体语言在告诉观众他们表演的角色起到了重要的作用。 Body language is the way in which our bodies municate our own or a character’s attitudes. An audience or viewer can watch it to pick up on someone’s age emotions status or health. 肢体语言是表达我们自己或者角色态度的一种方式。观众通过观察就能注意到某人的年龄、情感、地位或者健康了。 For example a student being told off by a teacher in a drama can easily tell the audience that she’s not feeling sorry for what she’s done by: curling her lip showing a bored look in her eyes having her head slightly lowered putting a hand on her hip having her hip stuck out with her weight on one leg. An example of body language In this still from the edy series ’Little Britain’ the schoolgirl character’s body language suggests defiance - she has her hand on her hip and is not making eye contact with the teacher. Notice the teacher character’s body language too - his face is stern and he is looking down directly onto the schoolgirl character. When you’re acting make sure your body language is appropriate for the character you play. It’s important that your gestures municate to another person in your group what you intend. How to evaluate? When you’re considering the body language from a scene or a still image ask yourself the following: What is the scene or image trying to municate to the audience - ie what’s it about? How well did the actors use appropriate body language? What could the actors improve upon (if anything)? We were trying to show one character being teased and taunted by others. We wanted to show that what was happening was upsetting to the victim. During the sequence we chanted insults in a strong rhythm which gradually became louder showing that the bullies were very threatening and being more so. Our proxemics standing so close to him further municated how intimidating the characters and their behaviour really were. The character at the front on a lower level to show his lower status is the victim and he shows this by his facial expression (he is looking downwards with a hurt expression) and his body language which shows tension and also a sense of resignation and defeat highlighting the contrast beeen the bullies and their victim. The bullies stand behind him so that they can be seen by the audience. They are leaning in towards him as they chant insults. Their facial expressions show cruel laughter and sneering so that the audience can be in no doubt about their intentions. Many in the audience may remember similar incidences of this happening during their own school days which may make them feel unfortable. When we performed this one of the actors shouted close to the victim’s ear which made it all look and feel even more intimidating to the audience. Teacher ment: A clear sense of the candidate knowing what the scene is supposed to show and how that has been achieved. She is aware of elements and medium and how they work in the scene and writes assuredly. Overall clear explanations and a solid sense that the candidate knows how and why the sequence was effective. She makes reference to Social Cultural and Historical aspects of the sequence and how these might work for the audience. Finally she shows that she is aware of the actions of another member of the group and the effect of that for an audience. Good idea to highlight the relevant terms! 词语注释：appropriate adj. 适当的 strong rhythm 强烈的节奏 proxemics n. 人际距离学 facial expressions 面部表情 intimidating adj. 吓人的，令人生畏的

深圳牛津九年级英语第一课课文. 原文 Body language

身体语言黛比和西蒙抬起头来看见一个老太太进入他们的办公室。这位夫人很快地望了他们一眼，然后走到黛比面前。黛比愉快的迎接她。西门叹了口气，并拿了一些文件到传真机前。克里斯，一名高级成员的工作人员，站在那里。“这是怎么回事，西蒙？你看起来非常不高兴。 ““客户总是喜欢黛比。我不能理解这一点。 ““我可以。这是你的方式沟通。 ““怎么可能呢？ ”西蒙说。 “我甚至没有机会向他们讲。 ”“沟通不只是讲。身体语言是非常重要的。 ““身体语言吗？ ”“我的意思是你的姿态和表达对你的脸。您的整个外观传达的东西，以及你的话。“的方式来看看的人不给他们一个好印象，西蒙。你休息的时候受总是撑着头。您往下看。你从不微笑。“但看看黛比。她支撑她的头。她期待人们的目光。她微笑的同他们讲话。这就是为什么他们去要她的帮助，而不是你的。 “在此之后，西蒙试图提高自己的身体语言。他坐起来，微笑看着人们。这似乎有用。几分钟后，一个美丽的女孩进来。她望着黛比然后看看西蒙。没有犹豫，她到西蒙面前并给了他很大的微笑。几分钟后，她离开，仍然面带微笑。克里斯再一次过来，并说， “干得好，西蒙。你给了她一个良好的印象。 ““这是我的妹妹， ”西蒙说。 “她来提醒我，明天是她的生日。 ”Body language　　Debbie and Simon have part-time jobs at a travel agency. It is Saturday morning and they are sitting in the office.　　Debbie and Simon looked up as a well-dressed lady entered. The lady glanced at them both, then walked over to Debbie. Debbie greeted her cheerfully.　　‘Hello,’ the lady said. ‘I want to go by train from Shenzhen to Guangzhou…’　　Simon sighed. Mr. Young, a senior employee, was standing beside him. ‘What’s up, Simon? You don’t look very happy.’ ‘The customers always prefer Debbie to me. I can’t understand it.’ ‘I can. It’s the way you communicate.’ ‘How can that be?’ Simon asked. ‘ I don’t even get a chance to speak to them.’　　‘Speech is not the only way we communication. Body language is important, too.’