2019-2020年高一英语 Unit22《Body language》备课资料 旧人教版第一册
高一英语 Unit22《Body language 第二课时》精品教案 旧人教版第一册
The Second PeriodTeaching Aims:1.Learn and master the following words and expressions:fold anger vary thumb crazy nod part hug bow palm shrug incredible pat get through tear down chart2.Train the students' reading ability,especially the skills of summarizing and scanning.3.Encourage the students to communicate using body language.Teaching Important Points:1.Train the students to summarize the main idea of each paragraph.2.How to get the students to master the two useful expressions:get through,tear down.3.How to let the students understand the body language in different countries and use them correctly.Teaching Difficult Points:1.Master the body language in this period.2.How to summarize the main idea.Teaching Methods:1.Discussion before reading to make the students interested in what they will learn.2.Fast reading to get the general idea of the text.3.Discussion after reading to make the students understand what they've learned better.4.Pair work or group work to make every student work in class.Teaching Aids:1.the multimedia2.a tape recorder3.the blackboardTeaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.T:In the last period,we learned some expressions to make requests,make offers,accept offers and refuse offers.Who can make up a dialogue using them?OK,you two.Please come to the front to act it out.(Two students begin to act.After that,the teacher says the following.)T:Thank you for your wonderful performance.Please go back to your seats.Step Ⅱ.Pre-readingT:As we all know,we can communicate not just by words but also by our expressions and body movements.But the same gestures in different countries have different meanings.For example,nodding the head means agreement in our country,while in some Asian countries it means disagreement.If you want to learn more about body language,please read the passage “Body Talk”on Page 47 carefully.Before reading,we'll learn the new words and phrases in this period.(Let the Ss read the words and phrases after the tape.The teacher can give a brief introduction to the Ss if necessary.)T:Now look at the three questions on the screen and discuss them in groups of four.(The teacher gives the students three minutes to discuss and then asks some students to answer them.)T:(Three minutes later.)Have you finished?Ss:Yes.T:OK.Who'd like to answer the first question?S1:Let me try.I can guess what someone is thinking or feeling by looking at their body language.For example,when I see someone holding their nose,I can see they are smelling something terrible.T:Very good.Let's go on.The second question.Any volunteer?S2:I'll try.I think people from different parts of the world and from different parts of China use the same body language.For example,waving one's hand is to say “Goodbye” in both our country and foreign countries.S3:I don't agree with S2.I think different countries have different body language.For example,men in Russia,France and Arab countries kiss each other when they meet,while men in China or Australia shake hands instead of kissing.People in different parts of China almost have the same body language.(As to the third question,the teacher can ask some students to give performances before the class.)Step Ⅲ.ReadingT:OK.You've known something about body language.Now we are going to read a passage “Body Talk”,from which we will learn more about body language.Open your books at Page 47.Read the passage quickly and summarize the main idea of each paragraph.(After a while,the teacher checks their understanding.)T:Now who'd like to tell me the main idea of the first paragraph?S4:Paragraph 1.We communicate with people not only by words but also by body language.T:Yeah.Right.The second paragraph?S5:Paragraph 2.Body language varies from culture to culture.S6:Paragraph 3.The same body language has different meanings in some different countries.S7:Paragraph 4.Some gestures are universal.S8:Paragraph 5.Smile is the best example of universally understood body language.(Write the main idea of each paragraph on the blackboard.)T:Quite right.We have known the main idea of each paragraph.Now read the passage again and answer the questions on the screen.This time you should read slowly and carefully.(Show the following questions on the screen.)then asks some students to answer those questions.)Suggested answers:1.No,not just by words.We communicate with others also by our expressions and body movements.2.In Bulgaria,parts of Greece,and Iran,“shaking one's head” means “Yes”.3.Just like spoken language,body language varies from culture to culture.Making eye contact—looking directly into someone's eyes in some countries is a way to show that one is interested;in other countries,however,eye contact is rude or disrespectful.So we need to be very careful about our body language and gestures.4.We use both spoken language and body language to express our thoughts and opinions and to communicate with other people.We can directly know what they are really saying by words.But when we want to express our complex thoughts,opinions and views,body language can't express them correctly.5.Because body language varies from culture to culture.For example,for “OK”,making a circle with one's thumb and index finger,has different meanings in different cultures.In Japan,someone who sees another person making the gesture will think it means money.In France,a person seeing the same gesture will think it means zero.In Brazil and Germany,however,the gesture is rude.Step Ⅳ.Language StudyT:OK.You are familiar with the passage.But you should also pay attention to some useful expressions.Let's look at their usages.(Bb:vary,fold one's arm,get through,tear down,feel down)(The teacher asks some students to translate these sentences into Chinese.At the same time,the teacher explains the underlined phrases.)Step Ⅴ.Listening and ConsolidationT:Now look at your books.I'll play the tape.Listen carefully.You can follow it in a low voice.Pay attention to the stress and intonation.(After that,the teacher says the following.)T:From the text,we know people can use body language to communicate,but some body language is different in different countries,that is to say,when we want to express the same meaning,people in different countries use different body language.Look at the chart in Pages 47~48.Work in pairs or in groups.First have a discussion.Then complete the chart.In the end,I'll check the answers.(The teacher first asks the students to do the exercise orally and then shows the answers on the screen.)Step Ⅵ.Summary and HomeworkT:In this class,we've read a passage about body talk,and learned some body language.We have also known that not all the body language means the same thing in different countries.Different people have different ways of making communication through body language.After class,read the passage again and again till you can recite it.What's more,don't forget to preview “Word Study” and “Grammar” Draw at least 10 gestures and write out their meanings in your exercise books.And then explain eachof them to your partners.Well,that's all for today.Class is over.Step Ⅷ.Record after Teaching________________________________________________________________________________________________________________________________________。
高中英语必修四《Bodylanguage》教案设计
高中英语必修四《Body Language》教案设计一、教学目标1.知识目标：o学生能够掌握并识别至少10种常见的肢体语言信号及其含义。
o学生能够理解不同文化背景下肢体语言的差异和共性。
o学生能够运用所学词汇和句型描述和分析肢体语言在不同情境中的应用。
2.能力目标：o提高学生的跨文化交际能力，使其能在国际交流中准确解读他人肢体语言。
o培养学生的观察力和分析能力，通过观察视频或实际场景中的肢体语言，推断交流者的情绪和意图。
o增强学生的口语表达能力，使其能用英语流畅地讨论肢体语言的相关话题。
3.情感态度价值观目标：o培养学生尊重多元文化，理解并接纳不同文化中的肢体语言习惯。
o激发学生对非言语交流的兴趣，认识到肢体语言在日常沟通中的重要性。
o鼓励学生积极参与课堂互动，培养合作学习的精神。
二、教学内容-重点内容：肢体语言的基本概念、常见肢体语言信号及其含义、文化差异对肢体语言的影响。
-难点内容：如何在具体情境中准确识别并解读复杂的肢体语言信号，以及如何在跨文化交流中有效运用肢体语言。
三、教学方法-讲授法：介绍肢体语言的基本概念和理论知识。
-讨论法：分组讨论不同文化背景下肢体语言的差异，分享个人经验。
-案例分析法：通过观看视频片段，分析具体情境中的肢体语言。
-多媒体教学：利用、视频和音频资源，丰富教学内容，提高学生的学习兴趣。
四、教学资源-教材：《高中英语必修四》-教具：多媒体投影仪、电脑-多媒体资源：肢体语言相关视频、课件、音频材料-实验器材：无五、教学过程六、课堂管理1.小组讨论：每组分配明确的任务，确保每位学生都有参与机会。
设定时间限制，避免讨论偏离主题。
2.维持课堂纪律：通过设定课堂规则，如举手发言、尊重他人意见等，维持良好的课堂秩序。
3.激励学生：对积极参与课堂活动和表现突出的学生给予表扬，激发学生的积极性和参与热情。
七、评价与反馈1.课堂小测验：通过选择题或填空题的形式，测试学生对肢体语言基本知识的掌握情况。
高中英语《body language》教案
中小学教师资格面试备课纸准考证号：姓名：所在考场：学科：抽题时间:1.题目：Body Language2.内容：We use body language to express our thoughts and opinions in our interactions with other people. We can learn what people are thinking by watching their body language.Just like spoken language, body language varies from culture to culture.For example,looking into the eyes is a way to display interest.In other countries,eye contact is not socially permitted in the mid-eastern countries.In Japan, it might be rude.The gesture“ok”has different meanings.In Japan,it means money.In France,a person seeing an identical gesture may interpret it as meaning zero.3.基本要求：1）配合适当板书；2）针对内容，设计语篇阅读教学活动；3）全英试讲十分钟。
Teaching PlanBody LanguageI.Teaching AimsKnowledge Aim:Students can know the different meanings of body gestures and learn new words.Ability Aim:Students will be able to grasp the detailed information by searching key words.Emotional Aim:Students will know the cultural differences and how to communicate with different people.II.Teaching Key&Difficult PointsStudents can understand the passage and know more strategies of transcultural communication.III.Teaching Method:Communicative approach;Task-based teaching methodIV.Teaching Aids:PPT,BlackboardV.Teaching ProceduresStep1Lead-in1.Greeting students.2.Ask students to greet each other with gestures.Step2Pre-reading1.Discussion:What gestures do you know?2.Which gesture is commonly used around the world?Step3While-reading1.Can you understand what people are thinking by their body language?2.What similarity do body language and spoken language have in common?3.Should you look into the eyes of people if you are in Japan?4.What does the“OK”gesture mean in Japan and France?Step4Post-readingRole-play:mime performance.Other students guess.Step5Summary&HomeworkSummary:Teacher and students summarize together.Homework:search on the Internet some interesting body gestures and how they are used.VI.Blackboard Design。
高中英语《BodyLanguage》说课稿
⼀、教材分析 (⼀)教材内容分析本单元的中⼼话题是“肢体语⾔”，介绍了肢体语⾔在世界范围内的⼈们⽣活中所承担的不同⾓⾊及所起的重要作⽤，其中重点介绍了肢体语⾔在不同的⽂化背景下的不同含义及世界通⽤的肢体语⾔。
本单元的绝⼤部分内容都围绕这⼀中⼼话题展开的。
“热⾝”(Warming up)部分以五幅不同的⾯部表情导出本单元的话题之⼀：⾯部表情是传递某⼈内⼼情感的⼀种⽅式，使他们能在平时注意⾃⼰在与他⼈交往中注意⾃⾝的⾯部表情。
“听⼒”(Listening)部分是以听的形式进⼀步向学⽣介绍了肢体语⾔的交际功能，然后以选择的形式考查学⽣对听⼒材料信息的筛选能⼒，同时⼜要求学⽣把所听到的信息应运于讨论之中。
“⼝语”(Speaking)部分向学⽣提供三个情景，让学⽣通过编对话进⾏“请求帮助”和“提供帮助”的⽇常英语练习。
“读前”(Pre-reading)部分编者设计了三个问题，诱发学⽣思考如何⽤肢体语⾔进⾏交流。
激发学⽣进⾏阅读的欲望。
“阅读”(Reading)部分是⼀篇说明⽂，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。
全⽂可分为三⼤部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal. “读后”(Post-reading)部分设计了两种练习。
高中英语必修四《Bodylanguage》说课稿
高中英语必修四《Body Language》说课稿一、教学目标1.知识目标：o学生能够掌握课文中关于肢体语言的基本概念、分类及其在不同文化中的差异。
o学生能识别并理解常见的肢体语言信号，如面部表情、手势、姿态等。
o学生能够运用新学的词汇和句型描述和分析肢体语言现象。
2.能力目标：o提高学生的阅读理解能力，使他们能够准确捕捉文章中的关键信息和细节。
o培养学生的跨文化交际意识，使他们能够在不同文化背景下正确解读和运用肢体语言。
o通过小组讨论和案例分析，提升学生的合作学习能力和批判性思维能力。
3.情感态度价值观目标：o激发学生对多元文化的兴趣和尊重，培养开放包容的国际视野。
o增强学生的自我表达意识，鼓励他们通过肢体语言更自信地与他人交流。
o培养学生细致观察和同理心的能力，使他们在交流中更加敏感和体贴。
二、教学内容-重点内容：o肢体语言的基本概念和重要性。
o不同文化中的肢体语言差异及案例分析。
o识别和解读常见肢体语言信号。
-难点内容：o跨文化交际中肢体语言的细微差别和误读风险。
o运用新学词汇和句型准确描述肢体语言现象。
三、教学方法-讲授法：用于介绍肢体语言的基本概念和理论知识。
-讨论法：通过小组讨论，分析不同文化中的肢体语言差异。
-案例分析法：选取典型案例，让学生分析并解读肢体语言信号。
-多媒体教学法：利用视频、图片等多媒体资源，直观展示肢体语言。
四、教学资源-教材：高中英语必修四《Body Language》相关章节。
-教具：投影仪、电脑、白板。
-多媒体资源：肢体语言相关视频、图片、PPT课件。
-实验器材：无（本节课为理论教学，不涉及实验）。
五、教学过程六、课堂管理-小组讨论：每组分配明确的任务和角色，确保每个学生都有参与机会。
-课堂纪律：设定明确的课堂规则，如举手发言、尊重他人意见等。
-激励机制：通过表扬、小组竞赛等方式激励学生积极参与课堂活动。
七、评价与反馈-课堂小测验：通过选择题、填空题等形式，检测学生对知识点的掌握情况。
2019-2020年高一英语Unit22《Bodylanguage第四课时》精品教案旧人教版第一册
2019-2020年高一英语Unit22《Body Ianguage第四课时》精品教案旧人Teach ing Aims:1. Revise the useful expressi ons in this un it by making senten ces.2. Review the “-ing ” form as the Subject,Object or Predicative.3. Tra in the stude nts' read in g,act ing and writ ing abilities.Teach ing Importa nt Poin ts:1. Revise the useful phrases and expressi ons appeari ng in this un it.2. Tra in the stude nts' acting ability by act ing out a story.3. Train the students' writing ability by writing a narrative.Teach ing Difficult Poin ts:1. How to act out the story using body Ian guage.2. How to write a n arrative.Teach ing Methods:1. Practice to have the stude nts master what they've lear ned.2.Observati on and acti ng to make every stude nt work in class.Teach ing Aids:1. some pictures2. a projector3. the blackboardTeach ing Procedures:Step I .GreetingsGreet the whole class as usual.Step n .RevisionT:Yesterday we learned the grammar—the “ -ing ” form used as a noun.We have knownthat the “ -ing ” form can be used as the Subject,Object or Predicative.We've also known that the “ -ing ” form can be used as the Attribute.Now let's do some exercises to see if you have mastered them.Look at the scree n.(Show the follow ing on the scree n.)1. Waiting in a long queue is a waste of time.2. Filling in long forms takes a lot of time.3. Getting up early every morning is a good habit.4. K nowing the stude nts' n eeds and in terests is very importa nt for teachers.5.She went home last Sun day in stead of visit ing the Summer Palace with us.Suggested an swers：l.s inging 2.to pass 3.ph oning 4.work in g;to give 5.travell ing6.be inglaughed7.Doing 8.surfing 9.walking 10.to startStep 川.TestT： OK.In this un it,we have also lear nedsom useful expressi on s.Have youremembered them?Ss:Yes.T:OK.Now make some sentences with the useful expressions learnt in this uni t,please. One stude nt, one senten ce.A ny volun teers?S i：disagree withI disagree with what you are say ing.S2：go ahead—I won der if I could use your pho ne.—Sure.Go ahead.S s：fold on e's armsThe old man stood aga inst the wall,foldi ng his arms.S4：get throughI rang you several times yesterday but could n't get through.S5：tear dow nHe tore down the notice on the wall.S6：feel dow nBecause of his not being elected monitor,the boy felt down.(The teacher writes the useful expressi ons on the blackboard.)Step IV .Watching and Acting(The teacher hangs six pictures on the blackboard.)T：Please look at the pictures on the blackboard carefull y.I 'll ask some of youto describe what you can see.A ny volun teer?S:There is a fat pig in Picture One.(The teacher asks five more students to describe the other pictures one by one.)S2：Picture Two.A man and a woma n are dancing on a ship.®:Picture Three.A dog is chas ing a man.S:Picture Four.There is a camera and a cell phone.S5：Picture Five.Ma ny people are play ing basketball.S6：Picture Six.There is a sn ake in the picture.T:Very good.Now work in groups.Make up a story using the pictures you have described just now.Attention please.You must use all of the pictures in only one story.Are you clear?Ss:Yes.T:First you should put the pictures in order based on your story.Whe n you have created thestory,make sure that all group members know the story.Then you will act out the story.But there are several rules.First of all,each member will have to act at least one part,and you must act out all the pictures in your story.Second,you cannot speak whe n you act out your story.You can only use body Ian guage to act it out.You may make sounds or no ises,but you may not say any words.Do you un dersta nd?Ss:Yes.T:OK.You are give n five minu tes to prepare the story.After that,I'll ask some of you to act out the story before the class.(The stude nts begi n to make up stories in groups and the teacher goes among them.Five minu tes later,the teacher says the follow in g.)T:Time is up.Which group would like to act out the story before the class?( One group sta nd up.) Ss:We will try.T:OK.But you must remember that you may n ot speak whe n acti ng.You can on ly use body Ian guage.Whe n you are acting the other groups will watch you and try to guess the story.When you have finished the story,the ther groups will try to retell your story.So you must act well so that the other groups can know what you are doin g.Are you clear?Ss:Yes.(The group begin to act out the story.The others are watching carefully.If time permits,you can ask several groups to act out their stories before the class.)Step V .Reading and WritingT:Wo nderful.Tha nk you for your performa nce.Now write a story based on the one your group or your classmates have acted out.But before writi ng,first read the tips for writing a narrative on the screen and make sure you know what you will write aboutand how you should write.(Show the tips for writi ng a n arrative on the scree n.)“ narrative ” to the students.)(Bb: narrative:story)T:Now please begi n to write a story.After finishin g,you can excha nge to checkyour writing in pairs.And then I'll collect your papers in ten minutes.One possible vers ion:One day,a little dog saw a little fat pig badly bitten by a poisonous snake.Thelittle dog,who knew he could n't struggle with the sn ake,had no choice but to go about to ask for help.He went to a basketball court,where many people were playing basketball.They did n't no tice him,though he barked all the time.He had to go away disappointedly.Then he got to the end of a river,where a ball was being held on a ship.See ing a man and a woma n dancin g,he immediately jumped onto the ship to pull at the dancing man's trousers.Luckily,the man, whom he asked for help was an ani mal specialist.The man followed the dog and came to the little pig.After a while,all the others on the ship came there,too.Seeingthe injured pig fighting with an uglysn ake,the man went up to rescue the pig.With the help of many people,the pig was saved.However,that man was pois oned.lt happe ned that a journ alist among people took pictures of this frighte ning sce ne.Ma ny people dialed 120 for help.Step W .Summary and HomeworkT:In this class,we've reviewed the useful expressions in this unit and the important grammar —the “ -ing ” form as the Subject,Object or Predicative in a senten ce.A nd we've also practised acting out a story only using body Ian guage and learned how to write a narrative.After class,go over all the important points learntin this un it and write more stories.Prepare for next un it.Class is over.Step Vfl .The Design of the Writing on theBlackboard.019-2020年高一英语Unit5《The silver screen 第五课时》精品教案旧Teach ing Aims:1. Review the Attibutive Clause learnt before.2. Master the usages and functions of the relative pronouns and adverbs .3. Master the usages of “pr ep. +the relative pron oun”.Teach ing Importa nt Points1. The usages of the relative pronouns.2. The usages of the relative adverbs.Teach ing Difficult Points1. The choice of the relative pronounsand adverbs .2. The choice of the prepositions in the Attributive Clause .Teach ing Aids :1. a projector2. the blackboardTeaching Methods :review，explanation . inductive methodsTeach ing Procedures :Step I Greeti ngsGreet the whole class as usual .Step II Revisi on(Teacher lets students look at sometypical mistakes in the sentences on the screen so as to draw the subject of this less on, and the n asks some of them to find out the mistakes in them and try to correct them.)T : Please look at the screen and find out the mistakes in the sentences and tryto correct them .1 . A biologist is a person who he has a great knowledge of biology .2 . The poor boy whom lost both his patents last year lives with his grandmother3. The family which have lost everything in a big fire got much help from his frieflds . Yesterday we went to visit the house where the great writer used to live in .T: Who can tell me the mistake in the first sentence? Sun Yao, please?S：Please leave out the subject “ he” in the clause . Because “ he” is replaced by“who” in the Attributive Clause .T：Very good . What about the second one?Sa:" Who is used as the subject, while “whom is on ly used as the object in the Attributive Clause . So “ who" should be used in stead of “ whom . I thinkT：Right . Now look at the third sentence . Who can find out the mistake in it?S3：Let me try Who or “that ” should be used . While “which” should be usedhere . Because “ which ” refers to thingsnot pers onsT：Quite right . Now look at the fourth one . Any volunteer?S："Where" can't be used in this sentence . We should use “that ” or “which”as the object of the preposition “ in ”. But we can also correct the sentenceby leaving out the word “ in ”.T : Very good . Gen erally speak ing , it ' s hard for you to choose a proper relative pronoun or adverb . Only when you know something about the function of each relative pronoun or adverb can you choose the right one to in troduce an Attributive Clause . Step n Su m up the Use of the RelativesT : Today let ' s sum up the structure of the Attributive Clause and the usages oft11e relative pronouns and adverbs . An Attributive Clause serves as an attribute to some noun or pronoun in the main clause . 1、his noun or pronoun is called theantecedent . The clause is often placed after the antecedent . The Attributive Clauseis introduced by the relative pronouns and the relative adverbs . Call you tell mewhat they are?S5: The relative pronouns are : that , which , who, whom whose and the relative adverbs are : when. where and why .(Write them on the blackboard .)T: Very good . As you know , the relativePronoun “that ” or “which” referring to a thing is used as the subject or the object in the Attributive Clause，“ that ”，“ who” or “ whom referring to aperson is used as the object , while “that ” or “ who” call also play the functionof subject in the Attributive Clause . The relative pronoun “ whose” referring to“a person ” or “a thing "is used as an attribute after either a verb or a preposition . The relative adverbs are used as the adverbial a clause . Sowhen you choose a relative,you must find out the antecedent and know its function in the Attributive Clause.This is the key to choose the relative correctly. Now look at the examples on thescree nThis is the church that/ which was bur nt dow n ten years ago.(subject)He is the boy (that/ who/ whom) I talked go just now. (object)This is the factory where he worked ten years ago. (adverbial)He is the boy whose family was poor. (attribute)Where is the book whose cover is red? (attribute)T: Now look at the diagram. You ' d better remember it.(Show the diagram on the scree n.)T : The relative pronouns are used as objects either after verbs or after prepositions . When they are used as the objects of prepositions , the position of the prepositions must be paid attention to . Thepreposition usually follows theverb in spoke n En glish .“ who ”" whom ”“ that ” or “ which ” cart be used and they areusually omitted, in spoke n En glish. Please look at the examples on the scree nThe teacher (who/ whom/ that) I lear nt most from was Mrs Zhu. ■- The teacher from whom I learnt most was Mrs Zhu.-The pain ti ng which I looked at was pain ted by Van Gogh. -The pain ti ng at which I liked was pain ted by Van Gogh.T : If the preposition is used before the relative pronouncan only be used while“ who" or “ that ” must n't be usedbe omitted, either . (Bb : prep.+ whom /which)However, if the phrasal verbs are madeup of “ v.+prep. ” ,they can't be separated , that is , the preposition can ' t be placed before the relative pronouns. (Bb : v.+ prep.) Please look at the example on theblackboard. (Bb : The girl whom /that they are 100king for is Li Ping ' s sister .)S ; It is hard for us to choose a proper preposition . Can you explain this to us, MrLiu?T : OK We must choose it according to the antecedent or the verb in the Attributive clause . I ' 11 g ive you tow examples . Look at the screen. please .This is the house in which they used to live.Do you still remember the day on which we visited the Great Wall together? In the first sentence , the preposition “in ” is chosen according to thepredicate verb " li ve " in the AttributiveClause. We can say “live in thehouse ". In the sec ond one, the prepositi on “ on ” is chose n accord ing to the an tecede nt“day ". We can say “on the day ". Is that clear?Ss : Yes .T : OK There is another problem you I should also pay attention to when the relative pronoun is used as subject in the clause , the verb in it must agree with t11e antecedent in person and number . Look at the sentences on the screen, please .The book which lies on the desk is mine The books which lie on the desk are mine.This is one of the best hovels that have appeared this year .He is the only one of the boys who was praised., which or whomWhich " or “whom can'tT: If the antecedent is “ one of 十(pl . )n ." and the relative pronoun is used as the subject in the clause , the predicate verb must be the plural form . If the antecedentis “the only one of+(p l . )n ." ,the predicate verb must be the single form . Yon can see this from the last two sentences on the scree n . Are you clear about that?Step IV Practice lT：Now let's do some exercises to consolidate the usages of the Attributive Clause ．Please look at the screen ．I ．Find out the mistakes in the following sentences and correct them ．1 ．These are the people whom they say are fools ．2 ．There are many people want to go there.3 ．Jim is one of the students who hasn' t passed the exam ．4 ．Bill is standing at the side of the car ，talking to the two men who was helping him to repair it ．5．I don't know the person about that they are talking ．6 ．Do you still remember the days which we worked together?7 ．The students who their homes are far away live in the school.8 ．The girl whom is dressed in red is my sister Answers ：1 . whom n who2 . Add “ whc”'after “ people ”3 . has n' t have n't4 . was f are5. that T whom 6 . which when(or : add “in ” before “which")7. who their T whose 8 . whom r whon . Choose the best answers to fill in the blanks1 In the dark street, there wasn ' t a sing le person _________ she could turn forhelpA thatB whoC from whomD to whom2 Is this factory __________ w e visited last year? ；A whereB in whichC the oneD at which3 Is this the factory __ __your father works?A in whichB of whichC whichD in that4 My family ___ _area11music lovers will go to theconcertA w11icllB thatC whoD in which5 These are the tools ___ we workA with theseB by theseC by whichD with which6 Is this the school _________ t hey used to study?A whereB thatC on whichD theone7 Is there any fruit shop nearby ________ we can buy some fruit?A at thatB at whereC whichD at which8 The building ___________ a ll elder university teachers prefer looks so beautifulA at whichB whereC whichD in which9. I see no reason ______ this cannot be done right nowA ．butB ．whyC．how D ．which10．The teacher ___ is at the desk over there ．A ．you should talk toB ．you are to talkC ．you to whom will talkD．whom you're talking11．This was the supermarket ______ I bought this kind of tin.A．where B. thatC．who D ．which12．Do you know the actor ____ you saw playing Hamlet is now doing King Lear?A．who B. whomC ．whoseD ．which13 ．I ' m one of the student _______ well in English in my class ．A ．who doesB ．who doC ．who hasD ．whose had14 ．He is the only one of the three _________ g ot the new idea ．A ．who haveB ．whom haveC．who has D ．whose hadAnswers ：1．D 2 ．C 3 ． A 4 ．C 5. D 6 ．A 7. D 8 ． C 9 ．B 10 ．A 11A 12 ．B13. B 14. CIII. Choose the proper prepositions to fill in the blanks.1. The fox _____ which the chicks were killed was shot.2. The building ______ which he has lived was built many years ago.3. The man ______ whom I learnt the news is an engineer.4. The village has a very big tree __________ which the villagers often have meetings.5. That ' s the question _______ which the class will have a discussion.Answers:1. by2. in3. from4. under5. aboutStep V HomeworkReview the usages of the relative pronouns and adverbs.Step VI The Design of the writing on the BlackboardThe Fifth PeriodThe Attributive ClauseThe relative pronouns:That, which, who, whom, whoseThe relative adverbs:when, where, whyprep.+ whom/ whichThe girl whom/ that they are looking for is Li Ping ' s sister.(v.+ prep.)。
教案精选：高一英语《Body Language》教学设计
教案精选：高一英语《Body Language》教学设计教案精选：高一英语《Body Language》教学设计(一)明确目标1. Learn to communicate with body language.2. Train the students’ reading ability.（二）整体感知Step 1Read the passage “Body Talk”, and let the students know people from different parts of the world use different body language.（二）教学过程Step 2Get the students to read the text and discuss pre-reading and post reading questions.(1) How is body language different from spoken language? What do they have in common?(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?Step 3Work in pairs. Complete the chart on page 60.Step 4Listen to the tape and read the passage.Step 5Deal with the language points. Ask the students to pick out the useful expressions, and then do some exercises to practise the language points.（四）总结、扩展Step 6Do “Word-study”Step 7Grammar The -ing Form (2)Step 8Do Exercise 2--3 on page 62.（五）随堂练习用适当的词填空:Body language is used by people for sending messages to one another. It is very _____ because it can help you make ____ easily understood. When you are _______ with others, you are not just _____ words, but also using expressions _____ gestures. For example, waving one’s hand _____ to say “Goodbye”.Shaking hands ____ welcome, and clapping(拍) hands ____ congratulations. Nodding the head means ____, but shaking the head means____. The gestures are accepted both Chinese and foreigners as having same meanings.Different countries _____ different body language. For ____, men in Russia, France ______Arab countries kiss each other _____they meet, but men in _____ or Australia shake hands instead _____ kissing. People in Puerto Rico ______ touching each other, but people in Britain do ____ touch each other. People in countries keep standing close to ____ another when they are talking, English people must keep a distance _____ when they are talking. When you use a foreign _____, it is very important to know the of gestures and movements in the foreign country. Following the ____ will help you communicate _____ people and make your stay there much more _____ and comfortable.参考答案：helpful/useful; yourself; talking; using; and; is; means; means; agreement; disagreement; by; the; have; example; and; when; China; of; like; not; Arab; one; but; away; language; meanings; customs; with; pleasant/easy。
高一英语 Unit22《Body language 第三课时》精品教案 旧人教版第一册
The Third PeriodTeaching Aims:1.Learn to define the words about body movements.2.Review some gestures to make sure you know what they mean.3.Learn and master the “-ing” form as the Subject,Object or Predicative.Teaching Important Points:1.The use of the “-ing” form as the Subject,Object or Predicative.2.The different meanings of different gestures.Teaching Difficult Points:1.How to communicate with somebody by body movements.2.The use of the “-ing” form as the Subject,Object or Predicative.Teaching Methods:1.Review method to consolidate the words learnt in the last two periods.2.Explanation and inductive methods to make the students master the use of the “-ing” form as the Subject,Object or Predicative.3.Individual work or pair work to make every student work in class.Teaching Aids:1.a projector2.the blackboardTeaching Procedures:Step Ⅰ.Greetings and RevisionGreet the whole class as usual.(Ask several students to recite the passage “Body Talk”.)Step Ⅱ.Word StudyT:Very good.In the last period,we've learned something about body language.We've known that different body movements and facial expressions express different meanings.Now let's review some words about body movements.Please do the exercise on the screen.Match the words about body movements in the left column with the correct definitions in the right column.First,do it by yourself.Then,check the answers with your partner.At last,I'll ask some of you to read the words and the definitions.(Show the exercise on the screen.)Suggested answers:1—F 2.—G 3.—E 4.—A 5.—B 6.—H 7.—C 8.—DT:OK.Now let's review the words of some parts of your body.Look at the words onthe screen and tell me the meanings of them together.(Show the words on the screen.)Work together with your partner and try to think of how these parts of your body can be used to “talk” to someone.For each body part,try to come up with at least two different gestures.For example,for the word “fist”,we can use two different gestures to express two different meanings:1.Shaking your fist at someone is a way of saying that you are very angry.2.Bending your arm and making a fist is to say that you are strong.(The teacher writes the two sentences on the blackboard.At the same time,show the two gestures to them.)T:Are you clear?Ss:Yes.T:Now you're given five minutes to discuss them with your partner.And then write your answers on a piece of paper.After a while,I'll ask you to read out the sentences and make the gestures.Do you understand?Ss:Yes.T:OK.Let's begin.(Five minutes later,the teacher checks their sentences and lets the students make the gestures.)Suggested answers:1.hipPutting your hands on your hip(one's sides) is a way of saying you are unhappy.Moving your hip from side to side is to say that you're cheering the victory.2.thumbHolding your thumb up is a way of saying that someone has done well.Twiddling the thumb is to say that you are tired of a long report.3.index fingerPointing and shaking the index finger at somebody is a way of scolding somebody (usually done to a child or inferior.)Putting your index finger on your closed mouth and giving out a sound of shh is to say “Be quiet”.4.cheekTwisting your cheeks is a way of saying that you're annoyed with somebody for something.Kissing somebody on the cheek is to say “Hello./Hi.”to them.5.palmPressing your palms together and resting your head on the back of your hand is a way of saying that you are tired.Putting your left hand on the Bible and putting up your right hand with the right palm forward is to say that you will…Step Ⅲ.GrammarT:OK.Now look at the sentences on the blackboard.Let's go through with the sentences together.The first sentence: Shaking your fist at someone is a way ofsaying that you are very angry.Here “shaking your fist at someone” is used as the subject of the sentence.You should pay attention to its predicate,which is in the singular form.Well,can you tell us what function “saying that you are very angry”is in the sentence?Ss:Yes.It is used as the object of the preposition “of”.T:Quite right.Now the second sentence: Bending your arm and making a fist is to say that you are strong.In this sentence,“bending your arm and making a fist” is used as the subject of the sentence.You should pay more attention to the predicate.It is also in the singular form.Now look at another sentence.His job is teaching in a middle school.(The teacher writes it on the blackboard as he/she reads.)T:Who'd like to tell us the function of the underlined part?(One student stands up to answer.)S:I think it is used as the Predicative.T:You're right.Sit down,please.From the sentences on the blackboard,we know that the -ing form can be used as the Subject,Object or Predicative.Are you clear?Ss:Yes.T:OK.Open your books at Page 49.Now look at the three sentences at the top of the page.Translate them into Chinese and pay attention to the function of the words in bold.Who'd like to translate the first sentence?Yeah,Xiao Jun.S:1.在许多国家，摇头表示不同意，点头表示同意。
高中英语_Body language教学设计学情分析教材分析课后反思
教学设计导入热身快速阅读跳读抢答竞赛（精读）表演总结布置作业学情分析所教学生已经掌握了一些基本词汇和语法知识，能阅读并且理解中等难度的文章。
本单元的话题是“身势语”，学生应该会很感兴趣，从而配合我上好这节课。
效果分析通过各种形似的针对性训练，有效巩固了学生速度，精读，略读的阅读技能，各种练习的训练，加深了学生对文章内容的理解。
使学生了解不同国家之间身势语的差异,增强用身势语进行跨文化交际的意识。
教材分析本单元的中心话题是“身势语”,身势语是非语言交际手段中一个非常重要的方面，它通过无声的语言表达一个人的内心世界，在跨文化交际中也起着举足轻重的作用测评练习1.Fast reading（1）How many characters are there in the text ?Where are they from ?（2）What is the main idea of the text ?（3）Ask students to read the text quickly to divide the passage into four parts and then match the main idea of each part with lines.Part 1 Different people have different body language.Part 2 Summary of body language.Part 3 You are sent to CIA to meet this year’sinternational students.Part 4 Examples of learned or cultural “body language”.2. Careful readingAsk students to read the passage from part to part and get some detail information. Part 1: fill in the blanks.(1)The first mistake :Mr. Garcia , He approaches Ms Smith by_______ _____________ and ______ her on the ________.Julia Smith, She _______ ______ appearing _________ and take a few steps _______ ______ Mr. Garcia.(2) The second mistake:a Japanese, He ________ to Mr. Cook and his nose _________ Mr. Cook’s _______ _______.George Cook, He _______ ______ ______ ______ to the Japanese.Part Two: competition.Choose any picture you like, and answer the questions which is connected with it . Part three: carry out a performanceChoose any group to carry out a performance.( use body lanhuage to greet others.) Group One: Tony Garcia , Julia Smith and IGroup Two: Akria Nagata and George CookGroup Three: Ahmed Azia and IGroup Four: Darlene Conlon and Tony GarciaStep 5 Summary•Body language varies from culture to culture. Not all members of all cultures behave the same way. We should try to grasp and respect each other’s culture in order to make good communicationStep 6 Homework1. Read the passage again to get a better understanding and find out some useful words and expressions.2.Collect some information about body language in different cultures.课后反思本节课，我给学生创设了一个积极参与、自主学习、合作探究的学习情境，充分体现了“以学生为本”，“以学生的全面发展为本”的教学思想。
人教版高一英语body language 教学设计
Body language教学设计课题：Body language（Listening and speaking）课型：听说课上课时长：40分钟一、主题语境人与人、人与社会——恰当肢体语言的重要性二、语篇类型听力材料一是关于各国肢体语言介绍的模仿朗读，听力材料二是关于工作中肢体语言的不同造成不同结果的故事复述。
三、语篇分析本课涉及到两则听力材料。
材料一是模仿朗读，对body language进行了简要概述，并融入中西文化意识，录音文本选取时注意了reading aloud的重读、连读、停顿、升降调等技能，语言相对简单，容易理解；材料二是关于body language的一则故事，对录音进行了如下处理：第一部分是故事开端发展，第二部分让学生先做一个听力预判再来听录音核对答案，最后让学生自己讨论续编故事。
材料二故事情节紧扣主题，线索清晰，学生容易获取并梳理故事中的线索，学会5W1H及速记技能，从而减轻听力难度和畏难情绪，让学生更容易进行复述操练。
四、学情分析执教班级为实验中学高一级美术班学生。
学生英语和听力基础薄弱，语言表达能力比较弱，学生偏内向，所以本节课选取了学生较为熟悉的主题作为听说课素材，并选取了简单易懂的小故事，并通过一系列听说活动让学生一步步接受听说技能的训练，从而产生输出。
五、教学目标:通过本课的学习和布置的作业，学生能够:1、明白肢体语言的重要性及中西文化差异。
2、掌握重读、连读、停顿、升降调等模仿朗读技能。
3、通过对速记技能的复习，强化复述技能。
4、通过对图片观察预测，提升观察能力和获取信息能力。
5、通过小组活动，充分发挥想象和创造，学会续编故事，培养学生的思维能力和创新能力。
并在此过程中学会与人合作与交流，学会表达自我和分享观点。
六、教学重点、难点1、学生通过老师的引导和活动操练，强化模仿朗读和复述的技能。
2、如何激发学生已知知识和听说学习兴趣，让学生更能主动参与。
八、板书设计。
Bodylanguage说课稿（新课标版英语高一）
Body language 说课稿(新课标版英语高一)How to Teach the Reading Material in Module 3 of New Standard English for Senior Students Book FourHello! Everyone ! my name is--------------. I feel very honored to be here and share some of my teaching ideas.Today I am going to talk about how to teach the reading material Communication：No Problem?in Module 3 of New Standard English for Senior Students Book four.(First I am going to analyze Part 1 My understanding of this lessonThe analysis of the teaching materialThe passage introduces some examples of cultural body language in greeting people. It plays a very important part in the English teaching of this unit because it is main reading passage in this unit which is closely related to the top,Body Language and it includes the most language points of this unit. What’s more, it introduce the structures in this unit, the –ing form as the Attribute and Adverbial. By studying this lesson, students can improve their reading ability, learn different ways of greeting. At the same time, we should make students get familiar with the grammar pattern. Of course, the students should receive some moral education. Let students understand different body language，know the importance of “Do as Romans do” and respect different culture.(By learning this reading passage, I can help the students to achieve the following goals, so let’s go to the second part : Teaching aims:1. Knowledge objectsa, Enable the students to understand the main idea of the textb, learn different greetings around the world2. Ability objects:a, To improve the student’s reading ability, especially their skimming and scanning ability.b, To train the Ss’ abilities of studying by themselves and cooperating .3. Moral objects:a, enable the students to understand and respect the cultural difference in different body languageTeaching important points:---how to improve the students’ reading ability by skimming’ scanning and careful readingTeaching difficult points:---how to get the students to grasp the main idea and the key words of each paragraph as quickly as possible---how to finish a task: act out different ways of greetings and describe the performance in EnglishAnalysis of the Ss:1. The Ss have known some body language in their daily life.2. They are lack of vocabulary, and They don’t often use English to express themselves and communicate with others.3. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching methods and aidsTeaching methods: While dealing with this lesson, I’ll do my best to make students the real master of the class while the teacher as a director. So I will adopt1. Communicative Approach2. Task-based teaching approach3. group work and individual methodTeaching aids:1. multimedia2. the blackboardPart 3. Teaching steps / proceduresStep 1: Lead -in:I will give the students a performance without saying anything first then ask the students to guess what my performance is about. I will perform like this… After the performance I will ask the students why they can or can’t understand mePurpose: to arouse the students’ interest in the reading passage and Bring in new subject: Communication ;No problem?Step 2. Pre-reading1. I will ask Ss to look at the picture on P26 and the title of the passage to predict the main idea according to the following question:where are the people, who are they? and what happens to them?(2. ask Ss to use as much words as possible to describe the picture.)purpose: To develop Ss’ reading skill---predicting (and present some new words in the passage such as …)Step 3. Fast reading1. Ask Ss to read the passage quickly and answer the question.What’s the main idea of the passage?2. ask students to read again and divide the passage into several parts and match the main idea of each part.purpose: Ss are required pay special attention to the first or last Para ofthe article (or the first sentence or the last sentence of each Para.) Todevelop Ss’ reading skill --- skimming, that is, how can we get thegeneral idea of a passage as quickly as possible.Step 4: Careful reading1.In order to help the students understand the passage better, I will ask focus the Ss on paragraph 2-paragraph 4. let Ss Read these paragraphs again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time? and what does he/she mean?2. Ask the students to work in pairs, read the passage again and take turns to ask and answer the questions in exercise 2 on P27. the purpose is to help them to cooperate with each other and use English to express themselves.purpose: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.As the students know the whole reading passage better, I will go to finish the next task:Step 5: PerformanceSome students will be asked to come to the front to act out how people in the countries mentioned in the passage greet each other. While the students are performing ,others have to figure out which countries they are from and describe their performance in English.Purpose: to make students understand the passage better and express themselves in EnglishStep six: Discussion (Work in groups of four and tell each other)1. Is body language important for us students? WHY?2. Can you give some examples in which we only use body language to communicate?After the students’ discussion , a representative from each group may demonstrate their results to us. This is a good way to train students’ ability of team work.After that, I will give the conclusion that students must remember it is important to learn some information about body language,since we are learnig English, we must know a lot about body language of English native speakers, so that we can communicate with them better some day. Even between students and teachers ,body language is also important when we are having lessons we can use our body language more to communicate instead of using words.Step seven: the homework:1. Write a summary about the passage in about 30 words.Goal: To spur Ss to consolidate what they have learned.2.Find out more ways of greeting in the different cultures.Goal: To encourage Ss to study English spontaneously and independently after class, develop Ss’ cross-culture communicative skills.Part 4. Time distribution1. Lead in (2 minutes)2. pre-reading(1 minutes)3. fast reading (8 minutes)4. careful reading (15 minutes)5. performance (8 minutes)6. Discussion (5 minutes)7. Homework (1 minute)Part 5. Blackboard designThe title of this reading passage is on the top of the blackboard. Divide the blackboard into 2 parts. On the left part I will write down the structure of the passage, while the right part is for the screen.~。
BodylanguageLanguagepoints教案教学设计（人教版英语高一）
BodylanguageLanguagepoints教案教学设计（人教版英语高一）The Third Period Reading (II)Teaching goals 教学目标1. Target language目标语言a. 词汇和短语unspoken, facial, function, at ease, lose face, turn one’s back to, fist, subjectiveb. 重点句子Body language is one of the most powerful means of communication, often even more powerful than spoken language.2. Ability goals能力目标a. Enable the students to know more about body language.What is the function of body language?What is the similarity of body language?How can you understand the universal facial expression “smile”? Does “a smile” always mean the same thing?What is the difference of body language between various cultures?b. Enable the students to understand better body language.What is the proper attitude towards body language?What would happen if we knew nothing about body language?3. Learning ability goals 学能目标How we can “show our feelings” with the body language learned in this unit or gained in our social life.Teaching important points 教学重点How body language shows the same or different feelingsamong people from different cultures.Teaching difficult points 教学难点How to tell that the same body language shows different feelings in different cultures.Teaching methods 教学方法Fast reading: dealing with the “true” or “false” questions.Discussion: the importance of body language.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures & ways教学过程与方式1 Pre-reading1. What is the function of body language?2. How do you find body language in our daily life?3. How can the same body language express different feelings or ideas in different cultures?4. How can different body language express the same feeling or idea in different cultures?2 Fast readingTURE OF FALSE1. Body language is never as powerful as spoken language.2. If you are angry at a person, you might turn your back to him or her.3. You can threaten a person by refusing to speak.4. You should not greet your new boss by giving her or hima hug.5. Body language is the same all over the world.6. Most people can understand each other if they try.Then ask the students to do it one by one and ask them to explain why some of the statements are wrong.3 Further readingT: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible.Ss: Yes, Sir.T: What information have you got?S1: More about body language, sir. We have learned how people are communicating or getting along with each other besides using spoken language. We are also asked to think about some new situations in which we will communicate in body language.S2: And we have to think about the following questions: It is known that a smile is a sign that people feel friendly and happy. But we have to consider: 1. What if we don’t know who the new person is? 2. What if we are not introduced by a friend? 3. What if we are meeting a stranger in an unfamiliar place?S3: And the most important of all is that we have to makesure whether we can trust people we do not know, and we have to show that we are not dangerous.S4: Quite true. We have different ways to show our hands -our open hands, which means that we are not armed and we are friendly.S5: In many cultures today, the Western custom of the handshake is used. Besides this, traditionally, Chinese greet others by covering the left hand with the right hand and bowing; the Japanese cover on hand with the other and bow slightly or quite low, depending on whom they greeted; Hindu people join their hands in front of their faces and bow their heads; Muslimswill touch their heart, mouth and forehead to show respect.S6: Now young people in the West give each other the “high five” when they clap each other’s hands in the air.S7: You have taken the words out of my mouth. And I believe that in almost all cultures, to smile and show an open right hand is the most common way to show the goodwill greeting.T: I am more than happy to hear you can get so much information from the passage when you do the reading! Now let’s act out some of the gestures in the reading material, OK?Some students are asked to act out the body language which appears in the reading text is: The Open Hand - A Universal Sign, such as a handshake, the traditional greetings in China, the Japanese way to greet people, the ways Hindu people and Muslims use to greet people, and the way young people in the West use now.Several minutes later.T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.S8: It can be dangerous to meet people you do not know.S9: Many Asian people do not usually physically touch strangers.S10: If we show an open hand, it means that we are not holding anything dangerous.S11: The right hand is usually used because it is almost the stronger.S12: People shake their hands when meeting to show that they can be trusted.S13: To show respect, people will touch their heart and mouth when greeting someone.Homework1. Read aloud all the reading texts in this unit.2. Get ready to retell the two reading passages learnt in this period.。
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2019-2020年高一英语 Unit22《Body language》备课资料旧人教版第一册一、异域风情Ⅰ.The American Eye BehavioursAmericans are careful about how and when they meet one another's eyes.In their normal conversation,each eye contact lasts only about a second before one or both individuals look away.When two Americans look searchingly into each other's eyes,emotions are heightened and the relationship bees more intimate.Therefore,they carefully avoid this,except in appropriate circumstances.Proper street behaviour in the United States requires a nice balance of attention and inattention.You are supposed to look at a passer-by just enough to show that you're aware of his presence.If you look too little,you appear haughty or secretive;too much and you're ually what happens is that people eye each other until they are about eight feet apart.At which point both cast down their eyes.In England the polite listener stares at the speaker attentively and blinks his eyes occasionally as a sign of interest.That eye-blink says nothing to Americans,who expect the listener to nod or to murmur something—such as“mm-hum.”Americans abroad sometimes find local eye behaviours hard to interpret.Such plaints can often be heard:“People there were disturbing.They stared right at me on the street;they looked me up and down.I kept wondering if I was unbed or unzipped.”They don't know that people in some places think nothing of staring at others on the street.美国人对如何以及何时进行目光接触是较为认真的。
在通常的交谈中，他们每次目光接触往往持续不过约1秒钟，然后便有一方或双方转移视线。
如果两个美国人探究地望着彼此的眼睛，其感情便会升温，其间的关系便会更为亲密。
因此除非在适当的场合，他们小心避免这样的目光接触。
形体语言：美国人的眼睛行为在美国得体的路遇行为是保持注意与不注意间的平衡。
你应当正视迎面而来的路人——但时间长短的掌握要以能表明你意识到双方的出现为准。
如果你投去的目光过于短促，你会显得目中无人或有所遮掩；但如果你投去的目光过长，你则会显得有些过于好奇了。
通常美国人看着对方直至彼此相距约8英尺(约2.5米)远，然后双方都会垂下眼帘。
在英国，礼貌的听者会认真地注视讲话者并不时眨眨眼睛表示感兴趣。
但眨眼对美国人来说并不意味什么，他们希望听者点头或发些呣，嗯之类的声音表示兴趣。
出国在外的美国人有时发现很难解释当地人的眼神。
他们常常抱怨：“那儿的人真让人心烦。
他们在大街上就那么盯着我；他们上上下下打量我。
我总怀疑自己是不是没梳头或没系好拉锁。
”他们不知道有些地方的人并不觉得在大街上盯着他人看有什么不妥。
Ⅱ.Body Language in AmericaGestures are the “silent language”of every culture.We point a finger or move another part of the body to show what we want to say.It is important to know the body language of every country or we may be misunderstood.In the United States,people greet each other with a handshake in a formal introduction.The handshake must be firm.If the handshake is weak,it is a sign of weakness or unfriendliness.Friends may place a hand on the other's arm or shoulder.Some people,usually women,greet a friend with a hug(紧抱).Space is important to Americans.When two people talk to each other,they usually stand about two and a half feet(69 centimetres)away and at an angle,so they are not facing each other directly.Americans get unfortable when a person stands too close.They will move back to have their space.If Americans touch another person by accident,they say,“Pardon me,”or“Excuse me.”Americans like to look the other person in the eyes when they are talking.If you don't do so,it means you are bored,hiding something,or are not interested.But whenyou stare at someone,it is not polite.For Americans,“thumbs up”means yes,very good,or well done.“Thumbs down”means the opposite.To call a waiter,raise one hand to head level or above.To show you want the check,make a movement with your hands as if you are signing a piece of paper.It is all right to point at things but not at people with the hand and index finger(食指).Americans shake their index finger at children when they scold them and pat them on the head when they admire them.Learning a culture's body language is sometimes confusing.If you don't know what to do,the safest thing to do is to smile.二、知识归纳(一)go ahead 的用法1.前进，往前走(go forward)e.g.They went ahead to see what had happened.他们往前走看发生了什么事。
Go straight ahead till you see the entrance.一直往前走，直到你看到入口为止。
2.先走(go first)e.g.You can go ahead and tell them I'm ing.你可以先走一步，并告诉他们我就来了。
They went ahead of us to clear the road.他们走在我们前面，清除路上的障碍。
3.取得进展(make progress)e.g.The girl is going ahead fast.这个女孩取得的进步很快。
Everything is going ahead well.一切进展得很顺利。
4.继续下去(go on with sth.)常与介词with连用e.g.Please go ahead with your story;we're all listening.请继续讲你的故事，我们都在听。
Go ahead with your concert.继续演奏你的音乐会吧。
5.毫不犹豫地进行(preceed without hesitation)一般用于祈使句中，根据句意灵活翻译，表示鼓励对方做某事，意思是“请吧”“说下去”，“请尽管用”等。
e.g.—I wonder if I could use your phone?我能用一下你的电话吗？—Sure.Go ahead.好的，请尽管用。
A:May I ask you a question?我可以问你个问题吗？B:Yes,go ahead.可以，你问吧。
If you think you can deal with that problem,just go ahead.如果你认为你能处理那个问题，请尽管干吧。