2009年6月大学英语四级（CET4）真题

2009年6⽉⼤学英语四级（CET4）真题
UNIT 4 BODY LANGUANGE
READING
COMMUNICATION: NO PROBLEM?
教材分析
1. 教学内容分析：
本节课是以机场迎接客⼈为场景，讲述了⼏个不同国家的来宾由于⽂化背景的差异，初次见⾯时互相问候的⽅式迥然相异⽽造成的⼀些⼩误会。

形象地表明了⾝势语与⽂化背景的密切关系，以及⾝势语在⼈们⽇常交际中的重要作⽤。

这部分的写作⽅式颇有特⾊，可以让学⽣在阅读过程中，很⾃然地以“我”的⾝份去观察、倾听在机场发⽣的⼀切。

2. 本课教学⽬标：
帮助学⽣了解不同⽂化背景的⼈们,对⾝体语⾔有不同的理解.
通过帮助学⽣完成快速阅读、精读等练习来进⼀步理解⽂章的细节，提⾼学⽣的阅读能⼒。

3. 本课重点：
本课是阅读课, 重点培养学⽣的阅读能⼒，是本单元中的重点。

通过本⽂的学习，掌握语⾔知识点。

4. 本课难点：培养学⽣快速阅读和细读等阅读能⼒。

教学⽅法
引⼊---从感官上了解什么是肢体语⾔
快速阅读---获得⽂章的⼤意
精读---深层理解⽂章
总结---对⽂章的整体把握
教学程序
Step I. 引⼊
请同学们观看⼀些图⽚了解肢体语⾔的种类。

通过这些活动引起学⽣对⾝势语探究的兴趣，增进对语⾔交际的感性认识，为他们在阅读过程中上升到对语⾔交际的理性认识打下基础。

1.展⽰图⽚，使学⽣初步理解什么是⾝势语及其种类。

2.⽼师提问让学⽣回答，引⼊本节课的主题：
What is the purpose of language?
If you talk to someone who cann’t speak,how do you communicate with him/her?
Do you think people from different countries have the same body language?
Step II. 快速阅读
请同学们快速阅读⽂章，完成⼀下两个练习。

此环节让学⽣初步理解⽂章的内容，培养学⽣快速获得信息的能⼒。

1.How many characters are mentioned in the passage? Answer: Seven.
Who are they and where are they from?
2 . The teacher asks students to find out the two mistakes that the author noticed.
The first misunderstandinge:
Tony Garcia: He approached Julia, touched her shoulder and kissed her on the cheek. Julia Smith: She stepped back appearing surprised and put up her hands as if in defence.
The second misunderstanding:
George Cook: He reached his hand out to the Japanese.
Akira Nagata: He bowed to George but his nose touched George’s moving hand . Step Ⅲ. 仔细阅读
请同学们仔细阅读⽂章，并且针对每个段落做内容总结来进⼀步理解⽂章的内容。

这个环节使得学⽣对⾝势语在不同的国度有不同的表⽰有更深层次的理解。

1.represent:代表；象征
The dragon represents China.
The red lines on the map represent railways.地图上的红线表⽰铁路。

2.see sb doing sth、看到某⼈正在做某事
see sb do sth看到某⼈已经做了某事
I saw him entering the house.
I saw him enter the house.
3.过去分词短语作伴随状语：closely followed 紧随其后
The president entered the hall,accompanied by a group of leaders.
总统由⼀群领导陪伴着⾛进了⼤厅。

The boy ,asked about his name,didn’t respond.问及他的姓名时，⼩男孩没有作答。

The man sat at the window , reading a newspaper.
He came in , holding a book in his hand.
4.approach(verb):接近；靠近：
As the story is approaching the climax,it gets more and more exciting.随着故事接近⾼潮，越来越激动⼈⼼。

approach(noun)：途径⽅法；接近逼近
Snow announced the approach of winter.雪宣告了冬季的来临。

There are many approaches to language teaching.语⾔的教学有很多⽅法。

5.in defence:进⾏防卫
The best defence si offence.进攻是最好的防御。

He gave his life in defence of his country.他为了保卫祖国⽽牺牲。

6.introduce sb/sth to sb 向某⼈介绍某⼈或某物
At the party ,I introduced Tom to Mary.
Summarise the main idea of each paragraph.
Part 1: I went to the Airport to meet the international students.
Part 2: People from different countries have different body language.
板书：
⼀，new words and expressions
1.represent:代表；象征
The dragon represents China.
The red lines on the map represent railways.地图上的红线表⽰铁路。

2.see sb doing sth、看到某⼈正在做某事
see sb do sth看到某⼈已经做了某事
I saw him entering the house.
I saw him enter the house.
3.过去分词短语作伴随状语：closely followed 紧随其后
The president entered the hall,accompanied by a group of leaders.
总统由⼀群领导陪伴着⾛进了⼤厅。

The boy ,asked about his name,didn’t respond.问及他的姓名时，⼩男孩没有作答。

The man sat at the window , reading a newspaper.
He came in , holding a book in his hand.
4.approach(verb):接近；靠近：
As the story is approaching the climax,it gets more and more exciting.随着故事接近⾼潮，越来越激动⼈⼼。

approach(noun)：途径⽅法；接近逼近
Snow announced the approach of winter.雪宣告了冬季的来临。

There are many approaches to language teaching.语⾔的教学有很多⽅法。

5.in defence:进⾏防卫
The best defence si offence.进攻是最好的防御。

He gave his life in defence of his country.他为了保卫祖国⽽牺牲。

6.introduce sb/sht to sb 向某⼈介绍某⼈或某物
At the party ,I introduced Tom to Mary.
⼆，内容分析：
Part 1: I went to the Airport to meet the international students.
Part 2: People from different countries have different body language.
Step Ⅳ. 作业Recite paragraph 2.。