人教版高中英语必修四 Unit4 Body language-语法篇(教师版)
人教版高中英语必修四unit4Bodylanguage教案
人教版高中英语必修四unit4Bodylanguage教案Teaching PlanModule4 Unit 4 Body languagePart1 .Analysis of the teaching materialSs have been learning how to communicate by speaking or writing, they are familiar with the words or voice, but sometimes body languages can express our feelings more directly. If we don’t notice them we may make misunderstanding. So it’s very important to learn the new lesson, lesson4 body language. Body language means the moving of eyes, head or hands while talking, even the distance between persons. In the new class, Ss are helped to learn the ways of body language and the expressions related to them. And by leaning the reading text, Ss are expected to learn the meanings of body language on different cultural background.1.Teaching aims1)K nowledge aims:To understand the meaning of body language.To memorize the new words, phrases and sentence patents.Ability aims:To be able to describe body language with the words learnt.Can recognize the differences under the same body language.2)E motion aims:To arouse the Ss’ interest in body language.To cultivate the Ss’ love for body language.2.Teaching difficult and important points1)The new words, phrases and sentences:2) The ability to describe and recognize body language.3.Teaching aidsa teaching planA multi-media systempptPart2. Teaching and learning methods1.Task-based method,2.Audio-visual(直观) methodPart3. Teaching stepsStep1: GreetingsGreet the whole class as usual.Step2: lead-in (Individual Work)1）Lead Ss know the topic of the lesson (body language)2）Lead Ss know the objectives of the lesson.Step3:Warm-up (individual Work and pair work)1）Show Ss some picturesT: What can you infer from the pictures in Ex1 on P25?2)Games (group work and pair work)Show Ss pictures of different body language, ask them to guess in English together.Invite some Ss act out body language in front of the classroom, others try to guess in English.Ask student go through the expressions in Ex2.Step4:Pre-reading (group work)Have Ss listen to the tape to get the general idea of the text.(the misunderstanding caused by body language)Step5: listening (group work)Have Ss listen to the tape twice and under the body language and the related feels.Check the answers with the CStep6 reading (individual work and group work)1)H ave Ss read the text and do Ex1 of the Comprehending. Check up with the C.2)H ave Ss discuss the questions of Ex2 of the Comprehending.Homework1, Go through the question1-3 of Pre-reading on P25.2, Listen and read the text on P26 two times.3, complete other Exes about new words.。
人教新课标英语必修4全册教案(Unit 4 Body Language)
人教新课标英语必修4全册教案(Unit 4 Body Language)一、教学目标1.掌握与身体语言相关的词汇和短语；2.学习运用不同的身体语言表达自己的情感和意图；3.能够理解并能运用与身体语言相关的语法结构；4.培养学生的说、听、写、读的能力；5.培养学生的团队合作与表达能力。
二、教学准备1.教材：人教新课标英语必修4全册；2.PowerPoint 展示课程教学内容；3.音频设备。
三、教学计划第一课时：词汇与短语教学1. 导入（5分钟）通过展示一些身体语言的图片，引发学生们对身体语言的兴趣，并让他们猜测图片中人物的情感和意图。
2. 新词学习（15分钟）在讲解的过程中，通过多媒体展示相关的图片或动作以加深学生们的理解与记忆。
- Body language：身体语言 - Gesture：手势 - Facial expression：面部表情 - Posture：姿势 - Maintain eye contact：保持眼神交流 - Nod：点头 - Shake hands：握手 - Hug：拥抱 - Bow：鞠躬 - Smile：微笑3. 短语学习（15分钟）•Get along with：与…相处融洽•Make friends with：与…交朋友•Show respect for：对…表示尊敬•Be fond of：喜欢•Play a role：起作用•Be ashamed of：以…为羞耻•Be confident in：对…有信心•Have a positive attitude：持积极态度•Pay attention to：注意4. 听力练习（15分钟）播放相关录音，要求学生根据所听内容填写相应的单词或短语。
可以将答案呈现在 PowerPoint 上进行批改，同时让学生自己检查正确率。
5. 小结（5分钟）对所学的新词和短语进行小结。
鼓励学生积极参与，对不清楚的地方进行反复澄清。
第二课时：语法与句型教学1. 导入（5分钟）通过一个与身体语言有关的小故事或情景，引发学生们对身体语言的思考和讨论。
高中英语人教新课标必修四Unit-4Body-language教(学)案
Unit 4 Body language阅读课一、教学容Pre-reading (p.25); Reading (p.26); Comprehending (p.27)二、教学目标1. 能力目标●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
●进一步训练学生推测、略读、找读、归纳容等阅读技巧；培养学生把握篇章中心容、归纳段落大意、获取关键信息、并且能针对阅读容表达自己的观点的能力。
2. 语言目标●重点词汇与短语greet prediction represent association dormitory canteen flight curiouscuriouly Colombia approach cheek defend defence majormisunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, wentto …After half an hour of waiting for their flight to arrive, I saw several young people enterthe waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognizedTony Garcia’s smiling face.三、教学步骤步骤一读前1. 引导学生回顾Warming Up局部和听力材料的容，布置学生各组不同的任务归纳人和黑猩猩的相似之处。
新人教必修4 Unit4 Body language-Grammar
2）表时间状语
Walking in the street, I came across an old friend of mine.
(=When I was walking in the street, I came across an old friend of mine.)
While waiting for the bus, he read a copy of China Daily.
Eg. They eat using the fingers of their right hands.
(=They eat by using the fingers of their right hands.
他们笑着谈着走进了教室。 L__a_u_g_h_i_n_g_a_n_d__t_a_lk_i_n_g, they went into the classroom. 他斜靠(leFra bibliotekn)着墙站着。
(=While waiting for the bus,he read a copy of China Daily.)
• 1. After I had written the letter, I went out to work.
• _H_a_v_in_g__ _w__ri_tt_e_n_ the letter, I went out to work.
Attention Please
• 动词不定式作结果状语，表示的是一种出乎预 料的结果。
• eg.
• He rushed there, only to find the train had gone.
5)表条件
相当于 if 或unless 引导的条件状语从句。
新人教版高一英语必修四 Unit4 Body Language 教案
新人教版高一英语必修四Unit4 BodyLanguage 教案Unit4 Body Language一、Teaching aims and demands1）Talk about body language2）Describe gestures and facial expressions3）Practice making offers and requests4）Write an imaginary story：1. Learn to use the expressions to make offers and requests and show thanks：：The -ing Form （2）used as Subject, Object and Predicative二、Teaching Time：Six periods1st period ；Speaking →（Warming up与Speaking以及Workbook 中的Talking）2nd period；Listening →（Listening和Workbook 中的Listening）3rd period；Reading →（Pre-reading ,Reading，Post-reading）4th period；Language study→（Language study 与Workbook 中Practicing）5th period；Extensive Rea ding →（Integrating skills中Part I 与Workbook 中Reading）6th period；Writing →（Integrating skills中Part 2 writing 与Workbook 中writing）三、Teaching procedures：Period 1（一）明确目标1. Learn body language.2. Study the language points connected with warming up. Listening and speaking.（二）整体感知Step 1 Greetings and Lead-in（p175）Step 2 Presentation.People communicate with each other in many ways：body language, writing, speaking, typing. Make a dialogue in pairs using body language.（三）教学过程Step 3 Warming-up（p176）Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.（1）Action show：Try to use your body to act out the next actionsStop! Com e here. You are very good. It’s ok. Bye-bye.（What is body language? Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.）（2）Match each picture with the correct emotion and the correct sentence.Possible answers：Picture 1：Confused；I don’t know what to do.Picture 2：Angry；I can’t believe she said that! That is so unfair!Picture 3：Sad；I’ve lost my wallet!Picture 4：Happy；I got an A in my exam!Picture 5：Tired；It’s been a long day. I can’t keep my eyes open.（3）Talk about the pictures1）How does the man in Picture 1 feel?He feels very confused because he doesn’t know what to do.2）How does the man in Picture 2 feel?He feels very angry because he thinks it was unfair forMary to say that to him.3）How does the man in Picture 3 feel? （He feels very sad because he has lost his wallet.）4）How does the man in Picture 4 feel? （He feels very happy because he has got an A in maths.）5）How does the man in Picture 5 feel?He feels very tired and he nearly cannot keep his eyes open.（4）Answer the questionsStep 4 Speaking（1）Choose one of the situation to act out using the useful expressions in the blanks：Situation1：An old man is carrying a very heavy suitcase Situation2 ：Somebody is late for a flight and wants to go ahead of the queue.Situation3：An old and sick person is on a crowded bus and wants to sit down.（2）Phrases to accept offers/refuse offers：1）That’s very nice of you. Thanks./ Yes, please.Thank you for your help. That’s very kind.2）No, thanks. I can manage it myself. It’s all right. Thank you. I can manage.（3）Sample：Situation 1Asking for helpO=old man P=PaulO：Excuse me, young man. Could you give me a hand with this, please? It’s very heavy.P：Oh, of course, I’d be happy to. There we go.O：Thank you.P：You’re welcome.O：Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P：Certainly. Where should I put it?O：Thank you. Just put it over there, please.P：There you are.O：Thank you, that’s very nice of you.Offering helpP：That bag looks very heavy. Do you need some help with that?O：Oh, thank you. Could you please put it over there?P：No problem. There you are. Is there anything else I can do for you?O：No, thank you. Thanks you for all your help.P：Would you like some help?O：Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?P：Sure. My, this bag is heavy! Ah, there we go. Where shall I put it?O：Over there, please. Thank you so much!P：You’re welcome.Situation 2J = Jim A = Passenger A B = Passenger BJ：Excuse me, but I’m late for my f light. Could I please go ahead of youA：Why sure. My flight doesn’t leave for another hour. Are these bags yours? Shall I help you with that?J：No, thanks. I can manage it myself. （To the passenger standing at the check-in counter.）I cut in front o f you? I don’t want to miss my plane.B：Go right ahead. I’m still looking for my ticket. Do you need some help with that bag?J：Yes. Could you please help me put it up here? Thank you.B：You’re welcome.J：Oh no! I’m late for my flight.A：Excuse me, but did you say that you were late? Would you like to go ahead of me? My flight doesn’t leave for another hour.J：Thank you, that’s very nice of you! Could you help me with this bag, please?A：Sure. There you are. Would you like me to bring it up to the counter?J：Oh, no, thank you. I can manage it myself now.Situation 3（O = Old person；P = Passenger）O：Oh my, this bus is crowded. Excuse me, could you please help me with this bag?P：Certainly. There you are. Here, please take my seat, you look a bit tired.O：Thank you. Yes, I’m not feeling well today. I think I have a bit of cold. Could you please tell me when we reach Long Street? I’m afraid I can’t see where we are when the bus is this crowded.P：Sure. I’ ll let you kn ow when we get there.P：Shall I help you with that?O：No thanks. I can manage it myself. But could please let me sit down for a while? I’m not feeling well.P：Oh, of course. Please take my seat.O：Thank you. That’s very nice of you.P：Not at all.Step 5 Language points1．keep my eyes open使眼睛睁开着★keep跟带形容词的复合结构，例如：①Good food keeps you healthy．好的食品使你健康。
必修4-unit-4-body-language-语法讲解学习
=Although I know all this, I still want to see it for myself. 尽管我明白这些，我仍然想亲自去证明 一下。
5. 作伴随状语
V-ing 短语作伴随状语时，它所表达的动作 或状态，伴随着句子谓语动词的动作而发 生或存在的。意为“同时”
(2) Having finished his homework，the boy went out. (作状语)
完成家庭作业后，这个男孩就出去了。
V-ing 形式做状语的类型
• 1. 做时间状语 • 2. 做原因状语 • 3. 做条件状语 • 4. 做让步状语 • 5. 做伴随状语 • 6. 做结果状语 • 7. 做目的状语
(1) 现在分词作定语时多置于它所修饰的名词之 前；例如： He is a(n) attacking player. 他是一个攻击型的运动员。 (2) 分词短语用于它所修饰词的后面。 They lived a room facing the north thirty years ago. 三十年前，他住在一个朝北的房间里。
( 伴随状语)
2) Being poor, he couldn’t afford a TV set. (原因)
3) Working hard, you’ll surely succeed.
条件
4) The boy sat in front of the farm-
house, cutting the branch. 伴随
(1) 现在分词 (v+ing) 表进行意思和主动意思 例： I am doing homework. 我正在做家庭作业。 The flower is growing. 花朵在生长。
高一英语人教版必修四Unit 4 Body Language Grammar 教案
Unit 4 Body languageGrammar本单元的语法项目是v. -ing形式作定语和状语。
v. -ing形式作定语的用法我们在上一单元中已经学习过了，现在我们主要来看一下v. -ing形式（即现在分词）作状语的用法。
Period period four ：Structure Study一: V-ing 形式由“do＋ing” 构成, 其否定形式是“not doing”, V-ing 可以带宾语或状语构成V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。
V-ing 形式在句中作定语和状语是本单元的学习重点。
1. 作定语V-ing 形式可以单独充当名词的前置修饰语, 这时有两种情况。
1) -ing形式表示“供作......之用”的意思, 这类作定语的-ing形式过去叫动名词。
a swimming pool= a pool for swimming2) -ing形式表示“......的” 意思, 过去叫现在分词a sleeping childworking peoplethe rising sun-ing形式短语作定语时一般放在它所修饰的名词之后, 相当于一个定语从句。
如:They are visitors coming from several countries.The boy standing there is a classmate of mine.2. 作状语可以表示时间, 原因, 结果,条件, 行为方式或伴随动作等。
Attention Please-ing形式作状语时, 它的逻辑主语必须与主句的主语是一致的。
Time permitting, I will pay a visit to the whole city.(分词的逻辑主语是time , 而句子的主语是I , 两者不构成主谓关系, 所以只能用独立主格结构, 也就是给现在分词补充一个主语。
)现在分词作状语现在分词和分词短语可以在句子中作状语来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、让步或伴随状况。
人教版高中英语必修4教案Unit 4 Body language
人教版高中英语必修4教案Unit 4 Body languageThe first period: Warming up and ListeningThe unit gives a general view of body language in a variety of situation. Body language is generally defined as the use of posture, gestures, and facial expressions that communicate attitudes, emotions and reactions. Verbal language expresses words, but body language expresses meaning and emphasis. In many cases, body language is in fact more powerful in expressing than verbal language is. V erbal language can be controlled more easily than body language, and can be used to detective and to misinform. It is important for students to understand their own body language and that of others. The two very general areas discussed in the unit are culture body language and personal body language. Both of these are in fact determined to some extent by social and cultural practices. Students should be encouraged to consider the differences between Chinese body language and Western body language and to think of what they have observed in films and in the behavious of foreign visitors. They should also be aware of the effect of their own body language (the messages they may be sending without knowing it).Teacher can show students some pictures to lead in the topic of the unit and have a free talk with them about body language. Then turn to Warming up, It provides two activities which will introduce students to the idea of body language and the ways they can communicate without speaking.The reading passage titled Communication: No Problem? introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although it may seem strange to them, all cultures should be respected.Important points:Let students read the passage and learn about cultural differences and intercultural communication.Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.Difficult points:Enable students to understand the passage and know about cultural differences and international communication.Let students learn how to use different reading skills for different reading purpose.Knowledge aims: some useful words and expressions: statement, greet, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, defence, major, misunderstanding, misunderstand, Jordan, dash, adult, spoken, unspoken, Spanish, Italy, likely, crossroads, defend against, be likely to, in general Function:1. Prohibition and warning(禁止和警告)Always stay…..Do not…….Stop!Keep away from……Go away. Don`t enter here.Watch out！Look out!Be careful!Be quiet!You may not…..You will be fined 2000 yuan.Don`t smoke here!Be careful! Don`t slip.2. Obligation (义务和责任)You must……You should never…….You will be……You will have to….You will need to…..Grammar:动词的-ing形式作定语和状语（the –ing form as the attribute and adverbial）Step 1 Leading inThe passage introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although some behavious may seem strange to them, all cultures should be respected. They should also know that there may be actions that they think are impolite or not respectful but are ordinary practices in other cultures.This unit is not a lesson in international courtesy but may help students understand that not all people express themselves the same way. The passage also introduces some grammatical structures which require attention.1. Play a song to students and ask them to act to the music.If you are happyIf you are happy and you know it, clap your hands.If you are happy and you know it, clap your hands.If you are happy and you know it, and you really want to show it.If you are happy and you know it, clap your hands.2. Introduce gestures.3. Introduce the facial expression.4. Introduce the postures.5. Introduce the eye contact.Ask students to use eyes to express their feelings in the following situations.Situation 1: Suppose today is your birthday, you receive a very big present. It is as big as you. So when you see the present, what is your response?Situation 2: Suppose you are walking on the street, some ugly guy comes to you and wants to talk to you to get your telephone number. What is your response?Situation 3: Suppose you are walking on the street, some handsome guy walks by you. What is your body language?6. Summarize what is body languageBody language is a form of communication without using any words and it can help us express our feeling. Ask students to look at the pictures and guess what the man means by his body language?Step 2 Skimming1. Ask students to read the text quickly and find the names of the personsStep 3 ScanningAsk students to read the text carefully and find out the action mentioned in the passage and then act them out in pairs. Show the following chart to help them find theStep 4 Intensive reading1. Ask students to look through all the questions in Exercise 2on page 27 and read the text silently to answer these questions by themselves.2. Ask students to read Paragraph 1-3 and find out the mistakes by using different body languages. How do the mistakes happen? (There are two mistakes: The first is Mr Garcia from Columbia approaches Ms Smith, touches her shoulder and kisses her on the cheek. Julia Smith from Britain steps back appearing surprised and takes a few steps away from Mr Garcia. The second mistake happens between a Japanese and a Canadian. Akira Nagata bows to Mr Cook and his nose touches Mr Cook`s moving hand, when Mr Cook from Canada reaches his hand out to the Japanese.)3. Ask students to read Paragraphs 4-5 and finish the following true or false.1). Englishmen often stand close to others or touch strangers as soon as they meet.2). Most people around the world now greet each other by kissing.3). Japanese will bow to others as greeting.4). People from Jordan will move very close to you as you introduce yourself to them.5). Some body languages in some countries are good while some countries` body languages are bad.(The answers: FFTTF)Step 5 Discuss and divide the passageAsk students to work in pairs to divide the passage into 4 parts and sum up the main idea of each part. Then get some of the groups to share their answers.Part 1(para 1): the main idea is that you are sent to Capital International Airport to meet students.Part 2(paras2-3): it mainly talks about the examples cultural “body language”.Part 3(para 4): it tells us that different people have different body language.Part 4(para 5): it is the summary of body language.Step 6 ConsolidationMy university has sent me to the Capital International Airport to meet some international students from many parts of the world, who are coming to study at Beijing University in China. The first one to arrive is Mr Garcia from Columbia with Julia Smith, a British lady, following behind closely. I introduced them to each other and I am surprised to see Mr Garcia comes up to Ms Smith. Just then, Akira Nagata from Japan, comes in and bows when the Conadian, Mr Cook reaches out his hand to him. It happens that Mr Cook`s hand touches Akira Nagata`s nose as he bows and they both apologize. So you see, people from different cultures may not greet others in the same way. English people usually do not stand very close to others or touch the strangers as people from Spain, Italy and South American countries do. Most people around the world shake hands when whey meet while Japanese people will bow. People from Jordan stand quite close to other men and shake hands and kiss others on the cheek. In a word, body language differs in different cultures and is widely used in communication.Body language is used by people for sending messages to one another. In many countries in the world, men kiss each other when they meet. In Britain, people usually shake hands when they need someone for the first time. They are not comfortable touching strangers. French people kiss each other hello and goodbye on the check more often than the British people. People from Arabian countries stand closer than people from Britain when they are talking. They might move very close to you as you introduce yourself to them. Body language is very general and not all members of all countries behave the same way. Using body language in a correct way will help you to better communication with other people.Step 7 HomeworkGo over the text and learn the useful new words and expressions by heart.Finish the exercises in Comprehending on page 27.Read the passage again and collect the information about body language in different cultures mentioned in the text.The second period: Learning about language: Important language pointsThe emphasis of this period will be put on the important new words, expressions and sentence patterns in the parts Warming up, pre-reading, Reading and Comprehending.Important points:Enable students to grasp the usage of such important new words and expressions as represent, approach, defend, be likely to, in general, etc.Get students to master the patterns “…. I saw several young people enter the waiting area looking around curiously.”And “Not all cultures greet each other thesame way, nor are they comfortable in the same way with touching or distance between people.”Difficult points:Let students learn the usage of the words: approach, be likely toGet students to understand some long and difficult sentences.Step 1 RevisionCheck the homework exercises.Ask some students to retell the passage Communication: No Problem?.Step 2 Practice for useful words and expressions1.represent: stand for or be a symbol or equivalent of sb. / sth. symbolize; be anexample of sth.We chose a committee to represent us.What does Y represent in this equation?This design represents a major new trend in modern art.2. approach: come nearer or nearer to sb. / sth. in space or timeWe approached the museum.It is not allowed to approach the forbidden area.Few writers even began to approach Skakespear`s greatness.I find him difficult to approach.The approach of winter brings cold weather.All approaches were blocked.2.defence: defending from attack; fighting against attackThe country`s defences are weak.They decided to defend their country against enemies.Defend …. against / from: protect …. from….3. introduce….to….He introduced his friend to me.Yao Ming is a person who needs no introduction.4. dash: move suddenly or quickly; rushThe secretary dashed into the room, grabbed the file and ran out again.5. not…nor…..For a whole week hr did not write to her nor give her a call.I don`t like the film. Nor does he.I am going to work today and nor is Maisie.6. likely;be likely to : that is expected; probableThe train is likely to be late.She is the most likely to win the prize.It is likely that….It is likely that she will ring me tonight.7. as well (as sb. / sth.): in additionAre they coming as well?He grows flowers as well as vegetables.8. in general: mainly; mostly; usuallyIn general, her work has been good, but this essay is dreadful.I like game in general, and especially football.I am glad to find myself in general accord with your opinions.9. avoid:I quickly walked to the other side of the street to avoid meeting her.To avoid car hitting the little boy, he had to make a sharp turn.Step 5 Using words, expressions and patternsDo exercises in Using words and expressions on page 63.Step 6 HomeworkFinish off the homework exercises.Learn the new words and expressions by heart.英语国家常见的体态语言1. 付帐(cash): 右手拇指, 食指和中指在空中捏在一起或在另一只手上作出写字的样子, 这是表示在饭馆要付帐的手势.2. 动脑筋(use your brains)或机敏一点: 用手指点点自己的太阳穴.3. 傻瓜(fool): 用拇指按住鼻尖摇动其他四指或十指分开. 也常常用十指对着太阳穴转动, 同时吐出舌头, 则表示所谈到的人是傻瓜, 痴呆.4. “讲的不是真话”(lying): 讲话时, 无意识的将一食指放在鼻子下面或鼻子边, 表示别人一定会理解为讲话人“讲的不是真话”令人难以置信.5. 自以为是(complacent assertion): 用食指往上摁鼻子, 还可以表示“不可一世”().6. 叫人安静(quietness): 闭住嘴, 拇指横掠过双唇.7. “别出声”(stop talking): 嘴唇合上, 将食指贴着嘴唇, 同时发出“”.8. 侮辱和蔑视(insulting and scorning): 用拇指顶住笔尖, 冲着被侮辱者摇动其他四指的手势.9. 赞同(agreement): 向上翘起拇指.10: 祝贺(congratulation): 双手在身前嘴部高度相搓的动作.11. 威胁(menace): 由于生气, 挥动一只拳头的动作似乎无处不有. 也可以是因受挫折而双手握着拳使劲摇动的动作.12. “绝对不行”(absolutely): 掌心向外, 两手臂在胸前交叉, 然后张开至相距一米左右.13. “完了”(that`s all): 两臂在腰部交叉, 然后再向下, 向身体两侧伸出.14. “害羞”(shame): 双臂伸直,向下交叉, 两掌反握, 同时脸转向一侧.15. 打招呼(greeting): 英语国家的人在路上打招呼, 常常要拿帽子表示致意.现在一般已经化为抬一下帽子, 甚至只是摸一下帽檐.16. 高兴或激动(happiness and excitement): 双手握拳向上举起, 前后频频用力摇动.17. 愤怒或急噪(anger and enxiousness): 双手臂在身体两侧张开, 双手握拳, 也常常头一扬, 嘴里咂咂有声, 同时还可以眨眨眼睛或者眼珠向上和向一侧转动, 也可以愤怒, 厌烦, 急噪.18. 怜悯, 同情(pity): 头摇来摇去, 同时嘴里还说That`s too bad. 或者Sorry to hear it.19. “太古怪了”(too queer): 在太阳穴处用食指画一圆圈.The third period: Learning about language: GrammarThis teaching period mainly deals with the grammar: the –ing form as the attributive and the adverbial.Important points: get students to learn the use of the –ing form as the attributive and adverbial.Difficult points: enable students to learn how to use the –ing form as the attributive and the adverbial.Step 1 Revision1. Check the homework exercises.2. Translate the following sentences:他们的责任就是为国抗敌. (defend ….against…)学校离商店不远. (close to)他把朋友介绍给我. (introduce)我今天不去上班, 玛丽也不去. (not …. nor)这趟火车很可能晚点. (likely)总的来说, 她的作品不错, 不过这篇文章糟透了. (in general)Step 2 Leading in1. Tell students to turn to page 26 and read the passage carefully to find out the sentences in which –ing form are used.1). Yesterday, another student and I, representing our university`s student association, went to the Capital International Airport to meet this year`s international students.2). After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.3). I stood for a minute watching them and then went to greet him.4). She stepped back appearing surprised and put up her hands, as if in defence.5). Then Akira Nagata from Japan came smiling, together with George Cook from Canada.6). Just at that moment, however, Akira bowed so his nose touched George`s moving hand.7). When Darlene Coulon from France dashing through the door, she recognized Tony Garcia`s smiling face.8). In the same way that people communicate with spoken, they also express their feelings using unspoken “language”through physical distance, actions or posture.2. Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these –ing form is being used in the situation. Have them try to sum up the rule of the –ing form as the attributive and the adverbial.Step 3 Grammar learning动词-ing形式作定语和状语的用法一.作定语如果动词-ing形式出现在名词前后, 并修饰该名词, 一般动词形式作定语. 此时, 该定语可变为一个介词短语(这是动名词作定语)或定语从句(这是现在分词作定语)A sleeping car = a car for sleepingHis nose touched George`s moving hand. (George`s moving hand = George `s hand, which was moving)1. 单独的动词-ing形式作定语, 一般放在被修饰名词的前面.He is a promising young man.It is a fascinating city.Wisconsin is the leading dairy state.They are visiting in a neighbouring town.2. 动词-ing形式可有自己的宾语或状语, 构成一个短语, 作定语, 放在所修饰的名词后面.There is someone knocking at the door.I know a man working in the factory.Do you know the man talking to her?The girl sitting beside me is my sister.二.作状语如果动词-ing形式用于修饰某动词或整个句子, 此时动词形式作状语, 一般即可变换为从句. 动词形式作状语可以表示时间, 原因, 条件, 结果, 以及行为方式或伴随等情况.1. 时间Hearing the news, we jumped with joy.Turning around, he saw a tiger running up.2. 原因Not knowing the way, he could not go there.Being excited, she could not go to sleep.3. 条件Working hard, you will succeed.Turning to the left, you will see the tower.4. 结果Unfortunately his father died, leaving the family even worse off.He was caught in the rain, thus making himself catch a cold.5. 行为方式或伴随情况A boy came running in.Following Tom, they started to climb over the wall.They stood there for an hour watching the game.She sat at the desk reading a newspaper.Step 4 Grammar practiceHave students underline the –ing form or its phrase in each sentence and tell whether it is used as the attributive or the adverbial. If it is used as the adverbial, tell what it is for.He was one of the leading composers of the time.Who is the girl standing on her hands?They built a road leading to the village.Who knows the missing words in the sentences?My aunt told us an amusing story.In our village live 350 families belonging to three nationalities.There is a car waiting at the door.Don not wake up the sleeping child.Traveling by jeep, we visited a number of cities.We couldn`t help them, being so poor ourselves.Coming down the mountain, we met Jim on the way.He worked the whole afternoon trying to repair the car.Not knowing the language, he couldn`t get a job.The manager came to us smiling.Having failed twice, they didn`t want to try again.Turning around, she saw a man following her.When leaving the airport, they waved to us again and again.While staying there, I learnt a lot from them.Turn to page 29. Ask students to do exercise 2 in Discovering useful structures.Turn to page 64. Ask students to do the exercises in Using structures.Step 5 Group workAsk students to work in groups of four to do the following.1. Add at least two more actions to these lists. Then combine the primary and secondary actions to make a sentence about a student in your group. That student must act out what you say.S: (the student`s name) walks around the desk jumping on one foot.S: the frowning girl, (the girl`s name), picked up her English textbook and threw it on the floor.2. After practicing with your group, make up a short act to perform for the class. One student describes what is happening while the other three act.Step 6 Closing down by a quiz1. The wild flowers looked like a soft orange blanket ----- the desert.A. coveringB. coveredC. coverD. to cover2. The secretary worked late into the night, ----- a long speech for the president.A. to prepareB. preparingC. preparedD. was preparing3. The visiting minister expressed his satisfaction with the talks, ---- that he had enjoyed his stay here.A. having addedB. to addC. addingD. added4. European football is played in 80 countries, ----- it the most popular sport inthe world.A. makingB. makesC. madeD. to make5. ------ up at his father, he asked what was the matter with him.A. having lookedB. lookingC. to lookD. look6. ------ from his clothes, he is not so poor.A. judgedB. judgingC. to judgeD. having judged7. ------ such heavy pollution already, it may now be too late to clean up the river.A. having sufferedB. sufferingC. to sufferD. suffered8. Would you tell us something about G3?Well, it is an international organization ---- the richest countries in the world, five of which are quite small and two of which are island states.A. is consisted ofB. consisting ofC. consists ofD. consisted of9. Hill often attends public lectures at the university of London chiefly ---- hisEnglish.A. to improveB. improvingC. to have improvedD. improved10. –Who brought these papers here on my table?--A student _____herself Joanna.A. callingB. callsC. calledD. being called11. ____ from what she said, I guessed Lily had not read the novel at all.A. To judgeB. JudgedC. JudgingD. Judge12. My uncle ____ in Australia sent me some presents, ____ a pair of shoes inA. lived; includedB. lives; had includedC. living; includingD. to live; to included13. The manager observed the goods, ____ that there was something wrong with some of them.A. having noticedB. noticingC. to noticeD. noticed14.The book, ____ the life of the teenagers born in the 1990s, was very popular among middle school students.A. showingB. being shownC. shownD. to show15. --- Do you know which one is our new headmaster, Jim.---- Yes. It is the man _____ in the armchair ___ a copy of China Daily.A. sits; readsB. sits; readingC. sitting; readsD. sitting; reading16. When ____ the differences between British English and American English. I find they mainly exist in spelling and pronunciation.A. compareB. being comparedC. comparedD. comparing17. ____ to arrive in Shanghai in one day, I had to take a plane.A. AskedB. Having askedC. To be askedD. Being asked18.____ to the right when you see a supermarket, and you will find the post office you are looking for.A. To turnB. TurnC. TurningD. Turned19. Another four skilled workers _____ it, the project was completed ahead of time.A. joinedB. had joinedC. joiningD. to join(The answers: ABCAB BABAA CCBAD DBBC)Step 7 HomeworkFinish off the workbook exercises.Preview the reading passage Showing our feelings on page 30, find the sentences in which the –ing form is used, and see if you can understand them.The forth period: Using language: Extensive reading We will deal with two passages: Showing our feelings in Using language on page 30 and The open hand—a universal sign in Reading task on page 66 to develop students` reading ability by reading extensively.Important points:Develop students` reading skills by extensive reading.Let students read and understand the passage Showing our feelings.Difficult points:Enable students to learn and use such strategies as skimming, scanning and so on to do their reading.Get students to learn to make a writing outline.Knowledge aims:Get students to learn the new words and expressions: unspoken, facial, function, ease, truly, false, anger, fist, yawn, subjective, hug, rank, at ease, lose face, turn one`sGet students to learn more about body language.Step 1 Revision1. Check the workbook exercises.2. Ask students to translate some sentences into English.1). 我们学校有一个游泳池.(There is a swimming pool in our school.)2). 这篇短文可用做听力材料.(This short passage can be used as listening material.)3). 中国是一个属于第三世界的发展中国家.(China is a developing country belonging to the third world.)4). 站在那边的哪个男孩是我的同学.(The boy standing over there is a classmate of mine.)5). 大家都认为他是个活字典.(He is regarded as a walking dictionary.)6). 回到家后, 他就开始做家庭作业.(Returning home, he began to do his homework.)7). 完成工作以后, 他就回家了.(Having finished his work, he went home.)8). 由于不知道他的电话号码, 我们无法与他取得联系.(Not knowing his phone number, we couldn`t get in touch with him.)9). 大雨滂沱, 造成了该地区洪水泛滥.(It rained heavily, causing severe flooding in that area.)10). 我踮着脚走近那扇小窗户.(Walking in tiptoe, I approached that little window.)Step 2 Warming upDescribe some situations and ask students to act them out.1). I am very happy.2). I am full.3). I am hungry.4). I want to sleep.5). You are great.Step 3 pre-reading1. Let students discuss the following questions:What is the function of body language?How do you think we show our feelings in our daily life?2.Ask students to turn to page 30 to prepare the new lesson.3.Topic sentences for SHOWING OUR FEELINGSParagraph 1: Of course, body language can e misread, but many gestures and actions are universal. Paragraph 2: The most universal facial expressions is,Paragraph 3: From the time we are babies, we show unhappiness or anger by frowning.Paragraph 4: There are many ways around the world to show agreement, but nodding the head up and down is used for agreement almost worldwide.Paragraph 5: How about showing that I am bored? Looking away from people or yawning will, in most cases, make me appear to be uninterested.Paragraph 6: Being respectful to people is subjective, based on each culture, but in general it is probably not a good idea to give a hug to a boss or teacher.Paragraph 7: With so many cultural differences between people, it is great to have some similarities in body language.Step 4 ReadingAsk students to read the passage fast to get the main idea and then finish the outline of the passage.1. The main idea:Different gestures stand for different feelings, wishes or attitudes. Body language has many universal gestures.2. Outline of the text:Para 1: showing happiness.Paras 2-5:Universal body language to show agreement and disagreement.Para 6: Universal body language to show boredom.Paras 7-8: Universal body language to show respect.3. T / F questions:Body language is never as important as spoken language.If you angry at a person, you might turn your back to him or her.You can threaten a person by refusing to speak.If you stand with your arms across your body, you are always protecting yourself from being physically attacked.If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.You should not greet your new boss by giving her or him a hug.Body language is the same all over the world.Most people can understand each other if they try.4. Let students to read the text carefully to get detailed information.1). Some questions:How can we know other`s feelings, even if they do not speak to us?Why should we be careful with our body language?Why is it important to watch as well as listen to others?What are some jobs in which using body language is extremely important?Step 5 Important language points1. ease: freedom from work, discomfort, pain or relaxedat ease: comfortable and unworried; completely relaxedtake one`s ease: stop working or worrying; relaxa life of easeease of mindHe handed her a cup of coffee to put her at ease.She felt completely at ease during the vocation.She sat down and took her ease by the fire.with ease: without difficultyHe passed the examination with ease.2. ease: relieve the pain from body, anxiety, discomfortTalking eased his anxiety.The relationship between the two countries has eased since the beginning of the talks on the border conflict.3. lose face: lose credit or reputationShe did not lose face though she lose her face.4.turn one`s back to:When she is angry, she always turns her back to me.5.turn one`s back on: avoid or reject sb. / sth.He turned his back on his family when he became famous.Step 6 Reading task1. Turn to page 66 to read the passage carefully to get some important detailedinformation.2. Let students organize the following information so that it can be used to writeStep 7 HomeworkLearn the useful new words and expressions by heart.Finish off the workbook exercises.The fifth period: Using language: Listening and speakingImportant points:Develop students` listening and speaking abilities.Enable students to master different listening skills.Difficult points:Get students to listen to and understand the listening materials.Let students learn the functional items for prohibition and warning as well as obligation.Knowledge aims:Get the students to learn some useful new words and expressions in the listening passages.Learn the following expressions:1). Prohibition and warning:You may not ……Always stay ……Keep away from …..Do not ……….Watch out …….Look out …..Be careful when …..You will be fined ………2). Obligation:You must …..You should never ….You will have to …..You will need to ….Step 1 Revision。
人教版高中英语必修4《Unit4Bodylanguage》教案
人教版高中英语必修4《Unit4Bodylanguage》教案人教版高中英语必修4《Unit 4 Body language》教案【一】教学准备教学目标1. 教学目标(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。
能够表达一些Body language.(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点教学重点和难点(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
(2) 让学生合适地使用不同的身势语。
(3)课文中现在分词作定语和状语的长难句。
教学过程Step 1. Lead in(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?Then ask a student to answer.设计说明：引出本单元的话题。
(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。
Step 2. Fast reading1. Go through the passage quickly and find out the main idea of each paragraph.o Match the main idea of each para. with lines.(Para.1) A. Other examples of different greeting body language.(Para.2) B. Different people have different body language.(Para.3) C. Summary of body language.(Para.4) D. Meet the visitors at the airport.(Para.5) E. Examples of different greeting body language.2. Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.You!Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteerswill make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.USA Nigeria rude Germany Japanone“great”or “good job”。
人教版高中英语必修4教案 Unit 4 Body language
Part 11 Warming Up:1)What is body language?(spoken language, written language)T: do you know how many ways can we use to communicate with others in our daily life? It’s obvious that we could communicate with others by speaking, right? Except for speaking, also, we could communicate by the way of writing, what’s more, if we don’t use speaking and writing, we can choose to use our body language to convey information.T:OK, so do you know what is body language?Body language refers to various forms of nonverbal communication, which for a person may reveal clues as to some unspoken(无法言说，不言而喻的) intention or feeling through his physical behavior.2)look at the pictures on blackboard and discuss what are the meaning of these body languages.T: now I will show you some pictures about body language , and I hope you cold tell me the meaning of each picture, OK?T: you are so smart, and have you found the similarity of these body languages of each line, Yes, according to the given pictures, we could generally divided body language into three part:①body gesture ②body movement ③facial expressions3)Game: Conveying the information that is written on the cards to your partners with body language.And next, for better understanding and using body language, let us play a game, the players should act and guess the content of the cards. I will invite three groups to do the game here, four students a group, three perform, and one guess, clear?2 Pre-reading:1)A same body language maybe have different meaning in different countries.T:we all know that because of the different cultural background, a same body language maybe have very different meaning, such“OK”，in China, it means “yes”, but in Japan, it means “money”, in France, it means “nothing”, and in Italy it’s a impolite and dirty gestures.2)The same meaning could be conveyed by different body languages such as the way of greeting, what can the people do when they meet each other at the first time?T: A same body language maybe have different meaning, on the contrary, the same meaning also could be conveyed by different body languages such as the way of greeting, so what can the people do when they meet each other at the first time? T: We know in China, when we greet to someone at the first, we could shake or wave our hands right? but what are the ways in other more countries? Let us learn it from the reading material on textbook page 26.3 While-reading:1)Skin to find the main idea of this passageT: Now , I will give you three minutes to read the whole passage quickly and summarize the main idea, OK?(This passage shows body language differs from culture to culture. Not all people greet each other in the same way. So we should study international customs for better communication.)2)Fill the blank to find the ways to greet in different countries or areasOK, everybody, next I will give another five minutes to read the passage again and find out all the ways to greet others by using body language according to the blank4 Post-reading：1)Is the author male or female? How do you know that?T: OK, everyone, there is an inference question, “Is the author male or female? And how do you know that?”(male, because Ahmed Aziz only shake hands with men.2)Find out the two cultural mistakes in para 2.T：In para 2 the author has mentioned two cultural mistakes right? So the first is what? (when tony Garcia from Colombia, approached Julia Smith from Britain, touched her shoulder and kissed her on the cheek as greeting, however, Julia stepped back appearing surprised and put up her hands to defend)The second mistake is (George Cook, who came from Canada, reached his hand out to Akira Nagata from Japan for introducing himself, however, Akira bowed so his nose touched George’s hand)3)What can we learn from this text?T: Do you feel the embarrassed? , for decreasing this kind of cultural mistakes, what do we need to do?①Body language plays an important role in daily communication, so it is very important to understand and use it correctly.②We should study international customs and respect the different cultures in the world.③When in Rome, do as the Romans do.5 homework：Find more body languages differ from culture to culture.(4groups, one group finishes one together)Part 21 Review:Yesterday we’ve learned many body languages about greeting which is different in many cultures, still we can remember that, in Britain, people usually greet with shaking hands, ……And today we go further learn the body language which conveys an universal information.2 While-reading:T: Firstly, everybody please spends three minutes looking through the whole passage and finding the main idea, clear? OK, go ahead with your task.1)What is the main idea of the passage?T: Are you finished? Where can we find the main idea? Which paragraph?Some body languages or gestures are the same throughout the world.2)Fill the blank to summarize the feelings and the corresponding body languages T: So next, let us learn these body languages further and together, at the same moment, please find out the emotional meaning of each body language, clear?3)Discussion:T: All right, it has been quite clear to understand the same body language and its emotional meaning throughout the world. The last reading task, everybody please gives an example of a person whose body language is very impressive or important to you, and please tell the reasons.(4)Guess the order of the story on page 31, then listen to the tape of the story on page 65.T: So much for our reading , by this unit, we had learned a lot of body language as well as its cultural meaning and emotional meaning, right. OK, next it’s time to check your knowledge acquisition.4)Act one of the stories on page 31 and 65.3 Homework:Do the exercises in 三维设计。
山东省英语高中人教版学案 必修四：Unit 4 Body language 语法(教师版)
教学内容Learning aims:1.通读课文，找出包含动名词的句子，并分析在句中所做成分。
2. 能会运用所学语法知识解决问题。
Learning key points: To master some sentence patterns Learning difficult points: 运用所学语法知识解决问题【学案使用说明】在提前预习的前提下完成学习指导即时感悟【回顾复习】在课文中找到-ing形式在句中所状语的句子。
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________【自主合作探究】动词-ing形式作状语动词-ing形式可以作状语，在句中表示时间、原因、结果、条件、让步、行为方式或伴随情况等。
人教新课标英语必修4全册教案(Unit4BodyLanguage)
人教新课标英语必修4全册教案(Unit 4 Body Language) Unit 4 Bd LanguagePart ne: Teahing Design Teahing gals1 Target Languagea 重点词汇和短语isunderstand, siilar, faial, expressin, agreeent, an, hest, gesture, adult, punishb 重点句型或交际用语At ut the flling eanings, pleasePlease guess hat I eanPlease sh the atins, using bd languageN it is ur turn t sh the atin / gesturePlease use either spen rds r bd language t express ur ideasPlease use bth spen rds and bd language t express ur ideas2 Abilit galsa Enable the students t understand hat a ertain gesture f the bd language eans in a given situatinb Enable the students t at ut se eanings, requireents, requests r situatins given in the target languageEnable the students t express ith the target language the eanings given in bd language3 Learning abilit galsa Help the students learn h t express theselves in bd language hen neededb Help the students understand thers hen bd language is being usedTeahing iprtant pintsa Teah the students h t understand bd language used in different untries r ultures as ell as in different asinsb Teah the students h t use bd language in the st apprpriate asinsTeahing diffiult pintsa Enable the students t realize the iprtane f bd language in uniatin s that little r n isunderstanding a urb Let the students n that there is bth psitive bd language and negative bd languageTeahing ethdsa Individual r, pair r and grup rb Ating ut b iitatin, ie r ith gestures and bd veentTeahing aidsA puter, a pretr and se pituresTeahing predures ≈ asThe first perid reading(UNIATIN: N PRBLE?)AisT help students develp their reading abilit T help students learn abut bd language PreduresI aring uparing up b atingL at the list f interpretatin n the right side f the hart Perfr the atin r the nnverbal behaviur n the left sideExaples f Bd Languagearing up b defining—hat is bd language?II Pre-reading1 Ling and saingL at the an in the piture bel hat des he sa t u b his bd language?Basiall, h the d I n? r, I dn’t n nthin! The shulders are hunhed and the hands are pen signifing a big questin ar2 Taling and sharingBd language is the quiet, seret and st perful language f all!Arding t experts, ur nn-verbal language uniates abut 0% f hat e reall ean(vie tnalit ntributes 38%) hile rds theselves ntribute a ere 7%ur bdies send ut essages nstantl and ften e dn’t regnize that e’r lt re than e realizeur understanding and use f nn-verbal ues in faial expressin are failiar t usnearl fr birthIII Reading1 Reading alud t the rerdingN please listen and read alud t the rerding f the text UNIATIN: N PRBLE?Pa attentin t the prnuniatin f eah rd and the pauses ithin eah sentene I illpla the tape tie and u shall read alud tie, t2 Reading and underliningNext u are t read and underline all the useful expressins r llatins in thepassage p the t ur nteb after lass as her。
新人教版高中英语必修4Unit 4 Body language
Unit 4 Body languageTeaching aims:1.TopicBody language; cultural differences and intercultural communicationeful words and expressions:Nouns: check, stranger, action, comedy, expression, agreement, chest, gesture, adultVerbs: approach, represent, introduce, touch, express, nod, avoid, misunderstanding, yawn, punish Adjectives: major, local, curious, spoken, general, similar, facialExpressions: be likely to, at ease3.Functional items:1. Prohibition and warningsDo not smoke here.Watch out! A car is coming!You may not….Don’t slip.Always stay….Be careful when…Don’t enter here.Don’t sit here.Stop!Be quiet.2. ObligationYou /He must…You should never…4.Grammar1). The –ing form as the attribute.They are visitors coming from several countries.… and this is an exciting experience for you…His nose touches Mr. Cook’s moving hand….2). The –ing form as the attributeFour people enter looking around in a curious way.She arrives hurrying, recognizes Mr. Garcia’s smiling face…Teaching proceduresPeriod 1 SpeakingStep 1. Warming-upT shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year ofthe Rooster of 2005.Step 2. SpeakingTask 1.Ss look at the screen and try to explain the meaning of the pictures.Suggested answers:Task 2. Ss finish warming up on page 25.Suggested answers:Time forfunTask 3.Ss ingroups offour. Onethinks ofasituation and asks the others to show some actions using bodylanguage. When the one chooses the action that is most likely,it is his or her turn to think of some other situation forthe others to show the actions so that the game may go on fora few rounds.Step 4. TalkingTask 4. Get the Ss to work in pairs. The situation is thatyou are worried about Lin Pei, who is not friendly any more,and does not want to talk to you or her other friends. Sheseems to be sad. She stays alone. She is not doing her homeworkand the teacher is not pleased with her. She doesn’t seemto care about how she looks and behaves.Step 5. Role playTask 5. Ss finish the speaking task on page 67.Period 2. ReadingStep 1. Warming upTask 1. Ss try to answer the following questions:1.What is the purpose of language?2.Do people send each other messages only by words? Whatother ways can be used?3.How can you tell if someone is sad even if they do notspeak?4.Give an example of how you can communicate a feeling tosomeone who does not speak your language.Step 2. ReadingTask 2: Ss read and answer the following questions:1.What’s the main idea of the passage?2.How many parts can the passage be divided into?3.What’s the main idea of each part?4.What can we learn from the passage?A.Never too old to learn.B.Do as the Romans do.C.Four eyes see more than two.D.Every country has its own customs.5.“Mr Garcia approaches Ms Smith,…” the underlined wordhas the same meaning as __________.A.all the approaches to the palace were guarded bytroops(军队).B.The club has made an approach to a local business firmfor sponsorship(资助).C.The time is approaching when we must think about buyinga new house.D.I find him difficult to approach.Task 3: Ss read and fill the following chart:Step 4. After- readingTask 4: Ss in groups and discuss:Suppose your friend is to attend an English corner. Many students coming from different countries will be present as well. She is excited but nervous because she doesn’t know how to make others accept her. What should she do then? Period nguage learningStep 1. RevisionSs retell the text with their own words.Text retelling:My boss has sent me to Pudong Airport to meet some business people from many parts of the world, who are interested in the development of the economy in China.The first one to arrive is Mr. Garcia from Columbia with Julia Smith, a British lady, following behind closely. I introduce them to each other and I’m surprised to see Mr. Garcia come up to Ms. Smith, touch her shoulder and kiss her on the cheek while Ms. Smith steps back appearing surprised. Just then, in comes a visitor from Japan, smiling at the time when the Canadian, George Cook reaches out his hand to him. It happens that Mr. Cook’s hand touches the Japanese’s nose as he bows and they both apologize.So you see, people from different cultures may not greet others in the same way. English people usually do not stand very close to others or touch strangers as people from Spain, Italy and South American countries do. Most people around the world shake hands when they meet while Japanese people will bow. People from Jordan stand quite close to other men and shake hands, but they simply nod to women. And French people shake hands and kiss others on the cheeks.In a word, body language varies in different cultures and is widely used in communication.Step 2. The –ing form as the Attribute and AdverbialAsk Ss to pick out the sentences with v-ing in them and underline them:1.They are visitors coming from several other countries…2.Four people enter looking around in a curious way.3.This is an exciting experience for you, so you standwatching and listening.4.You see her step back appearing surprised, and take a fewsteps away from Mr. Garcia.5.The visitor from Japan comes in smiling at the same timeas George Cook from Canada.6.His nose touches Mr. Cook’s moving hand, and they bothapologize.7.…, nor are they comfortable touching strangers or beingtoo close or too far away.8.…, they also express their feelings using unspokenlanguage through keeping physical distance, actions or posture.9.Most people around the world now greeting each other byshaking hands…10.She arrives hurrying, recognizes Mr. Garcia’s smilingface, and then they shake hands…11.It is an interesting study and can help you avoiddifficulty in communication.12.In most countries, nodding the head up and down showsagreement, while shaking the head means that you do not agree…13.If you stand holding your arms across your chest, you maybe protecting yourself…14.If you sit looking at and turn toward the person you aretalking to…15.We show respect for people by using different gestures.16.Children are taught that looking directly at an adult isnot good behavior.17.…so it is an amazing thing that we understand each otheras well as we do.18.Showing our hands means that we are not armed.19...the Western custom of shaking hands is used,20.Japanese people might cover one hand with the other and,depending on whom they are greeting, how slightly or quite low.Step 3. Language points1. make: make sb do sth.Make oneself doneMake sth to doHis father’s death made him leave school.He was made to leave school by his father’s death.I had to speak loud to make myself heard.They had to make a fire to warm themselves.2. prepare: v. preparation: n.prepare for:be prepared to do3. disappoint: v. disappointment: n.disappointed / disappointing: adj.4. closely /closeShe sat close against the wall.Please listen closely.Come close to doing sth.= almost doing sth.5. Not all cultures greet each other the same way, nor are they ….表否定的not放在句首，该句用倒装语序。
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Unit4 Body language语法篇____________________________________________________________________________________________________________________________________________________________________要求学生掌握本单元的重点语法----动词的-ing形式作定语和状语并能熟练运用相关语法知识解决相应类型的题。
一、动词的-ing形式由“动词原形+ing形式”构成，它既是现在分词形式，也是动名词形式。
v-ing能在句中作主语、宾语、表语、定语、宾语补足语和状语，但不能单独作谓语。
其时态和语态的变化为二、动词-ing形式的作用1.动词-ing形式作定语E.g. The sleeping baby looks very beautiful. (前置定语)这位正在睡觉的婴儿看起来太漂亮了。
E.g. The man sitting in the car is waiting for his daughter.(后置定语)坐在车里的男子正在等他的女儿。
E.g. The law being carried out is to ban drunken driving.(后置定语，强调正在被执行的法律)正在执行中的这则法律旨在禁止酒后驾驶。
名师点拨(1)现在分词短语作定语时通常后置，而单个的分词作定语时可置于被修饰词的前面，也可置于被修饰词的后面。
(2)现在分词的完成时的主动及被动形式均不作后置定语。
2．动词-ing形式作状语。
(1)作时间状语。
E.g. Working in the office，the clerk heard an explosion from the street.在办公室工作时，这位职员听到街上发出了爆炸声。
E.g. Having finished her homework，the girl was busy with the thing she likes.完成了家庭作业，女孩就忙于做她喜欢做的事情。
名师点拨动词-ing形式一般式常表示该动作与句子谓语动作同时发生，而动词－ing形式的完成式则表示该动作发生在谓语动作之前。
(2)作原因状语。
E.g. Lacking enough money，they had to give up the plan.由于缺乏足够的资金，他们只好放弃了这项计划。
(3)作条件状语。
E.g. Getting the chance to study abroad，he will try his best to improve himself.如果得到到国外学习的机会，他将尽力提升自己。
(4)作结果状语。
E.g. He failed to work out the last question in the math paper，making him lose the chance to enter his ideal university.他没有能够做出数学试卷上的最后一道题，致使他失去了上理想大学的机会。
(5)作让步状语。
E.g. Working hard all the day，he still felt energetic.尽管努力工作了一整天，他仍然感到精力充沛。
(6)作伴随状语。
E.g. The girls sat together in front of the house，talking and laughing.女孩们一起坐在屋前，又说又笑。
(7)作方式状语。
E.g. They greeted each other bowing to each other.他们鞠躬彼此打招呼。
名师点拨(1)动词－ing形式作状语时相当于与之对应的状语从句，并且可互相转换。
(2)动词－ing形式作伴随状语时，则可转化成并列谓语。
E.g. Knowing what to do next，he set out to do it at once.=When he knew what to do next，he set out to do it at once.当明白下一步要做什么时，他立刻开始着手做起来。
E.g. The guide showed the visitors around the pictures explaining the background of each picture.=The guide showed the visitors around the pictures and explained the background of each picture.导游领着游客参观这些图画，并解说每一幅画的背景。
三、难点突破1．单个的动词-ing形式作定语置于被修饰词的前面时，注意下面的两种情况对比。
E.g. The old man needs a walking stick. =The old man needs a stick used for walking.(表示用途)老人需要一把用于行走的手杖。
E.g. There are many people on the top of the mountain now who are enjoying the rising sun. =Thereare many people on the top of the mountain now who are enjoying the sun which is rising.(强调动作)现在山顶上有很多人在欣赏正在升起的太阳。
2．独立主格。
现在分词作状语，有时它也可以有自己独立的逻辑主语，这种结构称为独立主格结构，通常用来表示伴随的动作或情况，也可以表示时间、原因或条件等。
E.g. Weather permitting，we will go out for an outing.如果天气允许，我们会出去远足。
E.g. The paper having been finished，the student handed it in.做完试卷之后，这位学生把它交了上去。
3．评论性状语。
有些动词-ing形式作状语，在句中没有逻辑上的主语而独立存在，用来修饰主句，表明说话者的态度、观点等，被称为评论性状语或悬垂分词。
常见的有generally/strictly/frankly speaking，judging from，considering，supposing，providing等。
E.g. Judging from what he has said，he is a doctor.根据他的话判断，他是位医生。
E.g. Considering that the old man is old，he needs looking after.考虑到老人老了，他需要被照顾4．动词-ing形式作状语时，常将否定副词not置于分词前面。
E.g. Not having finished the work，they had to work extra hours.由于没有完成工作，他们只好加班。
5．状语从句转化为非谓语作状语时，若从句的主语与主句的主语一致，从句谓语含有be动词时，可保留从句的引导词。
E.g. When getting to the top of the mountain，they found the sun was rising.当他们到达山顶时，发现太阳正在升起。
6．动词-ing形式与过去分词的区别(1)语态不同：v.－ing形式表示主动概念，与相关的名词或代词之间构成一种“主谓关系”。
而过去分词表示被动概念，与相关的名词或代词构成一种“动宾关系”。
(2)时间不同：v.－ing形式表示“正在进行的动作”；过去分词表示“已完成的动作”。
E.g. Seeing from the hill，you will see the beautiful city.在山上看，你会看到美丽的城市。
E.g. Seen from the hill，the beautiful lake is like a big mirror.从山上看，那个美丽的湖就像一面大镜子。
【巧学助记】分词短语记忆口诀分词作状语，主语是问题；逗号前后两动作，共用一主语；主语找出后，再来判关系；主动用-ing，被动用-ed；having done表先后，千万要牢记例1.（2019福建泉州期中）He waited at the gate of the hotel all the time，______to run into his favorite pop singer.A. hopingB. to hopeC. having hopedD. hoped解析：根据句意“他一直等在宾馆的门口，希望巧遇他最喜欢的流行歌手。
”此处非谓语动词表示的动作与句子谓语动词表示的动作相伴随着发生，故用现在分词作伴随状语。
答案：A。
例2.（2019大纲全国）Today there are more airplanes_______ more people than ever before in the skies.A. carryB. carryingC. carriedD. to be carrying解析：根据句意“现在比以前有有更多的飞机运送乘客。
”考查现在分词作定语。
此处airplane和carrying之间是主动关系，故用现在分词作定语。
答案：B。
例3.（2019福建）________the past year as an exchange student in Hong Kong，Linda appears more mature than those of her age.A. SpendingB. SpentC. Having spentD. To spend解析：根据句意“由于Linda过去几年在香港作交换留学生，所以她看起来比她的实际年龄更成熟。
”“花费”和其逻辑主语“Linda”之间是主动关系，故用现在分词作原因状语。
且“花费”的动作明显早于“看起来成熟”这个动作。
表示发生在谓语动作之前的动作，用现在分词的完成时。
答案：C。
例4.（2019山东济宁期中）______money，his parents couldn’t send him to university.A. LackedB. Lacking ofC. Lacked inD. Lacking解析：根据句意“由于缺少钱，他父亲不能送他去上大学。