高中英语必修四人教版教案：Unit+4+Body+language+Period+4+language+points(2).doc
人教版高中英语必修四教案：Unit 4 Body language
Unit 4 Body languageⅠAims:T alk about body language: cultural differences and intercultural communicationPractise talking about prohibition & warning as well as obligationLearn to use the -ing form as the Attribute &AdverbialLearn to write a diary that showing the observation of how body language helps in communicationⅡStructures:Talk about body languageWhat is the purpose of language?What do you think “body language” means?How can you tell if someone is sad or happy even if they do not speak?How can you communicate a feeling to someone who does not speak your language?Why do we need to study body language?Talk about cultural differences & intercultural communicationWhat do British people often do when they meet strangers?What do French people often do when they meet people they know?Why should we be careful about our own body language?Why is it important to watch others as well as listen to them?ⅢKey new words:represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroadⅣKey expressions:represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, actionⅤ.Grammmar:The -ing form as the attribute && adverbialFinding out in the reading text sentences with present participle(s) used as the attribute or adverbPeriod 1-2 warming upStep I Lead-inThe teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.Ss: Yes, Thousands of Hands Kwan-yin.T: But do you know who she is? Yes, she was the leading dancer ofthe program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she 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 deaf and 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 important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.Step II IntroductionT: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...Shake your head / arm / hand ...Wave your arm / hand ...Open your eyes / arms /mouth ...Close your eyes / mouth ...Twist your wrist / waist.Cross your arms / fingers.Nod your head. Bow your head.Make a face to each other. Bend / cry / shout / scream / smile / laugh ...It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:Action MeaningA handshake You are welcome.A clap of hand Come on; be cheerful.A V-shape of the fore-finger and middle finger May you succeed!Or congratulations on your success!A half-closed hand with thumb down I am not in favor of your idea or I’ll haveto refuse you.She is worried.A wrinkling of the brow in thought ordispleasure or a scowlTears coming out of his eyes. He is very sad.All smiles on her face She is very happy.Waving their hands They are waving goodbye to peoplearound.A hand stretched out forward with strength He is stopping a tank.They are cheering for the victory.People jump with their both hands stretchedopen in the air.Period 3-4 Reading1 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 him a 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.Period 5-6 GrammarGrammarStructure 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。
人教版 高中英语 必修四 unit4 Body language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.。
高中英语人教版必修4Unit4教案
高中英语人教版必修4Unit4教案Unit 4: Body LanguageWarming Up and ReadingBy XXXnal Teaching Aims:Knowledge and Skills:1.To increase students' XXX.2.To enable students to discuss body language with ease.Ability Aims:1.XXX.2.XXX.3.XXX' XXX through individual and group work. XXX:1.To XXX interest in learning English.2.XXX diverse customs.XXX:1.Mastery of language points and their n in XXX.2.Development of respect for other cultures.Teaching Difficult Points:1.n of body language with partners XXX.2.XXX.XXX:1.Task-XXX and learning.2.Pair and group work to engage all students in the learning process.different ways.Task 2 Detailed readingRead XXX:1.What is body language?2.What are some examples of body language?3.How do people from different countries XXX?Step 5 Asking-and-answering activityDivide the class into pairs and ask them to discuss the following ns:1.What are some common gestures in your culture?2.How do you express XXX?3.XXX because of body language?Step 6 nToday we have learned about body language and how it varies in different XXX to pay n to your own body language and the body language of others。
高中英语unit 4 教案人教新课标必修四
Unit 4 Body LanguagePart One: Teaching Design (第一部分：教学设计)1． A sample lesson plan for reading (COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language?Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifyinga big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than werealize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of eachparagraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text 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?5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!”“I’m shocked!”“I’m sad!”2．A sample lesson plan for Learning about Language(The ~ing form as the Attribute & Adverbial)AimsTo help students learn about The ~ing form as the Attribute & Adverbial.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressions Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Checkyour answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。
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。
人教版必修4-Unit-4-Body-language教学设计及反思
人教版必修4 Unit 4 Body language教学设计及反思一、教学设计思想：1. 倡导并实施以学生为主体的课堂教学模式，教师发挥组织、引导和协助的作用。
2. 倡导并实施任务型教学，在课堂中让学生完成根据阅读材料所设置的任务，从中学习语言知识以提高语言应用能力。
在布置小组活动时，让不同学习类型的学生为一个学习小组，尽可能让所有学生都参与到任务活动中来。
3. 把握从兴趣出发的原则，采用表演、猜测和讨论等形式，使学生保持学习的热情。
4. 让学生在实践中掌握阅读技巧和方法，提高阅读能力。
教学中以学生体验为主，在语境中体会词义，培养学生爱思考的好习惯。
5. 英语学习不仅是对语言的学习，更是对文化的学习。
二、教材内容分析：本单元的中心话题是“身势语”，阅读部分讲述了一个机场迎接客人的故事。
来自几个不同国家的商人由于文化背景的差异，在初次见面时互相问候的方式迥然不同且发生了一些小误会，反映出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。
三、教学目的：1. 知识与能力让学生通过阅读文章去了解不同的文化、不同的身势语。
同时，在阅读训练中渗透略读、查读等阅读技巧来培养学生预测内容、概括大意、查找特定信息、猜测生词、细节判断以及推理的能力。
2. 情感态度身势语是传递交际信息的非语言手段。
帮助学生了解由于文化差异所带来的身势语的变化，减少在跨文化交际中产生的误解。
四、教学重点和难点：1. 教学重点了解不同文化中的身势语的不同含义。
掌握略读、查读、猜生词及推理判断等阅读方法和技巧。
2. 教学难点对文章内容进行推理判断的能力及在实践中运用阅读技巧的能力。
五、教学方法：任务型教学问答讨论六、学法指导：教师在教学中渗透一些阅读方法，如略读和查读等。
七、教学步骤：Step 1 LeadinProvide some students with several pieces of paper on which some directions are written. For example:1. Show gestures for“Well done / OK / Be quiet / Stop”.2. Show expressions for being “happy / sad / frightened / angry / proud”.The students are asked to make a demonstration of those actions with body language.【设计说明】这项任务旨在通过学生的参与并以游戏的形式来展现和导入本单元的主题——Body language，不仅能提高学生对所学内容的兴趣，充分起到了热身的作用，而且能使学生通过对旧知识的回顾从而自然过渡到对新知识的学习上来。
高中英语人教版必修4【教学设计】Unit 4
Unit 4 Body language本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。
本课的READING材料处于教材的第三部分，是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解Communication: No problem?（交际，毫无问题可言吗？）这一主题。
课后COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
在READING前面有WARMING UP和PRE-READING 两部分。
W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
高中英语必修四人教版教案：Unit 4 Body language Period 6 Learning about language
课堂检测
内容
Page 63Exercise 2
课后作业
布置
Memorize new words and expressions in this unit.
预习内容
教学重难点
Enable students to learn to use words and expressions correctly.
教学手段运用
教学资源选择
Atextbook
教 学 过 程
Teaching procedures:
Step I. Revision
Read the new words and expressions together.
in defence of, give up
believe in /trust , false
function, can’t …without
forfet to do
⑤there must be, misunderstanding
StepⅥ. Discussion(Group work)
Discuss their sentences in groups of six to see if there are any mistakes.
布置
Preview listening on page 31& page65 of workbook.
科目： 教师： 授课时间：第周 星期年月日
单元（章节）课题
Unit4 Body language
本节课题
Learning about Language (Discovering useful words and expressions)
(完整版)人教版高一英语必修四unit4Bodylanguage教案
人教版高一英语必修四unit4 Body language教案Part 1.Teaching goals: 教学目标1. 语言能力目标●Talk about body language: cultural differences andimprove the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.●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、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。
3. 情感态度目标●要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。
●Body language is actions that human beings canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage plays important roles in communicating.Part 2.Teaching Important and difficult Points●重点词汇与短语greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding 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, went to …After half an hour of waiting for their flight to arrive, I saw several young people enter the 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 recognized Tony Garcia’s smiling face.3.Improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.4.let students learn about the words and expressions about body language.Part 2. Teaching Important Points:1．Teach the students how to understand body language used in different countries or cultures as well as in different occasions.2. How does body language differ among people fromdifferent cultures?Part 3. Teaching Difficult Points:1. Let the students know that there is both positive body language and negative body language.2.to grasp the main idea of the text.Part 4.Teaching Methods:。
人教英语必修四Unit4Bodylanguage教案7
Unit4 Body language学案Ⅰ. Teaching goals1. Target languagea. key wordsrepresent, association, dormitory, canteen, approach, cheek, defence, dash, likely.b. key sentences1. Yesterday, another student and I, representing our university’s student association, went to the Capital International Airport to meet this year’ international students.2. I saw several young people enter the waiting area looking around curiously.3. She stepped back appearing surprised and put up her hands, as if in defence.2. Ability goalsa. Enable the students to realize the importance of body language.b. Enable the students to understand the text.3. Learning ability goalsHelp the students learn how to explain the common idea—“different cultures, different body languages” wi th the target language in this unit.Ⅱlearning steps.Step1. Lead inAsk some students to act out some body language, others guess their meanings.Step2. Skimming （2 mins）1. How many international students are there in the story?2. Who are they and where do they come from?NAME COUNTRYStep3. scanning1.Find out the two cultural mistakes in Para22. Fill in the table according to Para4.People in the country/areaWays to greet each otherEnglish peopleDo not stand _________to others or touch ________ when they meet. People from Spain, Italy and South Americancountriesothers closely andaremorelikelyto__________.JapaneseMost people around the world (Chinese)3. Divide this passage into four parts and summarize main idea of each part. Part1 ( para ): BackgroundPart2 ( para ); Part3 ( para ): Part4 ( para):Step4. Showing offSupposing you are Tony Garcia or George Cook, how should you behave correctly and properly? Make up your own dialogueGroup A :Tony Garcia: …… Julia Smith: …… GroupB:George Cook: …… Akira Nagata: ……Step5. DiscussionWork in groups of four and discuss this question: How do you behave to avoid communication difficulties ？Then report your opinions to the class.Tony GarciaJulia Smith The first mistakeHe approached Julia, ________ _____ _________and _______ her on the ________.She ______ ________ appearing _________ and put up her hands, as if ___ _______. The second mistakeAkira NagataGeorge CookHe________ his hand ________ to the Japanese student.He ________ so his nose ________George’s _______ ________.。
人教英语必修四Unit4Bodylanguage教案4
Unit 4 Body languangePeriod 4 Listening 优秀教案The General Idea of This PeriodThis period aims at getting the students to train their ability to get the key information withListen to the materials about a traffic accident and retell the story after finding the correctTask-A projector,some slides and a multiple-Three Dimensional Teaching AimsAfter the study of this period the students are sure to understand the body language better and know how to use it in our daily life,thus avoiding some misunderstanding with others in communicatioTeaching ProceduresCheck the students’ homework and ask some students to retell the reading text of SHOWING OUR FEELINGS.Step 2 Pre-Ask the students to look through the six pictures in Ex.1 on Page 31 and ask them to guess whatT:Now,open your books and turn to Page 31.Look through the six pictures.The pictures are not in the correct order.Your task is to listen to the tape and rearrange the picture according to the listening material.But before we listen to the tape,I would like some of you to guess what happenS:S:T:Your guess maybe right.Now we are going to listen to the tape.While listening,pay attention to these important points and you are asked to take notes of the actions that show the story in thec)What thNow,I will play the tape twice.Please listen carefully.After listening to it twice,you will be givenAfter listening to the tape twice,ask the students to give theirT:S:T:Good job.T:Have you also taken down some notes while listening?Get prepared to act out the story using both spoken and body language.I will give you 5 minutes to work in groups of three to act out the dialogue.One will be Li Pu,one will be the cyclist and one will be the policeman.You may use the following function items when you act it out.You may use the following functional structures toYou may not Always stayHe must You mustDo not You should neverAfter five minutes,ask some groups to act out their dialogues.T:Just now we have listened to a passage about an accident.Now we are going to a dialogue between two persons.One is a Chinese and the other is a Canadian.First,look over the six pictures.While you listen to the tape,number the pictures in the correct order as they happen in theAfter listening to theT:S:T:Well done!T:Discuss with your partners the differences between Chinese and Western gestures and bodyT:S1:The body language in the text consists mainly of hand gestures.For example,to show the number 38,Shen Lei holds his fingers like this—three fingers for the three,and a pointing fingerS2:In picture 5,Julie pats her hand at her throat to show she is very full.She means to say:“I amT:Good job!T:What other examples of western body language have you seen,perhaps in films or on TV?CanS:For example:In western films,we often see people hugging and kissing when they greet each other in public.This does not happen as often in China.We might just shake hands.2.Suggest soThe Design of the Writing on the BlackboardUnit 4Body languagePeriod 4Listening2.Pre-listening—3.Listening—Record after TeachingActivities and ResearchThe students are encouraged to take the notes down while they are listening.After that they are to act out the story they hear using both spoken language and body language.The teacher mayReference for teaching高考英语听力测试的技巧与训练一、把握听力技巧,强化判断能力。
人教版英语必修四Unit 4 Body language教案(1)
高中英语模块四教学设计Unit 4 Body languageReading:Communication:no problem?教材：人教版《英语4[必修] New Senior English for China》一、教学对象分析本校为省普通高中达标校。
学生英语水平较为参差，且班级人数多。
二、教材内容分析本节课选自人教版高中英语必修4 Unit4 Body language，这节课课型是Reading。
因为是第四单元第一课时，它起着承上启下的作用。
三、教学目标主要教学目标有两个：1.成功导入单元中心话题“body language”2.阅读课文“Communication ：no problem?”找出不同文化信息及两个文化差错。
四、教学过程Step 1 Warming-up and lead-in (5 mins)教师设计一些小活动和学生进行互动，了解学生对肢体语言一些基本情况的熟悉程度，以此导入到本课的课题。
活动1 利用四张图片进行师生对话,引入肢体语言表达方式：脸部表情，手势，动作等。
活动2 师生一起做TPR(Total Physical Response) 活动。
目的在于复习一些身体部位的表达方法，为接下去的活动做好准备。
活动3 推荐四组学生上台根据图片提示做动作，让全班同学猜出它们的意思，进行全班互动。
活跃课堂气氛的同时，传达肢体语言在生活中的作用。
Activity 1:The teacher shows some pictures on screen.T:What does these pictures mean?Ss:crying,laughing,it’s happy/…,they are excited （to celebrate their success.）T: Great!Activity 2:T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.(the whole class together)Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ... (some students to come to perform)Shake your head / arm / hand ...Close your eyes / mouth ...Open your eyes / arms /mouth ...Nod your head.Some students to come to perform.1.Shake somebody’s hands.2.Touch the other’s shoulder.3. Cross your arms .4.Make a face to each other.5. Dance as you like .Step 2 Reading （20 mins）1.Warming-up利用教材SBP25 Warming-upEx.1所提供图片，两两对话。
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。
英语必修四人教版 Unit4 Body language教案设计
英语必修四人教版 Unit4 Body language教案设计ease/hide feelingsagreement disagree or refuse/threatennot interested interesteddo not believe love /likeshow respect2. Fast readingAsk Ss to read the passage quickly and summarize the main idea. Suggested Answers:We should understand the personal body language of the other people and know how to show our feelings.3. Intensive reading(1) Ask Ss to read the passage carefully and finish Ex1 on P30. And then ask Ss to explain the answers.(2) Ask Ss to read the text again and finish Ex2 on P30. And then ask Ss to discuss how important body language is in the following jobs. teaching, medical care, news,management(3) Ask Ss to compare the similarities and differences of some body languages and finish the form of Writing (Using Language) on P32. Step 2. Listening, writing and speaking (Using Language) Purpose: To help Ss improve the listening ability.1. Pre-listeningAsk Ss to look at the pictures on P31 to guess what has happened and let them know the characters in the pictures..●Lin Pu—the driver●the man who was knocked down—the cyclist● a policeman2. ListeningAsk Ss to look through Ex1 on P31 to make sure that they know what to listen to. Then play the tape once without stopping. (If the students haven’t got the correct order, play the tape once again). Then check the answers.3. WritingAsk Ss to retell the story and find out the actions in the listening text. Suggested Answer:Lin Pu , who is driving on the road in an old car from his brother in law, has just got his license. Being feeling nervous, he crashed a bicycle and knocked over a basket full of apples. A policeman came over and asked him to pay a fine. But Lin has no more money on him except the car. The policeman told him to pay the fine by the end of the month. The cyclist felt very angry and ordered Lin to pick up his apples and Lin did so.4. SpeakingDivide Ss into groups of three and then ask them to act out the story. Remind Ss to use body language in their acting.Step 3. Speaking and writing (Using Language)Purpose: To help Ss to use spoken language and body language.1. Speaking.(1)Ask Ss to imagine that they have a good friend named Lin Pei. Inthe past she was a good girl and very friendly. But now she is no longer friendly and doesn’t want to talk to anyone. She always looks sad and stays alone. She doesn’t do her homework and looks really bad.(2)Divide Ss into groups of two and ask Ss to discuss the followingquestions and then write down their answers.①What problem might Lin Pei have?②What could be her recent “body language” or behavior?(3)Ask each group to make up their dialogue and prepare to reportto the class. Ss can refer to the example given in Ex1 on P31.2. WritingAsk Ss to write some advice for Lin Pei, according to the dialogues they have made up. Remind Ss that they should explain in their advice how important body language is in showing feelings and in communication.Step 3. Homework1. Ask Ss to read the passage fluently and know the use of theimportant words and phrases of this part.2. Ask Ss to practice showing themselves by correct body language.3. Ask Ss to preview Listening task (Workbook) and Speaking task (Workbook).。
高中英语必修四人教版教案：Unit 4 Body language Period 5 Using language
Exercise2: Fill in the blanks.
Exercise3: True or False
StepⅢ. Students’show
1.Ask some students to show their answers.
2. Explain some difficult ones.
2.Develop students’reading skills by extensive reading.
3.Develop students’awareness ofcross-cultural communication.
提炼的课题
Improve students’skills by extensive reading.
nor+ be/ can/ do+主语
4.be likely to do
5.in general;Generally speaking; on the whole
StepⅡ. Self-learning (Individual work)
Read the passage and then do the exercises on ppt.
Review the key words and expressions.
1.major in ; majority
2.not all, every, everyone, everything, both表部分否定
neither, none, no , no one, never 表全否定
3.so+be/ can/ do+主语
4.Turn one’s back to
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
科目：教师：授课时间：第周星期年月日
品味人生
1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。
10、母爱是一滴甘露，亲吻干涸的泥土，它用细雨的温情，用钻石的坚毅，期待着闪着碎光的泥土的肥沃;母爱不是人生中的一个凝固点，而是一条流动的河，这条河造就了我们生命中美丽的情感之景。
11、青春是盛开的鲜花，用它艳丽的花瓣铺就人生的道路;青春是美妙的乐章，用它跳跃的音符谱写人生的旋律;青春是翱翔的雄鹰，用它矫健的翅膀搏击广阔的天宇;青春是奔腾的河流，用它倒海的气势冲垮陈旧的桎梏。
12、失败，是把有价值的东西毁灭给人看;成功，是把有价值的东西包装给人看。
成功的秘诀是不怕失败和不忘失败。
成功者都是从失败的炼狱中走出来的。
成功与失败循环往复，构成精彩的人生。
成功与失败的裁决，不是在起点，而是在终点。
13、母爱是一缕阳光，让你的心灵即便在寒冷的冬天也能感受到温暖如春;母爱是一泓清泉，让你的情感即使蒙上岁月的风尘仍然清澈澄净。
14、不要吝惜自己的爱，敞开自己的胸怀，多多给予，你会发现，你也已经沐浴在了爱河里。
15、奉献是爱心，勇于付出，你一定会收到意外之外的馈赠。
16、人生就像一条河，经历丰富，才能远源流长。
伟大的一生，像黄河一样跌宕起伏，像长江一样神奇壮美。
人生就像一座山，经历奇特才能蔚为大观。
伟大的一生，像黄山一样奇峰迭起，像泰山一样大气磅礴。
经历就是人生的硎石，生命的锋芒在磨砺中闪光;经历就是人生的矿石，生命的活力在提炼中释放。
经历就是体验，经历就是积淀。
没有体验就没有生存的质量;没有积淀，就没有生存的智慧。
人生的真谛在经历中探寻，人生的价值在经历中实现。
17、生命不是一张永远旋转的唱片;青春也不是一张永远不老的容颜。
爱情是一个永恒的故事，从冬说到夏，又从绿说到黄;步履是一个载着命运的轻舟，由南驶向北，又由近驶向远。
18、过去与未来，都离自己很遥远，关键是抓住现在，抓住当前。
19、采一点晨曦，装点一天的清新，捧一把阳光，温暖一季的心情。
雨中潇洒走一回，去释放心底的罗曼蒂克。
一段白云下的遐想，找回的是心灵空间的宽广和飞翔。
听一曲欢快流畅音乐，脸上没有了忧郁的浮云，心中燃烧着一团艳阳。
把笑意写在脸上，人生四季的良辰美景，即如小桥流水，也如风清月明!
20、生命本是一场漂泊的漫旅，遇见了谁都是一个美丽的意外。
我珍惜着每一个可以让我称做朋友的人，因为那是可以让漂泊的心驻足的地方。
有时候会被一句话感动，因为真诚;有时候会为一首歌流泪，因为自然。
要快乐，不止此时，而是一生!。