必修四module3
必修四module 3 重点单词
Happy
angry
sad
Unconscious body language
learned body language Well-done Ok victory!
quiet
stop
Reading and Vocabulary 4--Fill in the form with the details.
• People communicate more than with_________ just spoken and written words.
Try to get the meaning of “more than” The 2008 Beijing Olympics are drawing Over More than near. ________ 10,000 athletes will come to very the Games. We are _________ happy to more than host the games. The Olympic Games are not only more than _________ competitions. It will be a great beyond chance for people to learn more than ________ what they have thought. 超越
Book 4 mod 3
Part I (paragraph 1 ) • How many ways do people use to communicate with each other? What are they? Spoken words Written words Unconscious body language Learned body language
外研版高中英语必修4课文Module3英汉对照翻译（带要点）
外研版高中英语必修4课文Module3英汉对照翻译（带要点）第一篇：外研版高中英语必修4课文Module 3 英汉对照翻译(带要点)高中英语课本必修四重点课文英汉对照高效辅导—————————————————————————————————————————————————————————————————————————Module 3 Body Language and Non-verbal Communication 交流If you say the word “communication”, most people think of words and sentences.说起“交流”，大多数人会想到单词或句子。
Although these are very important, we communicate with more than just spoken and written words.Indeed, body positions are part of what we call “body language”.虽然单词与句子十分重要，但我们斌不只是用口语和书面语进行交流，身体的姿态是我们所称的“身势语”的一部分。
We see examples of unconscious body language very often, yet there is also “learned” body language, which varies from culture to culture.我们经常看到无意识的身势语，但也有“习得”的身势语。
We use “learned” body language when we are introduced to strangers.Like other animals, we are on guard until we know it is safe to relax.跟动物一样，我们会保持警觉直至知道安全的时候才放松。
外研社必修四Module3Bodylanguage基础习题包含答案
Module 3基础习题一、选词填空on guard , give away, hold up, shake hands with sb, make a deal, lift up, up and down, by accident, say hello to, refer to1.When we spend the Spring Festival happily every year, our soldiers are still for our motherland.2.We shake hands when we. It means,"We agree and we trust each other.”3.- Have you got any good plans,Jack?一Let's go to the charity to some moneyand old clothes.4.When asked to make an apology, he head and said, “Apology? Why?"5.They each other and then sat down.6.I think she hurt my feelings on purpose rather thanas she claimed(声称).7.I don't mind living in a top flat. Going stairs will begood exercise for me.8.those books and give me the paper under them.9.A boy by the name of David has just called to you.10.Although she didn't mention any names, everyone knewwho she was.二、单句语法填空1.Since he took over the case, he always receives (threat) e-mails.2.The fire( spread) very rapidly because of the strong wind.3.Television is an increasingly important meansof( communicate).4.She was hit on the head by a stone andknocked( conscious).5.The bowl contained a(vary) of fruit.6.It's (traditionally) in England to eat turkey on Christmas Day.7.He was suddenly aroused by a( slightly) noise.8.People usually avoid having food like onion before taking part in a(informal) party.9.I got(involve) in a quarrel about the price.10.He wants to be a successful(young).三、单句改错1.Although these are very important, we communicate with no more than just spoken and written words.2.Body positions are part of that we call body language".3.We are in guard until we know it is safe to relax.4.One person holds up his hand, palm outwards and five fingers are spread.5.People give out much more by their gestures than by their words.6.In Thailand you mustn't touch someone on his head.7.They spent a great deal money.8.We clap at the end of a living performance.9.He requested that we finished the work in one day.10.Greeting in Asian countries do not involve touching the other person, but they always involve the hands.四、完成句子。
外研版英语必修四 Module 3 Body language and Non-verbal Communication Language
【拓展】 informal adj. 非正式的 e.g. Though this is an informal call, he wears a format dress. 尽管这是一次非正式访问，他仍然 穿着礼服。
【运用】 (1) I need something comfortable enough to travel in but ________ formal enough for the meeting room. informal (formal) (2) It’s only a small ________ party—you don’t hese are very important, we communicate with more than just spoken and written words. 尽管这些很重要, 但我们并不只是通过 口头和书面语言交流。 more than 不只是, 远甚于 e.g. 它不只是一个博物馆。它还是一所学 校。 (翻译) It is more than a museum, it’s a school.
【拓展】 (1) communication n. 传达；信息；通 讯；通信 (2) communicate with sb. 与某人联络 be in communication with 与……通讯；与……保持联系 注意：communication作“通讯；通信”解 时，为不可数名词；作“信息”解时，为 可数名词。
6. “I trust you. Look, I’m not carrying a threatening weapon.” “我信任你，瞧，我没带威胁性的武 器。” threatening adj. 恐吓的；具有威胁的 e.g. He made an admission that he had used threatening behavior. (翻译) 他承认用了恐吓手段。
必修4Module3外研社高中英语必修四单元3各知识点
Ⅲ.句式扫描 1._W__h_e_n__in__R_o_m__e_ (在罗马时),Do as the Romans Do. 2.Indeed, body positions are part of _w_h__a_t _w_e__ca_l_l_“_b_o_d_y__la_n_g_u__a_g_e”_ (我们称之为“体态语”的). 3.One person then holds up his hand, palm outwards and_f_iv_e_f_i_n_g_e_r_s _s_p_r_e_a_d_ (手掌向外，五个手指分开).
7.一上一下地；来回地 8.偶然地 9.变成空白 10.向……问好 11.打开（灯、无线电等） 12.请求某人帮忙
_u_p_a_n_d__d_o_w__n _b_y_a_c_c_i_d_e_n_t _g_o_b_l_a_n_k_ _s_a_y_h_e_l_lo__to_ _s_w_i_t_ch__o_n_ _a_s_k_s_b_._a_f_a_v_o_u_r_
2.involve v.包括；需要；包含；使卷入；使忙于；涉及
involve sb./sth.in (doing) sth. 使某人参与某事；把某人牵
扯到某事中
be/get involved with sb./sth. 涉及；与……有关；与……混
在一起
be/get involved in
卷入……之中；热衷于；专心于
各种各样的
（3）various adj.
各种各样的
①The experts advised the students to vary their diets. 专家们建议学生们要饮食多样化。 ②Cultures vary from country to country. 文化因国家不同而不同。
高中英语外研版必修4【教学设计】Module 3
Module 3 Body Language andNon-verbal CommunicationThe topic of this module is “Body Language and Non -verbalCommunication”. Relatedinformation is introduced through reading and listening. The reading part givesa brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home. The vocabulary, sentence patterns, grammar, the main content of the context as well as the students’ activities such as listening, speaking, reading and writing and so on all develop around this topic. The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students’ language skills and communication ski lls.2. Use proper body language to communicate with each other3. To learn to read with some reading strategies4. Learn more about the different culturesImportant points ：To practice the skills of reading, such as fast-reading and careful reading.To comprehend the passage wellIncrease their awareness of communicationDifficult points:1. Some difficult sentences in this passage.2. Retell the text.1. A projector2. Multimedia3. The blackboardPeriod 1 Introduction & Reading and VocabularyStep 1: Warming-up1.Present a picture of a word “Hello”. Ask the students to find out “What spells the word?” Theanswer is human bodies.2.Play a video, and think about a question “If people express themselves by doing, whatlanguage do they use?” The answer is body language.3.Show some pictures for free discussion. When and where can we use the body language? Step 2: Introduction Activity 11. In our daily life we often use some simple body language such as point, smile, wave, and shake. Give present 4 pictures and the students match the 4 words with the 4 pictures. (P 20 Introduction Activity 1)2. Play a video to gives the students some examples of body language and ask them to think about more body language while watching.Step 3: Speak and Act1. Pair work: One student uses his/her body language to act and the other guess what his/her partner wants to express. The students can refer to P 20 Introduction Activity 3. There are 8 situations for them to use the body languages. 1. meet a friend2.Show someone the way.3. see a friend in the distance4.Enter a friend’s house.5. say yes.6. say no7. say who? Me?8.say goodbye.2. Group work: choose 4 best actors from different 4 groups. These students use his/her body languages to express themselves and the others guess.Step 4 Pre-reading1.Go over the new words.2.Prediction: Present a picture and lead the students to talk about the picture, and grasp the。
外研版高中英语必修4课文Module3英汉对照翻译带要点
外研版高中英语必修4课文Module3英汉对照翻译带要点Module 3: Ui Hua Culture VillageIn this module, we will explore the English and Chinese versions of the text from the English textbook for Grade 12 in the Foreign Language Edition (外研版) series. We will provide a detailed English translation along withkey points for each section. Let's begin!Part One: Chinese Version (中文版)我们从第一节开始，让我们看看中国的一个破旧村庄，文化贫困是这里最大的问题。
为了改善村庄的发展，当地政府提出了一些建议。
这些建议包括修建新学校、改善道路和提高村民生活水平等。
村民们也积极响应，他们团结一致，互相帮助，共同努力实现村庄发展的目标。
第二节详细介绍了乌天桥的历史和现状。
乌天桥是村庄最具代表性的建筑之一，但由于年久失修，现在面临着严重的危机。
政府希望通过修复乌天桥，恢复它的历史文化价值，并吸引更多的游客来到这里。
第三节谈到了对村庄进行改造的计划。
政府计划修建更多的景点，比如传统工艺馆、美食街等，以吸引更多的游客。
这些计划旨在促进该地区旅游业的发展，并改善村民的经济状况。
第四节讲述了村民们对修复乌天桥的热情参与。
村民们自愿参与修复工作，他们用自己的实际行动表达了对村庄发展的支持。
通过修复乌天桥，村民们希望能够改善他们的生活条件，吸引更多的游客和投资者。
第五节讨论了村民们的观点和感受。
对于一些村民来说，这个计划是一个机会，可以改善他们的生活水平。
但也有一些村民对这个计划持怀疑态度，他们担心传统文化可能在发展的过程中被丧失。
高中英语新课标外研版必修4教案Module3
Module 3Body Language and Non-verbal CommunicationPeriod 1IntroductionThree Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words,phrases and useful expressions.Encourage the students to know how to describe body languages or gestures in English.Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.Process and StrategiesTrain the students’ speaking ability through individual,pair work and group work.Train the students’ listening ability through listening and matching exercise.Feelings and ValueDeepen the students’ correct understanding of what their partner really mean and make a response.Have the students know about some culture and customs concerning non-verbal communication and strengthen their communicative awareness.Teaching Important PointsMaster some words,phrases and useful expressions describing body languages and non-verbal communication.Improve the students’ speaking ability by talking,discussing,making up and acting out dialogues.Improve the students’ listening ability.Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities.How to improve the students’ speaking and listening ability.Teaching MethodsIndividual work,pair work or group work to make every student participate in class.Listening and matching activity to help the students have a good understanding of the listening material.Teaching ProceduresStep 1 Lead-inT:In last module we have learned something about traffic jam at home and abroad.Today we are going to learn something about communication without words but body language.T:(The teacher shows a pile of pictures of physical contacts.) Here are several pictures concerning physical contact and body language or gestures.You may be familiar with some of them.Do you know how to express them in English?Now discuss them in pairs or groups.In a few minutes,I’ll ask some students to talk about them.(The students begin to discuss the pictures.And the teacher goes around the class and joins them.A few minutes later,the teacher says the following.)Step 2 Match the verbs in the box with the picturesThe teacher reads the words,followed by the students and performs each word’s meaning with gestures.T:Now I divide you into four groups—Group a,Group b,Group c and Group d.Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard.Now 5 minutes for you to prepare.You can also refer to your dictionary.Step 3 Listen and match the situations with the picturesT:In this part you are going to hear a piece of listening material.The first time you need to just listen to the material and try to get the main idea.Listen to it again.This time you need to listen very carefully and make every effort to get thedetails.Meanwhile,match the situations with the picture above.Step 4 Say What You Do When You...T:Work in pairs.Act out the movements and say the relevant words and expressions according to the following situations given in this activity.Five minutes for you to prepare.Step 5 Read and answer the questionsT:In last activity some students performed a lot of situations.This activity is an open one,so different students have different opinions.Choose an answer for Exercise 1 and give reasons for your choice.Step 6 Summary and homeworkIn this class we’ve mainly learned something about body languages by speaking and listening,so we’ve got more information about body languages and our speaking and listening abilities have been improved.At the same time,we have learnt some words,such as point,shake,smile and some situations in which you use body language such as meet a friend,show someone the way,say no and so on.HomeworkRemember them and learn to use them.After class,try to collect more information about body language and prepare for next part—Reading and vocabulary.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe first periodpoint,shake,smile,waveshow...the waycommunicate withshake handsRecord after Teaching______________________________________________________________________________________________________________________________________________________Period 2Reading and VocabularyThree Dimensional Teaching AimsKnowledge and SkillsTrain the students’ reading ability.Learn some useful words and expressions.Learn some facts about body language.Process and StrategiesMake the students know more about body language and communication customs as well as cultures in different countries and areas.Feelings and ValueMake the students have a better understanding of body language and non-verbal communication.Inspire their interest in different customs and cultures of different countries and areas.Encourage the students to learn and use such body language to communicate with each other through their action.Teaching Important PointsHelp the students to understand the passage better.Learn and master some important words and phrases in this period.How to let the students understand the body language in different countries and use them correctly.Teaching Difficult PointsHow to help the students improve their reading ability and understand the passage better.How to master the important Language Points in this passage.Teaching MethodsDiscussion to lead in the reading class.Fast reading to get the main idea of the text.Intensive reading to understand the passage better.Explanation to help the students master some Language Points.Teaching ProceduresStep 1 Greetings and revisionT:(Greet the whole class as usual.) Ask the students to act their dialogue out.Step 2 Discussion and lead in(Show the following words and phrases on the screen.)communication position unconscious aggressive gesture involve bow slapspread bend hug stare formal informal communicate with make a deal mind readerhold up vary from...to...be busy with give away on guardLet the students read the words and phrases after the teacher.The teacher can give a brief introduction to the students if necessary or they may discuss with their partners.The teacher shows the questions on the screen.1.Can you guess what someone is thinking or feeling by looking at their body language?2.Do people from different parts of the world use different body language?What about peoplewho live in different parts of China?3.How do you communicate the following with body language?Thank you!No.Yes.I don’t e here.Step 3 Fast readingRead the passage quickly and summarize the main idea of each paragraph.After a few minutes,the teacher checks the main ideas they summarize.Step 4 Intensive readingThis time you should read slowly and carefully.Show the following questions on the screen.1.Not all body language is conscious.2.Europeans shake hands with their left hand.3.In Asia,people touch strangers when they meet.4.In the US a “high five” is a way of saying hello.5.A “high five” is a formal gesture.6.Body language is less communicative than spoken or written language.Suggested answers:1.T2.F3.F4.T5.F6.FStep 5 Language studyEx.1 Complete the sentences with the words given.(The teacher shows the words and exercise on the screen.)Aggressive deal gesture greet formalinformal position trust unconscious Weapon1.Guns and knives are two different types of__________.2.Someone who has a(n)__________attitude may be violent.3.You can __________someone by saying “Hello”.4.Your __________is the way you are sitting or standing.5.If you are __________of something you do not know it is happening.6.A(n) __________is a business agreement.7.A(n) __________is a movement of the body to communicate something.8.If you __________someone you believe them and rely on them.9.”Give me five!” is a(n) __________greeting.10.People are usually more __________with people they don’t know.1.weapons2.aggressive3.greet4.position5.unconscious6.deal7.gesture8.trustrmal10.formalEx.2 Translate the following sentences into Chinese.1.The weather varies from place to place.2.They were involved in the matter.3.The children stared at the coloured ballons.4.We made a deal and agreed to help him out.5.The girls are busy greeting the foreigners over there.Step 6 Listening and consolidationListen carefully.Pay attention to the pronunciation and intonation.Step 7 Summary and homeworkT:In this period we have learned some vocabulary and please try to keep them in mind after class.Through the reading of the text we know something about body language and non-verbal communication.We have learned that different people have different ways of making communication through body language.After class,please read this passage again and again till you can recite it or retell it in your own words;meanwhile,try your best to master the useful expressions in this period.What’s more,remember to preview Grammar 1;Listening and vocabulary.Though we are making much progress,we have a long way to go.So it is our task to study hard and make great efforts to spread our culture.So much for today.Good-bye,everyone!Activities and Research1.Find out more information about body language.2.Encourage the students to use the body language they have just learned.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe second periodstare atmake a dealbe involved invary from...to...be busy doing sth.Record after Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________Period 3Grammar 1;Listening and VocabularyThree Dimensional Teaching AimsKnowledge and SkillsMake the students learn to sum up grammatical rules themselves.Make sure the students master the grammatical items.Train the students’ listening ability and improve their listening skill.Process and StrategiesMotivate the students’ enthusiasm in taking part in the class.Feelings and ValueThrough the study of this period the students will surely know more about adverbial clause of condition and understand the importance of knowing about different customs and culture by listening.Teaching Important PointsEncourage the students to sum up grammatical rules.Further improve the students’listening skill.Teaching Difficult PointsTo make them be able to analyze the sentence structure of adverbial clause of condition and use what they learn in Grammar 1 to make up such kind of sentences.Teaching MethodsIndividual work and pair work to make every student work in class.Teaching ProceduresStep 1 Revision and lead-inThe teacher check the students’ homework of yesterday—reciting or retelling the reading passage.Step 2 Grammar 1Page 23.Look at the following sentences from the passage.Read them and pay attention to the conjunctions when and if.They are used to connect sentences or parts of sentences.Then finish the exercise below.Step 3 Listening and vocabularyT:Just now we have learned something about adverbial clause of condition.Follow me to do some listening.In Activity 1,you need to match the parts of the body with the words in the box.Look at the screen and follow me to read these words,meanwhile,try to catch their meanings.(The teacher shows the following words on the blackboard)ankle chest eyebrow finger forehead knee lips shoulder wrist(The teacher displays the following words on the blackboard.)bend bow clap hug kiss nod raise stare wipeT:Let’s put them into use through the following exercise.Complete the sentences with the words in the box above.1.You use your lips to __________someone.2.If you __________at someone you look at them for a long time.3.If you __________you hand you lift it up.4.You __________by moving your head up and down.5.When you bend your upper body forwards you__________.6.You have to __________your knees to sit down.7.If you’re hot you can __________the sweat from your forehead.8.At the end of a concert or a play it is usual to__________.(The teacher gives a few minutes for the students to prepare.)Step 4 Summary and homeworkT:Today we have learned adverbial clause of condition and two conjunctions when and if.After class,please do exercise 1 and exercise 2 on our workbook.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe third periodfor the first timeshow sb.the waynod one’s headtake...offshake hands with sb.a bottle ofthank sb.for sth./doing sth.Record after Teaching______________________________________________________________________________________________________________________________________________________________________________________________________Period 4Function;Grammar 2;Pronunciation;Speaking Three Dimensional Teaching AimsKnowledge and SkillsTo let the students know the differences of an American accent and a British accent clearly and can use them freely in the future studies.To train their listening skills.To train their speaking skills.Process and StrategiesEncourage the students to speak in class through organizing some practice.Feelings and ValueThrough listening to and making comparisons between an American accent and a British accent,train the student’s cooperation concept and deepen their understanding of American English and British English.Teaching Important PointsTo motivate the students to work together.Teaching Difficult PointsHow to enable the students to master the differences between an American English accent and a British English accent.Teaching MethodsListening and discussion.Pair work as well as group work.Teaching ProceduresStep 1 Revision and lead-in(Omission)Step 2 FunctionLook through these sentences and underline the modal verbs.Then discuss with your partners to see in which situation people use them to give advice.(Show the following on the blackboard.)1.We use the modal verb __________to give advice.2.We use the modal verb __________to give strong advice.3.You __________means It’s a good idea to...4.You __________means It’s very important to...Step3Work in pairs and complete them with should,must and their negative forms by guessing.Part1.Here are three sentences with adverbial clause of condition.Read them through and answer the questions below.Practice:Step 4 SpeakingFirst please look at the instructions and ensure that you know what to do.T:Now I divide you into groups of four to prepare the same role play together.(Circulate and monitor their performances.)Step 6 Summary and homeworkHomework today is to practice the American accent after class.That’s all for today.You are dismissed!The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe fourth period1.It’s a good idea to do...2.It’s important to do...3.Every time sb.do...4.Your mind goes blank.5.by accident6.by chance7.make a toast8.take a sip9.refer toRecord after Teaching_________________________________________________________________________________________________________________________________________________________________________________Period 5Grammar 3;Writing;Everyday EnglishThree Dimensional Teaching AimsKnowledge and SkillsTo train the students’ speaking.To make the students learn to write a reply to an invitation.To make the students practice expressing themselves by using both everyday English and body language.Process and StrategiesMake the students learn how to use some simple Everyday English in a conversation.Through the analysis of the steps in writing a short reply to an invitation,the students may learn some strategies in writing comparisons.Feelings and ValueThrough the study of this period deepen their understanding of different customs and culture of different countries and areas.Teaching Important PointsLearn to write a reply to an invitation and compare a formal invitation and an informal one.Teaching Difficult PointsMake the students compare two kinds of invitations.Learn to use everyday English to communicate by combining body language.Teaching MethodsPair work and individual work.Discussion.Practice &explanation.Teaching ProceduresStep 1 RevisionCheck their workbook exercises.Have a dictation:communication,aggressive unconscious threatening involve deal spread give away hold up informal etc.Step 2 Grammar 3 Adverbial Clause of ConcessionRead the sentences and choose the correct meaning.You can discuss with your partner if you have difficulty in understanding them.(After a short discussion call back the students’ answers by asking one students to read the sentence and another to read the correct definition.Then show the answers on the blackboard)Discuss with your partner and fill in the blanks with whoever,whenever,wherever or however.Step 3 WritingRead the invitations and answer the questions on the book.Step 4 Everyday English1.Can I ask you a favour?A.Can I do something for you?B.Can you do something for me?2.How are you doing?A.How are you?B.What are you doing?3.What on earth can I talk about?A.There’s lots to talk about.B.I don’t know what to talk about.4.Have a great time!A.Enjoy yourself.B.Stay a long time.Step 5 Summary and homeworkHomework today is to make up a dialogue trying to use the useful expressions we have learned.This is the end of this class.You are dismissed.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe fifth periodbe rude to sb.switch onrequestsocial occasionsRecord after Teaching_____________________________________________________________________________________________________________________________________________________________________________________________________________________Period 6Cultural Corner;Task;Module FileThree Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Broaden their eyes with a passage about clapping.Instruct the students to learn to give advice for visitors to China.Process and StrategiesEncourage the students to consolidate what they have learned often.Feelings and ValueThrough the cultural corner the students may know the importance of understanding the differences in customs as well as culture of different countries and areas.Teaching Important PointsMake the students understand clapping deeply.Teaching Difficult PointsHow to give social advice for visitors to China.Teaching MethodsSkimming and explanationTeaching ProceduresStep 1 Revision(Greet the students as usual.)1.Check up their homework exercises.2.Ask a few students to act out their own dialogue.Step 2 Cultural cornerRead through this passage quickly to make sense of the word “clap”.Meanwhile,answer the questions:Why do people clap?When do people clap in China?What about in other countries?Step 3 TaskEvery group sends a representative to write all topics you think out.Step 4 Module fileThis part can be used for the students to check their understanding of this module by themselves,or theteacher may revise what we have taught and learnt with the help of this file.The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe sixth periodgiving giftsmeeting peopleeating a dinner conversation topicsgoing to somebody’s houseopening the gifttime you arrivetime you leavegreeting someone ...Record after Teaching_____________________________________________________________ _____________________________________________________________ _____________________________________________________________。
高中英语外研版必修4Module3 课件 (共72张PPT)
1. Guns and knives are two different types owf e_a_p_o_n. s 2. Someone who has a(n) __a_g_g_re_s_s_iv_e_ attitude may
be violent. 3. You can _g_r_e_e_t_ someone by saying “hello” 4. Your _p_o_si_t_io_nis the way you are sitting or standing.
b) I point to the way and say, “go this way please.”
c) I wave my hand and say “hello” d) I give him the gift and say,
“happy birthday to you”. e) I nod my head. f) I shake my hands and my head. g) I open my eyes wide pointing
You have to believe in yourself. That's the secret of success. 人必须相信自己，这是成功的秘诀。
Introduction – 3. Speaking What will you do when…?
1. meet a friend 2. show someone
2. Can you give reasons for your choice?
Reading – 1. Pre-reading What words come to you when seeing the picture?
外研版高中英语必修4课件：Module 3《Section Two Grammar》.ppt
c. Unless you’re very unlucky you _w_i
Q: 1. Which refers to a normal everyday situation?
The sentences … 1. Describe common situations 2. Describe impossible situations 3. Use if or when to introduce the situation 4. Explain the result of the situation in the other
•If our right hand is busy greeting someone, it can’t be holding a weapon. •If you shake hands with someone, you show you trust them. •When we greet someone, we put the right hand over the left and bow slightly. •We shake hands when we make a deal.
a
2. Which refers to a possibility in the future?
b
3. Which word in the 3rd sentence means “if…not”? unless
Grammar 2 – Activity 2
1. If you _t_a_k_e_ a cake your host__w_i_ll_b_e_____ very pleased. (take, be)
外研版高中英语必修四Module3 -知识点.ppt
They stood glaring at each other.
知识要点
【链接训练】 The old gentleman just stood there ________ at the pickpocket and did not say a word. A.glancing B.glimpsing C.staring D.glaring
be in great request有需求；极需要 upon/on request一经要求；应……的要求
知识要点
例句： They have made an urgent request for international aid.
The visitors are requested not to touch the exhibits.
知识要点
例句： She spread the pages of the letter on the table.
She spread the bread with butter.
The fire spread from the factory to the houses nearby.
The rapid spread of the disease is upsetting the authorities.(当局)
【解析】句意为：这位老先生只是站在那里对那个扒手 怒目而视，一句话也没有说。A项“瞥见”；B项 “瞥见”， 强调结果；C项“凝视，注视”，指由于惊讶、好奇、惧怕 等原因而睁大眼睛目不转睛地看。glare at怒视，瞪着眼 睛看，符合题意。 【答案】D
知识要点
7. request vt. 请求，要求n. 请求，要求，邀请 (1)request sb.to do sth.请求某人干某事
必修四 Module 3 单元知识课件
greet strangers. 5.
6. 7. 8.
(tradition), Europeans and Americans shake
weapon. So
hands. They do this with the right hand. If our right hand is busy (greet) someone, it can’t be holding a (threat) weapon.” We shake 9. gesture is saying, “I trust you. Look, I’m not carrying a (hand) when we make other.” 5.Traditionally
单元知识检测
教材回扣
Ⅰ.课文缩写填空
Often we communicate 1. others using spoken and 2. (introduce) to (form) way to . (write) words. But, in fact “body language” is also very important. We use “learned” body language when we 3. strangers. Every culture has developed a 4.
(panic) when the fire alarm
3.Since the party is very
really unimportant. 4.
(formal), what you wear is
(tradition), people clean their houses before the
Spring Festival.
必修4-Module3
高三·英语
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WY英语(必修四)·Module 3
即境活用 完成句子
(1)Can we
(交流)in English?
(2)They
(交谈)by sign language.
(3)Radio is the only means of
(通讯)in
distant areas. 答案 (1)communicate (2)communicate
说基础
SHUO JI CHU
课前预习读教材
基/础/梳/理
高三·英语
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WY英语(必修四)·Module 3
一、重点单词 1． aggressive adj.攻击的；挑斗的；挑衅的 2．deal n．协议；交易 3． involve vt.包括 4．spread vi.张开 5． stare vi.凝视；盯着看 6．panic v．恐慌；惊慌 7．request n．请求；要求
即境活用
完成句子
(1)Our new job
teaching 20 children in a
primary school. 我们的新工作包括在一所小学教 20 个孩子。
(2)The school often
all kinds
of after-school activities. 学校经常让孩子们参加各种各样的课外活动。
向……问好 一上一下的，来回的 想起 与……联系 与某人握手
高三·英语
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WY英语(必修四)·Module 3
三、经典句式 1．When in Rome, do as the Romans do. 入乡随俗。 2．Although these are very important, we communicate with more than just spoken and written words. 尽管这些很重要，但我们并不只是通过口头和书面语言 交流。
必修四module3让步状语从句
让步状语从句的引导词:
1. hough, although表示“虽然, 纵然”
之意。在一般情况下可以互换使用。
在口语中, though 较常使用, although
比though正式, 二者都可与yet, still或
nevertheless连用, 但不能与but连用。
e.g. Though/Although I didn’t know anybody
• 5. whether…(or not) “无论是…或是…”
Whether it rains or not, I shall go out for an outing tomorrow. Whether we win or lose, we are going to do our best.
说明：1）以上例句中whether作“无论”解，用现 代时表将来。但当whether作“是否”解时，则不 能用现代时表将来。例如：
但“no matter + 疑问词”结构只能引导让步 状语从句, 而“疑问词-ever”还可以引导名词 性从句。如: I’ll eat whatever you give me. (whatever引导宾语从句) (≠ no matter what) Whoever comes will be welcome. (≠no matter who) (Whoever 引导主语从句) 不管谁来都受到欢迎。
I’m going to apply for the job, even if it pays very little. (I don’t know what it pays) They’ll stay by you even if you don’t succeed.
3. even if, even though 表示“即使……”,
外研版必修四module3知识点.docx
重点短语1.vary in ⋯在⋯⋯方面不同2.vary from ⋯ to⋯从⋯..到⋯⋯化3.involve oneself in ⋯极参与⋯⋯4.be/get involved in ⋯被卷入到⋯ .之中5.more than不more than surprised十分 /非常吃惊more ⋯ than ⋯与其⋯不如⋯ (前者 )He was more an artist than a writer.6.on guard(保持 )警惕 ;班 ,站7.hold up起 ,抬起 ,承受住 ,支撑hold on等会儿 , 持8.give away泄露,出,暴露,步,送,捐9.give out出;放出(消息、声音等);用完,耗尽10.make a deal达成 ,做成交易municate with sb和某人交流12.be busy doing/with sth忙于某事13.stare at sb/sth注着某人 /某物14.stare into the distance凝着方15.request sb to do sth要求某人做某事16.request that sb (should) do⋯要求某人做某事17.do sb a favour帮某人一个忙18.in favour of成19.up and down上上下下= back and forth= backwards and forwards前前后后= here and there= to and from来来往往by accident偶然地 ,无意地重点词汇及拓展1.aggressive adj.攻的；挑斗的；挑衅的2． deal n．；交易3． involve vt. 包括4． spread vi.开5．stare vi.凝；着看6．panic v ．恐慌；惊慌7．request n．求；要求8．favor n ．恩惠；善意的行9．present adj.的10.prolong vt. 延11． vary vi. 化→ variable adj. 易的，多的→variation n ．多性12．formal adj. 正式的→ formally adv. 正式地→ informal( 反 ) adj.非正式的13．infectious adj. 有感染性的→infect v ．染，感染→infection n ．染，感染14．judgement n ．判断，意→judge v ．判断15．equality n ．平等→ equalize v．使平等知识一：单词1．communicate vt. 交流；交；达；沟通；表达拓展(1)communicate with 交 (消息 , 想法等 )；与 (某人 )communicate sth.to sb.达 (新、消息、感情)(2)communication n ．达；交流；信息；通例句： He communicated the news to me by telephone. 他打向我达了那消息。
外研版必修4-module3教案
Module Three Body Language and Non-verbal CommunicationPeriod OneTeaching content:Introduction & Reading and V ocabularyTeaching important points:1.Motivate the students to work together;2.Help the students to understand the passage better;3.Learn and master some important words and phrases in this period.Teaching difficult points:1.How to let the students understand the body language in different countries and use them correctly;2.How to help the students improve their reading ability and understand the passage better;3.How to master the important language points in this passage.Teaching procedures:Step 1 Lead-inIn communication,spoken and written words are very important,but we communicate with more than wordsand sentences.Body language is as important,such as body positions,gestures,expressions and so on,and body language varies from culture to culture.This module,we will talk about the topic:Body Language and Non-verbal Communication.【verbal['v??b(?)l]adj.词语的, 言语的, 字句的；口头的；动词的n.非谓语动词; 非限定动词】Step 2 Introduction1.Activity1 on P21Read through the given information to understand and match the verbs with the pictures.Call back the answers.2.Activity2 on P21Listen the first time to get the main idea and match the situations with the pictures;introduce the main idea ofthe listening material briefly and compare the answers;listen again to understand it better.3.Activity3 on P21Read through the given information to understand the requirement;choose one or two situations to make sentences after the example;ask some students to show their answers to the class.4.Activity4 on P21Read through the given information to understand and make a choice.If possible,ask some students to give reasons for their choices.Step 3 While-readingNext,we will read a passage about body language around the world.1.Fast reading[Activity 1 on P22]Skim the text as quickly as you can to get the main idea and choose the best title;Call back the answers and explain if necessary.2.Careful reading[Activity 2 on P23]Read through the text carefully to get more details and then tell if the statements in Activity 2 on P23 are trueor false;Call back the answers and explain if necessary.While reading,please underline some language pointsor what you don`t understand.nguage points【Ref:Notes to the text】Go through the passage with the students together to explain some language points.Step 4 Post-readingGo through the text again quietly to understand it better.Time permitting,listen to the tape and follow it.Then finish Activity 3 on P23.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P81-82 in workbook.Appendix: Notes to the text1.Although these are very important, we communicate with more than just spoken and written words.尽管这些很重要, 但我们并不只是通过口头和书面语言交流。
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必修四Module 3 Body language and Non-verbal Communication语法：“连词＋省略结构”的类型Although _____ my opinion，the old professor did’t come up with his own.A. againstB. onC. forD. in句中的although against my opinion 为although he was against my opinion 之省略，为“连词＋省略结构”的一种。
这类结构归纳起来主要有以下几种类型：一、连词＋介词While ___in college__，Delia wrote a novel. 上大学时，迪莉娅写了一部小说。
Once in the examination hall，he forgot about all this. 一进考场，这一切他都忘了。
While __in London_，he studied the English labour movement. 在伦敦时他研究了英国的工人运动。
二、连词＋形容词If possible，let me know beforehand. 如果可能，可在事前通知我。
Though_tired_，he stayed up late. 尽管疲惫不堪，他仍很晚才睡。
Whenever possible，the children play outside. 每当有可能，孩子们总在外边玩耍。
三、连词＋现在分词He tends to get carried away when watching wrestling on TV. 他一看电视中的摔跤节目就很兴奋。
They were surprised by her openness when _talking about her personal life_. 她谈起私生活时非常坦率，他们都很吃惊。
四、连词＋过去分词He will come if asked. 他如被邀就会来。
When _asked_，she confirmed that she was going to retire. 有人问她时，她肯定了她将要退休。
When __taken according to the instructions，the drug has no side-effects. 若按说明服用，本药无任何副作用。
When first__A_ to the market, these products enjoy great success.A. introducingB. introducedC. introduceD. being introduced注意：1. “连词＋省略结构”通常可视为是省略了从句的主语（与主句主语一致）和主语后的动词be。
如：Look out for cars when （you are）crossing the street. 过街时注意车辆。
He acted as if （he was）certain of success. 他的举止就像一定会成功似的。
有时可视为省略了it is（其中的it 并非主句主语）。
如：lf （it is）possible，please let me know by this evening. 如果可能的话，请在今晚以前告诉我。
Where （it is）necessary，improvements will be made. 哪儿需要，就在哪儿改进。
2. 并不是所有的状语从句都可以用以上办法来紧缩的，如原因从句就不能用这种办法来处理。
■条件状语从句条件状语从句常见连词：if表示正面条件“如果”，unless表示反面条件，“如果不”，还有一组意思非常相近的连词：provided，suppose，as/ so long as，in case，on condition that，表示“只要，假如，假使，在…条件下”等意思。
条件状语从句一般考查三点:1)在条件状语从句中常用一般时表示将要发生的动作。
2)if，unless，incase是考查重点。
3)when还可表条件，这一点不可忽视。
意思是：既然，考虑到。
如：How can they learn anything when they spend all their spare time watching television？You will fail unless you work harder. = You will fail if you do not work harder.She won’t l ose weight unless she keeps a diet and takes exercise every day.If the plane does not arrive on time, what will I do?So long as you’re happy, it doesn’t matter what you do.We can surely overcome these difficulties so long as we are closely united.He said he would come to the meeting on condition that no one asked him to speak.I’ll l end the book to you on condition that you return it to me next week.■让步状语从句让步状语从句的连词有：though\although“尽管”，even if\even though“即使”，no matter how(what，when，which，who，where)，however(whatever，whenever，whichever，whoever，wherever)“无论”，as“尽管”。
注意：1).although与though可互换，都可以与yet，still或nevertheless连用，但不能和but 连用。
2).As\though从句放在主句之首，须用倒装语序。
3)However引导让步状语从句时后紧跟形容词或副词。
(此点考查频率最高)。
4).While也可引导让步状语从句，这一点容易被忽视。
5).even if\even though(即使)与as if\as though(好像)这两组容易混淆，也是出题关注的对象。
⑴though/although（意为“尽管、虽然”，两者可以互换，都可以与yet，still或nevertheless 连用，但不能与but连用），even if/though（意为“即使”）都可以用来引导让步状语从句；I’ll overcome all the difficulties，even though it should cost me my life.He is unhappy, though/although he has a lot of money.Although it's raining, they are still working in the field.⑵as或though引导让步状语从句时，要用倒装结构，即表语或状语（形容词、副词、分词、实义动词）提前；Child as/though he is, he knows a lot of the computer.知识点：1：communicate的用法⑴communicate动词，“交流，传递（消息、感情等）”；①communicate…with…与……进行交流②communicate sth. to sb.向某人传达（新闻、消息、感情等）⑵communication作名词，意为“交流，传递”；We communicate with each other via email.The information was communicated to officials in July 2010.2：involve的用法There were too many people _________ the matter.A. involvingB. involving inC. involvedD. involved in⑴involve动词，“包括，牵涉，使参与”；①be/get involved in卷入……，涉及……②be involved in doing sth.专心一意做某事③involve sb. in sth.要求（允许）某人参与某事⑵involvement作名词，意为“卷入，牵连”；She involved herself in reading her favorite novel.Forty-six vehicles were involved in the accident.3：give away的用法⑴捐赠，分送He gave away most of his fortune to the poor.⑵泄露（秘密）I was afraid the boy would give the whole thing away.⑶颁发，分发The headmaster will give away the prizes at the school speech day.4：toast的用法(1)toast动词，“烤（面包等），使暖和，敬酒”；He toasts himself before a fire. 他在火炉前烤火。
This bread toasts well. 这个面包烤得不错。
He was toasted by all his friends.他的朋友全都向他祝酒。
Let’s toast the friendship between two countries! 让我们为两国间的友谊干杯！(2)toast作名词，意为“烤面包，干杯，祝酒”；①propose a toast to 为……提议干杯②drink a toast to为……提议干杯I like toast for breakfast. 我早餐喜欢吃烤面包。
Let’s propose a toast to the health of the guests.让我们提议为来宾的健康干杯。
He drank a toast to the bride and groom. 他提议为新郎新娘干杯。
5：unless的用法The l ittle boy won’t go to sleep ______ his mother tells him a story.A. orB. UnlessC. butD. whether-Our holiday cost a lot of money.-Did it? Well, that doesn’t matter ______ you enjoyed yourselves.A. as long asB. UnlessC. as soon asD. though解析：as long as只要（引导条件状语从句）；unless除非（引导条件状语从句）；as soon as 一……就……（引导时间状语从句）；though虽然，尽管（引导让步状语从句）。