2012年高一年级必修四 Unit5 Body language ---Reading

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高中人教版英语人教版高中必修4【教学设计】Unit 5(英语人教必修四)

Unit 5 Theme parks教材分析本单元以Theme parks 为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。

Period 1 Warming Up & Reading教学目标1. 通过对国外一些主题公园文化的了解而拓展视野，增强跨文化意识。

2. 通过热身活动了解传统意义上的公园和主题公园之间的区别。

3. 通过阅读材料了解夏威夷的一个著名娱乐文化公园。

重点难点【教学重点】1. 学习并掌握本单元重点单词和短语。

2. 阅读并理解课文和掌握文章大意。

【教学难点】阅读并理解课文Theme parks—fun and more than fun教学准备Tape recorder, Multimedia, PPT等。

教学过程Step I 新生词汇初识Ⅰ. 匹配下列单词的词性及汉语意思1．theme A．vt. 保存；保留n．保护区2．tourism B．n. 消遣；娱乐(活动)3．unique C．adj. 不同的；各种各样的4．engine D．n. 长度；长5．attraction E．n. 秋千；摇摆vt. & vi. 摇摆6．amusement F．n. 引擎；发动机7．length G．n. 题目；主题(曲)8．various H．adj. 独一无二的；仅有的9．preserve I．n. 有吸引力的事物；吸引10．swing J．n. 旅游业【答案】1－5GJHFI6－10BDCAEⅠ. 选择下列句中相对应词组的汉语意思A.非常B.根据……模仿C.熟悉D.以……而闻名E.实现F.难怪1．This restaurant is famous for its delicious dishes.2．I am familiar with the computer software they use.3．Her dream to enter the famous university came true.4．The two buildings are modelled after the same pattern.5．No wonder you can't find anybody here；they're all away at a meeting.6．I was more than happy when I heard the news.【答案】1－6DCEBFAStep II 教材语篇细研第一步速读——了解文章主题和段落大意速读P34教材课文，匹配段落大意1．Para.1A．To introduce Disneyland.2．Para.2B．To introduce theme parks.3．Para.3 C．To introduce Camelot Park.4．Para.4D．To introduce Dollywood.【答案】1－4BADC第二步细读——把控文章关键信息细读P34教材课文，选择最佳答案1．According to the passage，tourists can find Snow White and Mickey Mouse in ．A．World Waterpark B．DisneylandC．Central Park D．Camelot Park2．What's the Dollywood's main attraction?A．Its culture.B．Its country music.C．Its candy shops.D．Its wooden roller coaster.3．It can be inferred from the third paragraph that the main purpose of Dollywood is to ．A．entertain B．make profitsC．show cartoons D．educate people4．Which of the following can follow the last paragraph?A．An introduction of some other theme parks.B．Mickey Mouse in Disneyland.C．Dollywood's old wooden roller coaster.D．Something about a traditional park.【答案】1－4BADA第三步精读——能力升华接轨高考精读P34教材课文，在空白处填入1个适当的单词或括号内单词的正确形式。

必修四unit4Bodylanguage课文

他们既不与妇女握手，也不在公共场合亲吻他们。
3）nor 放在句首，该句子应用部分倒装语序，即把be动词、助动词或情态动词放在主语前面。
Not a single word did he say at the meeting last night. 昨天在会上他一句话也没说。
Never has he been to China. 他从来没有来过中国。
• 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. F
• 3. I stood for a minute watching them and then went to greet them. T
5.does not stand very close to others or touch strangers
Para 2
Find out the two mistakes the writer found in
the airport:
He approaches Ms Smith
The first
Matching the people and their different Part 2 ways of greeting (para2&3)
Mr Garcia (Columbia)
1.shakes hands and kisses others twice on
each cheek
Julia Smith (Britain)
English people, for example, do not usually stand very close

高中英语 Unit 4《Body Language》教案(7) 新人教版必修4

Unit 4 Body language 教案示例（1）教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。

身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心自世界。

与有声语言一样身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。

了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。

教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。

“热身”(Warming Up)部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。

“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。

“阅读”(Reading)部分，以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异，而造成的一些小误会。

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

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

“理解”(Comprehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。

“语言学习”(Learning about Language)部分要求学生根据英文释义填写本单元重点词汇，然后用课文中的词语填空和运用派生法变换词性。

人教版高中英语必修4：Body language_课件51

to show agreement
4. shaking to show disagreement the head or refking away from a person or yawning
to show no interest to the person
5. If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person. T
6. You should not greet your new boss by giving her or him a hug. T sometimes the same, but it is
Try to find some of the body language which shows similar feelings or ideas and some which shows different feelings or ideas in different cultures.
similar body language
be rude or disrespectful
[Japan] money
OK
[France] zero
[Brazil,Germany] rudeness
thumbs up
[USA] great / good job [Nigeria] rude [Germany, the number one Japan]
6. standing, holding your arms across your chest

人教必修四Unit4-Body-language-词汇要点讲解

Please keep calm_i_n_th_e_f_a_ce of great danger.
(3)面对困难时，他们从不放弃而是努力寻找出路。
F_a_c_e_d_w_i_th_d_i_ff_ic_u_l_ti_es___,_they never give up but try their best to find a way out.
司机看错了一个重要的信号。
• I'm afraid you completely misread the situation. 恐怕你完全看错了形势。
• 3 facial 脸部的，面部的 • facial expression 面部表情 • facial tissues 面巾纸 • facial painting 脸谱 • facial cream 美容霜
ease. 他递给她一杯咖啡,让她放松下来。
with ease=easily轻易地
At ease ! 稍息！
10．lose face 丢脸；失面子 lose face with sb在…面前丢脸
lose heart 泄气，灰心 ; lose one’s heart to…爱上…
(1)save one's face
• 5 function n.作用，功能，职能 v.起作用
• The function of the government is to serve the people.
• 政府的职能是为人民服务。 • The sofa can also function as a bed.
这沙发也可以当床。
• Some English nouns function as verbs.
她从椅子上跳起来迎接她父亲。 greet sb with (a smile)用…向…问候 greeting(s) n.

人教版高中英语必修四Unit Four Body language.docx

高中英语学习材料***鼎尚图文理制作***Unit Four Body language课程标准中的内容标准：本单元的的中心话题是“身势语”。

了解身势语的不同文化涵义并正确地加以运用，会在交际场合中起到意想不到的好效果。

单元各项活动的设计都围绕着这个主题进行。

教学细目：1、（情感目标）通过对各种身势语的学习，正确地理解和运用身势语，以达到良好的交际效果。

2、（交际）学习掌握常用的表示“禁止”、“警告”、“义务”的用语。

3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。

4、（写作）通过口语交流和书面训练，学习并掌握写封短信，询问朋友发生了什么以及是否需要帮助。

5、（语法）通过阅读理解和书面训练，学习掌握动词的-ing形式作定语、状语的用法，并对该项语法内容做一小结。

学习领域与主题内容及要求目标层次人教版必修四UnitFourBodylanguage理解掌握运用1.1.1. 话题：Cultural differences andintercultural communication√1.1.2功能（通过听和说，能在生活中运用下列英语进行交际）：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 when … Be quiet.√Come here. You may not …You’ll be fined (200) yuan.Don’t smoke here.Be careful! Don’t slip.2. Obligation(义务和责任)You must … You should never …You’ll be … You’ll have to …You will need to …√1.1.3 Understanding vocabulary（理解词汇）（通过听、看、阅读，能理解下列词汇含义。

人教版高中英语必修四-Unit-4-Body-L精选全文完整版

可编辑修改精选全文完整版高中英语教学设计教学过程设计活动内容StepII导入A. Group Discussion The Different Ways of Communication ( 3 min )Hold an activity of group discussion among the class on the question “What are the different ways of ofcommunicating in daily life?”Divide the class in to 8 groups, and give them 2 minutes for discussion about the above question. After discussion, several students will be asked to express their ideas. The teacher will add their answers around the circle.Blackboard Design (板书设计)In the center of the circle ,there will be the words “different ways of communicating …” and the teacher will aid their answers around the circle. They are also supposed to give an example for their answers.Possible Answers AreBy talking, speaking, phoning, writing letters, sending e-mails, using gestures, etcB. The Teacher ’s Categorizing of The Students ’ Answers ( 1 min )In this step, the teacher will try to help the students to categorize their answers, making them know that body language is as important a way as spoken or written language in communication.Blackboard Design (板书设计)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 for her success in her life?”writingtypi ngSpoken languageWritten languageBody language gesturingspeakingringingverballanguageNon-verballanguageThe 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 shapeof 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 usinggestures.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.Victory! Ok !Be quiet! You!Threatening No. sixThank you ！ Congratulations!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.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 sorrown ess…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’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…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 give up!OK!You are asking help from this woman…You are saying “Will you give up!”…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, volunteers will 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.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。

人教版高中英语必修四Unit 4 Body language 重难点知识点总结

人教版高中英语必修四Unit 4Body language重难点知识点总结【重点单词】1.statement ['steɪtmənt] n. 陈述；说明2.greet [ɡri:t] vi. & vt. 迎接；问候3.represent [ˌreprɪ'zent] vt. 代表；象征4.association [əˌsəʊʃɪ'eɪʃn] n. 社团；联系；联想5.dormitory ['dɔ:mətrɪ] n. 宿舍6.canteen [kæn'ti:n] n. 食堂7.flight [flaɪt] n. 飞行；航班8.curious ['kjʊəriəs] adj. 好奇的9.curiously ['kjʊərɪəslɪ] adv. 好奇地10.approach [ə'prəʊtʃ] vt. & vi. 接近；靠近；走近n. 接近；方法；途径11.cheek [tʃi:k] n. 面颊12.defend [dɪ'fend] vt. 保护；保卫13.defence [dɪ'fens] n. 防御；保卫14.major ['meɪdʒə(r)] adj. 主要的15.misunderstand [ˌmɪsʌndə'stænd] vt. 误解；误会16.misunderstanding [ˌmɪsʌndə'stændɪŋ] n. 误解；误会17.dash [dæʃ] vi. 猛冲；突进18.adult ['ædʌlt] n. 成人；成年人adj. 成人的；成熟的19.simply ['sɪmpli] adv. 简单地；只20.spoken ['spəʊkən] adj. 口语的21.unspoken [ˌʌn'spəʊkən] adj. 未说出口的；非口语的22.posture ['pɒstʃə(r)] n. 姿态；体态23.likely ['laɪklɪ] adj. 可能的24.crossroads ['krɒsrəʊdz] n. 十字路口25.employee [ɪm'plɔɪi:] n. 雇员26.frown [fraʊn] vi. 皱眉；蹙额27.misread [ˌmɪs'ri:d] vt. 读错；误解28.facial ['feɪʃl] adj. 面部的29.function ['fʌŋkʃn] n. 作用；功能；职能vi. 起作用；运转30.ease [i:z] n. 安逸；舒适vt. 减轻（痛苦、忧虑）31.truly ['tru:lɪ] adv. 真实地；真诚地；真正地32.false [fɔ:ls] adj. 错误的；假的33.anger ['æŋɡə(r)]n. 怒气；怒火34.fist [fɪst] n. 拳头35.yawn [jɔ:n] vi. 打呵欠36.respectful [rɪ'spektfl] adj. 恭敬的37.subjective [səb'dʒektɪv] adj. 主观的38.hug [hʌɡ] vi. & vt. 拥抱39.rank [ræŋk] n. 等级；军衔40.cassette [kə'set] n. 磁带【重点短语】1.look around四周张望2.send sb. to do sth. 派遣某人做某事3.meet with偶然碰到4.reach out for… 伸手去够……5.spoken language 口语6.close to 靠近7.be likely to 有可能……8.introduce sth. to sb. 向某人介绍某物9.shake hands with sb. 与某人握手10.all kinds of 多种多样的11.be similar to 与……相似12.at ease 安逸13.up and down 上上下下14.be willing to do... 愿意去做……15.watch out 小心16.think of…as... 把……看作……bine into… 结合成……18.on the surface 在表面19.be different from… 与……不同20.disappear from… 从……消失21.encourage the development of… 鼓励……的发展22.go by过去，推移23.prevent…from… 防止……做……24.escape from…into… 从……逃离到……25.depend on 依靠，依赖，取决与26.solve a problem 解决问题27.be lucky enough 足够幸运28.make a trip 去旅行29.visit the moon 参观月球30.in the spaceship 在太空飞船中31.on the journey在旅程中32.be off启程33.rise into the air升入太空34.feel the pull of the earth 感觉到地球的引力35.push…into the seat 把……推向座位36.say…to each other 向彼此说……37.fall back to… 朝……落下去38.fall from a tree 从树上掉下来39.fall to the ground 落在地上40.get close to… 接近……41.cheer up 高兴起来42.float weightlessly around 失重飘来飘去43.in the spaceship cabin 在太空船舱中44.move freely自由地活动45.climb down the steps从梯级上爬下来46.step forward向前迈步47.fall over摔倒48.need practice需要练习49.get the hang of… 掌握……的诀窍e back to… 回到……【重点句型】1.The first person to arrive was Tony Garcia from Colombia, closely followed by JuliaSmith from Britain.第一个到达的是来自哥伦比亚的托尼•加西亚，随后紧跟着的是来自英国的茱莉亚•史密斯。

(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:。

人教版必修4 Unit 4 Body Language Period 5 Using languag

Money changing hands,
smiling faces,
shaking hands,
the brother- in- law smiling very happily and rubbing his hands with joy.
Tell us the story
Presentation: One of you will be Lin Pu, one will be the policeman and one will be the cyclist. Think carefully of the body language they would use. Use some of the following words:
Attention
From whom did LinPu buy the car? From his brother-in- law
What did the cyclist tell LinPu to do? To pay for his apples
What did the policeman tell LinPu to do? To pay a fine
Speaking
Work in groups of three and use some verb phrases or sentences to describe each picture. Be prepared to act it out using spoken language as well as body language. The following words may help you.
Listening – I
Listen for the first time and arrange them by numbers in the correct order

高中英语人教版必修四Unit_4_Body_Language

Ss：Yes.
1.Whatisthepurposeoflanguage?
2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?
3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?
Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.
【活动设计说明】
找段落大意，理解文章的写作手法和理解文章的细节信息，是在阅读过程中要训练学生的方法。这样能够协助学生从整体上把握文章，并能培养学生迅速捕捉整体信息的水平。在Task2局部通过判断对错的训练让学生能更进一步理解文章的细节信息，知道不同的国家不同的文化影响bodylanguage也是不同的。
【活动设计说明】
通过互动表演以及头脑风暴使学生对bodylanguage有了初步理解，而且通过这些活动调动学生的兴趣，为reading做好铺垫。
Step2Pre-reading
T：Ourtextisaboutaspecialmeansofcommunication—BodyLanguage.Nowpleaselookatthescreen.Anddiscussthesequestionswithyourpartnerfirst.Andthensomeofyouwillbeaskedtoreportyourwork.Areyouclear?
PWPapproach在阅读中使用检索读的学习策略
四、教学过程
Step1Warmingup
Task1.Brainstorm：thewordsofemotions/feelingsofhumanbeings

人教版高中英语必修四-第四单元-Body-language-知识点讲解

3. 名词作宾语。
4. They had a large__m__a_jo_r_i_ty_ (major) over the other party at the last election.
4. 名词作宾语。
5. All our officers are trained
_t_o__d_e_fe_n_d_ (defensive) ourselves against knife attack. 5. 不定式表示目的。
3. __sp_e_a_k____ v.谈话，讲话 _s_p_e_e_c_h___ n. 发言 __sp__o_k_e_n__ adj.口语的
4. _d__ef_e_n_c_e___ n.防御，保卫 _d_e_f_e_n_d____ v. 防御，保卫 _d__ef_e_n_s_iv_e____ adj. 防御的，保卫的
6) A
3.The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. （Page 26）第一个到达的是从哥伦比亚来的托尼·加西亚，紧随其后的是英国的朱莉娅·史密斯。
They will be meeting at a major hotel 2
_w__it_h_ local business people and people 3_w__h_o_ represent the Chinese government. Four people enter looking around 4 _in_ a curious way. You do not want to disappoint your boss，and this is an 5_e_x_c_i_ti_n_g_ (excite) experience for you，So you stand watching and 6_l_is_t_e_n_in_g__ (listen).

人教必修4 Unit4 Body language 词汇语言点讲解

Unit4 Body language一．单词考点Section A Warming-up,Reading&Comprehending1.statement n[C,U]声明，陈述，报告；说明；表白搭配：a statement on/about sth.关于某事/某物的声明(陈述)make/issue a statement发表声明a public/a written/an official statement公开/书面/正式声明eg:A government spokesman made a statement to the press about this accident.注：state v“陈述，阐明，声明；指定(日期、地点、价钱等)”“状态，状况，情况”neg:①The spokesman stated that the treaty(条约)would be signed on 15th June.②The room was in a very dirty state.2.greet vt“(和某人)打招呼或问好；欢迎；迎接”搭配：greet sb.with...用……向某人打招呼(欢迎某人)eg:We greeted our teacher with a smile.3.represent vt用法⑴“代表；象征，表示”eg:A dove(鸽子)represents peace.⑵描绘；成为……实例搭配：represent...as...把……描绘成……represent sth.to sb.向某人描绘某事/某物represent oneself as/to be...自称是……eg:①He presents himself as a friend of the president.②He represented his country at the conference.区别：represent,stand for⑴represent“表示，代表，说明”多用于实体代表，有被动。

必修四四单元 Body Language大课文人教高中英语

❖When in Rome, do as the Romans do.
summary
❖What do you learn today?
Homework
Act it out!
Expensive!
Act it out!
I am confused!
Act it out!
Cheer up!
Act it out!
Do you know the meaning of the following gestures?
Do you know the meaning of the following facial expressions?
Explain the meaning of the following postures?
❖Having waited for their flight to arrive for half an hour, 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 _s_t_ep_p__ed__b_a_c_k___ appearing s_u_r_p_r_i_s_ed__ and put up her h_a_n__d_s_.
The second mistake
Akira Nagata from
Japan
George Cook from
(Canada)
I am confused!
Act it out!
Go away!

人教版必修4 Unit 4 Body Language Period 5 Using languag

Listening – I
Listen for the first time and arrange them by numbers in the correct order
correct order:_2__ _1__ _3__ _4__ _6__ __5_
Listening – II
Listen again and then answer these questions.
Scene 5
Lin Pu ,the cyclist and the policeman
The police made Li Pu pay the fine.
Walking slowly and frowning, Taking out paper to write on, Shaking finger at Lin Pu, Pointing at red light,
Run.
I don’t know.
Good luck! Money.
Stop. Handshake.
Bow. Smile
Please guess what happened to Lin Pu from their body language in the picture and make the order.
Speaking
Work in groups of three and use some verb phrases or sentences to describe each picture. Be prepared to act it out using spoken language as well as body language. The following words may help you.

高一英语必修4 Unit 4 Body Language P-6

Unit 4 Body language
Writing
Revision: Check the homework
Meaning
I’m full. I ate too much. Money
Gesture in the Gesture in
US
China
Putting hand gently
S1: I think that there is something wrong with Lin Pei. When I saw her today she turned away from me and wuld not speak. S2: Yes, when I saw her in the class, she…
Positive Body Language Nodding
Looking toward someone
Negative Body Language
Holding your arms Rolling your eyes across your and turning your chest head away
Revision: Check the homework
Gesture in the Gesture in
Meaning
US
China
Come here!
Moving the index Moving one’s
finger
forward
&
hands up and down with the
back ward
Writing task: Work with your partner.
Discuss Lin Pei’s behaviour. Think about the prolems she might have and write them down. Describe her “body language” or the behaviour that shows how she feels. Then report to the class.

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