Unit 4 语法 教案 高中英语人教版(2019)选择性必修第一册
高中英语选择性必修第一册 Unit4 Welcome to the unit教案
Book 1 Unit 4 Exploring poetryWelcome to the unit一、教学目标By the end of this section, students will be able to:1. read aloud the English poems and enjoy the beauty of poetry;2. illustrate their feelings when reading the two poems;3. share with peers their favourite poems and poets.二、教学重难点To appreciate a poem from different aspects, like rhyming words and artistic techniques.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 At the beginning of the class, ask students thequestion: What is poetry? Then lead them to readthe quotation from Mao Heng’s “Preface to TheBook of Songs”.Then ask the next question: What’s yourunderstanding of the quotation? After that, havethem translate the quotation into Chinese.激活学生已有的关于诗歌的认知和经验，引出主题，引导学生关注引言。
8’Individual WorkStep 2 Have students answer the following questions.Are you interested in reading poems? Have youever read any English poems?激发学生探究诗歌的背景知识的兴趣，引入英文诗歌的单元主题。
高中英语人教版 选择性必修第一册教案讲义：UNIT 4 BODY LANGUAGE
SectionⅣWriting——描述肢体语言【文体感知】肢体语言描述也是新课程标准中的写作要求之一，是对某一肢体语言进行描述和说明，通过一个人的手势、肢体动作我们可以了解到他的思想意识、情绪变化等。
其基本框架如下：首先，介绍常见的某些肢体语言，引入话题。
其次，说明这些肢体语言在不同文化中的含义。
最后，表达期望。
【增分佳句】夺人眼球开头句1．I'm more than delighted to hear from you.很高兴收到你的来信。
2．Now I'm writing to tell you something about body language.现在我正写信告诉你有关肢体语言的一些事情。
亮点出彩篇中句1．People from different cultures may misunderstand the gestures they use.有着不同文化背景的人们对彼此的手势很有可能产生误会。
2．Body language is a way of communication,but not everybody can use the same body language to communicate with others.肢体语言是与人交流的一种方式，但并非所有的人都可以用同一种肢体语言与他人交流。
3．If you want to go out to travel,it is very important for you to figure out the body language there.如果你要外出旅游，了解当地的肢体语言是非常重要的。
4．When your friend is sad,a smile may be more useful than words.当你的朋友伤心的时候，一个微笑或许比语言更有用。
5．Body language is the quiet,secret and most powerful language of all!肢体语言是所有语言中安静、神秘、最强有力的语言！韵味无穷结尾句1．By learning body language we can broaden our mental horizons and increase our knowledge in various fields.通过学肢体语言我们能够开阔我们的精神视野，增加我们在各领域的知识。
高中英语选择性Unit4BodyLanguage重点语法单元话题写作(教师版)
高中英语【人教版2019】选择性必修第一册Unit 4 Body Language 重点语法+单元话题写作【问题查找】一、感知以下课文原句, 完成方框下的小题。
1. The crucial thing is using body language in a way that is appropriate to the culture you are in.2. However, you should avoid making this gesture in Brazil and Germany, as it is not considered polite.3. Elsewhere, people favour shaking hands, bowing from the waist, or nodding the head when they meet someone else.4. A good way of saying “I am full” is moving your hand in circles over your stomach after a meal.5. Perhaps the best example is smiling.6. Experts suggest smiling at yourself in the mirror to make yourself feel happier and stronger.二、重点单词1. ______________vt. 使清晰易懂；阐明2. ______________n. 趋势；倾向3. ______________vt. 意味着；暗示4. ______________adv. 几乎不；勉强才能5. ______________vt.占据；占用6. ______________vt. 盯着看；凝视n. 凝视7. ______________vt. 使分心8. ______________vi. &vt.区分；辨别9. ______________n. 焦虑；担心；害怕10. ______________vi. &vt. 费心；麻烦n. 麻烦11. ______________vi. &vt. 哭泣；流泪12. ______________n. 矛盾；冲突vi. 冲突13. ______________vi. 干预；介入14. ______________n. 组成部分；零件15. ______________n.交流;相互影响16. ______________vi.(根据情况)变化;改变17. ______________vi.赞成;同意vt.批准;通过18. ______________vt.表现;表达;说明;证明19. ______________vt.目击;见证n.目击者20. ______________vt.使用;应用;雇用21. ______________n.隔阅;障碍22. ______________adj.可靠的;可信赖的23. ______________n.发生的事情;严重事件24. ______________vt.评估;评价25. ______________vt.揭示;显示;露出26. ______________vi.＆vt.(or:enquire)询问;打听Keys: 1. clarify 2. tendency 3. imply 4. barely 5. occupy 6. stare 7. distract 8. distinguish9. anxiety 10. bother 11. weep 12. conflict 13. intervene 14. ponent 15.interaction 16. vary 17.approve 18. demonstrate 19.witness 20.employ 21.barrier 22.reliable 23.incident 24.assess 25.reveal 26. inquire三、核心短语1. ______________发生2. ______________在某人的脑海中3. ______________向上看；查阅4. ______________向前倾斜5. ______________好像6. ______________盯着……看7. ______________访问；要求;正式邀请8. ______________费心地做某事9. ______________与某人有冲突10. ______________对……做出反应11. ______________相比之下12. ______________(与…)相比较13. ______________推理;推断14. ______________消除;分解;打破15. ______________直起来;整理;收拾整齐16. ______________换句话说;也就是说17. ______________有某种影响;在工作Keys: 1. go on 2.in one’s mind 3.look up 4.lean forward 5.as though 6.stare at. . . 5. call on 8. bother to do sth.9. have conflicts with sb. 10. react to. . .10. by contrast 12. by parison 13. make inferences14. break down 15. straighten up 16. in other words 17. at work【要点精讲】【重点语法】Ving做宾语、表语1. 牢记下列用v. ing形式作宾语的动词：admit，appreciate，avoid，consider(考虑)，delay，dislike，enjoy，escape，imagine，mind，practise，risk，suggest，miss，finish，keep等。
Unit 4 Using Language(教案)-高中英语人教版(2019)选择性必修第一册
3.practice listening to make inferences;
4.grasp some expressions about asking for and giving clarification;
5.cooperate with group mates actively through checkingtheir writingstogether.
教学
主题
该部分的活动主题是“描述课堂里的肢体语言”（Describe classroom body language）。选择这一主题的目的是体现肢体语言与学生的学习以及教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。
教学
重点
1.引导学生在阅读前结合文章标题和图片做预测，培养学生的预测能力；
2.引导学生通过阅读语篇，理解课堂中肢体语言的含义；
3.引导学生掌握文章的脉络结构，学习文章中优秀的表达。
教学难点
1.引导学生运用所学知识，写一段话来描述自己的绘画所表现的肢体语言并解释其含义。
2.引导学生通过协作交流，相互学习，培养学生的合作精神。
2.引导学生听前做预测；在听中听懂并理解和讨论肢体语言的应用场景及相关对话；
3.引导学生能够在听力语篇中运用推理策略正确判断说话人的关系、对话发生的场景、说话人
的真实意图等。
教学难点
1.引导学生在口头交流中能运用澄清和要求澄清的口语策略完成有效的交谈；
2.引导学生能根据意群做适当的停顿，流利且自然地朗读文章。
备注
【教案】Unit+4Reading+and+Thinking+教案人教版(2019)选择性必修第一册
教材题目（注明教材名称、出版社、所授课内容的章、节、页次）英语选择性必修第一册人民教育出版社Unit 4 Reading and Thinking P38-39教学目的与要求In this class, students will be able to:1. Describe body language and explain its meaning2. Analyze the main idea of the passage through topic sentences or keywords3. Practice critical thinking by clarifying the similarities and differences in body language in different cultures.4. Develop a sense of cross-cultural communication.教学的重点、难点1. Help students grasp the main idea and the structure of a text and the features of the exposition.2. Help Students cultivate the consciousness of points of cross-cultural communication教学用品（直观教具、模型、实验仪器等）PPT、Blackboard、Textbook教学过程1.Lead-in5minWatch a short video and let students guess the feelings of the people in the video.[设计意图] 视频导入，结合时事。
吸引学生兴趣，并传达“即使不同国家的语言不太，我们也能通过body language去与他们感同身受”的信息。
Unit4Writing教案- 高中英语人教版(2019)选择性必修第一册
Writing---How to improve our English writing abilitythrough English diariesLearning goals:1. Summarize what we have achieved by keeping English diaries.2. Learn some writing skills to improve our writing.3. Learn to use the writing skills to write an English diary.Emotional goals:Arouse the students’ interests in writing English diaries and strengthen their determination to keep an English diary.Learning important points:How to improve the students’ writing ability.Teaching aids:The multi-media and a smartphone.Learning procedures:Part I: Our diariesYou have been writing English diaries for more than one year. Have you improved your English writing through keeping an English diary?Enjoy some of the students’ diaries.short longChanges poor handwriting better/beautiful handwritingWriting ability has been proved.Your diaries have witnessed your progress and growth. I hope you can keep on writing your diary and I’m sure it is useful for you to improve your writing ability.Part II Writing skillsHow to better/polish our diaries?Skills1 VocabularyUsing advanced or specific words/expressions(合理使用高级词汇、短语) Practice:用合适的词汇、短语替换划线部分。
高中英语人教版 选择性必修第一册教案讲义：UNIT 4 BODY LANGUAGE
Section ⅡLearning About Language每/日/金/句：Body language is the quiet, secret and most powerful language of all！肢体语言是安静的、秘密的，并且是所有语言中最强有力的语言！语言基础集释探究新知发展语言知识1.(教材P40)We make assessments and inferences from body language.我们从肢体语言中做出评估和推论。
◎assessment n．评价；评定(1)make an assessment of 评估……(2)assess v t. 评定；评估；评价assess sth. at 估价为……[佳句]He wrote a very generous assessment of my work.他给我写的工作评价多有赞誉之词。
[练通]——单句语法填空①There is little ________ (assess) of the damage to the natural environment.②They assessed the value of the house ________ over $250，000.③Before we buy a house, we must have the house ________ (assess)．2．(教材P41)We intended to visit the theme park but ended up calling on Professor Zhang.我们原打算参观主题公园，但最后却拜访了张教授。
◎call on (短暂地)访问；要求(某人讲话等)；正式邀请；号召call at (火车等)停靠；拜访(某地)call in 召集；请来call back 回电话；收回call for 需要；要求；接(人或物)call off 取消call up... 给……打电话；使……想起[佳句]The President called on the people to work hard to make the country rich and strong.总统号召人民努力工作，使国家富强起来。
Unit4 Body Language 单元整体教学设计-高中英语人教版(2019)选择性必修第一册
Unit4 Body Language 单元整体教学设计-高中英语人教版(2019)选择性必修第一册单元整体教学设计（视频+课件+教案）Unit 4 Body Language 教学设计一、教学目标1. 了解肢体语言在英语交流能力中的重要性。
2. 掌握一些基本的肢体语言，以及如何正确运用肢体语言进行交流。
3. 学习一些与肢体语言相关的常用英语词汇和表达方式。
4. 提高学生的观察和理解能力，增强他们的交流能力。
5. 培养学生自信和自尊心，争取利用肢体语言和表情来增强自己的信心和影响力。
二、教学重点1. 肢体语言的作用和类型。
2. 肢体语言的正确运用。
3. 常用英语词汇和表达方式。
三、教学难点1. 学生的情感态度和肢体语言。
2. 让学生在日常生活中更加注重他们的肢体语言。
四、教学过程设计Part 1. Warming-upStep 1. Lead-in(1) Name some popular body language movements and invite students to perform.(2) Explain the importance of body language in communication and how a person's movements and expressions reveal his attitude and feelings.Step 2. Discussion(1) Divide students into small groups and discuss how they feel when communicating without body language.(2) Allow groups to share their thoughts and discuss the importance of body language.Part 2. PresentationStep 1. Introduction(1) Use PowerPoint to display and explain some common body language movements.(2) Explain the differences between positive and negative body language in different situations.Step 2. Practice(1) Play a game of guessing game using body language movements.(2) Call on students to perform various body language movements and guess the meaning.Part 3. ProductionStep1. Role-play(1) Divide students into pairs and choose a situation in which body language can show their feelings such as “interview”,“making friends”etc.(2) Allow students to use body language to express themselves and evaluate their performance.Step2. Discussion and reflection(1) Ask students to share their experience of using body language to express themselves.(2) Encourage students to use positive body language in their daily lives and share their experiences.五、教学评价(1) 观察学生的参与度和表现度。
高中英语人教版(2019)选择性必修第一册Unit4 课件
Learning Objectives:
1. To identify and conclude the usage of the –ing form; 2. To explain body language by using the –ing form as the object and the predicative.
“说‘我吃饱了’”。
Find other examples
8. A good way of saying “I am full” is moving your hand in circles over your stomach after a meal.
➢ the -ing form used as the predicative; ➢ moving…meal在系动词is后作表语，说明主语的
授课内容：Unit 4 grammer:Ving 形式作宾语和表语 教学目标 学生通过本课时的学习，能够： 1. 在老师引导下归纳总结动词的 ing 形式作宾语和表语 的规则； 2. 在主题相关语境中运用动词的 ing 形式作宾语和表语 来表达情感和描述情景。
Structure:
The –ing Form as the Object and the Predicative
意为“在巴西和德国做这个手势”。
Find other examples
4. Experts suggest smiling at yourself in the mirror to make yourself feel happier and stronger.
➢ the -ing form used as the object; ➢ smiling…mirror在句中作动词suggest的宾语，
【教案】Unit4Reading+and+Thinking教学设计人教版(2019)选择性必修第一册
高中英语人教版新教材选择性必修一Unit4 Reading and Thinking教学设计文本分析本单元的话题是“肢体语言”。
阅读文本“Listening to How Bodies Talk”从地域文化视角解读肢体语言，帮助学生理解地域文化的不同会造成肢体语言的不同，同一个动作在不懂地域可能传递不同的意义或情绪，鼓励学生体验肢体语言的社会交际性、地域文化属性和得体性，进而认识到在跨文化语境中肢体语言在日常交际中的文化特征，并能正确判断和理解说话人的情感和意愿，形成恰当的跨文化交际意识与行为。
该文是一篇说明文。
作者从三个方面讲述了肢体语言的重要性，通过主题句加举例阐述的方式让学生了解肢体语言在人际交往中的特征与作用。
全文共6段。
第一段开门见山，引入主题，阐明文字和肢体语言是交流的两种方式，后者通过肢体的变化既能表达自己的思想观点，也能帮助了解他人的所思所感，以强调肢体语言在表达交流中的重要性。
第二、三、四段讲述了相同的肢体语言在不同文化中有不同的内涵。
第五段结合实例讲述了有一些肢体语言在世界各地有相同的含义。
最后一段说明了某种特定的肢体语言有很多不同的用途。
设计思路立足发展学生自主能力为设计目标，紧扣主题意义。
整个教学环节围绕what,how,why三大问题展开，从语篇信息，写作技巧再升华到写作目的，通过自主，合作，探究等学习方式，引导学生认真研读语篇，鼓励学生积极展示自我，培养学生自主学习能力，为学生学会学习创造条件。
导入部分，先进行互动游行，让学生用肢体语言表演相应内容并让其他同学猜，以此激发学生的学习兴趣，提高学生的课堂参与度。
读前部分，学生根据标题和图片预测文本内容。
进入正文阅读后，学生首先通过快速阅读确定各段主题句，梳理文本的篇章结构，画出结构图。
对第一、二段文本进行指导性阅读，并为接下来学生自主阅读提供范例，让学生通过表格填写方式，系统地梳理“肢体语言”“肢体语言含义”与“国家，地区”之间的关系，并根据文本信息进行相应的推测。
Unit+4+Using+Language+教学设计 高中英语人教版(2019)选择性必修第一册
选择性必修一Unit 4 Using Language【Teaching Objectives:】1.Teach students to recognize and interpret body language cues.2.Enable students to understand the emotions and feelings behind different body language expressions.3.Create a classroom environment where students feel heard and supported.【Teaching Key and Difficult Points:】1.How to effectively teach students to recognize and interpret different forms of body language.2.How to encourage students to apply their understanding of body language in practical situations.【Teaching Procedures:】Step 1: Lead-inBegin the class with a discussion on the importance of non-verbal communication. Show a short video clip or images illustrating various forms of body language. Engage students in a brainstorming session on what they already know about body language. Highlight the idea that body language can convey emotions, intentions, and feelings.Step 2: Post-readingProvide students with the article "How Do I Know My Students?" from which you've extracted examples of body language.In pairs or small groups, have students read and discuss the article. Ask students to identify instances of body language described in the article and how they relate to the emotions or thoughts of the individuals.Step 3: While-readingActivity 1.1. What does the author suggest about students who lean forward in class?A) They are daydreaming. B) They are engaged and interested.C) They are angry or afraid. D) They are distracted.2. According to the article, why might a student hide their face in their hands?A) They are embarrassed or ashamed. B) They are excited about the lesson.C) They want to avoid eye contact. D) They are happy.3. Why does the author emphasize the importance of reacting to body language in the classroom?A) To make students uncomfortable. B) To assess students' academic abilities.C) To create a supportive learning environment.D) To encourage students to speak more in class.Activity 2. Present a list of common body language cues (e.g., eye contact, facial expressions, posture, gestures). Discuss each cue's meaning and how it can vary in different contexts.Activity 2. Show images or short video clips of people exhibiting various forms of body language. Have students analyze and interpret the body language cues in these examples.Step 4: Post- readingActivity 1. Provide students with real-life scenarios (e.g., job interviews, social interactions, classroom situations). In pairs or small groups, have students role-play these scenarios while paying attention to their body language. Encourage peer observation and feedback on body language cues during role-play.Activity 2. Lead a class discussion on the importance of empathy in understanding others. Discuss how recognizing body language can lead to more empathetic communication. Have students share their insights and experiences on how body language affects their daily interactions.【Homework Assignment】Assign students to observe and record instances of body language in their daily lives.Have them reflect on how recognizing body language influenced their interactions.Encourage students to write a short reflection essay or share their experiences in the next class.。
Unit+4+Using+Language高中英语人教版(2019)选择性必修第一册
Please scan for the structure of the text, and draw a mind map of the passage.
Para.3: Recognize when students are interested or bored
Para.4: Recognize when students are distracted
Meaning
① struggling with what the teacher says.
② wear a serious expression
② daydreaming
③ make eye contact ④ raise his hand and smile
⑤ an absence of eye contact ⑥ have his head lowered
Unit 4 Using Language
Reading for Writing
Prediction
From the photo:
It may be about stories between the teacher and the students in a classroom.
From the title:
it is easy to perceive .... 很容易察觉到... it is sometimes much harder to distinguish ...有时很难区分... be troubled 有烦恼;陷入烦恼 experience anxiety 经历焦虑 have one's arms crossed 手臂交叉 have one's legs closed or crossed 双腿合拢或交叉 guarding their bodies 保护他们自己的身体 wear a frown 皱眉
人教版(2019)高中英语选择性必修第一册Unit4 Body Language
Practice
Fill in the blanks with the verb given in its proper form.
1. I saw them _fo__r_c_in_g__(force) the door open with
about communication. When we think about communication, we think about
.So what is our body language to others? Social scientists have
spent a lot of time looking at the effects of our body language. We make
__H_a_v_i_n_g__re__c_e_iv__e_d_h__is__le__tt_e_r_, I decided to write back.收 到他的信后，我决定给他回信。 =_A_f_t_e_r_I_h_a_d__r_e_c_e_i_v_e_d__h_i_s_l_e_t_te_r__,I decided to write back.
Noun
Verb
Adjective
Adverb
difference
differ
vary varity
reliability
rely
interaction
interact
approve
approval
embarrassment embarrass
different
differently
various relible
Unit 4 Words and expressions 高中英语人教版(2019)选择性必修第一册
6. (2021·新高考全国I卷阅读) When the explorers first set foot upon the continent of North America, the skies and lands were alive with an astonishing variety of wildlife. [翻译]
13. educate vt. 教育；训练→__e_d_u_c_a_te_d___adj. 受过教育的；有教养的 →__e_d_u_c_a_ti_o_n__n. 教育；教育学；训练→_e_d_u_c_a_t_io_n__a_l adj. 教育的；有教 育意义的→__e_d_u_c_a_t_o_r__n. 教师；教育工作者；教育家 14. tendency n. 趋势；倾向→__t_e_n_d__v. 趋向；走势 15. lower vt. 把…放低；降低；减少 adj. 下面的；较小的→__l_o_w___adj. 低的，矮小的；低洼的；沮丧的；下贱的 adv. 低声地；谦卑地 16. occupy vt. 占据；占用→_o_c_c_u_p_a_t_io_n__n. 占领；工作；职业 →__o_c_cu__p_ie_d___adj. 使用中；忙于；被占领的 17. distract vt. 分散(注意力)；使分心→_d_is_t_r_a_c_ti_o_n_n. 分心；分散 18. anxiety n. 焦虑；担心；害怕→_a_n_x_i_o_u_s__adj. 焦虑的；不安的
空的 27. distinguish v. 区分；辨别→_d_is_t_in_g_u__is_h_e_d_adj. 卓越的；杰出的 28. identical adj. 相同的→__id_e_n_t_i_ca_l_l_y_adv. 相同地→ identify v. 证明； 表明；认出→ identity n. 身份；同一性 29. clarify vt.使更清晰易懂，阐明，澄清→_c_la_r_i_f_ic_a_t_io_n__n. 阐明，澄清 30. imply vt. 意味着，暗示→ implication n. 暗示，言外之意
2019统编人教版高中英语必修第一册unit 4《Natural disasters》全单元教案教学设计
【2019统编版】人教版高中英语必修第一册Unit 4全单元备课教案教学设计Period 1 Reading for writing教学目标与核心素养：1. Get students to have a good understanding of how to write a summary about a news report.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.教学重难点：1. How to enable students to have a good understanding of the skills of writing a suggestion letter.2. How to enable students to write a good recommendation letter using some writing skills properly.教学过程：Step 1: Lead inBegin the class with the lead-in questions:What is a tsunami?What causes it?Will it cause great damage to humans?Watch the video and express your ideas.It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover details concerning how to write a summary about a news reportThe teacher is expected to ask students to read a news report about a tsunami silently and then request students to discuss the questions below.In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently.In this period, the teacher uses when, what, why three questions to guide studentsto focus on details of a news report.1. When did the tsunami happen?2. What caused the tsunami?3. Why would it be difficult to deliver food and supplies?Step 3: Read to sum upAfter finishing the tasks above, the teacher leads students to figure out the summary of the news report.Check the main points it includes.On 26 December 2004, a tsunami killed more than 6,500 tourists，fishermen and many other locals in Southeast Asia. Thousands of people are missing and the number of deaths is expected to grow. The damage caused by the tsunami is making it difficult for rescue workers to help the survivors.1. Follow the steps below to write a summary for the first text called “the night the earth didn’t sleep.”Read the text and write a list of the main details.4. Get your drat back and revise it. Put up your summary in the classroom or read it to the classStep 4: Practice1. Use what you have learnt to write a news report台湾高雄于2016年2月6日发展8时57分发生了6.7级地爬，损失修重，请根据下表提供的信息，为某英语报社写一篇100词左右的新闻报道，报道的标题已给出。
人教版2019高中英语选择性必修第一册 Unit4 Body Language
Smile can be used to hide feelings like anger,fear or worry. 1 Can you describe a situation where you might smile whem you
don’t mean it?
2 Apart from the fake smiles,is there any other kind of body language that can sometimes be fake?
Body language/Gesture
Eye contact between men and women
Looking down when talking to someone
OK sign
Kissing on the cheek Placing your hands together and resting them on the side of your head while closing your eyes Moving your hand in circles over your stomach after a meal
Meaning
Country/Region
not socially permitted
Middle Eastern countries
showing respect money
Japan
zero
France
rudeness/impoliteness friendliness
Brazil, Germany France, Russian
Read the passage and find the key sentence of each
Unit 4 Natural disasters 教案(含词汇,阅读,语法,写作)
人教版高中英语（2019）必修第一册Unit 4 Natural Disaster一、词汇1、识记disaster, tornado, drought, landslide, tsunami, flood, volcano, rescue, damage, destroy, evacuate, helicopter, death, affect, shelter, crack, percent, brick, metal, shock, electricity, trap, bury, breathe, revive, effort, unify, wisdom, context, suffer, hurricane, survive, power, pipe, whistle, emergency, calm, aid, crash, sweep, wave, strike, deliver, summary, length, *release, *deadly2、词形变化destroy v. 毁灭，破坏→d estroyer n. 破坏者destruction n. 毁灭，破坏destructive adj. 毁灭性的，引起破坏的affect vt. 影响，假装，（感情上）深深打动，使悲伤（或怜悯等）→affection n. 假装affected adj. 假装的，做作的affecting adj. 深深打动人的affectively adv.effect n. 影响effective adj. 有效的percent n. 百分之……→percentage n. 百分比，百分率shock vt. 感到震惊→shocked adj. 感到震惊的shocking adj. 令人震惊的electricity n. 电→electric/ electrical adj. 用电的，电动的electronic adj. 电子的electronically adv.electrically adv.breathe v. 呼吸→breath n. 呼吸unify v. 同意，使成一体→unification n.wise adj. 明智的，充满智慧的→wisely adv.wisdom n. 智慧，明智suffer v. （因疾病、痛苦、悲伤等）受苦，受难，受折磨→sufferer n. 受苦者，受难者suffering n. 痛苦，苦难sufferance n. 经勉强同意，由于（某人的）宽容power n. 能力，权力，能量v. 驱动，带动→powerful adj. 有权势的，有影响力的，强有力的powerfully adv. 强有力地，激动人心地powerless adj. 无权的，无影响力的powerlessness n.survive v. 存货，生存，幸免于难→survival n. 存活，幸存，残存物survivor n. 幸存者emergency n. 突发事件，紧急情况→emergent adj. 新兴的，处于发展初期的sum n. 总数，（数字的）简单计算v. 总结，概括→summary n. 总结，概括，概要 adj. 总结性的，概要的summarily adv.summarize vt. 总结，概括，概述length n. 长度l ong adj. 长的，长时间的，长久的，长期的 adv. 长期地lengthen v. （使）边长3、应用1. 辨析：damage, destroy, ruin, break, spoil这些动词均有“破坏，损坏”之意。
Unit 4 Reading and Thinking高中英语人教版(2019)选择性必修第一册
Body language
Reading and thinking精读
Learning Objectives
1.To learn some important language points 2. To anlyse difficult and important sentences propely. 3. To use some important points in senteces.
即学即用 单句语法填空
1. They discussed _v_a_r_i_o_u_s___(vary) matters all over the world.
2. Many graduates seek employment in engineering , aviation,
education, medicine and a wide __v_a_r_ie_t_y_______(vary) of other
vary /ˈveəri/ vi. (根据情况)变化；改变
vary
_v__a_ri_e_t_y____ n. 变化；多样性；不同种类 _v__a_r_i_o_u_s___ adj. 不同的；各种各样的
___________ 各种各样的；不同种类的
a variety of / varieties of
读一读 细观察 1. In the lab, don’t touch anything without your teachers’ permission.
词性__名__词____ 含义__允__许__，__许__可__ 2. You’re not allowed to park here unless you have a permit.
【教案】(人教版2019选择性必修一Unit 4)reading+and+thinking教案
B1(Selective Compulsory)U4 Reading and Thinking 教学设计授课教师班级高二课型精读课时长40mins教学设计理念《高中英语课程标准》（20年修订版）和《义务教育课程标准》（22年版）提倡的：1.单元整体教学设计：从单元大观念视角思考本语篇承载的意义和功能，引导学生深入挖掘语篇2.英语学习活动观：通过学习理解、应用实践和迁移创新三个层次的活动引导学生深入语篇理解意涵3.教学评一体化：教学过程中对学生进行持续性评价，判断其学习成效及时调整教学文本解读1.[What]主题上，本文属于“人与社会-社会服务与沟通-跨文化沟通、包容与合作”；话题上，主要讨论了肢体语言；内容上首先介绍了肢体语言的重要性（同文字一样的理解和表意功能），接着介绍了不同文化中肢体语言的差异和相似之处以及相同的肢体语言具有不同的功能。
可以进一步概括为“重要性”和“特征”两部分，在“特征”部分，又可提炼为两点：一是不同的文化中，肢体语言有所不同；二是在某些特定的情境中，肢体语言可能相同。
2.[Why]本文意在强调肢体语言的重要性，介绍肢体语言的知识并引导读者根据具体的文化环境和情境得体地使用肢体语言3.[How]文体上本文是说明文，结构上文章遵循“总-分”结构，段落也遵循“总-分”结构，且多使用例子展开，在例子中使用多样的“对比表达”引导逻辑的走势；语言上，文章标题Listening to How Bodies Talk中的Talk采用拟人手法，生动形象；How这个词暗示了理解和正确使用肢体语言离不开特定的文化和情境。
Listening意在提醒读者，肢体语言无时无刻不发生，时时刻刻都在传递信息；同时，作者在Listening之前没有写任何代词或者副词，这给教师留下了可为的空间。
即，教师可以引导学生（回溯原文并）思考：谁应该倾听身体说话？为什么要倾听身体说话？此外，本文有许多关于“相同”和“不同”的不同的表达，如both, also, just like, have the same meaning, everywhere; vary... from..., have different meaning, opposite, differ around; 还有一些用于“对比”的表达，如by contrast, however, by comparison, elsewhere；文章最后一段使用了排比手法。
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共案个案Unit 4 Discovering useful
structures
动词-ing形式的用法
一、教学目标
1.To understand v-ing in the reading passage.
2.To master the functions of v-ing in the sentence.
e v-ing properly for epressions and writing.
二、教学重难点
1. Understanding the functions of v-ing in the sentence.
2. Memorize the rules clearly.
三、教学过程
Step1. Lead in
Find out sentences that use v-ing in the reading passage.(p.38)
Step2. Presentation
1.Let the students find sentences themselves.
2.Lead students to analyse sentence structures.
e PPT to present uses of v-ing.
4.Students try to translate some sentences.
nguage points
1.–ing 分词的构成
一般式（主动）doing；（被动）being done
完成式（主动）having done （被动）having been done
复合结构sb’s doing
否定式: not+ --ing/not having(been) done
2.一般式和完成式的用法
--ing 分词的一般式表示和谓语动词所表示
的动作同时进行的一个动作；完成式表示
先于谓语动词动作之前的一个动作。
如：
Walking along the street, he caught sight of an old friend of his.
Not having studied his lessons very hard, he failed the examinations.
3.---ing分词的被动式
当－ing 分词与它的逻辑主语构成被动关系时，需要用被动形式。
根据－ing分词动作发生的时间，－ing分词的被动式分为一般被动式(being done)和完成被动式(having been done), 如：
The question being discussed is very important.
Having been praised by the teacher, he works even harder.
4.---ing分词的句法功能
1)--ing 分词作主语
Learning English has become a part of his life.
It is no use trying to repair the ship.
2) ---ing分词作宾语
以下动词必须跟---ing分词作宾语：admit/appreciate/avoid/consider/delay/deny/dislike/enjoy/escap e/excuse//fancy/finish/imagine/keep/mind/miss/postpone/put
off/practise/resist/risk/stand/ stop/ suggest/ give up/cannot help 3）--ing 分词作表语。
如：
Our job is playing all kinds of music.
注：一般来讲，--ing分词作表语有两种情况，一是名词性，这时主语和表语可以互换。
如：
Playing all kinds of music is our job.
二是形容词性，表示主语的性质和特征
4）-ing分词作定语可以表示
(1) 所修饰名词的用途。
如：
a waiting room(=a room for waiting) 候车室
（2）所修饰词的性质特征。
如：
exciting news 令人激动的消息
(3)所修饰名词正在进行的动作，可以换成定语
从句形式。
如：a sleeping child (=a child who is sleeping)正睡觉的孩子注：分词短语作定语须放在所修饰词之后，例如：the man
standing at the gate=the man who is standing at the gate
5) 在see,hear,feel,watch,notice等感官动词后可以用-ing形式做宾语补足语。
这时-ing 形式和句子的宾语之间存在着逻辑上的主谓关系，并且-ing 形式表示宾语正在进行的动作。
如：
He saw a boy climbing the tree.
Do you hear someone knocking at the door? 有人敲门你听见了吗?
6)-ing分词作状语
(1)-ing分词在句中可以作伴随状语，常放于句后，表示主语正在进行的另一个动作，来对谓语表示的主要动作加以修饰或作主要陪衬。
如：They sat in front of the building, laughing and chatting.
He worked late yesterday, preparing for the lecture.
(2)-ing分词可以作时间状语，常放在句首，如：(While)Walking in the street,I caught sight of a tailor's shop. (3)-ing分词可以作原因状语，常放句首。
如：Being ill, he can't go to school.
(4)-ing分词可以作条件状语，常放句首。
Turning to the right, you’ll find the post office there.
(5)-ing分词可以作结果状语，常放句末。
He turned off the light, seeing nothing.
5. -ing分词的复合结构
物主代词/人称代词/名词所属格或普通名词+ing分词
(1) 作主语（须用物主代词或名词所属格）
His/Tom’s not being chosen made us disappointed.
(2)作宾语(除了物主代词和名词所有格，也可用普通名词或代词宾格）
He was awakened by someone’s knocking at the door.
(3)作状语（须用普通名词或主格代词,亦称
独立主格结构）
Time permitting, we’ll deal with the text.
四、教后反思（不少于100字）
★。