2017人教版高中英语必修四Unit 4《Body language》单元过关检测
人教版高中英语必修四unit4Bodylanguage教案
人教版高中英语必修四unit4Bodylanguage教案Teaching PlanModule4 Unit 4 Body languagePart1 .Analysis of the teaching materialSs have been learning how to communicate by speaking or writing, they are familiar with the words or voice, but sometimes body languages can express our feelings more directly. If we don’t notice them we may make misunderstanding. So it’s very important to learn the new lesson, lesson4 body language. Body language means the moving of eyes, head or hands while talking, even the distance between persons. In the new class, Ss are helped to learn the ways of body language and the expressions related to them. And by leaning the reading text, Ss are expected to learn the meanings of body language on different cultural background.1.Teaching aims1)K nowledge aims:To understand the meaning of body language.To memorize the new words, phrases and sentence patents.Ability aims:To be able to describe body language with the words learnt.Can recognize the differences under the same body language.2)E motion aims:To arouse the Ss’ interest in body language.To cultivate the Ss’ love for body language.2.Teaching difficult and important points1)The new words, phrases and sentences:2) The ability to describe and recognize body language.3.Teaching aidsa teaching planA multi-media systempptPart2. Teaching and learning methods1.Task-based method,2.Audio-visual(直观) methodPart3. Teaching stepsStep1: GreetingsGreet the whole class as usual.Step2: lead-in (Individual Work)1）Lead Ss know the topic of the lesson (body language)2）Lead Ss know the objectives of the lesson.Step3:Warm-up (individual Work and pair work)1）Show Ss some picturesT: What can you infer from the pictures in Ex1 on P25?2)Games (group work and pair work)Show Ss pictures of different body language, ask them to guess in English together.Invite some Ss act out body language in front of the classroom, others try to guess in English.Ask student go through the expressions in Ex2.Step4:Pre-reading (group work)Have Ss listen to the tape to get the general idea of the text.(the misunderstanding caused by body language)Step5: listening (group work)Have Ss listen to the tape twice and under the body language and the related feels.Check the answers with the CStep6 reading (individual work and group work)1)H ave Ss read the text and do Ex1 of the Comprehending. Check up with the C.2)H ave Ss discuss the questions of Ex2 of the Comprehending.Homework1, Go through the question1-3 of Pre-reading on P25.2, Listen and read the text on P26 two times.3, complete other Exes about new words.。
单元讲解必修四unit4 body language
单元讲解必修四unit4 bodylanguage课本单元讲解（含课文音频）：必修四Unit4 Body language_doctor今天，要和大家分享的是人教版必修四Unit4常考单词、高频短语和写作句式，并附有课文音频学起来哦！Unit4 Body language常考单词、高频短语和写作句式Ⅰ. 常考单词必背1．statementn. 陈述；说明His statement is pletely untrue.他的话完全是在撒谎。
2．greetvi.&vt. 迎接；问候I greeted her with a smile.我笑着向她致意。
(1)greet sb with... 用……迎接……；用……向某人打招呼(2)greeting n. (常用复数形式) 问候；祝贺；贺词3．representvt. 代表；象征In the western countries，V often represents victory.在西方国家，V常象征着胜利。
He represented himself as a doctor.他自称是一个医生。
[快速闪记](1)represent sth to sb 向某人说明某事，向某人传达某事represent...as... 把……描绘成……represent oneself as/to be... 自称是……(2)representative n. 代表4．curiousadj. 好奇的The children were curious to know what was happening over there.孩子们很想知道那边发生了什么事。
[快速闪记](1)be curious about 对(某事物)感到好奇be curious to do... 很想做某事；渴望做某事(2)curiously adv. 好奇地5．approachvt..&vi.接近；靠近；走近 n. 接近；方法；途径As summer approached，the weather became hotter and hotter.随着夏天的临近，天气越来越热。
【单元教案】人教版必修四Unit 4 Body language
Unit 4 Body languageThe first period: Warming up and ListeningThe unit gives a general view of body language in a variety of situation. Body language is generally defined as the use of posture, gestures, and facial expressions that communicate attitudes, emotions and reactions. Verbal language expresses words, but body language expresses meaning and emphasis. In many cases, body language is in fact more powerful in expressing than verbal language is. V erbal language can be controlled more easily than body language, and can be used to detective and to misinform. It is important for students to understand their own body language and that of others. The two very general areas discussed in the unit are culture body language and personal body language. Both of these are in fact determined to some extent by social and cultural practices. Students should be encouraged to consider the differences between Chinese body language and Western body language and to think of what they have observed in films and in the behavious of foreign visitors. They should also be aware of the effect of their own body language (the messages they may be sending without knowing it).Teacher can show students some pictures to lead in the topic of the unit and have a free talk with them about body language. Then turn to Warming up, It provides two activities which will introduce students to the idea of body language and the ways they can communicate without speaking.The reading passage titled Communication: No Problem? introduces someexamples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although it may seem strange to them, all cultures should be respected.Important points:Let students read the passage and learn about cultural differences and intercultural communication.Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.Difficult points:Enable students to understand the passage and know about cultural differences and international communication.Let students learn how to use different reading skills for different reading purpose.Knowledge aims: some useful words and expressions: statement, greet, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, defence, major, misunderstanding, misunderstand, Jordan, dash, adult, spoken, unspoken, Spanish, Italy, likely, crossroads, defend against, be likely to, in general Function:1. Prohibition and warning(禁止和警告)Always stay…..Do not…….Stop!Keep away from……Go away. Don`t enter here.Watch out！Look out!Be careful!Be quiet!You may not…..You will be fined 2000 yuan.Don`t smoke here!Be careful! Don`t slip.2. Obligation (义务和责任)You must……You should never…….You will be……You will have to….You will need to…..Grammar:动词的-ing形式作定语和状语（the –ing form as the attribute and adverbial）Step 1 Leading inThe passage introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although some behavious may seem strange to them, all cultures should be respected. They should also know that there may be actions that they think areimpolite or not respectful but are ordinary practices in other cultures.This unit is not a lesson in international courtesy but may help students understand that not all people express themselves the same way. The passage also introduces some grammatical structures which require attention.1. Play a song to students and ask them to act to the music.If you are happyIf you are happy and you know it, clap your hands.If you are happy and you know it, clap your hands.If you are happy and you know it, and you really want to show it.If you are happy and you know it, clap your hands.2. Introduce gestures.3. Introduce the facial expression.4. Introduce the postures.5. Introduce the eye contact.Ask students to use eyes to express their feelings in the following situations.Situation 1: Suppose today is your birthday, you receive a very big present. It is as big as you. So when you see the present, what is your response?Situation 2: Suppose you are walking on the street, some ugly guy comes to you and wants to talk to you to get your telephone number. What is your response?Situation 3: Suppose you are walking on the street, some handsome guy walks by you. What is your body language?6. Summarize what is body languageBody language is a form of communication without using any words and it canhelp us express our feeling. Ask students to look at the pictures and guess what the man means by his body language?Step 2 Skimming1. Ask students to read the text quickly and find the names of the persons mentioned and the countries they come from.2. 根据课文内容填空。
2017年人教版必修四Unit 4 Body language单元测试
2017年人教版必修四单元测试Unit 4 Body language一. 选词组填空look down upon/on move off drive…out of concern oneself with, catch one’s eye refer to be intended for can’t wait to devote…to argue with crowd in spend…doing as well as as if, lead a happy life，convince …of…, set in, wear out, pick up, pick out, star in, cut off, badly off, feel depressed, be content with，in defence; be likely to; in general; at ease; be faced with ; be wrong about; be close to; turn one’s head away; be respectful to; reach one’s hand out; on the contrary; on the contrary; look around; keep away from; major in1.The Chinese fought hard for 8 years and ________ the Japanese aggressors _______China.2. A beautiful picture _______.3.It seems ______ her life would be comfortable and peaceful.4.This film ______adults.5.I ______ have a computer of my own.6.It was hard work and determination _______ gentle nature that had got her into medicalschool.7.He _______ because of his humble background.8.We should _______ public work.9.Everybody knows that our director ______ his wife.10.The signal was given, and the procession _______.11.He _______ Mary about the best place for a holiday.12.Memories _______ on me and I became very excited.13.The couple _______ in the countryside with their parents and grandparents.14.Now more and more city adults _______ their leisure time ______ to improve themselves atschool or college.15.What I have to say ______ all of you.16.The famous actress Gong Li _________________ a great number of good films.17.With the electricity _________, all the machines had to stop working.18.The school is rather ____________________ for equipment.19.I ____________________ at the thought of all the hard work ahead.20.Have you ever heard that the play ______________________ Venice?21.They were __________________ after working in the fields the whole day long.22. How could you________________ your own motorbike in number of motorbikes.23. Don’t ______________________ such a small success.24. We failed to _______________ him ___________ his mistakes..25. Let’s make it seven o’clock then, and I’ll ________ you________ at 6:45. Is that all right?26. We should not __________________from the person we are speaking to.27. the following years _____________ see a rise in production.28. the baby’s smiling face put me ____________.29. No matter how great you are, you must _____________ your parents and teachers.30. They chose a spot which _______________ the river for their picnic.31. Because time is limited, he talked about his plan ___________.32. He _____________ the difficulties that he can’t overcome.33. he ________________for the book on the shelf, but he was too short to reach it.34.When he goes out at night, he usually takes a knife___________.35.-- I sup pose your student doesn’t understand you. ---____________, he understand s me very well.36.He ___________ the room before he left, wishing to impress everything on his mind.37. I’m sorry to say that I ________________ you just now. Please forgive me.38.In fact, nobody can entirely __________________ this competitive world.39.He ____________ maths and physics at Stanford二. 完成句子1.广州亚运会值得一看。
人教版高中英语必修四Unit 4《Body language》(period 7)word教学设计
教学设计M4 Unit4 Period7广东省梅州市蕉岭中学胡美娜Period 7 Listening&writingTeaching goalsa.Enable the students to get as much information as possible about body languagefrom the listening materials, meanwhile, train them for their listening comprehension as well as their memory to grasp the main ideas from the listening passages.b.Enable the students to use the information they have learned to describe bodylanguage .Teaching important pointsListen to the materials about a traffic accident and retell the story after finding the correct order of the six pictures. Help the students develop their skills to express themselves in written language.Teaching difficult points1.Work together in group of four and act out the actions which show the story inthe listening passage.2.H ow to improve the students’ writing abilityTeaching methodsListening and cooperative learning.Teaching aidsA multi-media computer , a recorder and the tape.Teaching procedures & waysStep 1 RevisionCheck the students' homework.1. Go over the exercises on Pages 63- 65 together.2. Revision of the reading, asking some more students to retell the text in their own words.Step 2 ListeningThe students are asked to read as fast as possible the requirements and look through the six pictures, and then listen to the tape twice to get the best answer.(1) What Lin Pu says and does;(2) What the cyclist says and does;(3) What the policeman says and does.T: Now, I'll play the tape twice. Please listen to the passage carefully and pay much attention to the important points. Write down the actions while listening. T: (After playing the tape once) What is the correct order of the six pictures, class?Ss: 2, 1, 3, 4, 6, 5.Step 3 Act out the actions in the listening passageAfter playing the tape once more.T: Now it is time for you to present the performance. You may use the following function items (Prohibition & warnings, Obligation) when you act it out, you may use the following functional structures to help you:You may not... You should never ...You must... Do not...Never ... Always stay ...Be careful when ... Watch out ... He must ...Step 4 Writing为了促进在校中美学生的交流, 友谊国际学校决定组织一次英语座谈会。
人教版高中英语必修4教案Unit 4 Body language
人教版高中英语必修4教案Unit 4 Body languageThe first period: Warming up and ListeningThe unit gives a general view of body language in a variety of situation. Body language is generally defined as the use of posture, gestures, and facial expressions that communicate attitudes, emotions and reactions. Verbal language expresses words, but body language expresses meaning and emphasis. In many cases, body language is in fact more powerful in expressing than verbal language is. V erbal language can be controlled more easily than body language, and can be used to detective and to misinform. It is important for students to understand their own body language and that of others. The two very general areas discussed in the unit are culture body language and personal body language. Both of these are in fact determined to some extent by social and cultural practices. Students should be encouraged to consider the differences between Chinese body language and Western body language and to think of what they have observed in films and in the behavious of foreign visitors. They should also be aware of the effect of their own body language (the messages they may be sending without knowing it).Teacher can show students some pictures to lead in the topic of the unit and have a free talk with them about body language. Then turn to Warming up, It provides two activities which will introduce students to the idea of body language and the ways they can communicate without speaking.The reading passage titled Communication: No Problem? introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although it may seem strange to them, all cultures should be respected.Important points:Let students read the passage and learn about cultural differences and intercultural communication.Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.Difficult points:Enable students to understand the passage and know about cultural differences and international communication.Let students learn how to use different reading skills for different reading purpose.Knowledge aims: some useful words and expressions: statement, greet, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, defence, major, misunderstanding, misunderstand, Jordan, dash, adult, spoken, unspoken, Spanish, Italy, likely, crossroads, defend against, be likely to, in general Function:1. Prohibition and warning(禁止和警告)Always stay…..Do not…….Stop!Keep away from……Go away. Don`t enter here.Watch out！Look out!Be careful!Be quiet!You may not…..You will be fined 2000 yuan.Don`t smoke here!Be careful! Don`t slip.2. Obligation (义务和责任)You must……You should never…….You will be……You will have to….You will need to…..Grammar:动词的-ing形式作定语和状语（the –ing form as the attribute and adverbial）Step 1 Leading inThe passage introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although some behavious may seem strange to them, all cultures should be respected. They should also know that there may be actions that they think are impolite or not respectful but are ordinary practices in other cultures.This unit is not a lesson in international courtesy but may help students understand that not all people express themselves the same way. The passage also introduces some grammatical structures which require attention.1. Play a song to students and ask them to act to the music.If you are happyIf you are happy and you know it, clap your hands.If you are happy and you know it, clap your hands.If you are happy and you know it, and you really want to show it.If you are happy and you know it, clap your hands.2. Introduce gestures.3. Introduce the facial expression.4. Introduce the postures.5. Introduce the eye contact.Ask students to use eyes to express their feelings in the following situations.Situation 1: Suppose today is your birthday, you receive a very big present. It is as big as you. So when you see the present, what is your response?Situation 2: Suppose you are walking on the street, some ugly guy comes to you and wants to talk to you to get your telephone number. What is your response?Situation 3: Suppose you are walking on the street, some handsome guy walks by you. What is your body language?6. Summarize what is body languageBody language is a form of communication without using any words and it can help us express our feeling. Ask students to look at the pictures and guess what the man means by his body language?Step 2 Skimming1. Ask students to read the text quickly and find the names of the personsStep 3 ScanningAsk students to read the text carefully and find out the action mentioned in the passage and then act them out in pairs. Show the following chart to help them find theStep 4 Intensive reading1. Ask students to look through all the questions in Exercise 2on page 27 and read the text silently to answer these questions by themselves.2. Ask students to read Paragraph 1-3 and find out the mistakes by using different body languages. How do the mistakes happen? (There are two mistakes: The first is Mr Garcia from Columbia approaches Ms Smith, touches her shoulder and kisses her on the cheek. Julia Smith from Britain steps back appearing surprised and takes a few steps away from Mr Garcia. The second mistake happens between a Japanese and a Canadian. Akira Nagata bows to Mr Cook and his nose touches Mr Cook`s moving hand, when Mr Cook from Canada reaches his hand out to the Japanese.)3. Ask students to read Paragraphs 4-5 and finish the following true or false.1). Englishmen often stand close to others or touch strangers as soon as they meet.2). Most people around the world now greet each other by kissing.3). Japanese will bow to others as greeting.4). People from Jordan will move very close to you as you introduce yourself to them.5). Some body languages in some countries are good while some countries` body languages are bad.(The answers: FFTTF)Step 5 Discuss and divide the passageAsk students to work in pairs to divide the passage into 4 parts and sum up the main idea of each part. Then get some of the groups to share their answers.Part 1(para 1): the main idea is that you are sent to Capital International Airport to meet students.Part 2(paras2-3): it mainly talks about the examples cultural “body language”.Part 3(para 4): it tells us that different people have different body language.Part 4(para 5): it is the summary of body language.Step 6 ConsolidationMy university has sent me to the Capital International Airport to meet some international students from many parts of the world, who are coming to study at Beijing University in China. The first one to arrive is Mr Garcia from Columbia with Julia Smith, a British lady, following behind closely. I introduced them to each other and I am surprised to see Mr Garcia comes up to Ms Smith. Just then, Akira Nagata from Japan, comes in and bows when the Conadian, Mr Cook reaches out his hand to him. It happens that Mr Cook`s hand touches Akira Nagata`s nose as he bows and they both apologize. So you see, people from different cultures may not greet others in the same way. English people usually do not stand very close to others or touch the strangers as people from Spain, Italy and South American countries do. Most people around the world shake hands when whey meet while Japanese people will bow. People from Jordan stand quite close to other men and shake hands and kiss others on the cheek. In a word, body language differs in different cultures and is widely used in communication.Body language is used by people for sending messages to one another. In many countries in the world, men kiss each other when they meet. In Britain, people usually shake hands when they need someone for the first time. They are not comfortable touching strangers. French people kiss each other hello and goodbye on the check more often than the British people. People from Arabian countries stand closer than people from Britain when they are talking. They might move very close to you as you introduce yourself to them. Body language is very general and not all members of all countries behave the same way. Using body language in a correct way will help you to better communication with other people.Step 7 HomeworkGo over the text and learn the useful new words and expressions by heart.Finish the exercises in Comprehending on page 27.Read the passage again and collect the information about body language in different cultures mentioned in the text.The second period: Learning about language: Important language pointsThe emphasis of this period will be put on the important new words, expressions and sentence patterns in the parts Warming up, pre-reading, Reading and Comprehending.Important points:Enable students to grasp the usage of such important new words and expressions as represent, approach, defend, be likely to, in general, etc.Get students to master the patterns “…. I saw several young people enter the waiting area looking around curiously.”And “Not all cultures greet each other thesame way, nor are they comfortable in the same way with touching or distance between people.”Difficult points:Let students learn the usage of the words: approach, be likely toGet students to understand some long and difficult sentences.Step 1 RevisionCheck the homework exercises.Ask some students to retell the passage Communication: No Problem?.Step 2 Practice for useful words and expressions1.represent: stand for or be a symbol or equivalent of sb. / sth. symbolize; be anexample of sth.We chose a committee to represent us.What does Y represent in this equation?This design represents a major new trend in modern art.2. approach: come nearer or nearer to sb. / sth. in space or timeWe approached the museum.It is not allowed to approach the forbidden area.Few writers even began to approach Skakespear`s greatness.I find him difficult to approach.The approach of winter brings cold weather.All approaches were blocked.2.defence: defending from attack; fighting against attackThe country`s defences are weak.They decided to defend their country against enemies.Defend …. against / from: protect …. from….3. introduce….to….He introduced his friend to me.Yao Ming is a person who needs no introduction.4. dash: move suddenly or quickly; rushThe secretary dashed into the room, grabbed the file and ran out again.5. not…nor…..For a whole week hr did not write to her nor give her a call.I don`t like the film. Nor does he.I am going to work today and nor is Maisie.6. likely;be likely to : that is expected; probableThe train is likely to be late.She is the most likely to win the prize.It is likely that….It is likely that she will ring me tonight.7. as well (as sb. / sth.): in additionAre they coming as well?He grows flowers as well as vegetables.8. in general: mainly; mostly; usuallyIn general, her work has been good, but this essay is dreadful.I like game in general, and especially football.I am glad to find myself in general accord with your opinions.9. avoid:I quickly walked to the other side of the street to avoid meeting her.To avoid car hitting the little boy, he had to make a sharp turn.Step 5 Using words, expressions and patternsDo exercises in Using words and expressions on page 63.Step 6 HomeworkFinish off the homework exercises.Learn the new words and expressions by heart.英语国家常见的体态语言1. 付帐(cash): 右手拇指, 食指和中指在空中捏在一起或在另一只手上作出写字的样子, 这是表示在饭馆要付帐的手势.2. 动脑筋(use your brains)或机敏一点: 用手指点点自己的太阳穴.3. 傻瓜(fool): 用拇指按住鼻尖摇动其他四指或十指分开. 也常常用十指对着太阳穴转动, 同时吐出舌头, 则表示所谈到的人是傻瓜, 痴呆.4. “讲的不是真话”(lying): 讲话时, 无意识的将一食指放在鼻子下面或鼻子边, 表示别人一定会理解为讲话人“讲的不是真话”令人难以置信.5. 自以为是(complacent assertion): 用食指往上摁鼻子, 还可以表示“不可一世”().6. 叫人安静(quietness): 闭住嘴, 拇指横掠过双唇.7. “别出声”(stop talking): 嘴唇合上, 将食指贴着嘴唇, 同时发出“”.8. 侮辱和蔑视(insulting and scorning): 用拇指顶住笔尖, 冲着被侮辱者摇动其他四指的手势.9. 赞同(agreement): 向上翘起拇指.10: 祝贺(congratulation): 双手在身前嘴部高度相搓的动作.11. 威胁(menace): 由于生气, 挥动一只拳头的动作似乎无处不有. 也可以是因受挫折而双手握着拳使劲摇动的动作.12. “绝对不行”(absolutely): 掌心向外, 两手臂在胸前交叉, 然后张开至相距一米左右.13. “完了”(that`s all): 两臂在腰部交叉, 然后再向下, 向身体两侧伸出.14. “害羞”(shame): 双臂伸直,向下交叉, 两掌反握, 同时脸转向一侧.15. 打招呼(greeting): 英语国家的人在路上打招呼, 常常要拿帽子表示致意.现在一般已经化为抬一下帽子, 甚至只是摸一下帽檐.16. 高兴或激动(happiness and excitement): 双手握拳向上举起, 前后频频用力摇动.17. 愤怒或急噪(anger and enxiousness): 双手臂在身体两侧张开, 双手握拳, 也常常头一扬, 嘴里咂咂有声, 同时还可以眨眨眼睛或者眼珠向上和向一侧转动, 也可以愤怒, 厌烦, 急噪.18. 怜悯, 同情(pity): 头摇来摇去, 同时嘴里还说That`s too bad. 或者Sorry to hear it.19. “太古怪了”(too queer): 在太阳穴处用食指画一圆圈.The third period: Learning about language: GrammarThis teaching period mainly deals with the grammar: the –ing form as the attributive and the adverbial.Important points: get students to learn the use of the –ing form as the attributive and adverbial.Difficult points: enable students to learn how to use the –ing form as the attributive and the adverbial.Step 1 Revision1. Check the homework exercises.2. Translate the following sentences:他们的责任就是为国抗敌. (defend ….against…)学校离商店不远. (close to)他把朋友介绍给我. (introduce)我今天不去上班, 玛丽也不去. (not …. nor)这趟火车很可能晚点. (likely)总的来说, 她的作品不错, 不过这篇文章糟透了. (in general)Step 2 Leading in1. Tell students to turn to page 26 and read the passage carefully to find out the sentences in which –ing form are used.1). Yesterday, another student and I, representing our university`s student association, went to the Capital International Airport to meet this year`s international students.2). After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.3). I stood for a minute watching them and then went to greet him.4). She stepped back appearing surprised and put up her hands, as if in defence.5). Then Akira Nagata from Japan came smiling, together with George Cook from Canada.6). Just at that moment, however, Akira bowed so his nose touched George`s moving hand.7). When Darlene Coulon from France dashing through the door, she recognized Tony Garcia`s smiling face.8). In the same way that people communicate with spoken, they also express their feelings using unspoken “language”through physical distance, actions or posture.2. Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these –ing form is being used in the situation. Have them try to sum up the rule of the –ing form as the attributive and the adverbial.Step 3 Grammar learning动词-ing形式作定语和状语的用法一.作定语如果动词-ing形式出现在名词前后, 并修饰该名词, 一般动词形式作定语. 此时, 该定语可变为一个介词短语(这是动名词作定语)或定语从句(这是现在分词作定语)A sleeping car = a car for sleepingHis nose touched George`s moving hand. (George`s moving hand = George `s hand, which was moving)1. 单独的动词-ing形式作定语, 一般放在被修饰名词的前面.He is a promising young man.It is a fascinating city.Wisconsin is the leading dairy state.They are visiting in a neighbouring town.2. 动词-ing形式可有自己的宾语或状语, 构成一个短语, 作定语, 放在所修饰的名词后面.There is someone knocking at the door.I know a man working in the factory.Do you know the man talking to her?The girl sitting beside me is my sister.二.作状语如果动词-ing形式用于修饰某动词或整个句子, 此时动词形式作状语, 一般即可变换为从句. 动词形式作状语可以表示时间, 原因, 条件, 结果, 以及行为方式或伴随等情况.1. 时间Hearing the news, we jumped with joy.Turning around, he saw a tiger running up.2. 原因Not knowing the way, he could not go there.Being excited, she could not go to sleep.3. 条件Working hard, you will succeed.Turning to the left, you will see the tower.4. 结果Unfortunately his father died, leaving the family even worse off.He was caught in the rain, thus making himself catch a cold.5. 行为方式或伴随情况A boy came running in.Following Tom, they started to climb over the wall.They stood there for an hour watching the game.She sat at the desk reading a newspaper.Step 4 Grammar practiceHave students underline the –ing form or its phrase in each sentence and tell whether it is used as the attributive or the adverbial. If it is used as the adverbial, tell what it is for.He was one of the leading composers of the time.Who is the girl standing on her hands?They built a road leading to the village.Who knows the missing words in the sentences?My aunt told us an amusing story.In our village live 350 families belonging to three nationalities.There is a car waiting at the door.Don not wake up the sleeping child.Traveling by jeep, we visited a number of cities.We couldn`t help them, being so poor ourselves.Coming down the mountain, we met Jim on the way.He worked the whole afternoon trying to repair the car.Not knowing the language, he couldn`t get a job.The manager came to us smiling.Having failed twice, they didn`t want to try again.Turning around, she saw a man following her.When leaving the airport, they waved to us again and again.While staying there, I learnt a lot from them.Turn to page 29. Ask students to do exercise 2 in Discovering useful structures.Turn to page 64. Ask students to do the exercises in Using structures.Step 5 Group workAsk students to work in groups of four to do the following.1. Add at least two more actions to these lists. Then combine the primary and secondary actions to make a sentence about a student in your group. That student must act out what you say.S: (the student`s name) walks around the desk jumping on one foot.S: the frowning girl, (the girl`s name), picked up her English textbook and threw it on the floor.2. After practicing with your group, make up a short act to perform for the class. One student describes what is happening while the other three act.Step 6 Closing down by a quiz1. The wild flowers looked like a soft orange blanket ----- the desert.A. coveringB. coveredC. coverD. to cover2. The secretary worked late into the night, ----- a long speech for the president.A. to prepareB. preparingC. preparedD. was preparing3. The visiting minister expressed his satisfaction with the talks, ---- that he had enjoyed his stay here.A. having addedB. to addC. addingD. added4. European football is played in 80 countries, ----- it the most popular sport inthe world.A. makingB. makesC. madeD. to make5. ------ up at his father, he asked what was the matter with him.A. having lookedB. lookingC. to lookD. look6. ------ from his clothes, he is not so poor.A. judgedB. judgingC. to judgeD. having judged7. ------ such heavy pollution already, it may now be too late to clean up the river.A. having sufferedB. sufferingC. to sufferD. suffered8. Would you tell us something about G3?Well, it is an international organization ---- the richest countries in the world, five of which are quite small and two of which are island states.A. is consisted ofB. consisting ofC. consists ofD. consisted of9. Hill often attends public lectures at the university of London chiefly ---- hisEnglish.A. to improveB. improvingC. to have improvedD. improved10. –Who brought these papers here on my table?--A student _____herself Joanna.A. callingB. callsC. calledD. being called11. ____ from what she said, I guessed Lily had not read the novel at all.A. To judgeB. JudgedC. JudgingD. Judge12. My uncle ____ in Australia sent me some presents, ____ a pair of shoes inA. lived; includedB. lives; had includedC. living; includingD. to live; to included13. The manager observed the goods, ____ that there was something wrong with some of them.A. having noticedB. noticingC. to noticeD. noticed14.The book, ____ the life of the teenagers born in the 1990s, was very popular among middle school students.A. showingB. being shownC. shownD. to show15. --- Do you know which one is our new headmaster, Jim.---- Yes. It is the man _____ in the armchair ___ a copy of China Daily.A. sits; readsB. sits; readingC. sitting; readsD. sitting; reading16. When ____ the differences between British English and American English. I find they mainly exist in spelling and pronunciation.A. compareB. being comparedC. comparedD. comparing17. ____ to arrive in Shanghai in one day, I had to take a plane.A. AskedB. Having askedC. To be askedD. Being asked18.____ to the right when you see a supermarket, and you will find the post office you are looking for.A. To turnB. TurnC. TurningD. Turned19. Another four skilled workers _____ it, the project was completed ahead of time.A. joinedB. had joinedC. joiningD. to join(The answers: ABCAB BABAA CCBAD DBBC)Step 7 HomeworkFinish off the workbook exercises.Preview the reading passage Showing our feelings on page 30, find the sentences in which the –ing form is used, and see if you can understand them.The forth period: Using language: Extensive reading We will deal with two passages: Showing our feelings in Using language on page 30 and The open hand—a universal sign in Reading task on page 66 to develop students` reading ability by reading extensively.Important points:Develop students` reading skills by extensive reading.Let students read and understand the passage Showing our feelings.Difficult points:Enable students to learn and use such strategies as skimming, scanning and so on to do their reading.Get students to learn to make a writing outline.Knowledge aims:Get students to learn the new words and expressions: unspoken, facial, function, ease, truly, false, anger, fist, yawn, subjective, hug, rank, at ease, lose face, turn one`sGet students to learn more about body language.Step 1 Revision1. Check the workbook exercises.2. Ask students to translate some sentences into English.1). 我们学校有一个游泳池.(There is a swimming pool in our school.)2). 这篇短文可用做听力材料.(This short passage can be used as listening material.)3). 中国是一个属于第三世界的发展中国家.(China is a developing country belonging to the third world.)4). 站在那边的哪个男孩是我的同学.(The boy standing over there is a classmate of mine.)5). 大家都认为他是个活字典.(He is regarded as a walking dictionary.)6). 回到家后, 他就开始做家庭作业.(Returning home, he began to do his homework.)7). 完成工作以后, 他就回家了.(Having finished his work, he went home.)8). 由于不知道他的电话号码, 我们无法与他取得联系.(Not knowing his phone number, we couldn`t get in touch with him.)9). 大雨滂沱, 造成了该地区洪水泛滥.(It rained heavily, causing severe flooding in that area.)10). 我踮着脚走近那扇小窗户.(Walking in tiptoe, I approached that little window.)Step 2 Warming upDescribe some situations and ask students to act them out.1). I am very happy.2). I am full.3). I am hungry.4). I want to sleep.5). You are great.Step 3 pre-reading1. Let students discuss the following questions:What is the function of body language?How do you think we show our feelings in our daily life?2.Ask students to turn to page 30 to prepare the new lesson.3.Topic sentences for SHOWING OUR FEELINGSParagraph 1: Of course, body language can e misread, but many gestures and actions are universal. Paragraph 2: The most universal facial expressions is,Paragraph 3: From the time we are babies, we show unhappiness or anger by frowning.Paragraph 4: There are many ways around the world to show agreement, but nodding the head up and down is used for agreement almost worldwide.Paragraph 5: How about showing that I am bored? Looking away from people or yawning will, in most cases, make me appear to be uninterested.Paragraph 6: Being respectful to people is subjective, based on each culture, but in general it is probably not a good idea to give a hug to a boss or teacher.Paragraph 7: With so many cultural differences between people, it is great to have some similarities in body language.Step 4 ReadingAsk students to read the passage fast to get the main idea and then finish the outline of the passage.1. The main idea:Different gestures stand for different feelings, wishes or attitudes. Body language has many universal gestures.2. Outline of the text:Para 1: showing happiness.Paras 2-5:Universal body language to show agreement and disagreement.Para 6: Universal body language to show boredom.Paras 7-8: Universal body language to show respect.3. T / F questions:Body language is never as important as spoken language.If you angry at a person, you might turn your back to him or her.You can threaten a person by refusing to speak.If you stand with your arms across your body, you are always protecting yourself from being physically attacked.If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.You should not greet your new boss by giving her or him a hug.Body language is the same all over the world.Most people can understand each other if they try.4. Let students to read the text carefully to get detailed information.1). Some questions:How can we know other`s feelings, even if they do not speak to us?Why should we be careful with our body language?Why is it important to watch as well as listen to others?What are some jobs in which using body language is extremely important?Step 5 Important language points1. ease: freedom from work, discomfort, pain or relaxedat ease: comfortable and unworried; completely relaxedtake one`s ease: stop working or worrying; relaxa life of easeease of mindHe handed her a cup of coffee to put her at ease.She felt completely at ease during the vocation.She sat down and took her ease by the fire.with ease: without difficultyHe passed the examination with ease.2. ease: relieve the pain from body, anxiety, discomfortTalking eased his anxiety.The relationship between the two countries has eased since the beginning of the talks on the border conflict.3. lose face: lose credit or reputationShe did not lose face though she lose her face.4.turn one`s back to:When she is angry, she always turns her back to me.5.turn one`s back on: avoid or reject sb. / sth.He turned his back on his family when he became famous.Step 6 Reading task1. Turn to page 66 to read the passage carefully to get some important detailedinformation.2. Let students organize the following information so that it can be used to writeStep 7 HomeworkLearn the useful new words and expressions by heart.Finish off the workbook exercises.The fifth period: Using language: Listening and speakingImportant points:Develop students` listening and speaking abilities.Enable students to master different listening skills.Difficult points:Get students to listen to and understand the listening materials.Let students learn the functional items for prohibition and warning as well as obligation.Knowledge aims:Get the students to learn some useful new words and expressions in the listening passages.Learn the following expressions:1). Prohibition and warning:You may not ……Always stay ……Keep away from …..Do not ……….Watch out …….Look out …..Be careful when …..You will be fined ………2). Obligation:You must …..You should never ….You will have to …..You will need to ….Step 1 Revision。
人教新课标英语必修4全册教案Unit 4 Body Language
人教新课标英语必修4全册教案(Unit 4Body Language)Unit 4 Body LanguagePart One: Teaching Design Teaching goals1. Target Languagea. 重点词汇和短语misunderstand, similar, facial, exagawgesture, adult, punishb. 重点句型或交际用语Act oullowing meanings, please.Please guess what I mean.Please show the ausing body language.Nowur tuw the action / gesture.Please uwords or body language to exur ideas. Please use bwords and body language to exur ideas.2. Ability goalsa. Enabludunderstand what a certain gestubody language means in a given situation.b. Enabludact ouanings, reququuations givarget languagabludxpress warget languaganings given in body language.3. Learning ability goalsa. Heludents learn how to exlves in body language when needed.b. Heludents understandwhen body language is being used.Teaching importaa. Teaudents how to understand body language used in duultures as well as in dasions.b. Teaudents how to use body languagappropriate occasions.Teaching difficula. Enabludalance of body languagunicaat littlunderstanding may occur.b. Ludw thabve body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitawith gestures and body movement. Teaching aidsA computer, aandures.Teaching procedures waysTd reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develading ability.To help students learn about body language. ProceduresI. Warming upWarming up by actingLook at the laght sidart. Paverbal behaviouleft side. Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the maure below. What day to you by his body language?Basically, howdo I know? Or, I don’t know nothin! The shoulders are hunched and the hands agnifying a big quark.2. Talking and sharingBody languagquandwerful language of all!According to exur non-verbal language communicates about 50% of what we really mean (valbutes 38%) while wordlvbute a mere 7%.Our bodies send out messagantly and often we don't recognize that we're communicating a lan we realize.Our understanding and u-verbal cues in facial exare familiar to us nearly from birthIII. Reading1. Reading alouddingNow please listen and read alouddingxt COMMUNICATION: NO PROBLEM?. Pay aunciaach word and the pauses within eaI will play the tape twice and you shall read aloud tw2. Reading and underliningNext you aad and underline all the useful exllocaassagur notebook after class as homewReading to idach paragraphNext you axt to idach paragraph.4. Reading and trag informationRead the text agalable. W/? What does he/ she do when he/at the a?NameCountryAaningMr GarciaJuliaAhmed AzizMadame Coulon5. Reading and understanding difficulAs you haveread the texu can surely tell ware difficult to understand. Now put your qug the difficulaReading and translatingNow it’anslaxbWho will bdo it?IV. Closing downClosing down by doing exTo end the lu are to dding exNo. 1 and 2 on page 26 and 27.Closing down bgllowing basic non-verbal cues and you'll recognize that you already speak and translate mulanguage.“I’m surprised!” I’d!” “I’m sad!”Td period Learning about Language(The ~ing form as the Attribute Adverbial)I. Warming upWarming up by discovering useful words and exTurn to page 27 and do exNo. 1, 2 ,3 andur answers against your classmates’.II. Learning about grammar1. Reading andgTurn to page 25 and read wxUNICATION: NO PROBLEM? As you read along, pay auses of The ~ing form as the Attribute Adverbial.(They are vgveral cou作定语；Four peopllooking around in a curious way. 作状语； This is an exciting exu. 作定语; You stand watching and listening. 作状语；……)2. Doing exNo. 1 and 2 on page 29Turn to page 29. Do exNo. 1 and 2。
人教版高中英语必修4《Unit 4 Body language》教案2篇
人教版高中英语必修4《Unit 4 Body language》教案2篇Teaching plan of unit 4 body language编订：JinTai College人教版高中英语必修4《Unit 4 Body language》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修4《Unit 4 Body language》教案2、篇章2：人教版高中英语必修4《Unit 4 Body language》教案篇章1:人教版高中英语必修4《Unit 4 Body language》教案教学准备教学目标1.教学目标（1）知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。
能够表达一些Body language.（2）能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
（3）情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点教学重点和难点（1）培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
（2）让学生合适地使用不同的身势语。
（3）课文中现在分词作定语和状语的长难句。
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.You!Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteerswill make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.USA Nigeria rude Germany Japanone“great”or “good job”。
人教版高中英语必修四Unit Four Body language
高中英语学习材料（灿若寒星*制作整理）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。
人教新课标英语必修4全册教案(Unit4BodyLanguage)
人教新课标英语必修4全册教案(Unit 4 Body Language) Unit 4 Bd LanguagePart ne: Teahing Design Teahing gals1 Target Languagea 重点词汇和短语isunderstand, siilar, faial, expressin, agreeent, an, hest, gesture, adult, punishb 重点句型或交际用语At ut the flling eanings, pleasePlease guess hat I eanPlease sh the atins, using bd languageN it is ur turn t sh the atin / gesturePlease use either spen rds r bd language t express ur ideasPlease use bth spen rds and bd language t express ur ideas2 Abilit galsa Enable the students t understand hat a ertain gesture f the bd language eans in a given situatinb Enable the students t at ut se eanings, requireents, requests r situatins given in the target languageEnable the students t express ith the target language the eanings given in bd language3 Learning abilit galsa Help the students learn h t express theselves in bd language hen neededb Help the students understand thers hen bd language is being usedTeahing iprtant pintsa Teah the students h t understand bd language used in different untries r ultures as ell as in different asinsb Teah the students h t use bd language in the st apprpriate asinsTeahing diffiult pintsa Enable the students t realize the iprtane f bd language in uniatin s that little r n isunderstanding a urb Let the students n that there is bth psitive bd language and negative bd languageTeahing ethdsa Individual r, pair r and grup rb Ating ut b iitatin, ie r ith gestures and bd veentTeahing aidsA puter, a pretr and se pituresTeahing predures ≈ asThe first perid reading(UNIATIN: N PRBLE?)AisT help students develp their reading abilit T help students learn abut bd language PreduresI aring uparing up b atingL at the list f interpretatin n the right side f the hart Perfr the atin r the nnverbal behaviur n the left sideExaples f Bd Languagearing up b defining—hat is bd language?II Pre-reading1 Ling and saingL at the an in the piture bel hat des he sa t u b his bd language?Basiall, h the d I n? r, I dn’t n nthin! The shulders are hunhed and the hands are pen signifing a big questin ar2 Taling and sharingBd language is the quiet, seret and st perful language f all!Arding t experts, ur nn-verbal language uniates abut 0% f hat e reall ean(vie tnalit ntributes 38%) hile rds theselves ntribute a ere 7%ur bdies send ut essages nstantl and ften e dn’t regnize that e’r lt re than e realizeur understanding and use f nn-verbal ues in faial expressin are failiar t usnearl fr birthIII Reading1 Reading alud t the rerdingN please listen and read alud t the rerding f the text UNIATIN: N PRBLE?Pa attentin t the prnuniatin f eah rd and the pauses ithin eah sentene I illpla the tape tie and u shall read alud tie, t2 Reading and underliningNext u are t read and underline all the useful expressins r llatins in thepassage p the t ur nteb after lass as her。
2017人教版高中英语必修四Unit 4《Body language》
基础导练
文本感知
知识精要
Ⅰ
Ⅱ
Ⅲ
Ⅲ.重点句型 1.After half an hour of waiting for their flight to arrive,I saw several young people enter the waiting area . 在等待了半个小时之后,我看到了几个年轻人走进等候区,好奇地 向四周张望。 答案:looking around curiously 2. greet each other the same way, comfortable in the same way with touching or distance between people. 各种文化背景下人们互相问候的方式不尽相同,身体接触和相互间 距离的程度也并不一样。 答案:Not all cultures;nor are they
vt.陈述;说明
adj.代表的 n.代表
vt.把……联系
adv.好奇地→
n.接近;方法;途径
基础导练
文本感知
知识精要
Ⅰ
Ⅱ
Ⅲ
6. vt.保护;保卫→ 答案:defend;defence 7. adj.主要的→ 答案:major;majority 8. vt.误解,误会 → 答案:misunderstand;misunderstanding 9. adj.口语的→ 语的 答案:spoken;unspoken 10. adj.可能的→ 答案:likely;unlikely
课标导航
主题导读
Step 2:Weird Staring Looking at someone’s eyes is not staring at them.Under normal circumstances,people lock their eyes a lot with one another in conversations.Keeping healthy eye contact is a necessary part of healthy face-to-face interpersonal communication,but people naturally feel uncomfortable if someone stares at them in an unhealthy manner.People become “weird” when they avoid blinking and just try to keep uninterrupted eye contact.While these terrible moments are often considered worthless,they may be warning signs of a dishonest person.If anyone’s looking at your eyes makes you feel uncomfortable,be careful of lies.
高中英语必修4Unit4Bodylanguage
⾼中英语必修4Unit4Bodylanguage Unit 4 Body language Ｉ．单元教学⽬标II．⽬标语⾔Ⅲ．教材分析和教材重组1．教材分析本单元以Body Language——―体态语‖为中⼼话题，具体涉及什么是―体态语‖，如何理解―体态语‖，以及―体态语‖的跨⽂化性等。
本单元的语⾔技能和语⾔知识也都是围绕―体态语‖这⼀中⼼话题设计的，旨在通过单元教学，⽤听、说、读、写、做(表演)等多种形式，让学⽣正确认识和掌握―体态语‖在交际中的作⽤和意义，使学⽣明确―体态语‖在⼈类交际中的重要性，了解―体态语‖在不同民族、不同⽂化交际中的多样性；使学⽣在今后的⽇常⽣活、学习、⼯作和交往中尽量减少或避免运⽤―体态语‖时可能产⽣的误解，提⾼他们的―语⾔交际‖能⼒和―⾮语⾔交际‖能⼒。
1.1 WARMING UP 以列表对⽐（填充及增补）的形式，并通过WARMING UP 的活动，让学⽣了解有声语⾔与―体态语‖的对应关系，了解语⾔意义与⾏为意义（―体态语‖）在交际中具有同等重要的作⽤。
同时，学⽣在听、说、做（即表演―体态语‖的动作）中能够增进对语⾔交际的感性认识，为他们在阅读过程中上升到对语⾔交际的理性认识打下基础。
1.2 PRE-READING 通过提供三个关于不同⽂化背景下―体态语‖的问题，启发学⽣思考我们所学习的―语⾔‖的⽬的、形式、功能。
通过引导学⽣联系⾃⼰⽇常⽣活的实际，提⾼学⽣努⼒学习英语的积极性和⾃觉性；同时培养学⽣留⼼社会、关注⽣活的洞察⼒，为引导学⽣进⼀步―阅读‖作好准备。
1.3 READING 是⼀篇介绍性（记叙⽂）体裁的⽂章，主要介绍了各种⽂化背景下的―体态语‖的异同，为学⽣提供了来⾃不同国度、不同语⾔⽂化背景的―体态语‖及其在交际中的异同和影响的具体例证。
学⽣也可以结合⾃⼰在语⾔交际中所遇到的实际例⼦来进⼀步理解―交际，毫⽆问题可⾔吗？‖这⼀主题。
1.4 COMPREHENDING 包括⼋个问题（前5个旨在检查学⽣对阅读材料细节的理解，6~7旨在引导学⽣对―体态语‖的意义及⽂化差异的思考，第8个检查学⽣能否通过细节进⾏推理判断），通过对来⾃不同国度、不同语⾔⽂化背景的六个⾓⾊对待男⼥不同性别所使⽤的―体态语‖异同的（学⽣在⽼师指导下的⾃我或⼩组讨论后的）归纳，进⼀步熟悉和掌握―体态语‖在不同语⾔⽂化交际中的作⽤和意义。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
第四单元过关检测(时间:90分钟满分：120分)Ⅰ、阅读理解（共12小题;每小题2、5分，满分30分)阅读下列短文,从每题所给的四个选项（A、B、C与D)中，选出最佳选项。
AIf you want to succeed in life，you need to express the proper body language，with or without having to say anything else、You will certainly notice a whole new reaction from people if you use the power of body language、Relax your shoulders,keep your hands at your sides（never inside your pockets）and breathe slowly、Have a warm，welcoming facial expression as if you look forward to communicating、Depending on the situation，you may smile when appropriate、Face the other person or your audience and keep eye contact as much as possible throughout the talk、Nodding and tilting（倾斜) your head closer c an show that you are listening、Do not fold(交叉) your arms，look down at the floor or put your hands in your pockets、These can show that you are uninterested、If you have any comments,you can show them in negative but respectful ways like raising your eyebrows、A lot of your body language can show how confident,interested,bored,angry or nervous you are、Keeping your head up throughout the entire conversation can show that you are very much into the conversation at hand、You may feel free to use a few hand gestures to emphasize（强调) a point、If you’re enumerating things,it's better to use each of your fingers as you mention each item to help your audience keep track、Pacing will help you create more ground if you have a larger crowd to communicate with、It will also show confidence on your part as you think of more things to say、Be very careful when touching the other person since you are crossing the boundaries(界限) of body language through actual contact、Remember that in body language，it is your body that does the talking for you、1、According to the text,if you find a listener raising his eyebrows,he may 、A、try to show his angerB、want to give his own opinionC、not understand what you say提示细节理解题。
由第四段“If you have any comments，you can show them in、、、like raising 、”这一信息可知此人要发表自己的见解,所以B项正确.答案B2、What is the most suitable title for the text？A、The power of body languageB、The attraction of body languageC、The origin of body language提示主旨大意题。
由第一段最后一句“You will certainly notice a whole new reaction from、”可知，A项正确.答案A3、can show that you are listening、A、Folding your armsB、Putting your hands in your pocketsC、Looking down at the ground提示细节理解题。
由第三段可知点头或倾斜着头离人近些表示您认真听别人讲话，因此D 项正确。
答案D4、If you want to show confidence in your communication，you should pay more attentionto 、A、pacingB、keeping up your headC、touching the other person提示细节理解题。
由倒数第二段最后一句可知,当您想到更多的事情要说时，速度能展示您的自信。
答案ABThe“Thumbs—Up"While Western culture has become used to the thumbs-up as a positive signal (probably coming from World War Ⅱpilots using the signal to communicate that they were “good to go”with ground crews),there are cultures where a thumbs—up may land you in trouble、In WestAfrica,as well as Greece,Italy and Middle East,the thumbs-up is pretty much the biggest insult(侮辱)、Rather more charming is a thumbs-up in Germany and in parts of Japan—they just see it as the hand signal for the number one、The“A—OK”This sign is mainly used by divers（潜水员) to mean “OK" （to prevent being confused withthe thumbs—up sign，which means “rise")、Basically the meaning comes out as “great",or“completely fine”、However，in a few countries in Europe，people may think you’re telling them that you think they’re a “zero”、The“V Sign"The sign comes in two formats(版式）：one with the palm faced outwards，and one with the palm inwards、In America they mean the same thing -“victory”、However,if the outside of your hand is facing your tar get,you’re giving somebody a long-established insult in Great Britain and many English-speaking countries such as Australia,Ireland and New Zealand、Winston Churchill famously used the “incorrect” version of the V sign during the early years of the war,turning the outside inside later、The V sign is also c onsidered rude in Italy、The“Corna”The corna hand gesture has most recently been adopted by fans of rock and heavy metal music、Nowadays many Americans use the gesture simply to mean “rock on”,or in support of the University of Texas in Austin（known as the “Hook’ em Horns”）、Today it is still popular in Spain,Brazil and Slovakia(斯洛伐克）、Historically，however,the symbol possibly dates back to Ancient Greece、5、The pilots in World War Ⅱused to make the “Thumbs-Up ” sign to show 、A、the plane was very goodB、the plane was ready to take offC、they were going to land on the groundD、they were thankful to the ground crews提示细节理解题。