外研版必修四模块3

合集下载

外研版英语必修4:Module 3 Reading Practice and Cultu

外研版英语必修4:Module 3 Reading Practice and Cultu

Ⅰ.完形填空As an intern (实习医生), I grew to understand that nursing home patients was a valuable part of my education—not just from a__1__angle, but for what they could__2__me personally.Mr Smith was my first introduction to the nursing home.His__3__,regrettably, can probably exist in countless hospitals across our nation.An acute (严重的) illness had brought him to our nursing home years ago, and his family__4__him shortly before he left hospital.Helpless and unable to care for himself, he had no__5__ except for nursing home care,__6__he lay until I met him when I was an intern.Mr Smith was almost non-communicative.After transferring to the nursing home, he slipped into a tense and__7__state, waiting for his life to__8__.All efforts to bring him back to the mainstream life were__9__.Nurses faithfully tended to his physical needs, while he__10__as a shell of flesh and bone, completely lacking in life.For three years, I saw him every week.Not once did I hear him speak a word.Not once could I__11__his innermost thoughts.On my last nursing home visit, an idea__12__me.I brought my__13__into Mr Smith's room as part of a(n)__14__in “pet treatment”.Something__15__occurred.All of a sudden, he sat up and started talking, telling me of the days when he was a boy and had a dog__16__to my own.He told me stories of adventures he and his dog had had.For the first time, I saw the soul__17__from what had been a living corpse (尸体).That experience taught me not to underestimate the ability of the__18__things in life to touch hearts when carefully-made medicine has failed, and never to forget that within even the weakest of human bodies lies a life that is precious indeed—__19__that needs to be__20__and honored, even if it can't speak for itself.本文通过作者做实习医生的经历告诉我们,不要低估生活中那些细微的却感动人心的事情,这是非常珍贵的,需要被理解与尊敬。

外研版必修4---Module3教案

外研版必修4---Module3教案

Module Three Body Language and Non-verbal CommunicationPeriod OneTeaching content:Introduction & Reading and V ocabularyTeaching important points:1.Motivate the students to work together;2.Help the students to understand the passage better;3.Learn and master some important words and phrases in this period.Teaching difficult points:1.How to let the students understand the body language in different countries and use them correctly;2.How to help the students improve their reading ability and understand the passage better;3.How to master the important language points in this passage.Teaching procedures:Step 1 Lead-inIn communication,spoken and written words are very important,but we communicate with more than words and sentences.Body language is as important,such as body positions,gestures,expressions and so on,and body language varies from culture to culture.This module,we will talk about the topic:Body Language and Non-verbal Communication.【verbal['vɜːb(ə)l]adj.词语的, 言语的, 字句的;口头的;动词的n.非谓语动词; 非限定动词】Step 2 Introduction1.Activity1 on P21Read through the given information to understand and match the verbs with the pictures.Call back the answers.2.Activity2 on P21Listen the first time to get the main idea and match the situations with the pictures;introduce the main idea of the listening material briefly and compare the answers;listen again to understand it better.3.Activity3 on P21Read through the given information to understand the requirement;choose one or two situations to make sentences after the example;ask some students to show their answers to the class.4.Activity4 on P21Read through the given information to understand and make a choice.If possible,ask some students to give reasons for their choices.Step 3 While-readingNext,we will read a passage about body language around the world.1.Fast reading[Activity 1 on P22]Skim the text as quickly as you can to get the main idea and choose the best title;Call back the answers and explain if necessary.2.Careful reading[Activity 2 on P23]Read through the text carefully to get more details and then tell if the statements in Activity 2 on P23 are true or false;Call back the answers and explain if necessary.While reading,please underline some language points or what you don`t understand.nguage points【Ref:Notes to the text】Go through the passage with the students together to explain some language points.Step 4 Post-readingGo through the text again quietly to understand it better.Time permitting,listen to the tape and follow it.Then finish Activity 3 on P23.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P81-82 in workbook.Appendix: Notes to the text1.Although these are very important, we communicate with more than just spoken and written words. 尽管这些很重要, 但我们并不只是通过口头和书面语言交流。

外研版必修-4-module-3-reading

外研版必修-4-module-3-reading

Well-done
quiet
stop
victory
Ok
Group work
Suppose you are a host/hostess in a famous TV station and your group members are from different countries. Work together to talk about different body languages in different culture.
American youths
One person holds up his hand, palm outwards and five fingers spread. The other person raises his hand and slaps the other’s open hand above the head.
more
spoken or written language. F
Fill in the chart and perform
People
How do they greet?
Europeans and Americans
Shake hands with each other
Chinese Muslims Hindus
Chinese
Europeans and Americans
Hindus
American youths
Muslims: Give a “salaam”– touch their heart, mouth, and forehead.
Can you guess the meanings of these hand gestures ?

外研社高中英语必修四单元3各知识点

外研社高中英语必修四单元3各知识点

晨读吧
基础盘点ABC
要点精析ABC
解密书面表达
活页限时训练
15.judgement n.判断;意见→judge v.判断 16.equality n.平等→equal adj.平等的 17.social adj.社会的→society n.社会 18.infectious adj.有感染性的→infect v.感染→infection n.感染
晨读吧
基础盘点ABC
要点精析ABC
解密书面表达
活页限时训练
(3)various adj.各种各样的;多方面的,variable adj.易变的;变化无 常的
晨读吧
基础盘点ABC
要点精析ABC
解密书面表达
活页限时训练
①The color of that animal varies with the season. 这种动物的颜色随着季节而改变。 ②Though on the same family,the bird varies in size and color.虽 属同科,这种鸟大小、颜色不一。
要点精析ABC
解密书面表达
活页限时训练
①Don't involve other people in your trouble. 别把别人牵涉进你的麻烦中去。 ②He is involved in reading all night. 他整晚都在专心致志地读书。
晨读吧
基础盘点ABC
要点精析ABC
解密书面表达
washing,bedroom cleaning,or at least prepare breakfast myself,
so as to share my mother's daily burden.④The picture convinces

外研版必修四Module_3重点单词

外研版必修四Module_3重点单词

3. 一般来说,水果和蔬菜的价格随季 节变化而变化。 Generally speaking, prices of fruit and vegetables _____ varies _____ with the season.
spread vt. 铺开;展开;伸开。
【即学即练】英译汉。 1. Mom spread a new tablecloth on the table. 妈妈铺了一张新的桌布在桌子上。 2. She was told not to spread this secret around.
1. Complete the exercises related to Vocabulary and Reading in the Workbook on page 80—82. 2. Greetings vary from culture to culture. Summarize the greetings in different countries according to the passage.
她被告知不要把这个秘密传出去。
3. The fire spread from the factory to the buildings nearby.
大火从工厂蔓延到附近的建筑。
4. Muslims give a “salaam”, where they touch their heart, mouth and forehead. 分析句子结构
1. vary 【语境展示】 1) People’s reactions to the drug vary widely. 人们对药品的反应差异很大。
The colours of tree leaves vary with the season.

必修4Module3外研社高中英语必修四单元3各知识点

必修4Module3外研社高中英语必修四单元3各知识点

Ⅲ.句式扫描 1._W__h_e_n__in__R_o_m__e_ (在罗马时),Do as the Romans Do. 2.Indeed, body positions are part of _w_h__a_t _w_e__ca_l_l_“_b_o_d_y__la_n_g_u__a_g_e”_ (我们称之为“体态语”的). 3.One person then holds up his hand, palm outwards and_f_iv_e_f_i_n_g_e_r_s _s_p_r_e_a_d_ (手掌向外,五个手指分开).
7.一上一下地;来回地 8.偶然地 9.变成空白 10.向……问好 11.打开(灯、无线电等) 12.请求某人帮忙
_u_p_a_n_d__d_o_w__n _b_y_a_c_c_i_d_e_n_t _g_o_b_l_a_n_k_ _s_a_y_h_e_l_lo__to_ _s_w_i_t_ch__o_n_ _a_s_k_s_b_._a_f_a_v_o_u_r_
2.involve v.包括;需要;包含;使卷入;使忙于;涉及
involve sb./sth.in (doing) sth. 使某人参与某事;把某人牵
扯到某事中
be/get involved with sb./sth. 涉及;与……有关;与……混
在一起
be/get involved in
卷入……之中;热衷于;专心于
各种各样的
(3)various adj.
各种各样的
①The experts advised the students to vary their diets. 专家们建议学生们要饮食多样化。 ②Cultures vary from country to country. 文化因国家不同而不同。

外研选择性必修第四册Unit3 单元语法详解课件

外研选择性必修第四册Unit3 单元语法详解课件
b. If you look up, you can see the paintings and other artworks that are
testimony to how the Silk Road brought East and west together. (教材
P26)
c. Come a little bit closer so that you can get a better view. (教材 P26)
● since 的用法 ※ since 引导的状语从句中的谓语动词常用一般过去时且常为瞬间 动词,主句谓语常有现在完成时或一般现在时,且常为延续性动词, 请观察以下句子
a. It is just a week since we arrived here. b. He has lived in the city since I came here.
外研版新教材选择性必修四
Unit 3 The world meets China
单元语法详解
原创 Cao
2021
本单元重点语法
→ 状语从句
◆ 原句再现
a. You can only imagine how travellers felt when they saw the oasis of
Dunhuang ahead of them.(教材 P26)
c. He was watching TV last night while I was writing a letter. (同时发生)
※ while 引导的从句的谓语动词一般是延续性动词,且多用进行时; as则强调“一边….一边….”, 请观察以下句子
a. While we were having breakfast, John was talking on the telephone.

外研版高中英语必修四 Module 3 单元各部分精细分析(英文)-新版

外研版高中英语必修四 Module 3 单元各部分精细分析(英文)-新版

Module 3 单元各部分分析(英文)Brief Statements Based on This ModuleThe Analysis of Teaching Contents in This Module The topic of this module is “Body Language and Non-verbal Communication”. Related information is introduced through reading and listening. The reading part gives a brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home. The vocabulary, sentence patterns, grammar, the main content of the context as well as the students’ activities such as listening,speaking, reading and writing and so on all develop around this topic. The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students’ language skills and communication skills.IntroductionThis part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions. Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.This passage gives a brief introduction of how body languages are usually used in different customs and cultures. And three exercises concerning the content and vocabulary of the passage are designed. By doing these exercises the students can have a good understanding of the content of this passage and learn some words related to the content of this passage.Grammar 1This part introduces adverbial clause of condition around which three activities are designed. Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes, the subordinate conjunctions it uses to introduce the situation, why it is used as well as the tenses in both the independent clause and dependent clause. And Activity 2 will help studentsbe far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used, that is, this activity will be of great help to consolidate what students have learned in Activity 1.The last activity is to match the two parts of the sentences about body language in Europe or America. It not only further consolidates students’ understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome, do as the Romans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary. It is made up of four activities. In Activity 1 students are demanded to match the given words with the parts of the body in the picture. It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2.Meanwhile these words are closely connected to the theme of this module. Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages. Both Activity 3 and 4 are based on Activity 1 and 2.Through Activity 3, students need to catch the main idea and find out the topics they have heard in the conversation, otherwise they cannot choose the right answer. At the same time they can also have a good understanding of American culture and customs in different social occasions of communication. If we see Activity 3 as trunk of a big tree, Activity 4 will be branches. That is to say, each piece of advice in Activity 4 embodies one of the topics in Activity 3.This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible. Maybe they need to pay much attention to how to ask for and give advice correctly. So this helps students be well prepared to study the Function part.FunctionThe function of this module is about “giving advice”. Students are demanded tomaster how to use the modal verbs “should” and “must” to give advice.This part contains two activities. In Activity 1 students need to look at the sentences in Listening and V ocabulary Activity 4 and try their best to learn when and how to use the modal verbs “should” and “mus t’ by using them to complete the following four sentences .Meanwhile this activity also lays a good foundation for Activity 2.Activity 2 not only practices the use of the modal verbs “should”“shouldn’t”“must,and “mustn’t”but also is linked to the theme or topic of this module—different cultures as well as different customs. Deeply speaking, it both develops and improves students' language skills and increases and broadens their cultural knowledge.Grammar 2This part is still mainly about adverbial clause of condition. It provides two activities for students. By reading the sentences and answer the given questions in Activity 1, students can get information such as in which situation adverbial clause of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause. It also provides enough grammar knowledge for Activity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs.PronunciationThis part introduces some differences existing in the pronunciation of both the American English and the British English. There are two activities designed in this part, both of which are linked with listening. In the first activity students need to listen to two speakers with the American accent and the British accent respectively to notice the differences between both of them. During the course of listening students are required to listen carefully in order to make a good and detailed comparison. Activity 2 supplies students a good chance to tell which accent different speakers use respectively. In this way, students can not only improve their pronunciation accuracy but also practice their listening skill.SpeakingIn this part the students work in pairs to perform a role-play game in the form of acting out a dialogue. One plays the role of a foreign friend and ask his or her partnerfor some information concerning Chinese culture and customs, the other give a his or her some good advice using the modal verbs such as “should” and “must”, meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sentences of advice with“if”. So this part consolidates the grammar knowledge learned above.Grammar 3This part gives a brief introduction of adverbial clause of concession and offers relative activities. Two activities are designed, the first of which can lead students to knowing about the real meaning of adverbial clause of concession in the form of choosing the correct answers. The two sentences of this activity are both from the listening material and closely connected to the theme of this module, so that if students really understand and further master the meaning of them, they will have a deep understanding of the theme once more, which may stimulate them to be aware of culture and customs in different countries. The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins. This activity is of great help to consolidate students’ knowledge of this grammar.WritingThe main content of this part is to answer an invitation and three activities are provided to help students give a correct reply. Activity 1 is a prewriting activity and shows two invitations with different styles—one formal, the other informal. Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style. Meanwhile it can lay knowledge foundation for their reply. Activity 2 offers four expressions for students to judge whether they are formal or informal. This activity supplies helpful information that students can make use of in their reply. It, as well as Activity 1, offers the necessary precondition to Activity 3.Based on the two activities above, students are required to write a short reply to either invitation in Activity 3, which consolidates what they have just learned above.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life. Meanwhile, they can also improve students’ oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries, which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing the origin and function of clapping. After reading it students can have a better understanding of non-verbal communication. In order to help students get as many details as possible two questions are given as a clue.TaskThe task of this module is “preparing some social advice for visitors to China”. It requires students to make a discussion with their classmates and make a list of various social situations to write about. And then they had better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing, food, shelter and even their doing. Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t)” and “must(n’t)”,which makes sure that students go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition. Finally work in groups to introduce what they write to each other. Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module. It may help the students to know whether they have mastered the main points or not. If time permits, the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1: IntroductionPeriod 2: Reading and V ocabularyPeriod 3: Grammar 1; Listening and V ocabularyPeriod 4: Function; Grammar 2; Pronunciation; SpeakingPeriod 5: Grammar 3; Writing; Everyday English Period 6: Cultural Corner; Task; Module File。

高中英语外研版必修四module-3-body-language

高中英语外研版必修四module-3-body-language
5. The festival is t_ra_d_it_io_n_a_lly__ held in May.
Fast Reading
Task1: Put the following into the right order:
A. Greetings by shaking hands
B. Informal greetings in America C. Introduction of body language D. Conclusion of body language E. Greetings in Asian countries
Careful Reading
Read para1 and answer the following questions
1 .What kinds of languages will people use to communicate ?
Part1(para1) Languages to
communicate
spoken language written language body language
2 .Is there only unconscious body language? And what are they?
introduction No, there are both unconscious body
Like other animals, we are on guard until it is safe to relax. Europeans often shake hands, in that way, it cannot hold a weapon. And people shake hands when we make a deal. Body language is fascinating for anyone to study. People give away much more by their gestures than by their words. See if you are a mind reader.

外研版高中英语必修四module3

外研版高中英语必修四module3

Task2 Read the passage quickly.
Question: 1.What means of transport are mentioned in the passage? 2. Who might find the information useful?

1.What means of transport are mentioned in the passage? taxi buses and minibuses trolleybuses pedicabs
pedicab/ tricycle
3-wheeled bicycle
cab destination fare get around passenger permit(n) receipt return(n) route rush hour seat single(n) 1. to go from one place to another get around __________
5:00am11:00pm
fast convenient
visit the narrow alleys
__________ rush hour
service uses regularly
5. the busiest time of day
cab destination fare get around passenger permit(n) receipt return(n) route rush hour seat single(n) 6. the price of a ticket _______ fare single 7. (a ticket for) a one-way journey _________ 8. the place you want to go to ____________ destination 9. a document which shows you receipt have paid for something _________ 10. a place to sit _________ seat 11. another word for taxi _________ cab 12. a document which gives you permit the right to do something _________

外研版必修4module3完整ppt课件

外研版必修4module3完整ppt课件

戏剧常常是彼此竞争的,延长的掌声可以帮 助某出戏剧获胜
.
22
Para 3
1.What is the definition of applause? Applause was a _s_ig_n_ of being part of the community, and of _e_q_u_al_it_ybetween actors and _a_u_d_ie_n_c_e. 2.What is the features of clapping? Clapping is social, like _la_u_g_h_t_er_, _it_i_s_in_f_e_c_ti_o_u_s , and _s_p_r_e_a_d__very quickly.
.
3
point shake smile wave
smile
shake
.
4
Listen and match the situation with each picture
Picture 1
Picture 2
3
4
Picture 3
Picture 4
2
.
1
5
Read the words and expressions
.
24
Task( Байду номын сангаасiscuss and act)
• What we should or shouldn’t do in china? for example: meeting people
When you meet people for the first time you should shake hands and say “nice to meet you.”

高一外研版 必修四 module 3 reading课件.ppt1111

高一外研版 必修四 module 3 reading课件.ppt1111

show
respect respect
Muslims
salaam
Heart mouth
forehead
Countries or areas
The way of greeting
The parts of body involved
The meaning of the greeting
Hindus
Join their hands and bow their heads A “high five”
a. Help Ss master the usage of some important words and expressions. b. Help Ss have a general understanding about the adverbial clause of condition in the proper situation. c. Help Ss understand the content of this passage, and talk about some body languages which they can use to communicate with others.
Step2 Fast Reading (5minuts) • Read the text quickly and choose the best title.
1 Saying it without words 2 When in Rome, do as the Romans do 3 Greeting around the world 4 Read my mind
they don’t know.
The purpose of my design is to let students master some new words and phrases.

外研版必修四同步课件:Module+3+Body+Language+Section+Ⅰ

外研版必修四同步课件:Module+3+Body+Language+Section+Ⅰ

Even today, when some people have very informal styles of greeting , they still use their hands as a gesture of trust. American youths often greet each other with the expression, “Give me five!” One person then holds up his hand, palm outwards and five fingers spread . The other person raises his hand and slaps the other's open hand above the head in a “high five”.Nowadays, it is quite☺ a common greeting.
involve doing sth.包括做某事 put...over...把……放在……上
bow to sb.向某人鞠躬 slightly['slaItli]adv.轻微地;稍微
礼节)
(穆斯林的)额手礼(用右手抚额鞠躬的
join their hands 双手交叉 in respect=respectfully 尊敬地 be busy with sth.忙于某事
Section Ⅰ Introduction & Reading and Vocabulary—
Comprehending
1 教材助读
练读文 记词汇 学翻译
[先读通] If you say the word “communication①”, most people think of② words and sentences. Although these are very important③, we communicate with more than④ just spoken and written words⑤.Indeed, body positions are part of what we call “body language”.We see examples of unconscious⑥ body language very often, yet there is also “learned⑦” body language, which varies⑧ from culture to culture.

外研版高中英语必修4 Module 3 单元各部分精细分析(英文)

外研版高中英语必修4 Module 3 单元各部分精细分析(英文)

Module 3 单元各部分精细分析(英文)Brief Statements Based on This ModuleThe Analysis of Teaching Contents in This Module The topic of this module is “Body Language and Non-verbal Communication”. Related information is introduced through reading and listening. The reading part gives a brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home. The vocabulary, sentence patterns, grammar, the main content of the context as well as the students’ activities such as listening,speaking, reading and writing and so on all develop around this topic. The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to devel op the students’ language skills and communication skills.IntroductionThis part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions. Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.This passage gives a brief introduction of how body languages are usually used in different customs and cultures. And three exercises concerning the content and vocabulary of the passage are designed. By doing these exercises the students can have a good understanding of the content of this passage and learn some words related to the content of this passage.Grammar 1This part introduces adverbial clause of condition around which three activities are designed. Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes, the subordinate conjunctions it uses to introduce the situation, why it is used as well as the tenses in both the independent clause and dependent clause. And Activity 2 will help studentsbe far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used, that is, this activity will be of great help to consolidate what students have learned in Activity 1.The last activity is to match the two parts of the sentences about body language in Europe or America. It not only further consolidates students’ understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome, do as the Romans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary. It is made up of four activities. In Activity 1 students are demanded to match the given words with the parts of the body in the picture. It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2.Meanwhile these words are closely connected to the theme of this module. Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages. Both Activity 3 and 4 are based on Activity 1 and 2.Through Activity 3, students need to catch the main idea and find out the topics they have heard in the conversation, otherwise they cannot choose the right answer. At the same time they can also have a good understanding of American culture and customs in different social occasions of communication. If we see Activity 3 as trunk of a big tree, Activity 4 will be branches. That is to say, each piece of advice in Activity 4 embodies one of the topics in Activity 3.This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible. Maybe they need to pay much attention to how to ask for and give advice correctly. So this helps students be well prepared to study the Function part.FunctionThe function of this module is about “giving advice”. Students a re demanded to。

高中英语外研版必修4Module3 课件 (共72张PPT)

高中英语外研版必修4Module3  课件 (共72张PPT)
at myself with my index finger. h) I shake hands or hug him.
Introduction – 4. Discussion
1. How much do you communicate with your body? A. not at all B. not much C. a lot
课时分配
课时
板块结合范例
Period 1 Introduction + Reading & Vocabulary
Period 2
Listening and Speaking + Pronunciation + Everyday English
Period 3 Period 4
Function + Grammar Function + Speaking + Cultural Corner + Writing
Nice to
Wonderful!
meet you! Good job!
Happy New Year!
Introduction – 2. Matching Activity 1 on P21.
a. point b. wave c. smile d. shake
Can you say something about body language using the words above?
2. The lady isw_a_v_i_n_g____ her hand, she is likely to say “goodbye” to somebody.
3. The white men is s_m__il_in__g__, maybe he is welcoming the black man.
  1. 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. 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. 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)。

Book4 Module 3单元测试题(外研版)Class: Name: Marks: 满分(120)一、单项填空(共15小题; 每小题1分, 满分15分)1.—Tonight’s show is a fantastic one that you shouldn’t miss.—, but I have to work overtime at my office.A. It doesn’t matterB. I wish I couldC. Never mindD. I’m working on it2. Small boats can easily turn over in the river they are not managed carefully.A. thoughB. untilC. ifD. before3. Please do me a favor —my uncle John to the party this Thursday.A. to inviteB. invitingC. inviteD. invited4. The sudden fire caused a in the cinema, and the crowd all ran away in all directions.A. riskB. panicC. surveyD. surprise5. —Excuse me, I’m new here. May I ask you a favor?— Sure, .A. it’s a dealB. just let it beC. take careD. go ahead6. Mary’s laughter seemed to be, and soon all her team began to cheer up.A. generousB. nervousC. ridiculousD. infectious7. The tourists in the zoo are all busy pictures of the lovely pandas.A. to takeB. takingC. to takingD. being taken8. Professor William is by far kindest man and half population of the city knows him.A. the; theB. a; theC. /; aD. a; a9. You mustn’t the whole story. Keep thi s as a total secret between you and me.A. give offB. give upC. give inD. give away10. By the shop window, there are several sofas people may have a rest when they finish shopping.A. whichB. whereC. from whichD. by which11. The school survey showed tha t the students’ attitudes to how to deal with difficulties in life widely.A. fellB. variedC. expandedD. spread12. I could feel my heart beating quickly I went on stage to give a lecture.A. a long timeB. the first timeC. by a timeD. in no time13. It is such good weather, and I suggest you get in a sport you like and enjoy yourself.A. burnedB. startedC. caughtD. involved14. thirsty I am, I never seem to be able to finish the large bottle of Cola placed beforeme.A. WhateverB. WheneverC. WhereverD. However15. I had to tell you that you do well in every subject, you won’t be elected the monitor.A. unlessB. ifC. becauseD. when二、完形填空(共20小题; 每小题1分, 满分20分)It was a beautiful day. The weather was perfect for a picnic, so when lunch time came, we set our sights on a small 16 in town. We decided to 17 up by the pond near the entrance.Then my friend Robby 18 for a hot dog stand (摊), and I decided to keep her company(陪伴). We 19 the man put together the perfect hot dog just the way Robby wanted it. 20 when she took out her money to pay him, the man 21 us. He said, ―This is my freebie (免费赠品) of the d ay.‖ We thanked him and 22 our friends in the park. On our way back, I was 23 by a man sitting alone nearby, 24 at us. I could tell by his appearance that he hadn’t 25 for days. Another homeless person, I thought.But when Robby and I went to the garbage can to 26 away our lunch bag, I heard a 27 voice ask, ―There isn’t any 28 in the bag, is there?‖ It was the man who had been watching us. ―No, I 29 it already.‖ ―Oh‖ was his only answer, with30 in his voice. He was obviously 31 . Suddenly Robby said, ―I’ll be right back. Please wait for a minute,‖ and ran off. I watched with 32 as she went across to the hot dog stand. Then I 33 what she was doing. She bought a hot dog and gave it to the man.―I was just passing on the 34 that someone gave to me,‖ Robby said. That day I learned how generosity can go 35 than the person you give to. By giving, you al so teach others how to give.16. A. park B. yard C. garden D. beach17. A. show B. meet C. dress D. pick18. A. sought B. searched C. looked D. headed19. A. watched B. helped C. ordered D. made20. A. So B. And C. But D. Thus21. A. frightened B. amused C. surprised D. interested22. A. reminded B. invited C. called D. joined23. A. attracted B. pulled C. attacked D. injured24. A. waving B. staring C. laughing D. smiling25. A. drunk B. worked C. exercised D. showered26. A. throw B. put C. get D. take27. A. serious B. low C. sweet D. strong28. A. trash B. paper C. food D. bottles29. A. sold B. fell C. ate D. bought30. A. doubt B. shame C. pleasure D. disappointment31. A. hungry B. angry C. calm D. nervous32. A. admiration B. curiosity C. excitement D. concern33. A. recognized B. believed C. imagined D. realized34. A. kindness B. friendship C. peace D. respect35. A. wider B. further C. deeper D. higher三、阅读理解(共20小题; 每小题2分, 满分40分)ABody language is the quiet, secret and most powerful language of all! It is said that our body movements communicate about 50 percent of what we really mean while words only express 7 percent. So, while your mouth is closed, your body is just saying...Arms. How you hold your arms shows how open and receptive you are to people you meet. If you keep your arms to the sides of your body or behind your back, this suggests you are not afraid of taking on whatever comes your way. Outgoing people generally use their arms with big movements, while quieter people keep them close to their bodies. If someone upsets you, just cross your arms to show you’re unhappy!Head. When you want to appear confident, keep your head level. If you are a monitor in class, you can also take on this position when you want your words to be taken seriously. However, to be friendly in listening or speaking, you must move your head a little.Legs. Your legs tend to move around a lot more than normal when you are nervous or telling lies. If you are at interviews, try to keep them still!Posture(姿势). A good posture makes you feel better about yourself. If you are feeling down, you normally don’t sit straight, with your shoulders inwards. This makes breathing more difficult, which can make you feel nervous or uncomfortable.Mouth. When you are thinking, you often purse your lips. You might also use this position to hold back an angry comment you don’t wish to show. However, it will probably still be noticed, and people will know you’re not pleased.Face. When you lie, you might put on a falseface. But that expression would crack briefly, allowing displays of true emotions such as happiness, sadness, disgust (厌恶) and fear to come through.36. When someone is keeping his arms behind his back, he tries to tell you that .A. he is outgoingB. he is angryC. he is not afraidD. he is cool37. If you want to appear confident, you should .A. move your arms a lotB. keep your head levelC. move your head a littleD. cross your arms38. Which of the following movements tells someone is nervous?A. Moving around a lot more than normal.B. Not sitting straight with the shoulders inwards.C. Having the lips pursed to hold back an angry comment.D. Keeping the arms to the sides of the body.39. What can we infer from the passage?A. Different people in different countries must have the same understanding of the same body movement.B. Body language can express more meanings than words do in communication.C. We cannot communicate with others without words.D. It’s not polite to use body language in formal communication.40. Which of the following can be the best title of the passage?A. Body language, the most commonly used languageB. Arms tell more than legsC. Facial expressions tell the truthD. One simple movement lets slip secrets of mindBGaochun County, a picturesque county in east China’s Jiangsu Province, was expected to be named t he first “slow city” in China in November this year.The arrival of Pier Giorgio Oliveti, chairman of the World Slow City Union, raised the idea of a slow city, which has become popular all over the world. In Shanghai, Oliveti said that the slow city movem ent was founded in his hometown of Italy in October of 1999. “Italy is the birthplace of slow food, which emphasizes nutrition, flavor and taste,” he said.Oliveti said the idea of a slow city has also expanded constantly during its development, which has led to some special requirements today. For instance, the slow city always emphasizes a small town and its residents, keeps a unique identity, characteristics and keeps the natural state of the town. It adopts technology without losing traditional customs and offers to provide a clean environment, a fair deal and healthy food for all. In addition, the slow city has to be eco-friendly with a population of no more than 50,000, and it must be deeply devoted to protecting and keeping the purity of the natural environment as well as greatly promoting and carrying out sustainable (可持续的) development technologies.The ecological tour of Gaochun County includes an area of about 49 square kilometers with around 20,000 residents. It has a lot of tea, bamboo fruits, herbs(草本植物) and other green food ecological bases as well as rich folk culture resources.There are now 135 slow cities in 24 countries across the world that have been named since the founding of the organization in 1999.41. To qualify to be called a slow city, a city must .a. have less and low-speed trafficb. be environmentally friendlyc. keep the natural state of the townd. stop the traditional ways of doing thingse. have a population within 50, 000A. a, b and d.B. a, b and c.C. b, c and e.D. c, d and e.42. We can conclude that slow city movement aims to .A. protect the environment of local schoolsB. control the population of big citiesC. give people more time to travelD. improve quality of life43. Which of the following is NOT true about the slow city movement?A. The slow city movement was started in Italy.B. “Slow city” is a movement to eat slowly in Italian cities.C. The slow city movement has a long history of over 20 years.D. Only some cities can be considered slow ones.44. The slow city movement implies that .A. people wish to live a traditional lifeB. people begin to think about the negative effects of city developmentC. people are tired of living in urban areas due to great pressureD. people need to try a new adventurous style of life45. Which of the following is probably the best title of the passage?A. The first slow city in ChinaB. Slow cities in the worldC. Slow cities and the slow city movementD. How can we make our city a slow city?CAn evergreen tree is a Christmas tradition in many American homes. The tree is usually a pine or fir dressed with lights and other colorful decorations.Families might buy a cut tree or go to a tree farm and c ut one down themselves. Some people bring a live tree in a pot into their home for the holidays and then put it back outdoors. Some people rent a Christmas tree. Companies might bring the same live tree to the same family year after year. Or the tree might get planted in a park or someplace else where it could help the environment.There are some trees that can be reused year after year because they are made of plastic or metal. Or, instead of a tree, some people have a small, sweet-smelling rosemary (迷迭香) plant, cut to look like a little Christmas tree.Another plant that many people connect with Christmas is the poinsettia(一品红). Poinsettias are native to Mexico. They can be white or pink, but most are bright red. They arenamed after the first American ambassador to Mexico. Joel Poinsett liked them enough to send some back to the United States. Babies or pets that chew on poinsettias might get sick. But experts say the plant is not as poisonous as some people think.Like millions of other houses, the home of America’s first president is decorated for Christmas. George Washington’s Mount Vernon Estate is in Virginia. Visitors can hear stories about what Christmas was like at Mount Vernon in the eighteenth century. The museum where visitors begin their tour is decorated with Christmas trees.46. What is the text mainly about?A. The customs of Christmas in America.B. The decoration of Christmas trees.C. The tradition of Christmas trees in America.D. The history of Christmas in America.47. It can be inferred from the passage that .A. Americans are not allowed to cut a tree for ChristmasB. Americans have various ways to get a Christmas treeC. a Christmas tree must be planted after it is usedD. every family will change their Christmas trees every year48. People plant their Christmas trees somewhere after Christmas to .A. use it again next yearB. save money on Christmas treesC. help protect the environmentD. hope for the best in the coming year49. Joel Poinsett sent some poinsettias back to the United States because .A. he wanted to give his people another kind of Christmas treesB. he wanted his people to remember himC. he wanted to plant them in his homeD. he was very fond of them50. Which of the following is TRUE about poinsettias?A. American people like them.B. They are considered to be very poisonous by experts.C. They are not widely used as Christmas trees.D. They can only make the old and pets sick.DIf I left the decisions up to my daughter, she’d never play competitive sports. In her first season of forced sports, when she was four years old, she cried every time she kicked the soccer ball. She stopped on the way from the parking lot to the soccer field, wailing that her legs hurt. And worse, she cried, “I’m sweating!”A few years have passed, and she just completed her fourth soccer season. She’s starting her second year of softball. Sports trophies (奖杯) line her window platform.I learned from the years of football, socce r and baseball in my son’s youth that kids need to experience being on a team, and they might not beg you to sign them up. You might have to force it on them.They need to learn about sacrificing, and about commitment. If you read parenting articles out t here, you’ll find plenty of folks who shy away from competitive sports because they want their kid to always feel like a winner. I don’t know what kind of idyllic (田园的) life these parents must be leading, but in my world, I’m thinking I need to sign my kids up for something that will teach them about life’s devastating disappointments.Hence, I think my daughter picked up some good life lessons when her team lost almost every game in the last season. Sometimes life is like that. Sometimes you get a bad call, the people on your team suck, you’re tired and don’t feel like playing, the coach is mean to you, someone scratches your face and steals the ball. And the next week, you put on your uniform, and try your best.51. What attitude does the author have towards competitive sports?A. He supports children in taking part in competitive sports.B. He doesn’t like competitive sports himself.C. He doubts whether competitive sports can really benefit children.D. He believes competitive sports are not suitable for young children.52. What do we know about the author’s daughter?A. She hates the author signing her up for competitive sports.B. She hasn’t realized the importance of competitive sports.C. She wants to give up competitive sports.D. She now likes competitive sports.53. What should we do if a child doesn’t like competitive sports, according to the author?A. Get him interested in sports first.B. Sign him up for competitive sports.C. Leave him alone.D. Give him some trophies first.54. In what way is life similar to sports?A. They both mean a lot to children.B. They both need great courage.C. They are both full of hard times.D. They both can teach children good lessons.55. We can infer from the fourth paragraph that competitive sports.A. can destroy a child’s feeling of successB. are sometimes too cruel to childrenC. have already been accepted by most parentsD. can prepare kids for the realities of life四、书面表达(共两节,满分45分)第一节阅读表达(共5小题;每小题3分,满分15分)It has been proved over and over again that patience is a virtue that not so many persons hold, it is also very true that in most cases haste (匆忙) ruins everything. It’s high time that you learnt to be patient as it is an important quality for those who want to get success. If you are always in a hurry and never think twice before taking a decision, then you risk losing important things and you are the one who suffers.One of the conditions to get a good job and also to keep it is the patience. If you make decisions without consulting (磋商) with someone else then there are two reasons: the first one: you are so well prepared in your field that you are always right and what you decide is the best and the second one: you don’t think carefully and you take everything for granted. As a resul t of that, and your image will be ruined.Hasty climbers often have sudden falls, especially when they are young and inexperienced. When you are young you feel that you know all. However, when you try to solve new situations you’ll realize you don’t know as much as you think you knew. Time helps you gain experience and improves your abilities. All it takes is a little more patience and more accepting others’ advice.It takes time to learn to admit you may be wrong. Don’t rush into things and always think the consequences of your actions.56. What are the two main reasons why people make a decision without consulting with others? (Please answer within 30 words.)57. T ranslate the underlined sentence in this passage into Chinese.58. F ill in the blank with proper words or phrases. (Please answer within 8 words.)59. W hich sentence in the passage can be replaced by the following one?Try to be more patient as soon as possible because it is necessary for a success.60. What advice does the author give us in this passage? (Please answer within 10 words.)第二节写作(满分30分)请根据下面图画,用英语写一篇100词左右的短文。

相关文档
最新文档