高中英语必修4 Unit 4 语法教案
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!You!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.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 sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I give up!OK!You are asking help from this woman…You are saying “Will you give up!”…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteers will make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
人教版高中英语必修四 Unit4 Body Language reading 课件
Para1 Body language is one of the most powerful means of communication, often even more powerful than spoken language. People around the world show all kinds of feelings, wishes and attitudes that they might never speak aloud. It is possible to "read" others around us, even if they do not intend for us to catch their unspoken communication. Of course, body language can be misread, but many gestures and actions are universal.
but many gestures and actions are universal. Para7 With so many cultural differences between people, it is great
to have some similarities in body language. We can often be wrong about each other, so it is an amazing thing that we understand each other as well as we do!
Para7 With so many cultural differences between people, it is great to have some similarities in body language. We can often be wrong about each other, so it is an amazing thing that we understand each other as well as we do!
译林版高中英语选必四Unit4 Reading I 教案
《英语》（选择性必修·第四册）Unit 4Never too old to learnReading II. Learning objectivesBy the end of the lesson, students will be able to:1. grasp the topic and the general idea of the lesson;2. understand some important details;3. form their own opinions based on the magazine article.II. Key competence focus1. Learn how to use the given information to express oneself.2. Learn how to get a deep understanding of the reading material.III. Predicted area of difficulty1. Using the features of procedural texts to understand the text.2. Using the means of development of a paragraph to understand the text.3. Free discussion about the questions in A3P46.4. Some inferences based on the magazine article.IV. Teaching proceduresStep 1 Welcoming to the unit1. T greets the class.T: Class begins, boys and girls! Good morning/afternoon!T: Open your book at page 43. Let’s have a look at the picture on this page. What do you see on it? T: Right. An old lady is reading a book attentively.T: Look through a few more pictures in this unit and you’ll know something about the topic of the unit: Further learning. The theme of the unit is included in the title “Never too old to learn”. T: Different people learn in different ways. Read the leaflet at page 43 and discuss the questions in pairs.T: What is your learning style?Sample answer:I am a visual learner. I learn best from videos, pictures, diagrams, charts and other visual cues. I understand the information better and remember it more clearly when it is presented to me this way.T: Do you think your learning style will change as you continue your education?Sample answer:I don’t believe that my visual learning style will change into the auditory or physical style.T: Why?Sample answer 1:Visual learning presents subject knowledge in a better way for me to learn, helps me improvemy powers of concentration and encourages me to be creative. I have been using this learning style for a long time, so it is the one that I am most comfortable with and the one I find benefits me the most. For these reasons, I believe my main learning style will not change.Sample answer 2:I think that my learning style will change because as a person and a learner I am always changing too. My current learning style is visual, and I like reading my study materials and writing summary notes that I can study from later. However, I don’t mind trying other learning styles if they help. I find that I also enjoy listening to podcasts and I am able to learn and remember a lot from them, so perhaps in the future I will also use the auditory style more often. 【设计意图：提示学生翻阅44、45和50图表，帮助学生形成本单元的主题概念。
高中英语人教版必修四单元教案：Unit4BodyLanguage
Unit 4 Body LanguagePart One: Teaching DesignTeaching goals1. Target Languagea. 重点词汇和短语重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysThe first period reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language?Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?Name Country Action MeaningMr GarciaJulia SmithAhmed AzizMadame Coulon5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to d o it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)I. Warming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。
高中英语 Unit 4《Body Language》教案(7) 新人教版必修4
Unit 4 Body language 教案示例（1）教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心自世界。
与有声语言一样身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。
教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。
“热身”(Warming Up)部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。
“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。
“阅读”(Reading)部分，以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异，而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“你”的身份去观察、倾听在机场发生的一切。
“理解”(Comprehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。
“语言学习”(Learning about Language)部分要求学生根据英文释义填写本单元重点词汇，然后用课文中的词语填空和运用派生法变换词性。
人教课标版高中英语必修四 Unit4 词汇 教案-新版
Unit4 词汇教学设计设计意图This is the first teaching period of this unit, aiming to help students get a basic understanding of the words and expressions. In this period, students mainly focus on the pronunciation, form and meaning of the vocabulary. The teacher’s task is to provide opportunities for students to read the new words and expressions.教学重点Get students to know the following words and expressions: greet, represent, association, flight, curious, approach, defend, major, misunderstand, adult, likely, function, ease, false, subjective, defend against, be likely to, in general, at ease, lose face, turn one’s back to.教学难点Get students to grasp the usage of the following words and expressions: represent, curious, approach, defend, be likely to, at ease, turn one’s back to.教学目标At the end of the class, the students will be able to:1. Get a basic understanding of the words and expressions in this unit.2. Spell the following words: represent, curious, approach, function, ease, rank, greet, association, defend, major, misunderstand.3. Use the following phrases: be likely to, in general, at ease, lose face, in most cases.诵读词汇Lead-inHello, everybody!Today we are going to learn the new words of Unit 4. First read after me.Let students read the new words and expressions by themselves for about 10 minutes. Then check to see if they can pronounce the words correctly.识记词汇1.连一连represent 好奇的curious 代表approach 靠近，接近function 作用，功能ease 错误的adult 安逸，舒适false 成年人lose face 防御defend…against 丢脸at ease 相反on the contrary 自由自在Suggested answers：represent 代表curious 好奇的approach 靠近，接近function 作用，功能ease 安逸，舒适adult 成年人false 错误的lose face 丢脸defend…against 防御at ease 自由自在on the contrary 相反2.根据释义写出单词(1) _____ action of defending oneself against an enemy’s attack(2) _____ might happen or probably will be true(3) _____ to be chosen to speak or act in place of someone(4) _____ to run or travel somewhere in a great hurry(5) _____ to come nearer to something or someone from a great distance(6) _____ either side of the face below the eye(7) _____ the act of flying, especially scheduled on a planeSuggested answers: (1) defence (2) likely (3) represent (4) dash (5) approach (6) cheek (7) flight精讲词汇1. approach(1) vt.接近，靠近The policeman approached the burning building.警察靠近着火的大楼。
人教版高中英语必修 4 unit 4语法精讲精练--- 分词作定语和状语
必修 4 unit 4语法精讲-----分词作定语和状语一、作定语。
单个的分词作定语时放在所修饰词的前面，但是如果修饰some/any/no/every+thing/body/one 或者指示代词those时，分词应在其后。
分词短语作定语时应放在所修饰词的后面。
在用作定语时，分词在意思上接近一个定语从句。
The boring snow made the bored boys go home. (= The snow was boring, so the boys wee bored and went home.)注：现在分词与过去分词都可作定语，但现在分词表达的是正在进行的事情，有主动意义；而过去分词表示的是已完成的事情，有被动意义。
例如：I have no teeth left.Anyone swimming will be punished.The question being discussed in the meeting is very important.There are a lot of fallen leaves on the ground.二、作状语。
分词在句中作状语时表示动作发生的时间、原因、条件、结果或让步等，多置于句首，做伴随状语，多放在后面。
分词用于go doing结构中作目的状语。
分词短语作状语时，其逻辑主语必须与句子的主语一致。
如果与句子主语不一致，那么分词短语就需要有自己的逻辑主语，且要用独立主格结构形式来表达。
①时间状语：分词作时间状语相当于时间状语从句。
现在分词作时间状语一般位于句首，表示的动作和谓语动词的动作同时发生，有时现在分词前可以加上时间连词。
如果分词动作发生在谓语动词之前，用现在分词的完成体形式。
过去分词作时间状语与谓语动词构成同时性和被动意义。
分词前有时加上时间连词。
Arriving (=When he arrived) at the bus stop, he found his sister there.Waiting (=When I was waiting) to see the doctor, I met with a friend of mine.Having (=When we have) made full preparations, we are ready for an examination.Having (=When he had) finished his homework, he went to bed.After finishing his homework, he went to bed.Seen (=When the town is seen) from the hill, the town looks more beautiful.Locked (=When he was looked) up in the room, he found himself isolated from the outer world.When asked to make a speech, he said he was glad to do so.当请他作演讲时Once recovered, he will go all out to do his work.一旦康复②原因状语：分词作原因状语相当于原因状语从句。
2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案
2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案Lead inMorning, class!I found you are busy preparing for the coming sports meet. I found I’m not in the list of the judge this year, which made me relaxed. I can enjoy your competition freely. What if it rains in the sports meet?What if our class wins the first place in the sport meet?We’re supposed to check some of the exercises, today. But unexpectedly, some teachers come to our class, so I made some adjustment. It becomes an “open class”. Let me introduce two of them to you.“This is Mrs. Ye. Hello! Mrs. Ye!”(shake hands)“This is Mrs. Li. Nice to see you! Mrs. Li!”(shake hands)What did I do to greet them just now? (Ss…)Hand-shaking is one of the most popular ways in the world to greet people.TitleI read about an article. The name is “The Open Hand – A Universal Sign”. I don’t quite understand the title at first sight. Who can explain it to me? (S1…S2…) What does “open” mean? Discuss with your partner and guess the meaning of the title.I make a fist, is it open? I hold a pen, is it open? If I close my hand, what can I hold? (weapon) Now, my hand is open, can I hold anything? Now, I approach you, do you feel safe? So, what does the open hand mean? The open hand is a sign of safety and friendliness.Structure of the passageTwo things are talked about in the text, they are:(1) Different ways of showing the open hand in different countries(2) The most popular way to show the open hand in the worldIf you are going to write the article with this title, which part will you write first? Why? (S1:…S2…)(1)(2): ways of greeting that are different from yours, more interesting, attract readers. Special to general.(2)(1): familiar and important things come first. General to special.Read the text fast and silently 3 minutes and find out which part is talked about first, and which, second.(Ss read silently and check)Para1Now close your books. Some questions are talked about in the first paragraph.Why do people smile?How do people shake hands?Smile and handshake – the two most popular ways of greetingWhy do people shake hands?Do not rely on your memory, but rely on the logical meaning, decide the order of the 4 questions in a text. Now think about it. (Ss think) Now exchange your ideas with your partner. (check the answer)The most popular way to show the open hand in the worldSmile and handshake – the two most popular ways of greetingWhy do people smile?Why do people shake hands?How do people shake hands?Now read paragraph1 carefully and silently for 2 minutes and find out 3 sentences to answer the three questions. One sentence for one question. (check the answers together)Some sentences have similar structures? Can you find them?What if…? What if…? What if…?We have to…, and we have to…It shows that…, and that…Repetition makes the meaning stronger, but they may not be the key sentence. And it is necessary to tell the key sentence from the supporting details.How do you understand some expressions in this paragraph?Stranger: someone we don’t knowUnfamiliar place: place we haven’t been to or know little aboutTrust: believe in, rely onBe armed (with): be equipped with weaponPractice explaining the meaning of the expressions. Aloud. (Ss practice. Cross out the explanation and practice together again)Para2Although handshake is widely used in the world, people in some Asian cultures do not always touch another person. So, how can they show their open hand? Please work together with your desk mate to find out how they greet people.ChineseJapaneseHinduMuslimYoung people in the west(Ask a group of Ss to demonstrate one by one. After one student’s demonstration, explain.) Chinese: Wrong! The textbook is not always correct. 作揖hand, mouse, earJapanese: slightly – a little, if the person is unfamiliar, if the person is important.Hindu: hands not too low, “bow” not “nod”Muslim: students more familiar, now only touch heartYoung people in the West: five fingers, Give me five!, support and victoryLet’s practice!Class, stand up! Turn around and face your desk mate. I’ll tell you where you are from, and you perform.1.both of you are from India2.both of you are Muslims3.both of you are young people in the West4.look at me, this one (left hand) is from china and this one is from JapanAre there any problems? If you are from different countries, maybe you’ll have to make adjustmentNow I’ll make the greetings and you explain how people from different cultures greet. Read out the sentences in the text aloud, please. (Do the movement, Ss explain)Although the body language is different, they have something in common. What do they have in common?If you look at the first sentence and the last sentence, you will find the first sentence tells the difference, and the last sentence tells the same meaning. (Opinion–supporting details-conclusion)Body language – differentCarried meaning – the sameDiscussionWhat can we do to avoid misunderstanding caused by ways of greeting between people from different cultures? (Discussion or S1…S2…)What can we do to avoid misunderstanding caused by waysof greeting between people from different cultures?Be friendly and understanding.Always wear a smile when greeting, for its something universal.Combine spoken language and unspoken language to communicate better.Learn more about cultural difference and make adjustment whenever necessary.My suggestion for leaning body language is thatWhen you see an English film or talk with native speakers,observe their facial expression and gestures. Keep a recordof what interests you most. Watch what people do as wellas what they say. You can learn more from actions than youcan from words.Bb designThe Open Hand – A Universal SignWhat if…? What if…? What if…? What if…?We have to…, and we have to…unexpectedlyIt shows that…, and that…make adjustmentopenweaponsafetyfriendliness。
【晨鸟】高中英语Unit4sSectionⅣGrammar_定语从句(Ⅰ)教案含解析新人教版必修1(002)
SectionⅣGrammar —定语从句 ( Ⅰ)[ 新知导引 ]1． ( 教材 P26)The number of people who were killed or seriously injured reachedmore than 400,000.2． ( 教材 P26)Then, later that afternoon, another big quake which was almostas strong as the first one shook Tangshan.3． ( 教材 P26)The army organized teams to dig out those who were trapped and tobury the dead.4． ( 教材 P26)Workers built shelters for survivors whose homes had been destroyed.5． The man whom/who/that I have to phone lives in Canada.[ 语法详解 ]一、定义1．在主从复合句中，对某一名词或代词起修饰作用的从句叫定语从句。
被修饰的名词或代词叫先行词，引导定语从句的词叫关系词。
2．关系词分为关系代词(that, which, who, whom, whose, as等)和关系副词(when, where, why等)两类。
二、关系代词的用法1． who指人，在定语从句中可以充当主语、宾语或表语。
Here comes the girl who wants to see you.想见你的那个女孩过来了。
( 作主语 )Danny was a man who we rescued from the ruins .丹尼是我们从废墟中救出来的一个人。
( 作宾语 )2． whom指人，在定语从句中作宾语，可省略，也可用who 代替。
(完整版)人教版高一英语必修四unit4Bodylanguage教案
人教版高一英语必修四unit4 Body language教案Part 1.Teaching goals: 教学目标1. 语言能力目标●Talk about body language: cultural differences andimprove the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
●进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。
3. 情感态度目标●要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。
●Body language is actions that human beings canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage plays important roles in communicating.Part 2.Teaching Important and difficult Points●重点词汇与短语greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, went to …After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s smiling face.3.Improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.4.let students learn about the words and expressions about body language.Part 2. Teaching Important Points:1．Teach the students how to understand body language used in different countries or cultures as well as in different occasions.2. How does body language differ among people fromdifferent cultures?Part 3. Teaching Difficult Points:1. Let the students know that there is both positive body language and negative body language.2.to grasp the main idea of the text.Part 4.Teaching Methods:。
Unit 4 Reading for Writing语言点(课件)高中英语人教版选择性必修第四册
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5. Today, I want to relay to you that I'm proud of the work my mother has done, and I am now supportive of it.
今天我想告诉你们的是，我为我妈妈所做的工作感到骄傲,我现在也
我母亲还到农村巡 回治疗，帮助残疾人，为当地医生提供咨询和 培训。
n． 咨询；咨询会
consult vt.咨询；请教；查阅；商量 ✓concosunlstualnttsbn.. a顾b问ou；t/高on级s顾th问. 关医于师某，事会请诊教医/师咨；询咨某询人者 ✓ consult with sb about/on sth. 与某人协商某事 ✓ consult the dictionary 查字典 ✓ consult....for... 为······查阅（词典、参考书等）
is wet.
③ ____A__s____it was late, we came back soon. ④ We can't go out______b_e_c_a_u_s_e_____ it is too cold.
单句语法填空 Exercise
1. She__h_a_s_r_e_tu_r_n_e_d__(return) from India lately.
我们都想当然地认为他们已经完成了他们的任务。
3) Human beings __to_o__k_it__fo_r_g_r_a_n_t_e_d__ (以为它理所当然) that their brains held all the solutions, but maybe their hearts can be a better guide.(2019江苏高考)
高中英语新课标必修4Unit4Bodylanguage教案
Unit 4 Body language Ｉ．单元教学目标 技能目标 Skill Goals Talk about body language: cultural differences and intercultural communication Practise talking about prohibition & warning as well as obligation Learn to use the -ing form as the Attribute &Adverbial Learn Learn to to to write write write a a a diary diary diary that that that showing showing showing the the the observation observation observation of of of how how how body body body language language language helps helps helps in in communication II ． 目标语言功 能句式Talk about body language What is the purpose of language? What do you think “body language” means? How can you tell if someone is sad or happy even if they do not speak? How can you communicate a feeling to someone who does not speak your language? Why do we need to study body language? Talk about cultural differences & intercultural communication What do British people often do when they meet strangers? What do French people often do when they meet people they know? Why should we be careful about our own body language? Why is it important to watch others as well as listen to them? 词 汇 1． 四会词汇 Represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad 2． 认读词汇unspoken,, Jordan 3． 词组be likely to, in general, not all, turn one ’s back to, lose face 语法 4． 重点词汇 represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action The -ing form as the attribute && adverbial Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial. 1. The -ing form as the attribute They are visitors coming from several other countries, ... His nose touches Mr. Cook’s moving hand, ...This is an exciting experience for you, ... 2. The -ing form as the adverbial ... so you stand watching and listening. Four people enter looking around in a curious way. You see her step back appearing surprised, and take a few steps away from Mr. Garcia. The visitor from Japan comes in smiling at the same time as George Cook from Canada. 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。
Unit 4 Natural disasters 教案(含词汇,阅读,语法,写作)
人教版高中英语（2019）必修第一册Unit 4 Natural Disaster一、词汇1、识记disaster, tornado, drought, landslide, tsunami, flood, volcano, rescue, damage, destroy, evacuate, helicopter, death, affect, shelter, crack, percent, brick, metal, shock, electricity, trap, bury, breathe, revive, effort, unify, wisdom, context, suffer, hurricane, survive, power, pipe, whistle, emergency, calm, aid, crash, sweep, wave, strike, deliver, summary, length, *release, *deadly2、词形变化destroy v. 毁灭，破坏→destroyer n. 破坏者destruction n. 毁灭，破坏destructive adj. 毁灭性的，引起破坏的affect vt. 影响，假装，（感情上）深深打动，使悲伤（或怜悯等）→affection n. 假装affected adj. 假装的，做作的affecting adj. 深深打动人的affectively adv.effect n. 影响effective adj. 有效的percent n. 百分之……→percentage n. 百分比，百分率shock vt. 感到震惊→shocked adj. 感到震惊的shocking adj. 令人震惊的electricity n. 电→electric/ electrical adj. 用电的，电动的electronic adj. 电子的electronically adv.electrically adv.breathe v. 呼吸→breath n. 呼吸unify v. 同意，使成一体→unification n. wise adj. 明智的，充满智慧的→wisely adv.wisdom n. 智慧，明智suffer v. （因疾病、痛苦、悲伤等）受苦，受难，受折磨→sufferer n. 受苦者，受难者suffering n. 痛苦，苦难sufferance n. 经勉强同意，由于（某人的）宽容power n. 能力，权力，能量v. 驱动，带动→powerful adj. 有权势的，有影响力的，强有力的powerfully adv. 强有力地，激动人心地powerless adj. 无权的，无影响力的powerlessness n.survive v. 存货，生存，幸免于难→survival n. 存活，幸存，残存物survivor n. 幸存者emergency n. 突发事件，紧急情况→emergent adj. 新兴的，处于发展初期的sum n. 总数，（数字的）简单计算v. 总结，概括→summary n. 总结，概括，概要adj. 总结性的，概要的summarily adv.summarize vt. 总结，概括，概述length n. 长度→long adj. 长的，长时间的，长久的，长期的adv. 长期地lengthen v. （使）边长3、应用1. 辨析：damage, destroy, ruin, break, spoil这些动词均有“破坏，损坏”之意。
2020-2021新教材高中英语Unit4教案+作业 外研版选择性必修第四册
Unit 4 Everyday economics对比文也许你在考试、工作和日常生活中经常需要比较和对比事物，这时你撰写的文章就是对比文。
一般来说，这类文章通常是对事物的正反两个方面或者两种不同的观点进行对比，从而得出结论。
这类作文是以考生面临的两种选择为主题，最终以考生本人的选择和态度归结全文。
如果考生对选择的态度是明确的，即二者选其一，那么考生分别阐述两种不同的观点的时候应该有自己的主观倾向性。
比如：对赞成事物的优点要详写，缺点要略写；对反对的事物则反之，从而使自己的观点得以实现。
如果考生的态度是不明确的，即两者各有利弊，那么就不应该完全肯定某一个事物，也不应该彻底否认另一个事物。
如果个人看法与文章前面列举的某种观点相同或相似并且需要论述理由时，考生要避免简单地重复前面提到的论点。
[基本框架]开头：阐述标题中涉及的现象并且提出问题。
主体：两种选择以及其理由或者优缺点。
结尾：综合前面的分析，表明自己的态度或者做法，并且简述选择的理由。
[常用词块]1．an attempt to reach a consensus 达成共识的尝试2．oppose changing the law 反对改变这个法规3．a heated argument 一场激烈的争论4．be regarded as immoral 被认为是不道德的5．take account of environmental issues 考虑各方面的环境问题6．in favour of equal pay for equal work 支持同工同酬7．as far as sb.be concerned 就某人而言8．when it comes to (doing)sth.当涉及(做)某事时[常用语句]★精彩开头1．There is no consensus of opinions among people as to...人们对……没有共识。
2．When it comes to...，people's opinions/ideas/views vary from person to person.当涉及……，人们的观点因人而异。
译林版高中英语选必四Unit4 Project 教案
《英语》（选择性必修·第四册）Unit 4Never too old to learnProjectI. Learning objectivesBy the end of the lesson, students will be able to:1. research a chosen aspect of lifelong learning;2. use group work to make a lifelong learning booklet;3. present the booklet to the whole class;4. evaluate and comment on each other’s booklet;5. learn the core vocabulary: librarian, forehead, extension.II. Key competence focus1. Exhibit the students’ imagination.2. Develop the students’ power of practice.III. Predicted area of difficultySearch for relevant resources and complete the production of brochures logically and designedly.IV. Teaching proceduresT greets the class.T: Class begins, boys and girls! Good morning/afternoon!Step 1 Revising the journal entryT: Now read through the text carefully and fill in the following condensed text: On arriving at the university, I had (1)____________ (mix) feelings, (2)____________ (wonder) what would be like in future. I remembered (3)____________ (fail) my first assignment, which taught me a lesson: (4)____________ (ever) delay assignments. I enjoyed teamwork with my classmates, which helped me understand the (5)____________ (import) of working with others. My favourite professor made a (6)____________ (last) impression (7)____________ me. My graduation ceremony provided a final (8)____________ (memory) experience for my family. I’m (9)____________ (confidence) that my future (10)_____________ (be) better.Answers: 1. mixed 2. wondering 3. failing/having failed 4. never 5. importance 6. lasting 7. on/upon 8. memorable 9. confident 10. will be【设计意图：此处借用上节课文的缩写改编成语法填空题，督促学生再次深入课文去把握重要的细节信息和灵活运用语法知识，又能起到复习的作用。
2019_2020学年新教材高中英语Unit4Naturaldisasters单元重点知识回顾教学案新人教版必修第一册
Unit 4 Natural disastersⅠ.重点词汇1．rescue n．& vt. 营救；救援(1)come/go_to sb.'s rescue 来/去救助某人rescue team/workers 救援队/人员(2)rescue ... from ... 把……从……解救出来2．damage vt. 损害；破坏n. 损坏；损失(1)damage one's_health 损害某人的健康(2)cause/do damage to ... 对……造成损害3．affect vt. 影响；(疾病)侵袭；深深打动(1)be greatly/deeply affected by 被……深深打动；被……深深影响be affected with_high_fever 发高烧affect sb. to_tears 把某人感动得流泪(2)effect n. 作用；影响have an effect/influence_on 对……产生影响4．shelter n. 避难所；居所；庇护vt. 保护；掩蔽vi. 躲避(风雨或危险)(1)take shelter from ... 躲避……(2)shelter sb./sth. from 保护……(免受……)5．ruin n．& vt. 破坏；损坏(1)be/lie_in ruins 倒塌；破败不堪fall/come_into ruin 成为废墟；毁灭(2)ruin one's_future/health 毁掉某人的前程/健康ruin oneself 自我毁灭6．shock n. 震惊；令人震惊的事；休克vt. (使)震惊(1)in shock 震惊；吃惊；休克be a shock to 使……吃惊(2)shocked adj. 震惊的；惊讶的be shocked at/by 对……吃惊be shocked to_do_sth. 因某事而吃惊(3)shocking adj. 令人震惊的(常用来形容物)7．trap vt. 使落入险境；使陷入圈套n. 险境；陷阱(1)be trapped in ... 困在……中，陷入……trap sb. into_(doing)_sth. 诱使某人(做)某事(2)lay/set a trap for 为……设下圈套fall/walk_into a trap 落入圈套8．bury vt. 埋葬；安葬bury sth. in 把……埋到……里bury one's face in_hands 双手掩面bury oneself_in 埋头于；专心于；沉浸于9．suffer vt. 遭受；蒙受vi. (因疾病、痛苦、悲伤等)受苦(1)suffer pain/a_defeat/loss/hardship/damage 遭受痛苦/失败/损失/艰难/破坏suffer from 受……折磨；患……病(2)suffering n. 痛苦；苦恼(3)sufferer n. 受难者；患病者10．survive vi. 生存；存活vt. 幸存；艰难度过(1)survive from 经过……之后还存在survive on 依靠……生存下来(2)survivor n. 幸存者survival n. [U]幸存 [C]残存物11．calm adj. 镇静的；沉着的vt. 使平静，使镇静(1)calm (sb.) down (使某人)平静下来；镇静下来(2)stay/keep/be calm 保持镇静(3)calmness n. 镇静；沉着12．aid n. 援助；帮助；救援物资vt.& vi. 帮助；援助(1)with the aid of 在……的帮助下in aid of 用以援助come_to_one's aid 帮助某人What's ... in_aid_of? ……究竟是为什么(发生)；……是做什么用的？(2)aid sb. in_(doing)_sth. 帮助某人做某事aid sb. with_sth. 以某事/某物帮助某人13．on hand 现有(尤指帮助)on the one hand ... , on the other hand ... 一方面……另一方面……in hand 在手中hand in hand 携手；手拉手，密切合作14．sweep vt.& vi. (swept, swept) 打扫；清扫sweep away 消灭，彻底消除，完全打消sweep up 打扫；清扫sweep aside 漠视，不理会，把……放在一边sweep out 打扫干净sweep over 突然袭来make_a_clean sweep of (在比赛、选举等中)大获全胜；大换班，大改变15．strike vi.& vt. (struck, struck/stricken) 侵袭；突击；击打n. 罢工；罢课；袭击(1)be struck by/with 被……击中；(引申义)被……打动，迷恋……It strikes sb. that＝It occurs to sb. that 某人突然想到……strike ... into one's heart 使……刻骨铭心strike sb. as (being) sth. 给某人(以……)印象；让某人觉得(2)be/go_on strike 罢工16．deliver vt.& vi. 递送；传达vt. 发表(1)deliver sth._to_sb./sth. 把……递送给……deliver a_speech 发表演说deliver a_baby 接生婴儿(2)delivery n. 投递；送货；分娩17．effect n. 影响；结果；效果(1)have_an effect on/upon_sth. 对……有效；对……有影响come/go_into effect 生效take effect 生效；奏效bring/put ... into effect 实施in effect 实际上(2)effective adj. 有效的；有影响的(3)affect vt. 影响Ⅱ.教材原句1．It_seemed_as_if the world were_coming_to_an_end！(教材P50)仿佛世界末日即将来临！2．Two_thirds_of the people who_lived_there were dead or injured.(教材P50) 三分之二的居民或死或伤。
Unit4Developingideas课件- 高中英语外研版(2019)选择性必修第四册
Language points Analyse and translate these sentences. 1. Taking it as an object of study,psychologists have published various papers stating that the behavior of sharing is beneficial to setting up positive emotional bonding . 2.We are using technology to reduce the money that we spends on goods and services ,or to make money out of those that we don't use ourselves all of the time . 2. Whether it's an online shop where we can hire designer clothes at rockbottom prices , or a platform from which we can rent out our flats for a couple of days ,it's out there .
9. at the click of a button
9. 点击按钮(at the click of the mouse 按一下
10. rent out
鼠标)
11. cut down on waste
10.出租
12. As is often the case
11.减少浪费
13. exsiting regulations
3. Whether it's an online shop where we can hire designer clothes at rock-
Unit4Bodylanguage单元复习学案-高三英语一轮复习人教新课标必修四
高中英语人教版新课标必修4 Unit4 Body language【课前检查】必修四Unit 3语法填空Charlie Chaplin, bom in a poor family, showed an ] (astonish) talent as a performer as soon as he could walk. 2 (不幸地)，his father died young, leaving his family even 3 (badly). In his teens, he could act the fool doing 4(日常的)task, whom no one was 5 (bore) watching. Later on, Chaplin directed, produced and 6(主演)in a series of funny movies, which made people laugh at a time when they felt 7 (depress), so they could feel more content with their lives. The little tramp, who was a 8 (home) man with a moustache, large trousers, 9(穿破的)shoes and a small round black hat, was one of the 10(much) outstanding parts he had ever played.Keys： 1 .astonishing2. Unfortunately3.worse4.ordinary 5.bored6.starred7.depressed8.homeless9.worn out10.mo st第十三讲动词ing 一、单句语法填空。
1.On the bank of the river, we found him(sit) on a bench, with his eyes(fix) on a kite in the sky.2.(surround) by beautiful green mountains and located at the foot of Lushan Mountain makes it a famous tourist attraction.3.Lily doesn't feel like (study) abroad. Her parents are old.4.One morning, I was waiting at the bus stop, worried about (be) late for school.5.No, he went off to his tennis match before I finished (make) them, so he couldn't have done it. Keys： 1. sitting； fixed 2. Being surrounded 3. studying 4. being 5. making o 主谓一致单项选择E-mail, as well as telephones,an important part in daily munication.A. is playingB. have playedC. are playingD playNo freshman and no graduate to sit in on the forum. A. are allowedB. is allowedC. are agreedD. is agreed介词短语置于句首，如：by no means, in no time, in no case, on no account 等。
人教版高中英语必修四第四单元教案第四课时Listening教案
新人教版 高 中 英 语 教 案Period 4 Listening The General Idea of This Period人教版高中英语教案系列This period aims at getting the students to train their ability to get the key information with body language. Teaching Important PointsListen to the materials about a traffic accident and retell the story after finding the correct order of the six pictures. Teaching Difficult PointsWork in groups of four and act out the actions. Teaching MethodsTask-based method Listening and cooperative learning Teaching Aids A projector,some slides and a multiple-media computerThree Dimensional Teaching Aims Knowledge and SkillsGet the students to improve their skills to get the key information and key words. Help them to learn more about body language. Process and Strategies Train the students’ listening skills. Feelings and Value After the study of this period the students are sure to understand the body language better and know how to use it in our daily life,thus avoiding some misunderstanding with others in communication.Teaching Procedures Step 1 Revision Check the students’ homework and ask some students to retell the reading text of SHOWING OUR FEELINGS. Step 2 Pre-listening Ask the students to look through the six pictures in Ex.1 on Page 31 and ask them to guess what happen. T:Now,open your books and turn to Page 31.Look through the six pictures.The pictures are not in the correct order.Your task is to liste n to the tape and rearrange the picture according to the listening material.But before we listen to the tape,I would like some of you to guess what happen in the pictures. S:I guess there is an accident.Maybe the car hit the cyclist who carries a box of apples. S:Then the policeman comes to settle down the matter. Step 3 Listening T:Your guess maybe right.Now we are going to listen to the tape.While listening,pay attention to these important points and you are asked to take notes of the actions that show the story in the passage. a)What Lin Pu says and does? b)What the cyclist says and does? c)What the policeman says and does? Now,I will play the tape twice.Please listen carefully.After listening to it twice,you will be given three minutes to find out the correct order of the pictures. After listening to the tape twice,ask the students to give their answers. T:So have you got the right order? S:2,1,3,4,6,5 T:Good job. Step 4 Acting T:Have you also taken down some notes while listening?Get prepared to act out the story using both spoken and body language.I will give you 5 minutes to work in groups of three to act out the dialogue.One will be Li Pu,one will be the cyclist and one will be the policeman.You may use the following function items when you act it人教版高中英语教案系列2人教版高中英语教案系列out.You may use the follo wing functional structures to help you.You may notAlways stayBe careful whenHe mustYou mustNeverDo notYou should neverWatch outAfter five minutes,ask some groups to act out their dialogues.Step 5 Fu rther listening taskT:Just now we have listened to a passage about an accident.Now we are going to a dialogue between twopersons.One is a Chinese and the other is a Canadian.First,look over the six pictures.While you listen to thetape,number the pictures in the correct order as they happen in the story.After listening to the tape twice,ask the students to number the pictures in the correct order.T:Who have worked out the correct order?S:1,6,2,4,3,5,T:Well done!Step 6 DiscussionT:Discuss with your partners the differences between Chinese and Western gestures and body languages.You arerequired to point out the differences in the dialogue to the class.After 5 minutes.T:Who have found out the differences?S1:The body language in the text consists mainly of hand gestures.For example,to show the number 38,Shen Lei holds his fingers like this—three fingers for the three,and a pointing finger for eight.Julie uses first three fingersfor three,then two hands holding up eight fingers.S2:In picture 5,Julie pats her han d at her throat to show she is very full.She means to say:“I am stuffed.” T:Good job!Step 7 ExtensionT:What other examples of western body language have you seen,perhaps in films or on TV?Can you show themto the class and then show the way that Chinese people would express?S:For example:In western films,we often see people hugging and kissing when they greet each other inpublic.This does not happen as of ten in China.We might just shake hands.Step 8 Homework1.Give more examples of what you have observed in the body language of others.2.Suggest some jobs in whi ch body language is very important.3.Write down five different kinds of body language used in our daily life.The Design of the Writing on the BlackboardUnit 4 Body languagePeriod 4 Listening1.Revision 2.Pre-listening—prediction 3.Listening—questio ns:What Lin Pu says and does?What the cyclist says and does?What the policeman says and does?4.Acting5.Further listening tasks on Workbook6.DiscussionRecord after Teaching人教版高中英语教案系列3人教版高中英语教案系列Activities and ResearchThe students are encouraged to take the notes down while they are listening.After that they are to act out thestory they hear using both spoken language and body language.The teacher may offer the students some functionalstructures.Reference for teachingLearning Tips 高考英语听力测试的技巧与训练一、把握听力技巧,强化判断能力。
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Period IV Grammar(必修4，unit4)Teaching aim: Grasp the usages of -ing form used as the attributive and the adverbialI. Preparation for the grammar by oneself before class.[自学探究] （SB P29 Discovering useful structures）II. Students work toghter to make a thorough inquiry during class.[合作学习］STEP1.现在分词作定语现在分词及其短语可以在句子中作定语，其作用相当于一个定语从句。
其动作和谓语动词同时发生，与其修饰词之间是主动关系，也就是说现在分词的动作就是它修饰的那个词的动作。
1．现在分词作定语时的位置（1）现在分词作定语时多置于它所修饰的名词之前；分词短语用于它所修饰词的后面。
例如：He is an attacking player.他是一个攻击型的运动员。
They lived a room facing the north thirty years ago.三十年前，他住在一个朝北的房间里。
（2）如现在分词修饰由some/any/no + thing/body/one所形成的不定代词或指示代词those 时，分词在这些被修饰词的后面。
例如：Anyone swimming will be punished.正在游泳的任何人都将受到惩罚。
重点把握：动词-ing形式中的动名词也可用作定语，它表示用作…的，而现在分词作定语通常相当于一个定语从句。
如：a writing table = a table used for writing ；a sleeping boy = a boy who is sleeping2、现在分词作定语时与谓语动词的时间关系现在分词表进行意味和主动意味，因此，用现在分词作定语时，其表示的动作是与谓语动词同时发生的,或是正在发生的动作。
例如：There were no soldiers drilling.= There were no soldiers who were drilling.没有士兵在操练。
The man running over there is our chairman.= The man who is running over there is our chairman.正在朝那边跑的那个人是我们主席。
重点把握：having done(现在分词的完成时态)表示该动作先于另一个动作，现在分词的完成时态永远不能作定语。
3、如果一个及物动词作定语，既要表达进行意味，又要表达被动意味时，可用现在分词的被动语态。
例如：The meeting being held is very important.正召开的会议很重要。
The skyscraper being built is still higher than that built the year before last.正在建的那幢摩天大楼比前年建的那幢还高。
STEP2. 现在分词作状语现在分词及其短语可在句子中作状语来修饰谓语动词或整个句子。
用来表示动作发生的时间、原因、结果、条件、让步、或伴随情况等。
例如：Climbing to the top of the hill, we saw a beautiful view.爬上山顶后我看到了一幅美丽的景象。
Being sick I stayed at home.我因病呆在家里。
重点把握：如指将来的动作就可用不定式的被动语态，如：a meeting to be held 将要召开的会议如表过去可用过去分词a meeting held 开过的会议1、现在分词作状语与谓语动词时间关系（1）现在分词表示的动作和谓语动词表示的动作同时发生或几乎同时发生分词用一般形式。
例如：Not recognizing the voice, he refused to give the person his address.因为没听出这个人的声音，他没把自己的地址给他。
It rained heavily, causing great damage.大雨滂沱，造成了很大损害。
He ran up to her breathing heavily.他气喘吁吁的跑到她面前。
【重点把握】分词作作状语时必须注意分词的逻辑主语必须与句子主语保持一致。
但是，有几个常用词组不符合这种语法限制。
如：generally speaking, considering, judging from, talking from ，supposing（为连词意思为假如）,（2）现在分词表示的动作和谓语表示动作（或状态）是同时发生或几乎同时发生的。
否则现在分词需用完成形式。
例如：Having already seen the film twice, she didn’t want to go to the cinema.这电影他已看过两遍，他不想去看了。
Not having received his father’s letter, he decided to make a call to him.因为没收到他父亲的信，他决定打个电话给他父亲。
思维拓展过去分词状语时，其表示的动作时句子主语承受的动作。
他们之间的关系是被动关系。
Given more attention, the trees could have grown better.如果对这些树更关心一些，他们本来会长的更好。
2、现在分词作状语时，现在分词的动作就是句子主语的动作。
因此，句子主语与现在分词之间是主动关系。
例如：I run out of the house shouting.我喊叫着跑出屋来。
I got home, feeling very tired.我疲惫的回到家里3、有些现在分词作状语时，其前可用after, before, since, when, while, whenever, once, until, on, as等词。
例如：After talking to you, I always fell better.和你谈过话后我总感觉好一些。
When telephoning London numbers from abroad, dial 1, not 01.从国外往伦敦打电话，请拨1，不是01。
III. Teacher work toghter with studentsSTEP3.［典例解析］1. The secretary worked late into the night, ____ a long speech for the president.A to prepareB preparingC preparedD was preparing[解析] 本题考察现在分词作伴随状语用法。
分词与逻辑主语之间为主动关系，故选B。
2.____ a reply, he decided to write again.A Not receivingB Receiving notC Not having receivedD Having not received[解析]分词短语表示的动作在谓语动词之前发生，故用现在分词的完成时态。
Not 要放在非谓语动词之前。
3. “Can't you read?” Mary said ____ to the notice.A angrily pointingB and point angrilyC angrily pointedD and angrily pointing[解析] 现在分词作伴随状语，分词与逻辑主语之间为主动关系，故选现在分词。
故答案为A。
4. The meeting ____ now is very important.A heldB to be heldC being heldD holding[解析]会议是被召开的，故排除掉D。
根据时间状语now我们知道会议是正在召开的，而不定式作定语表将来。
故答案为C5. If you want a letter ____ , you must keep in mind several rules while ____.A written; writtenB well written; writingC well writing; writingD well written; write[解析]第一个空为过去分词作定语，分词与他修饰的名次之间有被动关系，所以用过去分词。
第二个空是while加现在分词作时间状语。
现在分词与其逻辑主语之间为主动关系。
故答案为B。
6. He never spends a _____ day.A more worryB most worryingC more worryingD more worried[解析]因句子具有“a day worried him”即a day is worrying的意义，所以需用worrying。
故答案为C。
7. ——— speaking, women live longer than men.A. Judging fromB. generallyC.SupposingD. Taking everything into consideration[解析] 此句子考察的是表示说话人态度的一些惯用法。
依据句子意思应是一般说来的，通常说来，故选BIV. 当堂达标1._____to understand what he doesn’t, he makes a fool of himself.A. Always pretendedB. Having always pretendedC. Always being pretendedD. Always pretended2.To get there in time, they came _____all the way.A. runningB. runC. ranD. to run3. We’ll go to have a picnic tomorrow or the day after _____ on the weather.A. dependedB. dependingC. dependsD. is depending4. It has rained nonstop for ten days, completely _____ our holiday.A. ruiningB. to ruinC. ruinedD.has ruined5. They set out _____for the _____.A .searching losing B. searching lost C. to search lost D. searched losing6.It’s a pleasure to watch the face of a _____baby.A. asleepB. sleepC. sleepingD. slept7.The boy sat there _____what to do.A. doesn’t knowingB. didn’t knowingC. not knowD. not knowing8.The secretary worked late into the night, _____a long speech for the international conference.A. to prepareB. preparedC. preparingD. was preparing9.European football is played in 80 countries _____it the most popular sport in the world.A. makingB. makesC. madeD. to make10.The _____Prime Minister expressed his satisfaction with his talks, _____that he had enjoyed his stay hereA. visiting ,addB. visited, addingC. visiting, addingD. visited, added11.Due to the heavy rain and flooding, ten million people have been forced _____ their homes.A. leavingB. to leaveC. to be leftD. being left语法同步练习1----5 DABAB 6---10CDCAC BSTEP4. Summary and homework.Do the exercises toghter with the text.。