高中教案教案
發(fā)表時間：2020-11-03Book4 Module3 Body language and Non-verbal Communication教案。
Book4Module3BodylanguageandNon-verbalCommunicationLearningPaper3ExtensiveReading
PartOneReadthepassageonpage29
1.Readthepassageanddecidewhetherthesestatementsaretrueorfalse.
①Thecustomofclappingappearsinthelastcentury.()
②ApplausemeantthanksinclassicalAthens.()
③Clappingisonlyapersonalbehavior.()
④Peopleneverclapatafuneral.()
2.Answerthequestions.
①Whydopeopleclap?
②Onwhatoccasionsweshouldclapandonwhatoccasionsweshouldnot?Andwhy?
③Prolongedclappinghelpedaplaytowin.Why?
④Whatisthesignofapplause?Andwhatistheimportantthingforapplause?
⑤What’sthesimilaritybetweenclappingandlaughter?
PartTwo
Readthearticle“CultureAwareness”onpage81.
1.Readthearticlecarefullyandsayifthesestatementsaretrueorfalse,andcorrectit.
①Ifyouaretryingtosellsomething,itisbettertodoitthroughatelephoneconversation.()
②Yourbodylanguagewillgiveothersaspecificimpressionofyou.()
③Itisdifficulttotellthedifferencebetweenagenuinesmileofpleasureandafalsesmile.()
④Ifyouknowwhattheysaidwithwords,youcanunderstandwhattheyreallymeanevenyoudonotunderstandtheirbodylanguagecodes.()
⑤Sincemuchofourbodylanguageisuniversal,culturecodesarealmostthesame.()
⑥Evensimplegesturesmayhaveacompletelydifferentmeaninginotherpartsoftheworld.()
⑦Itisappropriatetoshakehandswhenyoumeetsomeoneforthefirsttimeinanycultureoftheworld.()
2.Answerthequestions
①Whyisiteasiertosellsomeonesomethingfacetoface?
②Whatdoesbodylanguagetellyouaboutotherpeople?
③WhatdoesthecirclesignmadewiththreeraisedfingersmeanintheUS?
④HowishandshakingdifferentinthewestcountriesandinIndonesia?
⑤Howcanyouavoidoffendingpeoplewhenyoutraveltoothercountries?
PartThree
精讀課文譯文
說起“交流”，大多數(shù)人會想到單詞或句子，雖然單詞或句子十分重要，但我們也并不只是用口語和書面語進行交流，身體的姿態(tài)是我們所稱的“身勢語”的一部分。我們經(jīng)常看到無意識的身勢語，但也有“習(xí)得”的身勢語。習(xí)得的身勢語在不同的文化中各不相同。
當(dāng)我們被介紹給生人時，我們使用“習(xí)得的”身勢語。跟動物一樣，我們會保持警覺，直至知道安全的時候才放松。因此，在所有的文化中人們都有一種向陌生人打招呼的正規(guī)的方式，以表示他們并不具有侵犯傾向。歐美人的傳統(tǒng)是握手，他們用右手握手——右手對多數(shù)人來說更有力一些。假如右手用于忙著與人打招呼就不可能握武器。因此，這種手勢的意思是“我信任你，瞧，我沒帶威脅性的武器”，假如你和人握手，就是在表明你信任他們。我們在做交易時與人握手，意思就是“我們達成了協(xié)議，相互信任”。
亞洲人打招呼是不接觸他人身體的，但他們要用手。與人打招呼時，中國人的傳統(tǒng)方式是右手放在左手上，拱手，稍稍躬身而行禮。穆斯林行額手鞠躬禮，用手觸左胸、嘴和額。印度人雙手交合，恭敬地鞠躬。在上述例子中，手都在忙于打招呼，不可能拿武器。
即使是現(xiàn)在，人們在非正式場合打招呼時，還會用手來表示信任對方。美國青年常常說著“擊掌”來打招呼。說完后這個人舉起手，手掌向外，五指張開。另一個人同樣舉起手，拍打?qū)Ψ脚e過頭頂?shù)氖帧＿@是現(xiàn)代常見的打招呼方式。
身勢語對于任何研究者來說都具有吸引力。人們通過姿勢表達的意思要比通過話語表達的更多。看看你的朋友和家人，你能洞悉他們的心思嗎？
PartFour.趣味英語
①形容詞+人體部位
Allears全神貫注地聽alleyes聚精會神地看
Sweettooth愛吃甜食之人coldshoulder冷漠
②人體部位+名詞
Brainstorm突有靈感blooddebt血債
Lipservice空口的應(yīng)酬話
③動詞+人體部位
Keep/saveface保全面子loseface丟臉，失去面子
Countheads點名joinhands攜手聯(lián)合loseheart沮喪
④人體部位對稱或并列
facetoface面對面hearttoheart交心
sidebyside肩并肩handinhand手拉手
neckandneck并駕齊驅(qū)arminarm挽臂
相關(guān)知識
Book4 Module4 Great Sientists教案
作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，高中教師要準(zhǔn)備好教案，這是高中教師需要精心準(zhǔn)備的。教案可以讓學(xué)生更好的吸收課堂上所講的知識點，幫助高中教師提高自己的教學(xué)質(zhì)量。高中教案的內(nèi)容具體要怎樣寫呢？下面是小編為大家整理的“Book4 Module4 Great Sientists教案”，希望對您的工作和生活有所幫助。
Book4Module4GreatSientists
Learningpaper2ItensiveReading
Learningaims:tolearnaboutYuanLongpingandhisachievements
Importanceanddifficulty:thepassivevoiceand“by+doing”
Partone:Readthepassageonpage32anddothefollowingexercises.
1.Matchthemainideaswitheachparagraph.
Paragraph1Asaboyhewascalled“thestudent
whoaskedquestions”
Paragraph2Asayoungteacher,hebeganexperiments
incropbreeding
Paragraph3YuanLongpingisaleadingfigurein
thericegrowingwold.
Paragraph4TheyieldoftheewhybridriceismuchgreaterthanthatofothertypesofricegrowninPakistan.
Paragraph5Hediscoveredanewtypeofrice.
Paragraph6Hisdiscoverieshavebroughtingreatprofit.
2.Activity2TrueorFalseonpage32
3.Activity3and4onpage33
4.Putthesentencesinorderoftimewhentheyhappened.
1)Theresultsofhisexperimentswerepublishedin1966.
2)Chinesericeproductionroseby47.5%.
3)Hestudyagricultureincollege.
4)Hebeganexperimentsincropbreeding.
5)Hisricewasexportedtoothercountries.
5.Discussion:
1.Doyouthinkthetitleisabestone?Canyouthinkofabettertitle?
2.WhatdoyouthinkhasmadeYuanLongpingbecomeagreatscientist?
Whatcanwelearnfromhim?
Parttwo:languagepoints
Ⅰ.Filltheblankswiththegivenverbs,payingattentiontotheVoice,andthentranslatethesentences.
1.Rice______________(grow)inmanyotherAsiancountries.
2.Yuanlongpingwasbornand_______________(bringup)inChina.
3.Asaboyhe______________(educate)inmanyschoolsand____________(give)thenickname,“thestudentwhoasksquestions”.
4.Theresultsofhisexperiments___________(publish)inChinain1966.
5.Finally,anaturallysterilemalericeplant____________(discover).
6.Researchers____________________(bringin)fromalloverChinatodevelopthenewsystem.Theresearch____________(support)bythegovernment.
7.50000squarekilometresofricefields____________(convert)togrowingvegetablesandothercashcrops.
8.Yuanlongping’srice_____________(export)toothercountries.
9.InPakistanrice_______________(grow)inmanypartsofthecountry.
10.Thenewhybridrice_________________(develop)byYuanLongpingHigh-techAgriculturalCompanyofChina.
Listtheformsofpassivevoiceofdifferenttenses.
一般現(xiàn)在時：_______________一般過去時：____________
一般將來時：_______________現(xiàn)在完成時：______________
過去完成時：_______________現(xiàn)在進行時:________________
過去進行時:_________________
Ⅱ.Hethoughttherewasonlyonewaytodothis----bycrossingdifferentspeciesofriceplant.(ifhecrosseddifferentspeciesofriceplant)
___________________________________________________________
Youcangetajobifyoustudyhard.(用by改寫)
Researcherslearnthingswhentheycarryoutexperiments.(用by改寫)
Youwillbecomeabetterplayerifyoupractiseoften.(用by改寫)
1.在當(dāng)前的世界，水稻是主要食糧。中國是世界上最大的水稻產(chǎn)地。
(staple;producer)
2.在水稻種植界，中國科學(xué)家袁隆平是一位重要人物(world;leading)
3.作為一個年輕的教師，他開始了作物育種的實驗。(experiment)
4.首先，他對不同種類的水稻進行實驗。接著，他開始尋找一種特殊的稻種。(experiment;search)
5.由于他的發(fā)現(xiàn)，中國的水稻產(chǎn)量在20世紀(jì)90年代增長了百分之四十七點五。(asaresultof;riseby)
6.它的產(chǎn)量遠(yuǎn)高于巴基斯坦其他種類的水稻。(yield)
Unit 4 body language Period 3 language study教案
經(jīng)驗告訴我們，成功是留給有準(zhǔn)備的人。作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓上課時的教學(xué)氛圍非?；钴S，有效的提高課堂的教學(xué)效率。你知道怎么寫具體的高中教案內(nèi)容嗎？小編經(jīng)過搜集和處理，為您提供Unit 4 body language Period 3 language study教案，相信能對大家有所幫助。
Unit4bodylanguage
Period3languagestudy
Teachingaims:
1Learnhowtousesomeusefulwords,phrasesandunderstandsomedifficultsentences.
2Studytherulesof-ingandwantstogoaheadofthequeen
Teachingprocedure:
1Somebodyislateforaflightandwantstogoaheadofthequeen
aheadof在~之前，比~強，好
Aheadofuswasariver
ThetimehereisninehoursaheadofLondon
Heisaheadofmeinmaths
2Avoidingeyecontactwiththesalesmanwhenyouarebuying
Ijustavoidedrunningoverthecar
3Icanmanageitmyself
ManageThequestionistoodifficult,Ican’tmanageitmyself
Managetodo
Hemanagedtofinishtheworkontime,trytodo‘
4Justlikespokenlanguage,bodylanguagevariesfromculturetoculture
Pricesvarywiththeseasons
variousvarity
5Therearealsodifferencesastohowoftenwetoucheachother,howclosewestandtosomeonewearetalkingto,andhowweactwhenwemeetorpart
1)astoconj
Everyweektheyreceivedreportsastowhatwasgoingon
PrepAstomoney,sheisindifferent
2)part
Partsthfromsth;partsb
TheEnglishChannelpartsBritainfromFrance.
Wetriedtopartthetwofighters
Partwith
Inordertoraisemoney,MrBrownhadtopartwithhisgoldwatch.
6Insomecountries,~avisitingfriendisgreetedwithakissonthecheek,inothercountriespeoplegreeteachotherwithafirmhandshake
1)greetsbwithasmile
Theygreetedmewithashowerofstones,thesmellofcoffeegreetedusasweentered.
Greeting
Agreetingstelegram2firmadj,
asfirmasarock
beonfirmground
7Whiletherearemanydifferentinterpretationsofourbody
language,somegesturesseemtobeuniversal
Televisionprovidesuniversalentertainment.
Therewasuniversalagreementonthisissue
Warcauseuniversalmisery.
8asmilecanhelpusgetthroughdifficultsituationsandfindfriendsinaworldofstangers
getthrough
Letusstart,thereisalotofworktogetthrough
Itisextremelydifficulttogetthroughtheworkinsuchashorttime
Thelineisbusynow,Ican’tgetthrough
Tomfailedbuthissistergotthrough
Trytogetthroughtohimthatheisruininghisownlife
9ifwearefeelingdownorlonely,thereisnotingbetterthantoseethesmilingfaceofagoodfriend
Ican’tagreemore
Wecouldn’tfeelbetter
10asmilecanopendoorsandteardownwalls
Thesebeautifuloldhousesarebeingtorndowntomakeway.shetorehisletterintolittlepieces
Shetoreuptheletter
Thismaterialtearseasily.
11-ingformcanbeusedassubject,object,predicativeandattributive
1)Subject:Inmanycountries,shakinghandsmeans“no”andnoddingmeans“yes”
2Object:wecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage
3)Predicative:
AgoodwayofsayingIamfullisrubbingstomachafterameal
4)Attributive
Apairofwalkingstickscanhelpyouwalkifyouareadisabledinfeet
Unit 4 Body language 教案
Unit4Bodylanguage
核心單詞
1.represent
vt.象征；表示；作為……的代表；代表；（尤指以繪畫，雕刻等）表現(xiàn)；描繪；描寫
Theredlinesonthemaprepresentrailways.
這張地圖上的紅線代表鐵路。
Hewaspickedoutfromthewholeclasstorepresentthemattheotherschool.
他被挑選出來作為全班同學(xué)的代表，到另一所學(xué)校去。
Sherepresentshermotherasthekindestmotherintheworld.她把她的媽媽描繪成世界上最好的母親。
聯(lián)想拓展
representativen.代表；眾議員
adj.典型的；有代表性的
representationn.表現(xiàn)；陳述；代理
易混辨析
represent/standfor/onbehalfof
represent指“代表某人/某個團體/政府等，或指某種標(biāo)志代表什么，某物表現(xiàn)/描繪的是什么”。
standfor通常指字母、數(shù)字、符號等代表/象征什么。
onbehalfof指代表/代替某人，只能作狀語。
高手過招
選詞填空(represent/representation/representative)（原創(chuàng)）
①Eachcolouronthechartadifferentdepartment.
②Thewereallamazedbywhathadhappenedinthefactory.
③OurcompanyhasnoinAfrica.
答案:①represents②representatives③representation
2.approach
vt.接近，走進;著手處理
n.接近，臨近；方法，途徑
Heapproachedmewithstealthysteps.他悄然走近我。
Ourapproachscaredthebutterflyanditflewaway.
我們走近時把那只蝴蝶嚇跑了。
易混辨析
approach/way/method/means
approach除了意為“方法”之外，還有“接近”的意思。anapproachto(介詞)“……的方法”。
way構(gòu)成intheway“用這種方法”;thewaytodo/thewayofdoing(to為不定式)“做某事的方法”。
method構(gòu)成withamethod“用一種方法”。
means意為“方式，方法”。單復(fù)數(shù)同形，構(gòu)成bymeansof“通過……方法”。
Heputupanewapproachtothedifficulty.
他提出了解決這個困難的新方法。
Canyoutellmethewaytoworkoutthemathsproblem?
你能告訴我做那道數(shù)學(xué)題的方法嗎？
Weshouldimproveourteachingmethod,withwhichwecanmakeourselvesunderstoodbetter.
我們應(yīng)該改善我們的教學(xué)方法，用這些方法，可以使學(xué)生更好的理解我們。
Wearrivedtherebymeansofplane.我們坐飛機到達那兒。
高手過招
(1)單項填空
Thereisnoeasytothemathematics.（原創(chuàng)）
A.WayB.meanC.methodD.approach
(2)單句改錯（原創(chuàng)）
①Hisapproachfortheproblemisspecialandprovesgood.
②Alltheapproachesoftheairportwereblockedbythepolice.
(1)解析：選D。approach方法，可與to連用，意為“……的方法”;means方式，不可與to連用;methods與with搭配;way與of或to連用，to為不定式。
(2)①for→to。解析：approach在句中意為“方法；步驟”，后面與介詞to連用。
②of→to。解析：approach在句中意為“入口；通路”，后面與介詞to連用
3.defence
n.保衛(wèi)，防御；防衛(wèi)設(shè)備;(被告的)答辯；辯護
常用結(jié)構(gòu)：
indefenceof保衛(wèi)……；為……辯護
注意：defence后接“入侵者”或“造成危害者”時用介詞against；若后接“被保護者”時用介詞of。
Theforestwillactasadefenceagainstdesertdust.
森林能起到防御沙漠塵土的作用。
Thisfortwasoncethemaindefenceoftheisland.
這座堡壘曾經(jīng)是這個島上主要的防御設(shè)施。
Thedefenceoftheaccusedwasratherweak.
被告人的辯護軟弱無力。
聯(lián)想拓展
defendv.防護；辯護；防守；保衛(wèi)
Thewallwasbuilttodefendtheroadfrombeingwashedawaybythesea.
建這個圍墻是為了保護這條路不被海水沖垮。
易混辨析
defend/protect/guard/preserve
這四個詞都有“使安全或保持安全狀態(tài)不遭受危險、攻擊或傷害”的意思，但它們之間還有些差異。
defend含有“采取措施抵制進攻”的意思。
protect常含有“提供安全的方式來驅(qū)開不適、傷害或進攻”的意思。
guard含有“看守”的意思。
preserve含有“采取措施維護……的安全”的意思。
高手過招
完成句子（原創(chuàng)）
①那位警察看守犯人。
Thepolicemantheprisoners.
②當(dāng)那只狗攻擊我時，我拾起一根木棍自衛(wèi)。
Whenthedogattackedme,Ipickedupastickandmyself.
③他戴著墨鏡以防他的眼睛被強烈的太陽光曬傷。
Hewearssunglassestohiseyesfromthestrongsunlight.
答案:①guarded②defended③protect
4.close
adv.接近地；靠近地；緊密地（常與介詞to連用）
adj.近的；接近的；(關(guān)系)密切的；嚴(yán)密的；(尤指比賽)勢均力敵的
v.結(jié)束；關(guān)閉；關(guān)
Hishouseisclosetothefactory.他家靠近這個工廠。
易混辨析
close/closely
close是指距離、場所、地點等的“接近，靠近”，可以說是一種實際意義上的“接近”。
closely是指抽象意義上的“接近”，多用比喻意義，有“親密地；嚴(yán)密地；仔細(xì)地”等含義。
由close和closely這種意義上的區(qū)別，我們可以很輕松地區(qū)別high/highly；wide/widely；
deep/deeply等一類詞。帶?–ly的副詞往往用作抽象意義或比喻意義，而不帶?–ly的副詞多用作實際意義。
Thethiefcameclosetohimandstolethemoneyfromhispocket.小偷走近他，把他口袋里的錢偷走了。
Goodteachingandgoodtestingarecloselyrelated.
出色的教學(xué)工作與完善的測試制度密切相關(guān)。
高手過招
選詞填空（close/closely）（原創(chuàng)）
①Itwasverycold,sothelittlegirlstoodtohermother.
②Thepolicemanexaminedtheroomtofindthelostjewels.
答案:①close②closely
5.curious
adj.好奇的，感興趣的；奇異的，不同尋常的
Theforeigntouristsweresurroundedbythecuriouschildren.外國游客被一群好奇的孩子包圍著。
Heissufferingfromacuriousdisease.
他患了一種奇怪的病。
常用結(jié)構(gòu)：
becuriousabout對……感到好奇
becurioustodo急于做/極想做
聯(lián)想拓展
curiosityn.好奇
curiouslyadv.好奇地
outofcuriosity出于好奇
Iaskedoutofmerecuriosity.
我只不過是出于好奇問問罷了。
高手過招
單項填空
Iwastofindoutwhathesaid.（原創(chuàng)）
StrangeB.amusingC.curiousD.conscious
解析：選C?？疾樾稳菰~詞義辨析。strange奇怪的;amusing令人快樂的;curious好奇的；conscious有意識的。
6.likely
adj.可能的（表示可能性很大時，可用most，very修飾likely）
常用結(jié)構(gòu)：
Itislikelythatsb....
=sb.islikelytodo...某人可能做某事
notlikely(表示堅決不同意)絕不可能；絕對不會
易混辨析
possible/probable/likely
possible表示客觀上潛在的可能性，也許實際發(fā)生的可能性并不大；一般不用表示人的詞作主語。只有possible后面可以接forsb.todosth.，而likely和probable都不能。
probable表示有幾分根據(jù)的推測，比possible表示的可能性大。換句話說，probable的“有可能”，是指有實際的依據(jù)或邏輯上合乎情理。一般不用表示人的詞作主語。
likely強調(diào)表面上看來有可能，與probable意思接近，有時可以互換，但likely常暗示從表面跡象來判斷，probable則指經(jīng)過權(quán)衡正反兩方面的理由后相信某事是真實的或大概會發(fā)生。只有belikely前面的主語可以是人，而possible和probable則不能。
Itispossibletotransmuteoneformofenergyintoanother.
把某種形態(tài)的能量改變成另一種形態(tài)的能量是可能的。
ItispossiblethatthefirstpeoplecrossedintoAustaliafromAsiaonagreatlandbridge.
第一批從亞洲進入澳大利亞的人可能是從一座巨大的陸地橋上過去的。
Itisprobablethatourschoolwillbuyanewcomputer.
我們學(xué)校很有可能買一臺新電腦。
Itisprobablethatsheforgot.她很可能是忘了。
It’sverylikelythathe’llsucceed.
=Heisverylikelytosucceed.他極有可能成功。
I’mhardlylikelytofinishitwithinaweek.
我不可能在一周內(nèi)把它干完。
高手過招
單項填空
①Ican’tgoout.ItisverythatMarywillringmetonight.（2010?山東聊城模塊檢測）
A.LikelyB.possiblyC.probablyD.perhaps
②Tomwastowinfirstprizeinthecompetition,buthisillnessmadehimmissthechance.
（2010?01?浙江臺州檢測）
PossibleB.probableC.likelyD.Maybe
①解析：選A。四個選項中只有l(wèi)ikely是形容詞且符合習(xí)慣搭配，其他三個選項都是副詞。
②解析：選C。maybe是副詞，故可排除D項。句子是人作主語，故只能選likely。
7.ease
n.安逸；舒適
v.減輕（痛苦，憂慮）；緩和；放松
Theinjectionbroughtherimmediateease.
她經(jīng)過注射后，疼痛消失了。
常用結(jié)構(gòu)：
atease感到舒適而無憂慮；感到放松，不拘束
withease毫不費勁地，輕而易舉地
Weareateaseforyoursafereturn.
見您平安歸來，我們感到放心了。
ThequestionwassoeasythatIcouldansweritwithease.
這個問題如此簡單以至于我回答得很輕松。
高手過招
(1)單項填空
HefeltcompletelyeaseMary.（原創(chuàng)）
A.at;withB.at;toC.with;withD.to;to
(2)完成句子（原創(chuàng)）
①聽說孩子們都很安全，她才放心。
Hermindknowingthatthechildrenweresafe.
②她不斷練習(xí)奏鳴曲直到熟練為止。
Shepracticeduntilshecouldplaythesonata.
(1)解析：選A。句意為：他和瑪麗在一起時感到完全放松。根據(jù)句意可知，選A。
(2)①wasatease②withease
重點短語
8.loseface
丟臉，丟人
You’lllosefaceifyoudon’tkeepyourpromise.
你如果沒有遵守諾言，會丟臉的。
WhenTomfailedtobeathisopponent,hefelthehadlostfacewithhisfriends.
湯姆沒能打敗對手，這讓他在朋友面前很丟臉。
聯(lián)想拓展
loseheart泄氣；灰心
loseone’sheartto愛上；鐘情于
loseweight減肥
loseone’sway迷路
loseone’slife喪生
losecourage喪失勇氣
losesightof看不見
高手過招
單項填空
Inordernotto,hespentthewholenightpreparingforthespeechofnextday.
（2010?01?浙江嘉興一中檢測）
A.losecourageB.loseheart
C.losefaceD.losevoice
解析：選C。句意為：為了不丟面子，他花了整個晚上準(zhǔn)備第二天的演講。loseface丟人，丟臉。
重點句型
9.Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
我看見幾個年輕人走進了等候區(qū)，好奇地向四周張望。
lookingaround是現(xiàn)在分詞作伴隨狀語。
聯(lián)想拓展
伴隨狀語的特點
它所表達的動作或狀態(tài)是伴隨著句子謂語動詞的動作而發(fā)生或存在的。
Hesatinthearmchair,readinganewspaper.
他坐在扶手椅里讀報紙。
Allnightlonghelayawake,thinkingoftheproblem.
他整夜躺在床上睡不著，思考著那個問題。
高手過招
單項填空
①“Youcan’tcatchme!”Janetshouted,away.（原創(chuàng)）
A.RunB.runningC.torunD.ran
②Heglancedoverather，thatthoughshewastiny；sheseemedverywellputtogether.
（2010?01?浙江寧波檢測）
A.notingB.noted
C.tonoteD.havingnoted
①解析：選B。running作伴隨狀語,因為邏輯主語Janet與run之間呈主動關(guān)系，且run與謂語動詞shouted的動作同時發(fā)生，所以用現(xiàn)在分詞作伴隨狀語。
②解析：選A。noting作伴隨狀語，意為“注意到；發(fā)現(xiàn)”。因為he與note呈主動關(guān)系，且note與謂語動詞glanced的動作同時發(fā)生，所以用現(xiàn)在分詞作伴隨狀語。
10.Notallculturesgreeteachotherthesameway,noraretheycomfortableinthesamewaywithtouchingordistancebetweenpeople.
各種文化背景下人們互致問候的方式不盡相同，身體接觸和相互間距離的程度也并不一樣。
這個句子是由一個中心詞組not...nor...連接起來的，意為“既不……也不……”。部分否定通常由not+all/both/each/everybody/everything等來表達。
溫馨提示
并不總是用這種方式表達部分否定，有時也以一般否定句的形式出現(xiàn)，即把否定主語的not與謂語動詞放在一起。NoteveryWelshmanspeaksWelsh.
并不是每個威爾士人都說威爾士語。
Allisnotgoldthatglisters.發(fā)光的并不都是金子。
若要表示全部否定，則應(yīng)用相應(yīng)的表示全部否定的否定詞。
all→none（一個人也沒有、沒有任何東西）；
both→neither（兩個都不）;every→no(沒有，不是）；everyone→noone(沒有人);everything→nothing(什么也沒有)等。
Ilikeneitherofthebooks.這兩本書我都不喜歡。
高手過招
單項填空
—IthinkthewholeclassisgoingonafieldtripnextFriday.
—I’mnotsure.haspaidthetransportationfee.（2010?01?江西九江檢測）
A.NoteveryoneB.Noone
C.NoneofthemD.Neitherofus
解析：選A。B項與C項為全部否定，意為“沒有一個人”，故排除。D項意為“兩者都不”，不符合語境。A項表示部分否定，意為“不是所有人”，符合上下文語境，故選A。
Unit 4 Body language教案
一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會提前做好準(zhǔn)備，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生更好地進入課堂環(huán)境中來，幫助授課經(jīng)驗少的高中教師教學(xué)。那么一篇好的高中教案要怎么才能寫好呢？下面是小編為大家整理的“Unit 4 Body language教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！
Unit4Bodylanguage教案
Unit4Bodylanguage(6.3-6.13)
課型設(shè)計與課時分配
1stperiodwarmingup(6.3-6.4)
2ndperiodReading(I)(6.5)
3rdperiodReading（II）(6.9)
4thperiodLanguageStudy(6.10-6.11)
5thperiodListening(6.12)
6thperiodWriting(6.13)
Ⅳ．分課時教案
TheFirstPeriodwarmingup
Teachinggoals教學(xué)目標(biāo)
1.TargetLanguage目標(biāo)語言
a.重點詞匯和短語
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重點句型或交際用語
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals學(xué)能目標(biāo)
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教學(xué)重點
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教學(xué)難點
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教學(xué)方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具準(zhǔn)備
Acomputer,aprojectorandsomepictures.
Teachingproceduresbecheerful.
AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.
AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.
Tearscomingoutofhiseyes.Heisverysad.
AllsmilesonherfaceSheisveryhappy.
WavingtheirhandsTheyarewavinggoodbyetopeoplearound.
AhandstretchedoutforwardwithstrengthHeisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.
T:Whataretheactionsoftheabovegestures?Whatdotheymean?
S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.
S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.
S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.
S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.
S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.
S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.
S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.
S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.
T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.
StepⅢPractice
T:LookatPage25.
Whatarethesepeoplecommunicating?
StepⅣTimeforFun
T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?
Ss:Yes.That’sfunny!
T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.
Ss:Allright.
S1:Whatareyoulikelytodoifitrains?
(Actions)S2:readsabook;
S3:putsonaraincoat;
S4:cleansthehouse.
S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.
S3:Whatareyoulikelytodoiftheriverfloods?
(Actions)S1:runsawayasfastashecan;
S2:helpstheyoungeroreldertoescapeassoonaspossible;
S4:climbsontoatree.
S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.
S2:Whatareyoulikelytodoifthehousecatchesfire?
(Actions)S1:fetchessomewater;
S3:triestoputitoutwithblooms;
S4:runsawayasquicklyashecan.
S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.
S4:Whatareyoulikelytodoifyoumeetwithafiercedog?
(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;
S3:triestoscareitawaywithsmallstones;
S4:runsawayasquicklyaspossible.
S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.
T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.
StepVRolePlay(SpeakingtaskonP67)
T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.
Homework
1.Teamwork:Discusstheimportanceofbodylanguage.
2.GoovertheReading:
1)Communication:NoProblem?
2)Showingourfeeling.
T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?
ThesecondperiodReading
TheSecondPeriodReading(I)
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.詞匯和短語
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重點句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教學(xué)重點
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教學(xué)難點
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教學(xué)方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
TeachingproceduresI’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?
S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.
T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?
S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto
LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.
T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.
StepⅢWhile-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(para.2and3)
Examplesoflearnedorcultural“bodylanguage”.
Part3.(para.4)
Differentpeopleshavedifferentbodylanguages.
Part4.(para.5)
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).
?Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.
?Mostpeoplearoundtheworldnowgreeteachotherbykissing.
?Japanesewillbowtoothersasgreeting.
?PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.
?Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.
StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?
HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.
5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?
Studentswillgivetheirownanswers.
StepⅤHomework
1.Getreadytoretellthetextinyourownwords.
TheThirdPeriodReading(II)
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語言
a.詞匯和短語
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重點句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals學(xué)能目標(biāo)
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教學(xué)重點
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教學(xué)難點
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教學(xué)方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
TeachingprocedurestheJapanesecoveronhandwiththeotherandbowslightlyorquitelow,dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfacesandbowtheirheads;Muslimswilltouchtheirheart,mouthandforeheadtoshowrespect.
S6:NowyoungpeopleintheWestgiveeachotherthe“highfive”whentheyclapeachother’shandsintheair.
S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostallcultures,tosmileandshowanopenrighthandisthemostcommonwaytoshowthegoodwillgreeting.
T:Iammorethanhappytohearyoucangetsomuchinformationfromthepassagewhenyoudothereading!Nowlet’sactoutsomeofthegesturesinthereadingmaterial,OK?
Somestudentsareaskedtoactoutthebodylanguagewhichappearsinthereadingtextis:TheOpenHand-AUniversalSign,suchasahandshake,thetraditionalgreetingsinChina,theJapanesewaytogreetpeople,thewaysHindupeopleandMuslimsusetogreetpeople,andthewayyoungpeopleintheWestusenow.
Severalminuteslater.
T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.
S8:Itcanbedangeroustomeetpeopleyoudonotknow.
S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.
S11:Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.
S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.
Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.
TheFourthPeriodGrammar
StructureStudy
一:V-ing形式由“do＋ing”構(gòu)成,其否定形式是“notdoing”,V-ing可以帶賓語或狀語構(gòu)成V-ing短語,沒有人稱和數(shù)的變化,但有時態(tài)和語態(tài)的變化。
V-ing形式在句中作定語和狀語是本單元的學(xué)習(xí)重點。
1.作定語
V-ing形式可以單獨充當(dāng)名詞的前置修飾語,這時有兩種情況。
1)-ing形式表示“供作......之用”的意思,這類作定語的-ing形式過去叫動名詞。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,過去叫現(xiàn)在分詞
Asleepingchild
workingpeople
therisingsun
-ing形式短語作定語時一般放在它所修飾的名詞之后,相當(dāng)于一個定語從句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作狀語
可以表示時間,原因,結(jié)果,條件,行為方式或伴隨動作等。
AttentionPlease
-ing形式作狀語時,它的邏輯主語必須與主句的主語是一致的。
Timepermitting,Iwillpayavisittothewholecity.
(分詞的邏輯主語是time,而句子的主語是I,兩者不構(gòu)成主謂關(guān)系,所以只能用獨立主格結(jié)構(gòu),也就是給現(xiàn)在分詞補充一個主語。)
Homework
Do“UsingStructures”onPage64.
ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.
ThesixthperiodWriting
LookthroughthisunitandotherresourcesforexamplesofthedifferencesinChineseandwesternbodylanguage.Notethemdown.Writeareportinwhichyoudiscussthedifferencesyouhavefound.Focusontheonesyoufindunusual,funny,ordifficulttounderstand.
Answers:Teacher’sbookp65.
