人教新课标英语必修教案-Unit 4 Body languange Period 2 Learning about Language

Teaching PlanModule4 Unit 4 Body languagePart1 .Analysis of the teaching materialSs have been learning how to communicate by speaking or writing, they are familiar with the words or voice, but sometimes body languages can express our feelings more directly. If we don’t notice them we may make misunderstanding. So it’s very important to learn the new lesson, lesson4 body language. Body language means the moving of eyes, head or hands while talking, even the distance between persons. In the new class, Ss are helped to learn the ways of body language and the expressions related to them. And by leaning the reading text, Ss are expected to learn the meanings of body language on different cultural background.1.Teaching aims1)K nowledge aims:To understand the meaning of body language.To memorize the new words, phrases and sentence patents.Ability aims:To be able to describe body language with the words learnt.Can recognize the differences under the same body language.2)E motion aims:To arouse the Ss’ interest in body language.To cultivate the Ss’ love for body language.2.Teaching difficult and important points1)The new words, phrases and sentences:2) The ability to describe and recognize body language.3.Teaching aidsa teaching planA multi-media systempptPart2. Teaching and learning methods1.Task-based method,2.Audio-visual(直观) methodPart3. Teaching stepsStep1: GreetingsGreet the whole class as usual.Step2: lead-in (Individual Work)1）Lead Ss know the topic of the lesson (body language)2）Lead Ss know the objectives of the lesson.Step3:Warm-up (individual Work and pair work)1）Show Ss some picturesT: What can you infer from the pictures in Ex1 on P25?2)Games (group work and pair work)Show Ss pictures of different body language, ask them to guess in English together.Invite some Ss act out body language in front of the classroom, others try to guess in English.Ask student go through the expressions in Ex2.Step4:Pre-reading (group work)Have Ss listen to the tape to get the general idea of the text.(the misunderstanding caused by body language)Step5: listening (group work)Have Ss listen to the tape twice and under the body language and the related feels.Check the answers with the CStep6 reading (individual work and group work)1)H ave Ss read the text and do Ex1 of the Comprehending. Check up with the C.2)H ave Ss discuss the questions of Ex2 of the Comprehending.Homework1, Go through the question1-3 of Pre-reading on P25.2, Listen and read the text on P26 two times.3, complete other Exes about new words.。

高中英语人教版必修4Unit4教案Unit 4: Body LanguageWarming Up and ReadingBy XXXnal Teaching Aims:Knowledge and Skills:1.To increase students' XXX.2.To enable students to discuss body language with ease.Ability Aims:1.XXX.2.XXX.3.XXX' XXX through individual and group work. XXX:1.To XXX interest in learning English.2.XXX diverse customs.XXX:1.Mastery of language points and their n in XXX.2.Development of respect for other cultures.Teaching Difficult Points:1.n of body language with partners XXX.2.XXX.XXX:1.Task-XXX and learning.2.Pair and group work to engage all students in the learning process.different ways.Task 2 Detailed readingRead XXX:1.What is body language?2.What are some examples of body language?3.How do people from different countries XXX?Step 5 Asking-and-answering activityDivide the class into pairs and ask them to discuss the following ns:1.What are some common gestures in your culture?2.How do you express XXX?3.XXX because of body language?Step 6 nToday we have learned about body language and how it varies in different XXX to pay n to your own body language and the body language of others。

人教新课标英语必修4全册教案(Unit 4 Body Language)一、教学目标1.掌握与身体语言相关的词汇和短语；2.学习运用不同的身体语言表达自己的情感和意图；3.能够理解并能运用与身体语言相关的语法结构；4.培养学生的说、听、写、读的能力；5.培养学生的团队合作与表达能力。

二、教学准备1.教材：人教新课标英语必修4全册；2.PowerPoint 展示课程教学内容；3.音频设备。

三、教学计划第一课时：词汇与短语教学1. 导入（5分钟）通过展示一些身体语言的图片，引发学生们对身体语言的兴趣，并让他们猜测图片中人物的情感和意图。

2. 新词学习（15分钟）在讲解的过程中，通过多媒体展示相关的图片或动作以加深学生们的理解与记忆。

- Body language：身体语言 - Gesture：手势 - Facial expression：面部表情 - Posture：姿势 - Maintain eye contact：保持眼神交流 - Nod：点头 - Shake hands：握手 - Hug：拥抱 - Bow：鞠躬 - Smile：微笑3. 短语学习（15分钟）•Get along with：与…相处融洽•Make friends with：与…交朋友•Show respect for：对…表示尊敬•Be fond of：喜欢•Play a role：起作用•Be ashamed of：以…为羞耻•Be confident in：对…有信心•Have a positive attitude：持积极态度•Pay attention to：注意4. 听力练习（15分钟）播放相关录音，要求学生根据所听内容填写相应的单词或短语。

可以将答案呈现在 PowerPoint 上进行批改，同时让学生自己检查正确率。

5. 小结（5分钟）对所学的新词和短语进行小结。

鼓励学生积极参与，对不清楚的地方进行反复澄清。

第二课时：语法与句型教学1. 导入（5分钟）通过一个与身体语言有关的小故事或情景，引发学生们对身体语言的思考和讨论。

人教版高中英语必修4《Unit4Bodylanguage》教案人教版高中英语必修4《Unit 4 Body language》教案【一】教学准备教学目标1. 教学目标(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。

能够表达一些Body language.(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。

(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。

教学重难点教学重点和难点(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。

(2) 让学生合适地使用不同的身势语。

(3)课文中现在分词作定语和状语的长难句。

教学过程Step 1. Lead in(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?Then ask a student to answer.设计说明：引出本单元的话题。

(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。

Step 2. Fast reading1. Go through the passage quickly and find out the main idea of each paragraph.o Match the main idea of each para. with lines.(Para.1) A. Other examples of different greeting body language.(Para.2) B. Different people have different body language.(Para.3) C. Summary of body language.(Para.4) D. Meet the visitors at the airport.(Para.5) E. Examples of different greeting body language.2. Try to write down the main idea of the text.The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。

人教新标英语必修4全册教案(Unit 4Bd Language)Unit4BdLanguage Partne:TeahingDesignTeahinggals1TargetLanguagea重点词汇和短语isunderstand,siilar,faial,expressin,agreeent,an,hes t,gesture,adult,punishb重点句型或交际用语Atutthefllingeanings,pleasePleaseguesshatIeanPlease shtheatins,usingbdlanguageNitisurturntshtheatin/ges turePleaseuseeitherspenrdsrbdlanguagetexpressuridea sPleaseusebthspenrdsandbdlanguagetexpressurideas2Ab ilitgalsaEnablethestudentstunderstandhataertaingestureftheb dlanguageeansinagivensituatinbEnablethestudentstatu tseeanings,requireents,requestsrsituatinsgiveninthe targetlanguageEnablethestudentstexpressiththetarget languagetheeaningsgiveninbdlanguage3Learningabilitg alsaHelpthestudentslearnhtexpresstheselvesinbdlangu agehenneededbHelpthestudentsunderstandthershenbdlan guageisbeingusedTeahingiprtantpintsaTeahthestudentshtunderstandbdlanguageusedindiffere ntuntriesrulturesasellasindifferentasinsbTeahthestu dentshtusebdlanguageinthestapprpriateasinsTeahingdi ffiultpintsaEnablethestudentstrealizetheiprtanefbdl anguageinuniatinsthatlittlernisunderstandingaurbLet thestudentsnthatthereisbthpsitivebdlanguageandnegat ivebdlanguageTeahingethdsaIndividualr,pairrandgruprbAtingutbiitatin,ierithge sturesandbdveentTeahingaidsAputer,apretrandsepituresTeahingpredures≈asThefi rstperidreadingAisThelpstudentsdevelptheirreadingab ilitThelpstudentslearnabutbdlanguagePreduresIaringu paringupbatingLatthelistfinterpretatinntherightside fthehartPerfrtheatinrthennverbalbehaviurntheleftsid eExaplesfBdLanguagearingupbdefining—hatisbdlanguage?IIPre-reading1LingandsaingLattheaninthepiturebelhatdeshesatubhisb dlanguage?Basiall,hthedIn?r,Idn’tnnthin!Theshuldersarehunhedandthehandsarepensignif ingabigquestinar2TalingandsharingBdlanguageisthequiet,seretandstperf ullanguagefall!Ardingtexperts,urnn-verballanguageuniatesabut0%fhat erealleanhilerdstheselvesntributeaere7%urbdiessendutessagesnstantlandftenedn'tregnizethate 'reuniatingaltrethanerealizeurunderstandingandusefn n-verbaluesinfaialexpressinarefailiartusnearlfrbirt hIIIReading1ReadingaludtthererdingNpleaselistenandreadaludtther erdingfthetextUNIATIN:NPRBLE?Paattentinttheprnuniat infeahrdandthepausesithineahsenteneIillplathetapeti eandushallreadaludtie,t2ReadingandunderliningNextuaretreadandunderlineallth eusefulexpressinsrllatinsinthepassageptheturntebaft erlassasher3ReadingtidentifthetpisentenefeahparagraphNextuarets ithetexttidentifthetpisentenefeahparagraph4ReadingandtransferringinfratinReadthetextagaintplet ethetablehereishe/shefr?hatdeshe/shedhenhe/sheeetse neattheairprtfrthefirsttie?NaeuntrAtineaningrGariau liaSithAhedAzizadaeulnReadingandunderstandingdiffiultsentenesAsuhavereadt hetextties,uansureltellhihsentenesarediffiulttunder standNputurquestinsnerningthediffiultpintstetheteah er6ReadingandtranslatingNit’stiettranslatethetextinthinese,sentenebsentenehillb ethefirsttdit?IVlsingdnlsingdnbdingexerisesTendthel essnuaretdtheprehendingexerisesN1and2npage26and27ls ingdnbheinghesefthefllingbasinn-verbaluesandu'llreg nizethatualreadspeaandtranslateuhfthelanguage“I’surprised!”I’shed!”“I’sad!”ThesendperidLearningabutLanguageIaringuparingupbdisveringuseful rdsandexpressinsTurntpage27anddexerisesN1,2,3and4fi rstheuransersagainsturlassates’IILearningabutgraar1ReadingandthiningTurntpage2andreadithethetextfUNIAT IN:NPRBLE?Asureadalng,paattentinttheusesfThe~ingfra stheAttribute≈Adverbial2DingexerisesN1and2npage29Turntpage29DexerisesN1and2。

高中英语模块四教学设计Unit 4 Body languageReading:Communication:no problem?教材：人教版《英语4[必修] New Senior English for China》一、教学对象分析本校为省普通高中达标校。

学生英语水平较为参差，且班级人数多。

二、教材内容分析本节课选自人教版高中英语必修4 Unit4 Body language，这节课课型是Reading。

因为是第四单元第一课时，它起着承上启下的作用。

三、教学目标主要教学目标有两个：1.成功导入单元中心话题“body language”2.阅读课文“Communication ：no problem?”找出不同文化信息及两个文化差错。

四、教学过程Step 1 Warming-up and lead-in (5 mins)教师设计一些小活动和学生进行互动，了解学生对肢体语言一些基本情况的熟悉程度，以此导入到本课的课题。

活动1 利用四张图片进行师生对话,引入肢体语言表达方式：脸部表情，手势，动作等。

活动2 师生一起做TPR(Total Physical Response) 活动。

目的在于复习一些身体部位的表达方法，为接下去的活动做好准备。

活动3 推荐四组学生上台根据图片提示做动作，让全班同学猜出它们的意思，进行全班互动。

活跃课堂气氛的同时，传达肢体语言在生活中的作用。

Activity 1:The teacher shows some pictures on screen.T:What does these pictures mean?Ss:crying,laughing,it’s happy/…,they are excited （to celebrate their success.）T: Great!Activity 2:T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.(the whole class together)Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ... (some students to come to perform)Shake your head / arm / hand ...Close your eyes / mouth ...Open your eyes / arms /mouth ...Nod your head.Some students to come to perform.1.Shake somebody’s hands.2.Touch the other’s shoulder.3. Cross your arms .4.Make a face to each other.5. Dance as you like .Step 2 Reading （20 mins）1.Warming-up利用教材SBP25 Warming-upEx.1所提供图片，两两对话。

高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.You!Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sor rowness…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI give up!OK!You are asking help from this woman…You are saying “Will you give up!”…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteerswill make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.USA Nigeria rude Germany Japanone“great”or “good job”。

高中英语必修四教案-Unit4Bodylanguage3-人教新课标一、教学目标1.让学生掌握本课的生词和短语，并能熟练运用。

2.培养学生通过阅读获取信息、分析问题和解决问题的能力。

3.帮助学生了解身体语言在不同文化背景下的差异，提高他们的跨文化交际意识。

二、教学重点与难点1.生词和短语：shrug,ignore,apologize,gesture等。

2.句型：Howdoyouapologize?/Whatdoyoudowhenyouwanttoapologize?3.阅读技巧：猜词义、主旨大意、细节理解等。

三、教学过程1.导入教师通过图片展示不同的身体语言，引导学生讨论其含义。

学生分享自己在生活中遇到的身体语言误解的经历。

2.生词教学教师展示生词卡片，让学生跟读并模仿发音。

学生根据上下文猜词义，教师进行解释和拓展。

3.阅读教学学生阅读课文，了解身体语言在不同文化背景下的差异。

教师提问，检查学生对课文的理解。

学生分组讨论，分享自己的观点和感受。

4.语法教学教师通过例句讲解如何使用本课的句型。

学生进行句型练习，教师进行指导。

5.口语练习学生根据课文内容，模拟不同场景进行角色扮演。

教师进行点评，指导学生改进发音和表达。

6.课后作业学生完成课后练习，巩固所学知识。

四、教学反思1.本节课学生的参与度较高，课堂气氛活跃。

2.在生词教学中，教师应及时纠正学生的发音错误，提高他们的口语表达能力。

3.在阅读教学中，教师应引导学生关注课文细节，提高他们的阅读理解能力。

4.在口语练习中，教师应关注每个学生的表现，给予他们充分的指导和鼓励。

五、教学延伸1.举办一次关于身体语言的讲座，让学生更深入地了解身体语言在跨文化交际中的重要性。

2.创设更多真实的语言环境，让学生在实际生活中运用所学知识。

本节课通过学习身体语言这一主题，让学生了解到不同文化背景下身体语言的差异，提高了他们的跨文化交际意识。

在教学过程中，教师注重学生的参与和互动，培养了他们的口语表达能力和阅读理解能力。

英语：Unit 4 Body languange Period 1Reading优秀教案（新人教版必修4）The General Idea of This PeriodThis period includes Warming up,Reading and Comprehending of Unit 4.It introduces the body language from different countries.Students will enlarge their knowledge of body language by reading the text and communicating with their peer.Meanwhile the students can learn more body language from speaking,listening and acting.Students should think carefully about that body language have different meanings in different cultures.Students are encouraged to think about the purpose,forms and functions of body languages.Students will realize the importance to understand different body language in different cultures and they are alsoencouraged to use the body language appropriately.Teaching Important PointsHelp the students understand the passage better.Learn and master some important words and phrases in this period.Help the students to understand the details of the text byhelping them to accomplish the exercise and activities.Teaching Difficult PointsHow to help the students improve their reading ability andunderstand the passage better.How to master the important language points in this passage.How to help the students understand and use the body language appropriately.Teaching MethodsFast reading to get the general idea of the text.Careful reading to understand the passage better.Explanation to help the students master some language points.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching AidsA tape recorderThe multimediaThree Dimensional Teaching AimsKnowledge and SkillsTrain the students’ reading ability.Learn some useful words and expressions:major,local,represent,curious,introduce,approach,touch,cheek,stranger,spoken,express,action,likely,nod,general,avoidEnable the students to sum up the main idea of each paragraph.Enable the students to understand different body language indifferent cultures.Process and StrategiesAct-and-guess to make the students involve in the class actively.Fast reading to make them get the main idea of the passage.Feelings and ValueThe teacher may approach this part by asking them to act some body movement,which can not only help them get ready for the learning of the passage,but can acquaint them with different gestures in and outside China.Teaching ProceduresStep 1 Lead in1.Play a song to the students and ask them to act to the music.If You’re HappyIf you’re happy and you know it,clap your hands.(clap,clap)If you’re happy and you know it,clap your hands.(clap,clap)If you’re happy and you know it,and you really want to show it.If you’re happy and you know it,clap your hands.(clap,clap)2.Introuduce gesturesT:Boys and girls,why not move our bodies to get relaxed.Let’s do it together!I will say some words and you will act their meanings out.First,raise your hands.Ready?Go!(The teacher says out the wordsas follow and the students do the gestures.)Well done! Victory!Stop! Quiet!OK!3.Introduce the facial expressionsT:Good job!Now relax your face.Show the facial expression to express the following feelings.surprised angryfear joydisgust4.Intoruduce the posturesT:Excellent!Now relax your whole bodies.We are going to move our whole bodies.You are expected to do the movement with your partners.nodbowhug handshake5.Introduce the eye contactT:Well done!Now use your eyes to express your feelings in the following situations.Situation one:Suppose today is your birthday,you receive a very big present.It’s as big as you.So when you see the present,what’s your response?(answer:wide eyed)Situation two:Suppose you are walking on the street,some ugly guy comes up to you and wants to talk to you to get your telephonenumber.What’s your response?(answer:roll eyes)Situation three:Suppose you are walking on the street,some handsomeguy walks by you.What’s your response?(answer:wink)6.Summarize what’s body languageBody language is a form of communication without using any words and it can help us express our feelings.Now look at the picturesand guess what the man means by his body language?Come here!Bad!Good!Me?Good luck! I don’t know!Step 2 SkimmingT:First,I would like you to skim the text and find the names of the persons mentioned and the countries they come from.Time is limited to 2 minutes.Step 3 ScanningT:Now you have got all the characters in the text.For this time,I would like you to scan the text and find out the actions (body language) mentioned in the passage and then act them out in pairs.The following chart may help you find the movement.Time is limited to 4 minutes.Suggested answer:Step 4 Intensive ReadingAsk the students to look through the questions on the screen and read the text silently.Students are expected to find out all the answers by themselves.T:OK,boys and girls.You have done a good job.Now let ’s read paragraphs 2-3 and find out the mistakes by using different body languages.How do the mistakes happen?Time is limited to 4 minutes.After 4 minutes,ask the students whether they’ve got the answers.T:Now who would like to be the first one to tell me how many mistakes you have found?S1:There are two mistakes at the airport by using different body language.T:What’s the first mistake?And how does it happen?S2:Mr.Garcia from Columbia approaches Ms.Smith,touches her shoulder and kisses her on the cheek.Julia Smith from Britain steps backappearing surprised and takes a few steps away from Mr.Garcia.T:Good!Who would like to talk about the second mistake?S3:The second mistake happens between a Japanese and a Canadian.A Japanese bows to Mr.Cook and his nose touches Mr.Cook’s moving hand,when Mr.Cook from Canada reaches his hand out to the Japanese.T:Excellent!You have understood different body language in different cultures.Now let’s move on to paragraphs 3-6 and finishthe following true or false exercise.1.Englishmen often stand close to others or touch strangers as soon as they meet.2.Most people around the world now greet each other by kissing.3.Japanese will bow to others as greeting.4.People from Jordan will move very close to you as you introduce yourself to them.5.Some body languages in some countries are good while some countries’ body languages are bad.Suggested answers:1.F2.F3.T4.T5.FStep 5 Divide the passage and find the main idea of each part T:Now you have totally understood the passage.I would like you to divide the passage into 4 parts and sum up the main idea of eachpart.You can discuss in the group of four.After the discussion,ask some students about their opinion.T:OK,which group would like to share your idea with us?S:Part 1:Para 1.The main idea is you are sent to Pudong Airport tomeet business people.S:Part 2:Para 2-3.It mainly talks about the examples of learned or cultural “body language”.S:Part 3:Para 4-5.It tells us that different peoples have different body language.S:Part 4:Para 6.It’s the summary of body language.Step 6 Retell the storyT:Since you have read the text for three times,I guess you havetotally understood the text.Now let’s check whether you have comprehended the text.On the blackboard,it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words,you will have a complete summary of thetext.Now,I will give you 5 minutes to do this task.My boss has sent me to Pudong Airport to meet some _________ people from many parts of the world,who are interested in the_________ of business in China.The first one to arrive is Mr.Garcia from Columbia with Julia Smith,a British lady,_________ behind closely.I _________ them to each other andI’m _________ to see Mr.Garcia comes up to Ms Smith.Just then,a visitor from Japan,comes in and __________ when the Canadian,Mr.Cook __________ out his hand to him.It happens that Mr.Cook’s hand __________ the Japanese’s nose as he bows andthey both __________.So you see,people from __________ cultures may not __________ others in the same way.English people usually do not __________ very close to others or touchthe __________ as people from Spain,Italy and South American countries do.Most people around the world __________ hands whenthey meet while __________ people will bow.People from Jordan stand quite __________ to other men and shake hands and kiss others on the __________.In a word,body language differs indifferent cultures and is widely used in __________.Suggested answer:My boss has sent me to Pudong Airport to meet some business people from many parts of the world,who are interested in the development of business in China.The first one to arrive is Mr.Garcia from Columbia with Julia Smith,a British lady,following behind closely.I introduce them to each other and I’m surprised to see Mr.Garcia comes up to Ms Smith.Just then,a visitor from Japan,comes in and bows when the Canadian,Mr.Cook reaches out his hand to him.It happens that Mr.Cook’s hand touches the Japanese’s nose as he bows and they both apologize.So you see,people from different cultures may not greet others in the same way.English people usually do not stand very close to others or touch the strangers as people from Spain,Italy and South American countries do.Most people around the world shake hands when they meet while Japanese people will bow.People from Jordan stand quite close to other men and shake hands and kiss others on the cheek In a word,body language differs in different cultures and is widely used in communication.Step 7 Language Points FocusT:So much for the exercises.Now look through the passage again andsee if you have any language problems.S:I don’t know what’s the meaning of the sentence “Not all culturesgreet each other the same way,nor are they comfortable touching strangers or being too close or too far away.”?T:This sentence means “不是所有人都以同样的方式寒暄。

Unit 4 Body LanguageWarming Up, Pre-reading and ReadingTeaching goals1. Target Languagea. 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 & waysI. 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/5.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 do 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 speakand translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”Unit 4 Body LanguageVocabulary and Useful Expressions（一）明确目标1. Learn about the useful words and expression in the reading text.2. Learn how to use "had better", "should" and "ought to" while giving advice.3. Discuss the answers to all the exercises in the Students’Book.（二）整体感知Step 1 PresentationIn this class we’ll first go through the text and learn to use some language points. And then we’ll discuss the exercises together with each other.（三）教学过程Step 2 Language points in the reading text1>Like spoken language, body language varies from culture to culture.vary [用法]vt.1. 使不同;变更;修改2. 使多样化vi.1. 变化;呈多样化[(+in/on/with)][举例]He never varied his habits. 他从未改变过自己的习惯。

人教新课标英语必修教案Period 1ReadingThe General Idea of This PeriodThis period includes Warming up,Reading and Comprehending of Unit 4.It intr oduces the body language from different countries.Students will enlarge their knowledge of body language by reading the text and communicating with their peer.Meanwhile the students can learn more body language from speaking,listening and acting.Students should think carefully about that body language have different meanings in different cultures.Students are encouraged to think about the purpose,forms and functions of body languages.Students will realize the importance to understand different body language in different cultures and they are also encouraged to use the body language appropriately.Teaching Important PointsHelp the students understand the passage better.Learn and master some important words and phrases in this period.Help the students to understand the details of the text by helping them to accomplish the exercise and activities.Teaching Difficult PointsHow to help the students improve their reading ability and understand the passage better.How to master the important language points in this passage.How to help the students understand and use the body language appropriately.Teaching MethodsFast reading to get the general idea of the text.Careful reading to understand the passage better.Explanation to help the students master some language points.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching AidsA tape recorderThe multimediaThree Dimensional Teaching AimsKnowledge and SkillsTrain the students’ reading ability.Learn some useful words and expressions:major,local,represent,curious,introduce,approach,touch,cheek,stranger,spoken,express,action,likely,nod,gener al,avoidEnable the students to sum up the main idea of each paragraph.Enable the students to understand different body language in different cultures.Process and StrategiesAct-and-guess to make the students involve in the class actively.Fast reading to make them get the main idea of the passage.Feelings and ValueThe teacher may approach this part by asking them to act some body movement,which can not only help them get ready for the learning of the passage,but can acquaint them with different gestures in and outside China.Teaching ProceduresStep 1 Lead in1.Play a song to the students and ask them to act to the music.If You’re HappyIf you’re happy and you know it,cla p your hands.(clap,clap)If you’re happy and you know it,clap your hands.(clap,clap)If you’re happy and you know it,and you really want to show it.If you’re happy and you know it,clap your hands.(clap,clap)2.Introuduce gesturesT:Boys and girls,why not move our bodies to get relaxed.Let’s do it together!I will say some words and you will act their meanings out.First,raise your hands.Ready?Go!(The teacher says out the words as follow and the students do the gestures.)Well done!Victory!Stop!Quiet!OK!3.Introduce the facial expressionsT:Good job!Now relax your face.Show the facial expression to express the following feelings.surprised angryfear joydisgust4.Intoruduce the posturesT:Excellent!Now relax your whole bodies.We are going to move our whole bodies.You are expected to do the movement with your partners.nod bowhug handshake5.Introduce the eye contactT:Well done!Now use your eyes to express your feelings in the following situations.Situation one:Suppose today is your birthday,you receive a very big present.It’s as big as you.So when you see the present,what’s your response?(answer:wide eyed)Situation two:Suppose you are walking on the street,some ugly guy comes up to you and wants to talk to you to get your telephone number.What’s your response?(answer:roll eyes)Situation three:Suppose you are walking on the street,some handsome guy w alks by you.What’s your response?(answer:wink)6.Summarize what’s body languageBody language is a form of communication without using any words and it can help us express our feelings.Now look at the pictures and guess what the man means by his body language?Come here!Bad!Good!Me?Good luck!I don’t know!Step 2 SkimmingT:First,I would like you to skim the text and find the names of the persons mentioned and the countries they comeStep 3 ScanningT:Now you have got all the characters in the text.For this time,I would like you to scan the text and find out the actions (body language) mentioned in the passage and then act them out in pairs.The following chart may helpStep 4 Intensive ReadingAsk the students to look through the questions on the screen and read the text silently.Students are expected to find out all the answers by themselves.T:OK,boys and girls.You have done a good job.Now let’s read paragraphs 2-3 and find out the mistakes by using different body languages.How do the mistakes happen?Time is limited to 4 minutes.After 4 minutes,ask the students whether they’ve got the answers.T:Now who would like to be the first one to tell me how many mistakes you have found?S1:There are two mistakes at the airport by using different body language.T:What’s the first mistake?And how does it happen?S2:Mr.Garcia from Columbia approaches Ms.Smith,touches her shoulder and kisses her on the cheek.Julia Smith from Britain steps back appearing surprised and takes a few steps away from Mr.Garcia.T:Good!Who would like to talk about the second mistake?S3:The second mistake happens between a Japanese and a Canadian.A Japanese bows to Mr.Cook and his nose touches Mr.Cook’s moving hand,when Mr.Cook from Canada reaches his hand out to the Japanese.T:Excellent!You have understood different body language in different cultures.Now let’s move on to paragraphs 3-6 and finish the following true or false exercise.1.Englishmen often stand close to others or touch strangers as soon as they meet.2.Most people around the world now greet each other by kissing.3.Japanese will bow to others as greeting.4.People from Jordan will move very close to you as you introduce yourself to them.5.Some body languages in some c ountries are good while some countries’ body languages are bad.Suggested answers:1.F2.F3.T4.T5.FStep 5 Divide the passage and find the main idea of each partT:Now you have totally understood the passage.I would like you to divide the passage into 4 parts and sum up the main idea of each part.You can discuss in the group of four.After the discussion,ask some students about their opinion.T:OK,which group would like to share your idea with us?S:Part 1:Para 1.The main idea is you are sent to Pudong Airport to meet business people.S:Par t 2:Para 2-3.It mainly talks about the examples of learned or cultural “body language”.S:Part 3:Para 4-5.It tells us that different peoples have different body language.S:Part 4:Para 6.It’s the summary of body language.Step 6 Retell the storyT:Since you have read the text for three times,I guess you have totally understood the text.Now let’s check whether you have comprehended the text.On the blackboard,it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words,you will have a complete summary of the text.Now,I will give you 5 minutes to do this task.My boss has sent me to Pudong Airport to meet some _________ people from many parts of the world,whoare interested in the _________ of business in China.The first one to arrive is Mr.Garcia from Columbia with Julia Smith,a British lady, _________ behind closely.I _________them to each other an d I’m _________ to see Mr.Garcia comes up to Ms Smith.Just then,a visitor from Japan,comes in and __________ when the Canadian,Mr.Cook __________ out his hand to him.It happens that Mr.Cook’s hand __________ the Japanese’s nose as he bows and they both __________.So you see,people from __________ cultures may not __________ others in the same way.English people usually do not __________ very close to others or touch the __________ as people from Spain,Italy and South American countries do.Most people around the world __________ hands when they meet while __________ people will bow.People from Jordan stand quite __________ to other men and shake hands and kiss others on the __________.In a word,body language differs in different cultures and is widely used in __________.Suggested answer:My boss has sent me to Pudong Airport to meet some business people from many parts of the world,who are interested in the development of business in China.The first one to arrive is Mr.Garcia from Columbia with Julia Smith,a British lady,following behind closely.I introduce them to each other and I’m surprised to see Mr.Garcia comes up to Ms Smith.Just then,a visitor from Japan,comes in and bows when the Canadian,Mr.Cook reaches out his hand to him.It happens that Mr.Cook’s hand touches the Japanese’s nose as he bows and they both apologize.So you see,people from different cultures may not greet others in the same way.English people usually do not stand very close to others or touch the strangers as people from Spain,Italy and South American countries do.Most people around the world shake hands when they meet while Japanese people will bow.People from Jordan stand quite close to other men and shake hands and kiss others on the cheek In a word,body language differs in different cultures and is widely used in communication.Step 7 Language Points FocusT:So much for the exercises.Now look through the passage again and see if you have any language problems. S:I don’t know what’s the meaning of the sentence “Not all cultures gree t each other the same way,nor are they comfortable touching strangers or being too close or too far away.”?T:This sentence means “不是所有人都以同样的方式寒暄。

Period 1ReadingThe General Idea of This PeriodThis period includes Warming up,Reading and Comprehending of Unit 4.It intr oduces the body language from different countries.Students will enlarge their knowledge of body language by reading the text and communicating with their peer.Meanwhile the students can learn more body language from speaking,listening and acting.Students should think carefully about that body language have different meanings in different cultures.Students are encouraged to think about the purpose,forms and functions of body languages.Students will realize the importance to understand different body language in different cultures and they are also encouraged to use the body languagHelp the students to understand the details of the text by helping them to accomplish the exercise andHow to help the students understand and use the body lDiscussion to help the students understand better what they’ve learned and to use the knowledge they’veThree Dimensional Teaching AimsTrain the students’Learn some useful words and expressimajor,local,represent,curious,introduce,approach,touch,cheek,stranger,spoken,express,action,likely,nod,generEnable the students to understand different body language in differAct-and-The teacher may approach this part by asking them to act some body movement,which can not only help them get ready for the learning of the passage,but can acquaint them with different gestures in and outsideTeaching ProceduresStep 1 Lead inIf You’reIf you’If you’If you’re happy and you know it,and you really want to showIf you’re happy and you know it,clap your hands.(clap,clapT:Boys and girls,why not move our bodies to get relaxed.Let’s do it together!I will say some words and you will act their meanings out.First,raise your hands.Ready?Go!(The teacher says out the words as follow and the students do tWell done!Victory!Stop!Quiet!OK!T:Good job!Now relax your face.Show the facial expression to expresurprised angryfeardisgustT:Excellent!Now relax your whole bodies.We are going to move our whole bodies.You are expected to do thenod bowhug handshakeT:Well done!Now use your eyes to express your feelings in the following situations.Situation one:Suppose today is your birthday,you receive a very big present.It’s as big as you.So when you see the present,what’s yourSituation two:Suppose you are walking on the street,some ugly guy comes up to you and wants to talk to you to get your telephone number.What’Situation three:Suppose you are walking on the street,some handsome guy walks by you.What’s your6.Summarize what’sBody language is a form of communication without using any words and it can help us express our feelings.Now look at the pictureCome here!Bad!Good!Me?Good luck!I don’t know!Step 2 SkimmingT:First,I would like you to skim the text and find the names of the persons mentioned and the countries they comeStep 3 ScanningT:Now you have got all the characters in the text.For this time,I would like you to scan the text and find out the actions (body language) mentioned in the passage and then act them out in pairs.The following chart may helpStep 4 Intensive ReadingAsk the students to look through the questions on the screen and read the text silently.Students are expectedT:OK,boys and girls.You have done a good job.Now let’s read paragraphs 2-3 and find out the mistakes by usingAfter 4 minutes,ask the students whether they’T:Now who would like to be the first one to tell me how many mistakes yS1T:What’S2:Mr.Garcia from Columbia approaches Ms.Smith,touches her shoulder and kisses her on the cheek.Julia Smith fromT:S3:The second mistake happens between a Japanese and a Canadian.A Japanese bows to Mr.Cook and his nose touches Mr.Cook’T:Excellent!You have understood different body language in different cultures.Now let’s move on to paragraphs 3-1.English4.People from Jordan will move very close to you as you introduce yoursel5.Some body languages in some countries are good while some countries’ body languages are bad.Suggested answers:1.F2.F3.T4.T5.FStep 5 Divide the passage and find the main idea of each partT:Now you have totally understood the passage.I would like you to divide the passage into 4 parts and sum up theT:S:Part 1:PS:Par t 2:Para 2-S:Part 3:Para 4-5.It tells us that different peoples have different body languageS:Part 4:Para 6.It’s the summary of body language.Step 6 Retell the storyT:Since you have read the text for three times,I guess you have totally understood the text.Now let’s check whether you have comprehended the text.On the blackboard,it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words,you will have a complete summary of the text.Now,I will give you 5 minutes to do this task My boss has sent me to Pudong Airport to meet some _________ people from many parts of the world,who are interested in the _________ of business in China.The first one to arrive is Mr.Garcia from Columbia with JuliaSmith,a British lady, _________ behind closely.I _________them to each other and I’m _________ to see Mr.Garcia comes up to Ms Smith.Just then,a visitor from Japan,comes in and __________ when the Canadian,Mr.Cook __________ out his hand to him.It happens that Mr.Cook’s hand __________ the J apanese’s nose as he bows and they both __________.So you see,people from __________ cultures may not __________ others in the same way.English people usually do not __________ very close to others or touch the __________ as people from Spain,Italy and South American countries do.Most people around the world __________ hands when they meet while __________ people will bow.People from Jordan stand quite __________ to other men and shake hands and kiss others on the __________.In a word,body language differs in different cultures and is widely used in __________Suggested answer:My boss has sent me to Pudong Airport to meet some business people from many parts of the world,who are interested in the development of business in China.The first one to arrive is Mr.Garcia from Columbia with Julia Smith,a British lady,following behind closely.I introduce them to each other and I’m surprised to see Mr.Garcia comes up to Ms Smith.Just then,a visitor from Japan,comes in and bows when the Canadian,Mr.Cook reaches out his hand to him.It happens that Mr.Cook’s hand touches the Japanese’s nose as he bows and they both apologize.So you see,people from different cultures may not greet others in the same way.English people usually do not stand very close to others or touch the strangers as people from Spain,Italy and South American countries do.Most people around the world shake hands when they meet while Japanese people will bow.People from Jordan stand quite close to other men and shake hands and kiss others on the cheek In a word,body language differs in different cultures and is widely used in communication.Step 7 Language Points FocusT:So much for the exercises.Now look through the passage again and see if you have any language proS:I don’t know what’s the meaning of the sentence “Not all cultures greet each other the same way,nor are theyT:This sentence means “不是所有人都以同样的方式寒暄。

人教新课标英语必修4全册教案(Unit 4 Body Language) Unit 4 Bd LanguagePart ne: Teahing Design Teahing gals1 Target Languagea 重点词汇和短语isunderstand, siilar, faial, expressin, agreeent, an, hest, gesture, adult, punishb 重点句型或交际用语At ut the flling eanings, pleasePlease guess hat I eanPlease sh the atins, using bd languageN it is ur turn t sh the atin / gesturePlease use either spen rds r bd language t express ur ideasPlease use bth spen rds and bd language t express ur ideas2 Abilit galsa Enable the students t understand hat a ertain gesture f the bd language eans in a given situatinb Enable the students t at ut se eanings, requireents, requests r situatins given in the target languageEnable the students t express ith the target language the eanings given in bd language3 Learning abilit galsa Help the students learn h t express theselves in bd language hen neededb Help the students understand thers hen bd language is being usedTeahing iprtant pintsa Teah the students h t understand bd language used in different untries r ultures as ell as in different asinsb Teah the students h t use bd language in the st apprpriate asinsTeahing diffiult pintsa Enable the students t realize the iprtane f bd language in uniatin s that little r n isunderstanding a urb Let the students n that there is bth psitive bd language and negative bd languageTeahing ethdsa Individual r, pair r and grup rb Ating ut b iitatin, ie r ith gestures and bd veentTeahing aidsA puter, a pretr and se pituresTeahing predures ≈ asThe first perid reading(UNIATIN: N PRBLE?)AisT help students develp their reading abilit T help students learn abut bd language PreduresI aring uparing up b atingL at the list f interpretatin n the right side f the hart Perfr the atin r the nnverbal behaviur n the left sideExaples f Bd Languagearing up b defining—hat is bd language?II Pre-reading1 Ling and saingL at the an in the piture bel hat des he sa t u b his bd language?Basiall, h the d I n? r, I dn’t n nthin! The shulders are hunhed and the hands are pen signifing a big questin ar2 Taling and sharingBd language is the quiet, seret and st perful language f all!Arding t experts, ur nn-verbal language uniates abut 0% f hat e reall ean(vie tnalit ntributes 38%) hile rds theselves ntribute a ere 7%ur bdies send ut essages nstantl and ften e dn’t regnize that e’r lt re than e realizeur understanding and use f nn-verbal ues in faial expressin are failiar t usnearl fr birthIII Reading1 Reading alud t the rerdingN please listen and read alud t the rerding f the text UNIATIN: N PRBLE?Pa attentin t the prnuniatin f eah rd and the pauses ithin eah sentene I illpla the tape tie and u shall read alud tie, t2 Reading and underliningNext u are t read and underline all the useful expressins r llatins in thepassage p the t ur nteb after lass as her。

Period 2Learning about LanguageThe General Idea of This PeriodThis period will consolidate the words and expressions the students learnt in the reading part and deal with the grammar part:-ing form as the adverbial and the attribute.You will have systematic explanations of it and assign some exercises for the students to consolidate what they learn.Get the students to use the -How to help the students to use the -TeaQuestion-and-A multi-Three Dimensional Teaching AimsMaster the usage of the -Lead the studenIndividual work tSystematic explanation to help the students apply the -Get the students to apply the -Teaching ProceduresStep 1 RevisionT:Good morning,boys and girls!Last class I assigned you to collect some info rmation about body language inS:Different cultur es often have different forms of behavior by sending the same body signals.Nodding one’s head is generally meant to show agreement “yes”,but to Nepalese,Sri Lankans,some Indians and some Eskimos,it means not “yes”,but “no”.When an American rubs his nose,it may mean his disagreeing with someone or rejecting somethingT:Step 2 Useful words and expressionsT:You are expected to complete the exercises in Learning about language independently.Now let’s check the(Ask some students to the blackboard to write dowSuggested answers:1.local (are)2.represent3.approach4.major5.express6.curious7.general8.likely to (do something)Ex.2 on P1.major2.introduce3.body language4.general5.represent6.actions7.spoken8.likely to;express9.approach10.curious;avoids1.nod2.hug3.kiss4.shake5.smile6.clap7.slapPic 1:Pic 5:raise one’Pic 6:shrug one’Pic 8:shake one’Pic 11:scratch one’Step 3 Find sentencesT:OK,so much for the homework.Today,we are going to learn the v.-ing form used as adverbial and attribute.First,I will give you 4 minutes to read the text again on Page 25 and find out all the sentences with the v.-After 4 minutes,ask some students to read out the sentences they’T:OK,time’S:They are visitors coming from several countriesS:Four people enter looking around in a curious wayS:This is an exciting experience for you,so you stand watching and listeningS:You see her step back appearing surprisedS:The visitor from Japan comes in smiling at the same timeS:His nose touches Mr Cook’s moving handS:Not all cultures greet each other the same way,nor are they comfortable touching strangers or being too close ortoo far away.S:In the same way that people communicate with spoken language,they also express their feelings using unspoken “language” through keeping physical distance,actions or postureS:Most people around the world now greet each other by shaking hands,but some cultures use other greetings asS:She arrives hurrying,recognizes Mr Garcia’s smiling face,and then they shake hands and kiss each other twiceS:It is an interesting study and can help you avoid difficulty in communication.Step 4 Struc ture studyT:Today,we are going to learn the v.-ing as the attribute.It means that the v.-ing form is used as the adjective to modify a noun.In the above sentences,which sentences have the v.-S:They are visitors coming from several countries,who are interested in the development of business inS:This is an excitingS:His nose touches Mr Cook’s moving handS:She arrives hurrying,recognizes Mr Garcia’s smiling face,and then they shake hands and kiss each other twiceS:It is an interestingT:V ery good.You have totally understood the usage of v.-ing as attribute.Now,let’s learn more.Take the second sentence for example.Four people enter looking around in a curious way.In this sentence,the v.-ing describes the movement “enter”.So it’S:Four people enter looking around in a curious wayS:This is an exciting experience for you,so you stand watching and listeningS:You see her step back appearing surprisedS:The visitor from Japan comes in smiling at the same timeS:Not all cultures greet each other the same way,nor are they comfortable touching strangers or being too close or too far awayS:In the same way that people communicate with spoken language,they also express their feelings using unspoken “language” through keeping physical distance,actions or postureS:She arrives hurrying,recognizes Mr Garcia’s smiling face,and then they shake hands and kiss each other twice on each cheek.Step 5 Exercises for consolidationT:So far you have got a clear idea about the v.-ing as the attribute and adverbial.Now let’s do some exercises toconsolidate your understanding.Have a look at Ex.2 on Page 29.There are some verbs in the box.You have to use1.We were all nervous about the approaching2.Business leaders look very serious.They do not often have smiling3.The shaking4.It is exciting to watch competing1.My mother is a happy woman.She always gets up smiling2.After the dog fell in the lake,it climbed out shaking3.After we saw the comedy show,we left the theatre laughing4.The blind man walked touchingT:OK.So much for the textbook.Now have a look at the following sentences.There are some mistakes in the following sentences.You are required to find out the mistakes and correct them.I will give you 5 minutes to finishThe sentences with some mistakes:4.Generally speak,facial expressions are7.European football is played in 80 countries,made iAfter 5T:S:1.Not having seen the film,I can’S:S:3.Seeing from the topS:4.GenerallyS:5.“Can’S:S:7.European football is played in 80 countries,making it the most popular sport in the world.Step 7 Summary and HomeworkT:Today we have gone over the important words an d expressions in this unit.We’ve learnt the v.-ing form as the attribute and as the adverbial.I hope you’T:The Design of the Writing on the BlackboardUnit 4Body languagePeriod 2Learning about languagee4.Stru cture study (v.-Activi ties and ResearchThe teacher may first prepare some cards on which some words are written describing body movements.And then two students are needed to act-and-guess,that is,one is to act the body movements and the other may justReference for teaching动词-ing形式作定语和状语作定语1.动词-ing形式作定语,单个分词作定语时,放在所修饰的名词之前,说明其修饰名词的性质或特征，表示“供作……之用”和“……的”。