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Part 1 Warming Up, Pre-reading, Reading & Comprehending基础过关练Ⅰ.单词拼写1.The US recorded a sharp (减少) in foreign direct investment of 49 percent, while the European Union suffered a 71 percent drop.2.More and more students want to (搜寻)for a job in the city after graduation.3.It is (确定)that 5G technology will deeply transform our lives and our society.4.Students should learn to (克制) their feelings when getting along with others.5.Changes in farming methods have badly (影响) employment in the area.6.More than 3,000 local workers are (雇用) in the tourism industry.7.I would a it if you could clean the carpet and rub the table.Ⅱ.选词填空1.As we all know, many endangered species their natural enemies in this reserve.2.Not until we succeed in letting wildlife live can we smile in relief.3.These are the problems that controllers of free tax zones and businesscircles .4.Therefore, “haha point” refers to the certain threshold (临界点) where you can be amused and .5.The wild koalas are nearly .6.When she was told the insect biting her was not poisonous, shesmiled .7.Lots of animals are disappearing from the earth with people hunting them more and more often.Ⅲ.单句语法填空1.The trees form a natural (protect)against the sun's rays.2.The (lose) of some endangered animals will destroy the balance of nature.3.To our (relive), these endangered species are under the protection of the local government.4.China has been attaching high (important) to developing the seed industry to ensure food security.5.A vaccine is a (power)weapon against the pandemic.6.To our joy, Chang'e 5 returned to the earth with lunar soil (successful).7.The heavy schoolwork burden is (harm)to teenagers' health.Ⅳ.课文语法填空Daisy had always longed to help endangered species of wildlife. One day she woke up and found a 1 (fly)carpet. She asked it to take her to a 2 (distance)land where she could find the animal that gave fur to make her sweater. At once the carpet flew away and took her to Tibet 3 Daisy saw an antelope looking sad. The antelope told her that they were being killed for the wool and that as 4 result, they were an endangered species.Then the carpet took Daisy to Zimbabwe where Daisy found that she 5 (watch)by an elephant. The elephant told Daisy that farmers used to hunt them 6 mercy, but afterwards the government took some measures 7 (save)the wildlife. The carpet rose again and almost at once they were in a thick rainforest. She was amazed to find a monkey protecting 8 (it)from mosquitoes by rubbing a millipede insect over its body. The insect contains a 9 (power)drug which affects mosquitoes.When Daisy woke 10 , everything disappeared, but Daisy learned a lot. 1. 2. 3. 4. 5.6. 7. 8. 9. 10.能力提升练Ⅰ.阅读理解A(2021河南名校联盟高一上期中,)New research suggests that human beings may have been partly responsible for the disappearance of cave bears thousands of years ago, when the plant-loving animals lived. Some experts believed that the cooling climate during the Ice Age was to blame for their extinction.Scientists reported last week they had studied genetic data from 59 cave bears. Their bones were recovered from seven countries: France, Germany, Italy, Poland, Serbia, Spain and Switzerland. From the genetic information, the scientists noted a decrease in the cave bear population beginning about 50,000 years ago. That is around the time of the arrival of Homo sapiens (现代人), or modern humans, in Eastern Europe. The researchers said they observed a sharp drop in the bears' numbers about 40,000 years ago. That coincides with(与……同时发生) the spread of Homo sapiens throughout Europe.The animals disappeared about 20,000 years ago. The cave bear lived in the Ice Age at the same time as other now extinct creatures. The bear was as big as a modern polar bear, but ate only plants. It appears often in prehistoric(史前的) cave paintings.There has been a scientific debate about what led to the extinction of the cave bear. Some scientists believe that the climate change greatly reduced the plants they needed, while others have blamed it on human activities, including hunting and taking over the caves where the bears gave birth and slept during winter. The bear's population remained largely unchanged for long periods before climate cooling, including during two noticeably cold periods and other cooling events.Homo sapiens appeared in Africa more than 300,000 years ago and later moved to other areas. The study offered new evidence that the arrival of Homo sapiens led to ruin for many kinds of animals across Eurasia, the Americas and Australia.1.How did scientists research on cave bears?A.By studying the bones found in some countries.B.By observing the paintings on the cave walls.C.By being told from generation to generation.D.By do research on the polar bears.2.When did the cave bear die out?A.About 50,000 years ago.B.About 40,000 years ago.C.About 20,000 years ago.D.More than 300,000 years ago.3.What can we learn according to the fourth paragraph?A.Sudden change in climate made cave bears die out.B.Cave bears couldn't adapt to the cold environment as quickly as possible.C.The loss of cave bears' habitats caused damage to their existence.D.Cold periods were very common thousands of years ago.4.Which of the following is the best title for the passage?A.Humans Are Perhaps Partly to Blame for Cave Bears' DisappearanceB.Homo Sapiens Hunting Kinds of Animals across EurasiaC.A Debate about Why Cave Bears Suddenly DisappearedD.Scientists Studied Bones Discovered in Seven CountriesB(2021河北邢台高一上期中,)It is widely believed that biodiversity (生物多样性) is promoted to save species. But in reality species exist only as part of ecosystems and cannot survive unless their ecosystems are protected along with the diversity they contain as much as possible.Protecting habitats is important for keeping biodiversity. In 2003, over 102,000 habitats covering nearly 19 million square kilometres, or 11.5% of theworld's land surface,were under some form of protection. Though this has been a great improvement since 1962, when just l,000 protected habitats were listed, it is still not considered enough to stop the ecocide that is endangering the world's biodiversity.For a number of environmentalists, protecting the world's 25 biodiversity hotspots(热点地区) is critical to saving habitats and species. But many hotspots are endangered already, having lost up to three-quarters of their original plants.The poor state of most biodiversity hotspots results directly from population growth and migration(迁移) into these areas. A study found that by the mid-1990s around 1.1 billion people had lived in these hotspots. Moreover, the annual population growth rate in these areas was 1.8%, higher than the global average of 1.4%. The PAI report concluded that human-related environmental changes would continue to put pressure on hotspots. Therefore, keeping biodiversity requires paying close attention to population size.Protecting hotspots is not simply a matter of putting up fences or employing guards. The best results will be achieved when local people are educated about the value of wildlife, and actually gain a share of the benefits from eco-tourism. Only then do they have a chance to see the benefits of protecting hotspots.5.What can we infer from Paragraph 1?A.The loss of any species can affect humans.B.Endangered species are paid more attention to by humans.C.Species can still survive when their ecosystems are destroyed.D.Ecosystem protection is as important as diversity protection.6.What does the underlined word “ecocide” in Paragraph 2 mean?A.Ecosystem protection.B.Reduction in the number of species.C.Serious damage to habitats.D.Habitat protection.7.What's the direct cause of the terrible state of the hotspots?A.Population growth in hotspots.B.Migration out of these areas.C.Global warming.D.The global average population growth rate.8.What's the author's opinion on protecting the hotspots?A.It's simple to carry out.B.It leads to the increase in tourists.C.It's closely connected with local people.D.It suggests that the local people be well educated.Ⅱ.七选五(2020山东德州高一上期末,)China has made great improvements in environmental protection during the past 70 years. 1 Each species on Earth has a role to play in the ecosystem.In recent decades,a series of wildlife-protection movements has been carried out by the central government. 2 The giant panda and the crested ibis(朱鹮) are among these successful stories.The giant panda used to have a population of 1,114 in the 1970s. It now totals 1,864 thanks to 52 protection areas. 3 By the end of last year, seven of the nine released pandas had survived in the wild. 4 In 1981,only seven crested ibises were found in Yang County,Shaanxi Province.Since then,breeding programs have helped the population reach 2,000. China has even sent crested ibises to Japan and South Korea in recent years to help with the species' survival.5 Key projects will be continually carried out to improveprotection,including making the lists of wild animals and plants under State protection,and also fighting against illegal wildlife trade, which includes the ivory(象牙)trade.A.Another species was once thought to be extinct.B.Protecting wildlife is, without doubt, an important part.C.China will continue its efforts in the wildlife protection.D.People call for immediate protection of the remaining species.E.Scientists have worked to feed pandas and then release them into the wild.F.As environmental damage has increased, signs of change have appeared around the world.G.Several species in danger of extinction have made impressive progress thanks to the methods.1. 2. 3. 4. 5.答案全解全析Part 1 Warming Up, Pre-reading, Reading &Comprehending基础过关练Ⅰ.1.decrease 2.hunt 3.certain 4.contain 5.affected6.employed7.appreciateⅡ.1.are being protected from 2.in peace 3.pay close attention to 4.burst into laughter 5.dying out 6.in relief 7.in danger ofⅢ.1.protection考查名词。
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”。
Period One Warming Up & ReadingⅠ.用适当的介、副词填空1．We would take them first ________ their dormitories and then ________ the student canteen.2．After half an hour ________ waiting ________ their flight to arrive，I saw several young people enter the waiting area looking ________ curiously.3．After I met them and then introduced them ________ each other，I was very surprised.4．________ the same way that people communicate ________ spoken language，they also express their feelings using unspoken “language” ________ physical distance，actions or posture.5．Then Akira Negata ________ Japan came ________ smiling，together ________ George Cook from Canada.6．As they were introduced，George reached his hand ________ to the Japanese student.7．When we met yesterday，he moved very close ________ me as I introduced myself.8．When Darlene Coulon from France came dashing ________ the door，she recognized Tony Garcia’s smiling face.9．They shook hands and then kissed each other twice ________ each cheek.10．Ahmed Aziz，________ the contrary，simply nodded ________ the girls.Ⅱ.佳句翻译与仿写1．After half an hour of waiting for their flight to arrive，I saw several young people enter the waiting area looking around curiously.翻译____________________________________________________________________ ________________________________________________________________________ 仿写(1)他站在那里时看到两个人进入了超市。
人教版_高中英语1 _必修_ Unit 4 Earthquakes 教学设计——Period 1 Warming up and Reading【Teaching Material】This unit is about natural disasters through the world and china, as we know, has a particular problem with earthquakes. In the last century five of the ten worst earthquakes happened in China. Although it is important for students to understand the dangers people face in a quake, it is just as important for them to realize that there are things that can be done to minimize the damage caused by quakes. For this reason, this unit keeps a positive tone or outlook. It includes exercises and tasks that enables students to think about how to avoid quakes, or at least some of the damage they can cause. This unit also lets them role-play community work that deals with disaster relief. As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.【Teaching goals】Knowledge aims:1. Get the students to learn the following useful new words and expressions in this passage.2. Know basic knowledge about earthquakes.Ability aims:Develop the students’ ability and let them learn different reading skills.Get the students collect the information from the internet by themselves.Emotional aims:Get the students to be aware of the terrible disasters, meanwhile get them to face it, treat it in a proper way, and never get discouraged.【Teaching important points】1. Get the students to learn about Tangshan Earthquake.2. Get the students to learn different reading skills.【Teaching difficult points】Develop the students’ reading ability.【Teaching methods】1. Task-based teaching and learning.2. Fast reading, intensive reading3. Discussion.【Teaching aids:】CAI课件, A tape recorder【Teaching procedures】Step 1 Warming upWarming up by lookingShow Ss some pictures about natural disasters and ask them two questions.1. Can you tell some natural disasters?(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake)2. Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; all the buildings will fall down; many people will die; many children will become orphans.)Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures.(Beautiful cities; broad roads; tall building; large population...)What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes? Now let’s come to Pre-reading and decide what may happen before an earthquake comes.Step 2 Pre-readingImaging and sharingImagine there is an earthquake now. Your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Is it money, water, fruits, mobile, phones, a torch light, or anything else? Why?Talking and sharingWhat are the signs of an earthquake? Talk about the pictures on Page 25.(e.g. Cows, pigs and dogs become too nervous too eat. The mice will run out of the fields looking for places to hide. The water in the wells will rise and fall. Walls of the wells in village will have deep cracks. There will be bright light in the sky….) Step 3 ReadingTell the students: Today, we are going to read a news report about the strongest earth-quake in China’s history, which happened in Tangshan, Hebei, in 1976.1. Fast readingAsk the students to read the passage quickly.1) Answer some questions.Ask the students to read the passage quickly and pay attention to the first sentence of each paragraph.2) Find out the topic sentences of each paragraph and get the general idea of the passage.3) Do some true or false exercises.Ask the students to decide whether the following statements are true or false. If it is false, try to correct it.2. Reading carefullyAsk the students to read the passage carefully to lacate particular information.1) Do the exercises in the part Comprehending on Page 27.2) Do some multiple choices.3. Language problemsWhile checking the answers with the whole class,deal with any language problems that the students can’t understand.4. Reading aloudPlay the tape of the passage for the students to listen and follow. Then play the tape of Paragraph 1 of the passage once more; this time the students listen and repeat.Step 4 GameWork in pairs. Supose you are a newspaper reporter, and other is a witness of the 1976 Tangshan Earthquake. Now the newspaper reporter is interviewing the witness.Step 5 DiscussionHow can we protect ourselves in the earthquake?Earthquake Survival TipsDriving --- pull over and stay in your car.In a building--- get near a strong wall / The corner of the room is the safest.Having classes--- listen to the teacher’s instruction, protect their heads and hide under the desks.On buses--- Grasp the handles to avoid being injured; lower the center of gravity; hide near the seats; get off after the earthquake passed.Step 6 HomeworkP review the reading “A Night the Earth didn’t Sleep” and learn new words of this unit.。
2019-2020年高中英语 Unit4 Global warming参考译文新人教版选修6在20世纪期间，地球温度大约升了华氏1度。
这个数值对你我来说很可能是无所谓的，但是，跟多数自然变化相比较而言，这却是种快速的增长。
这种温度的增长是怎么产生的呢？“关爱地球”组织的索菲·阿姆斯特朗就在探究这些问题。
毫无疑问，地球是在变暖。
但是全球变暖的原因是人为的呢，或者仅仅是一种自然现象呢？对于这个问题存在着激烈的争辩。
许多科学家认为，人们为了生产能量而燃烧化石燃料（如煤、天然气和石油等），从而引起了地球温度的升高。
这个升温过程的副产品就叫做“温室”气体，其中最重要的就是二氧化碳。
贾尼丝·福斯特博士解释说：“你知道，有一种科学称之为‘温室效应’的自然现象。
这种现象发生在大气层中少量的气体（如二氧化碳、甲烷、水蒸气等）吸收太阳的热量，因而，使地球变暖。
如果没有这种‘温室效应’，地球的温度将比现在的温度还要低33摄氏度左右。
因此，我们需要这些气体。
而当我们因为燃烧化石燃料而使大气层中增加了大量额外的二氧化碳时，问题就来了。
二氧化碳含量的增加意味着更多的热量被困在大气层中，从而引起了全球温度上升。
我们知道，在过去100~150年期间，二氧化碳的含量急剧增加了。
有一位名叫查尔斯·奎林的科学家曾经把1957~1997年期间大气层中二氧化碳的含量做了精确的统计。
他发现，在这些年里，大气层中的二氧化碳含量从百万分之三百一十五上升到百万分之三百七十。
所有科学家都接受这个数据。
他们还认为，正是由于燃烧的化石燃料越来越多而导致了二氧化碳的增加。
然而，科学家们在对待这个问题的态度上却是大不相同的。
贾尼丝·福斯特博士说，在今后的100年里，全球变暖的量可能低到1~1.5摄氏度，但是也有可能高达5摄氏度。
有多么糟糕呢？有人认为，全球变暖会导致海平面上升好几米；也有人预言会出现严重的风暴、干旱、饥荒、疫病和物种的绝灭。
课时跟踪检测(二)Warming Up & Reading — Language PointsⅠ.单词拼写或用所给单词的正确形式填空1．You can select five things that represent (代表) Chinese culture. 2．Her major (主修的) subject is chemistry.3．What flights (航班) are there to Beijing tomorrow？4．We often practise spoken English in our dormitory (宿舍)．5．As I approached (接近) the house, I noticed a light on upstairs.6．We need more troops to defend (defence) our country against attack. 7．I benefited much from my association (associate) with him.8．The majority (major) of people seem to prefer TV to radio.9．Downing Street issued a statement (state) late last night.10．I don't want any misunderstanding (misunderstand) between us.Ⅱ.选词填空He was_curious_about how she would react.2．She is_likely_to come by air tonight, but I'm not sure.3．My son majors_in economics at university.4．To our surprise, he is in_association_with a murder case.5．We all think that he likes his new job, but on_the_contrary,_he doesn't. 6．To defend the town against attacks, many soldiers lost their lives. 7．A dog dashed_out_of the gate and came at me.8．In_general,_physics is difficult for some students.Ⅲ.完成句子1．His fans_represented_him_as/to_be a true hero.他的粉丝宣称他是真正的英雄。
Section_ⅡWarming Up & Reading — Language Points根据英文释义和首字母提示写出单词1．mistaken (adj.)be wrong about something that you thought you knew or saw 2．betray (vt.)to be disloyal to someone who trusts you so that they are harmed or upset3．condemn (vt.)to say very strongly that you do not approve of something or someone, especially because you think it is morally wrong4．acquaintance (n.)person whom one knows but who is not a close friend5．remark (n.) thing said or written as a comment; observation6．fortune (n.) chance, esp. regarded as a power affecting people’s lives; (good or bad) luck1．adaptation n．适应(性)；改编本[教材原句] This play by George Bernard Shaw is an adaptation of a classic Greek story.乔治·伯纳德·萧的这个剧本改编自一个经典的希腊传说。
①Our company’s adaptation to shifting consumer tastes has been a great success.我们公司适应了顾客不断变化的口味，取得了很大的成功。
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。
