高考英语总复习自学学案：必修4 Unit 4 Body language(人教版)

人教版高中英语必修四unit4Bodylanguage教案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.。

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。

人教版人教版必修4 Unit4 Body language 单元复习学案1.Yesterday, another student and I, representing our university’s student association, went to the Capital International Airport to meet this year，s international students. (P26)昨天，我和另一个同学代表我们大学的学生会去首都国际机场迎接今年的国际学生。

◆词语归纳represent v.代表,体现，表达(意见，观点等)representation n.描绘，表现，陈述representative adj.典型的，代表性的n.代表，代理人即学即练根据括内的汉语提示完成句子。

(1)The dove_____________________.（象征和平）(2)Why do you__________________?（把这事说成这样）(3)I suggest that we establish Mr. Jeffrey _____________ . (作为我们的代表)答案：(1)represents peace (2)represent the matter in this way(3)as our representative2.The first person to arrive is Tony Garcia from Columbia, closely followed by Julia Smith from Britain.(P26)第一个到达的是从哥伦比亚来的托尼·加西亚，随后紧跟着的是英国的朱莉娅·史密斯。

◆词语归纳follow (1)vt. 跟随，接着(2)vt.遵循，听从，领会，依照……行事the following day 第二天as follows 如下即学即练根据括内的汉语提示完成句子。

Unit 4 Body language三言两语1．Last week，I had an interview withProfessor Zhang，an expert on reading bodygestures，concerning the issue of bodylanguage.2．Body language can help us not onlyreveal the message and secrets hiddenbehind but also better communicate withothers.3．I found that the first impression beginswith a handshake that sets the tone of restof the interview.1．盯着别人的脸看是不可取的，这样会引起别人的厌恶。

It is not suggested that we fix our eyeson others' faces，which would arousepeople's dislike．2．他的话表明这种交流方式很重要，我们应该更多地使用肢体语言。

What he had said suggests that the meansof communication is so important that weshould use more body language.[单词拼写应用]核心单词1．dormitory n．宿舍2．major adj.主要的3．approach vt.&vi.接近；靠近；走近n．接近；方法；途径4．likely adj.可能的5．hug vi.&vt.拥抱6．function n．作用；功能；职能vi.起作用；运转7．represent vt.代表；象征[语境运用] 用所给词的适当形式填空1．At the meeting they discussed three different approaches(approach) to the study of mathematics.2．Linda and I，representing (represent) our class，will takepart in the contest to be held this weekend.3．The couple hugged (hug) each other when they heard theexciting news.4．The doctor will give you some medicine to ease (ease) yourpain.5．According to the recent survey，cancer is the leading causeof death among young adults (adult) in this area.9．trueadj.真实的→truly adv.真实地；真诚地；真正地→truth n．真实；真理阅读单词1．flight n．飞行；航班2．cheek n．面颊3．dash vi.猛冲；突进4．crossroads n．十字路口5．facial adj.面部的6．false adj.错误的；假的7．fist n．拳头8．yawn vi.打呵欠9．subjective adj.主观的10．rank n．等级；军衔11．posture n．姿势，体态12．employee n．雇员13．frown vi.皱眉；蹙额14．misread vt.读错；误解15．respectful adj.恭敬的1．(2019·北京卷)She also approached dentists to learn more about teeth cleaning.联系；接洽2．(2019·全国卷Ⅲ) “This indicates that there is a certain way quantity is represented in their brains，” Dr.Livingstone says.描绘；展现3．(2018·全国卷Ⅰ)Over the years, there have been a number of different techniques to help designers approach this important point.着手处理[短语多维应用]高频短语1．be curious about 对……感到好奇的2．get close to接近；靠近3．as if好像4．turn one's back to背对5．lose face丢脸[语境运用] (填入一个适当的词)When I went to the USA for the firsttime，I was curious ①about everythingaround me.I found it difficult to makemyself understood.It looked as ②if Ihad been in a new world.Therefore，I wasunwilling to communicate with othersin case I lost ③face. 6．defend...against防御；保卫……以免受[语境运用] (填入一个适当的词)As is known to us，people communicate7．on the contrary相反地8．be likely to 很可能……；有希望……9．in general总的来说；通常10．at ease舒适；快活；自由自在with each other in body language as well as spoken language.When you find your friend is depressed，you'd better not ignore him；④on the contrary，you should give him a smile to cheer him up and at that moment the smile will put him ⑤at ease.If some foreigners ask you the directions，you can use body language to make them understand.⑥In general，body language is as important as spoken language.教材原句背诵句式仿写应用1．the first/last (one/person)to do sth.意为“第一个/最后一个做某事的人”The first person to arrive was Tony Garcia from Colombia，closely followed by Julia Smith from Britain. (全国卷Ⅰ)1931年，Addams成为第一个赢得诺贝尔和平奖的美国女性。

高中英语必修四导学案UNIT4 Body languageWarming up and reading Learning aims1.Learn the new words2.Understand the meaning of BL一. Learning difficulty point and important point1.Grasp important words2.Improve the reading skills三．Learning ProceduresStep1.Warming up1.Look at the pictures below.What are these people communicating?2.What are the following facial expressions?3.What do people in different countries usually do when meeting?Step2.Pre-reading1. What is the purpose of language?2. How can you tell someo ne’s feelings even if they do not speak?3.What would you do if you need the other’s help urgently while you two speak different languages?4.What do you think “body language” means?5.What is body language?Step3.Reading1.Learn new words :local . represent. approach .major. express. curious .general .avoid .misunderstanding .close . see sb do. likely to do . in defence .2.SkimmingDivide the passage into four parts and find out the main idea of each part. Part 1 : (Para1):Part 2: (Para 2 and 3) :Part 3: (Para 4 and 5):.Part4:(Para6)How do different international students behave when they greet people? Complete the chart with information from the passage.【归纳小结】 Body language is different/ varies from culture to culture. Not all members of all cultures behave in the same way. We should try to understand and respect ea ch other’s culture in order to make good communication.Reading – III ( 3m )【当堂训练】 Decide if the following statements are true (T) or false (F).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 language are bad.6. People from different countries may have a major misunderstanding while greeting each other.7. The physical distance from each other that people are comfortable with generally depends on the culture.8. All members of a culture behave in the same way.Choose the best answer.1. What did the writer go to the Capital International Airport for yesterday?A. To see off his friend.B. To meet international students.C. To buy a flight ticket.D. To meet some visitors coming from several countries.2. Where is Tony Garcia from?A. Britain.B. Japan.C. Colombia.D. Canada.3. From Paragraph 2 we know that Japanese prefer to ____ when they are introduced to others.A. bowB. shake handsC. kiss each otherD. touch others’ shoulders4. According to the text, men from the Middle East often ____.A. nod heads and wave hands to girlsB. touch others’ heads when they first meetC. kiss each other twice on each cheek when they are introduced to othersD. stand quite close to other men when they talkAnswer the questions.1. Why are the international students coming to China?2. Why is Julia Smith surprised?3. Why did the author move back from Ahmed Aziz?4. What do French people often do when they meet people they know?6. Is the author of this passage male or female? How do you know?Step4.Homework:. Recite the new words in the text.2. Go over “Learning about language” 1. 2. And 3 on P27-28.课堂小结：。

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Unit 4 Body language身体语言晨读·记忆A MisunderstandingIn general，spoken statements are the major way of communication, but body language and facial expressions also have such kind of function。

For example，yawning means being not interested and turning one’s b a ck to someone or swinging your fist shows your anger。

But what those gestures really mean is subjective in different cultures。

Thus，misunderstandings happen now and then in today's world of cultural crossroads.Once，representing the Adult s’ Education Association, I went to the airport to meet an official of high rank from Columbia and take him to his dormitory and then to the canteen. After the flight arrived， I saw a man looking around curiously. So I approached to greet him. He suddenly dashed to hug me and kissed me on both cheeks. As a young girl, I felt truly embarrassed and put up my hands to defend myself. His false smile told me that he had lost face.Later, I received a cassette from him， in which he recorded his apology。

人教版高中英语必修4教案Unit 4 Body languageThe first period: Warming up and ListeningThe unit gives a general view of body language in a variety of situation. Body language is generally defined as the use of posture, gestures, and facial expressions that communicate attitudes, emotions and reactions. Verbal language expresses words, but body language expresses meaning and emphasis. In many cases, body language is in fact more powerful in expressing than verbal language is. V erbal language can be controlled more easily than body language, and can be used to detective and to misinform. It is important for students to understand their own body language and that of others. The two very general areas discussed in the unit are culture body language and personal body language. Both of these are in fact determined to some extent by social and cultural practices. Students should be encouraged to consider the differences between Chinese body language and Western body language and to think of what they have observed in films and in the behavious of foreign visitors. They should also be aware of the effect of their own body language (the messages they may be sending without knowing it).Teacher can show students some pictures to lead in the topic of the unit and have a free talk with them about body language. Then turn to Warming up, It provides two activities which will introduce students to the idea of body language and the ways they can communicate without speaking.The reading passage titled Communication: No Problem? introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although it may seem strange to them, all cultures should be respected.Important points:Let students read the passage and learn about cultural differences and intercultural communication.Get students to learn different reading skills, especially the reading ability of understanding implied meaning of the author.Difficult points:Enable students to understand the passage and know about cultural differences and international communication.Let students learn how to use different reading skills for different reading purpose.Knowledge aims: some useful words and expressions: statement, greet, represent, association, dormitory, canteen, flight, curious, curiously, Colombia, approach, cheek, defend, defence, major, misunderstanding, misunderstand, Jordan, dash, adult, spoken, unspoken, Spanish, Italy, likely, crossroads, defend against, be likely to, in general Function:1. Prohibition and warning(禁止和警告)Always stay…..Do not…….Stop!Keep away from……Go away. Don`t enter here.Watch out！Look out!Be careful!Be quiet!You may not…..You will be fined 2000 yuan.Don`t smoke here!Be careful! Don`t slip.2. Obligation (义务和责任)You must……You should never…….You will be……You will have to….You will need to…..Grammar:动词的-ing形式作定语和状语（the –ing form as the attribute and adverbial）Step 1 Leading inThe passage introduces some examples of cultural body language in greeting people. Students should know that public behaviour is different in various cultures, and that although some behavious may seem strange to them, all cultures should be respected. They should also know that there may be actions that they think are impolite or not respectful but are ordinary practices in other cultures.This unit is not a lesson in international courtesy but may help students understand that not all people express themselves the same way. The passage also introduces some grammatical structures which require attention.1. Play a song to students and ask them to act to the music.If you are happyIf you are happy and you know it, clap your hands.If you are happy and you know it, clap your hands.If you are happy and you know it, and you really want to show it.If you are happy and you know it, clap your hands.2. Introduce gestures.3. Introduce the facial expression.4. Introduce the postures.5. Introduce the eye contact.Ask students to use eyes to express their feelings in the following situations.Situation 1: Suppose today is your birthday, you receive a very big present. It is as big as you. So when you see the present, what is your response?Situation 2: Suppose you are walking on the street, some ugly guy comes to you and wants to talk to you to get your telephone number. What is your response?Situation 3: Suppose you are walking on the street, some handsome guy walks by you. What is your body language?6. Summarize what is body languageBody language is a form of communication without using any words and it can help us express our feeling. Ask students to look at the pictures and guess what the man means by his body language?Step 2 Skimming1. Ask students to read the text quickly and find the names of the personsStep 3 ScanningAsk students to read the text carefully and find out the action mentioned in the passage and then act them out in pairs. Show the following chart to help them find theStep 4 Intensive reading1. Ask students to look through all the questions in Exercise 2on page 27 and read the text silently to answer these questions by themselves.2. Ask students to read Paragraph 1-3 and find out the mistakes by using different body languages. How do the mistakes happen? (There are two mistakes: The first is 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. The second mistake happens between a Japanese and a Canadian. Akira Nagata 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.)3. Ask students to read Paragraphs 4-5 and finish the following true or false.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.(The answers: FFTTF)Step 5 Discuss and divide the passageAsk students to work in pairs to divide the passage into 4 parts and sum up the main idea of each part. Then get some of the groups to share their answers.Part 1(para 1): the main idea is that you are sent to Capital International Airport to meet students.Part 2(paras2-3): it mainly talks about the examples cultural “body language”.Part 3(para 4): it tells us that different people have different body language.Part 4(para 5): it is the summary of body language.Step 6 ConsolidationMy university has sent me to the Capital International Airport to meet some international students from many parts of the world, who are coming to study at Beijing University in China. The first one to arrive is Mr Garcia from Columbia with Julia Smith, a British lady, following behind closely. I introduced them to each other and I am surprised to see Mr Garcia comes up to Ms Smith. Just then, Akira Nagata from Japan, comes in and bows when the Conadian, Mr Cook reaches out his hand to him. It happens that Mr Cook`s hand touches Akira Nagata`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 whey 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.Body language is used by people for sending messages to one another. In many countries in the world, men kiss each other when they meet. In Britain, people usually shake hands when they need someone for the first time. They are not comfortable touching strangers. French people kiss each other hello and goodbye on the check more often than the British people. People from Arabian countries stand closer than people from Britain when they are talking. They might move very close to you as you introduce yourself to them. Body language is very general and not all members of all countries behave the same way. Using body language in a correct way will help you to better communication with other people.Step 7 HomeworkGo over the text and learn the useful new words and expressions by heart.Finish the exercises in Comprehending on page 27.Read the passage again and collect the information about body language in different cultures mentioned in the text.The second period: Learning about language: Important language pointsThe emphasis of this period will be put on the important new words, expressions and sentence patterns in the parts Warming up, pre-reading, Reading and Comprehending.Important points:Enable students to grasp the usage of such important new words and expressions as represent, approach, defend, be likely to, in general, etc.Get students to master the patterns “…. I saw several young people enter the waiting area looking around curiously.”And “Not all cultures greet each other thesame way, nor are they comfortable in the same way with touching or distance between people.”Difficult points:Let students learn the usage of the words: approach, be likely toGet students to understand some long and difficult sentences.Step 1 RevisionCheck the homework exercises.Ask some students to retell the passage Communication: No Problem?.Step 2 Practice for useful words and expressions1.represent: stand for or be a symbol or equivalent of sb. / sth. symbolize; be anexample of sth.We chose a committee to represent us.What does Y represent in this equation?This design represents a major new trend in modern art.2. approach: come nearer or nearer to sb. / sth. in space or timeWe approached the museum.It is not allowed to approach the forbidden area.Few writers even began to approach Skakespear`s greatness.I find him difficult to approach.The approach of winter brings cold weather.All approaches were blocked.2.defence: defending from attack; fighting against attackThe country`s defences are weak.They decided to defend their country against enemies.Defend …. against / from: protect …. from….3. introduce….to….He introduced his friend to me.Yao Ming is a person who needs no introduction.4. dash: move suddenly or quickly; rushThe secretary dashed into the room, grabbed the file and ran out again.5. not…nor…..For a whole week hr did not write to her nor give her a call.I don`t like the film. Nor does he.I am going to work today and nor is Maisie.6. likely;be likely to : that is expected; probableThe train is likely to be late.She is the most likely to win the prize.It is likely that….It is likely that she will ring me tonight.7. as well (as sb. / sth.): in additionAre they coming as well?He grows flowers as well as vegetables.8. in general: mainly; mostly; usuallyIn general, her work has been good, but this essay is dreadful.I like game in general, and especially football.I am glad to find myself in general accord with your opinions.9. avoid:I quickly walked to the other side of the street to avoid meeting her.To avoid car hitting the little boy, he had to make a sharp turn.Step 5 Using words, expressions and patternsDo exercises in Using words and expressions on page 63.Step 6 HomeworkFinish off the homework exercises.Learn the new words and expressions by heart.英语国家常见的体态语言1. 付帐(cash): 右手拇指, 食指和中指在空中捏在一起或在另一只手上作出写字的样子, 这是表示在饭馆要付帐的手势.2. 动脑筋(use your brains)或机敏一点: 用手指点点自己的太阳穴.3. 傻瓜(fool): 用拇指按住鼻尖摇动其他四指或十指分开. 也常常用十指对着太阳穴转动, 同时吐出舌头, 则表示所谈到的人是傻瓜, 痴呆.4. “讲的不是真话”(lying): 讲话时, 无意识的将一食指放在鼻子下面或鼻子边, 表示别人一定会理解为讲话人“讲的不是真话”令人难以置信.5. 自以为是(complacent assertion): 用食指往上摁鼻子, 还可以表示“不可一世”().6. 叫人安静(quietness): 闭住嘴, 拇指横掠过双唇.7. “别出声”(stop talking): 嘴唇合上, 将食指贴着嘴唇, 同时发出“”.8. 侮辱和蔑视(insulting and scorning): 用拇指顶住笔尖, 冲着被侮辱者摇动其他四指的手势.9. 赞同(agreement): 向上翘起拇指.10: 祝贺(congratulation): 双手在身前嘴部高度相搓的动作.11. 威胁(menace): 由于生气, 挥动一只拳头的动作似乎无处不有. 也可以是因受挫折而双手握着拳使劲摇动的动作.12. “绝对不行”(absolutely): 掌心向外, 两手臂在胸前交叉, 然后张开至相距一米左右.13. “完了”(that`s all): 两臂在腰部交叉, 然后再向下, 向身体两侧伸出.14. “害羞”(shame): 双臂伸直,向下交叉, 两掌反握, 同时脸转向一侧.15. 打招呼(greeting): 英语国家的人在路上打招呼, 常常要拿帽子表示致意.现在一般已经化为抬一下帽子, 甚至只是摸一下帽檐.16. 高兴或激动(happiness and excitement): 双手握拳向上举起, 前后频频用力摇动.17. 愤怒或急噪(anger and enxiousness): 双手臂在身体两侧张开, 双手握拳, 也常常头一扬, 嘴里咂咂有声, 同时还可以眨眨眼睛或者眼珠向上和向一侧转动, 也可以愤怒, 厌烦, 急噪.18. 怜悯, 同情(pity): 头摇来摇去, 同时嘴里还说That`s too bad. 或者Sorry to hear it.19. “太古怪了”(too queer): 在太阳穴处用食指画一圆圈.The third period: Learning about language: GrammarThis teaching period mainly deals with the grammar: the –ing form as the attributive and the adverbial.Important points: get students to learn the use of the –ing form as the attributive and adverbial.Difficult points: enable students to learn how to use the –ing form as the attributive and the adverbial.Step 1 Revision1. Check the homework exercises.2. Translate the following sentences:他们的责任就是为国抗敌. (defend ….against…)学校离商店不远. (close to)他把朋友介绍给我. (introduce)我今天不去上班, 玛丽也不去. (not …. nor)这趟火车很可能晚点. (likely)总的来说, 她的作品不错, 不过这篇文章糟透了. (in general)Step 2 Leading in1. Tell students to turn to page 26 and read the passage carefully to find out the sentences in which –ing form are used.1). Yesterday, another student and I, representing our university`s student association, went to the Capital International Airport to meet this year`s international students.2). After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.3). I stood for a minute watching them and then went to greet him.4). She stepped back appearing surprised and put up her hands, as if in defence.5). Then Akira Nagata from Japan came smiling, together with George Cook from Canada.6). Just at that moment, however, Akira bowed so his nose touched George`s moving hand.7). When Darlene Coulon from France dashing through the door, she recognized Tony Garcia`s smiling face.8). In the same way that people communicate with spoken, they also express their feelings using unspoken “language”through physical distance, actions or posture.2. Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these –ing form is being used in the situation. Have them try to sum up the rule of the –ing form as the attributive and the adverbial.Step 3 Grammar learning动词-ing形式作定语和状语的用法一.作定语如果动词-ing形式出现在名词前后, 并修饰该名词, 一般动词形式作定语. 此时, 该定语可变为一个介词短语(这是动名词作定语)或定语从句(这是现在分词作定语)A sleeping car = a car for sleepingHis nose touched George`s moving hand. (George`s moving hand = George `s hand, which was moving)1. 单独的动词-ing形式作定语, 一般放在被修饰名词的前面.He is a promising young man.It is a fascinating city.Wisconsin is the leading dairy state.They are visiting in a neighbouring town.2. 动词-ing形式可有自己的宾语或状语, 构成一个短语, 作定语, 放在所修饰的名词后面.There is someone knocking at the door.I know a man working in the factory.Do you know the man talking to her?The girl sitting beside me is my sister.二.作状语如果动词-ing形式用于修饰某动词或整个句子, 此时动词形式作状语, 一般即可变换为从句. 动词形式作状语可以表示时间, 原因, 条件, 结果, 以及行为方式或伴随等情况.1. 时间Hearing the news, we jumped with joy.Turning around, he saw a tiger running up.2. 原因Not knowing the way, he could not go there.Being excited, she could not go to sleep.3. 条件Working hard, you will succeed.Turning to the left, you will see the tower.4. 结果Unfortunately his father died, leaving the family even worse off.He was caught in the rain, thus making himself catch a cold.5. 行为方式或伴随情况A boy came running in.Following Tom, they started to climb over the wall.They stood there for an hour watching the game.She sat at the desk reading a newspaper.Step 4 Grammar practiceHave students underline the –ing form or its phrase in each sentence and tell whether it is used as the attributive or the adverbial. If it is used as the adverbial, tell what it is for.He was one of the leading composers of the time.Who is the girl standing on her hands?They built a road leading to the village.Who knows the missing words in the sentences?My aunt told us an amusing story.In our village live 350 families belonging to three nationalities.There is a car waiting at the door.Don not wake up the sleeping child.Traveling by jeep, we visited a number of cities.We couldn`t help them, being so poor ourselves.Coming down the mountain, we met Jim on the way.He worked the whole afternoon trying to repair the car.Not knowing the language, he couldn`t get a job.The manager came to us smiling.Having failed twice, they didn`t want to try again.Turning around, she saw a man following her.When leaving the airport, they waved to us again and again.While staying there, I learnt a lot from them.Turn to page 29. Ask students to do exercise 2 in Discovering useful structures.Turn to page 64. Ask students to do the exercises in Using structures.Step 5 Group workAsk students to work in groups of four to do the following.1. Add at least two more actions to these lists. Then combine the primary and secondary actions to make a sentence about a student in your group. That student must act out what you say.S: (the student`s name) walks around the desk jumping on one foot.S: the frowning girl, (the girl`s name), picked up her English textbook and threw it on the floor.2. After practicing with your group, make up a short act to perform for the class. One student describes what is happening while the other three act.Step 6 Closing down by a quiz1. The wild flowers looked like a soft orange blanket ----- the desert.A. coveringB. coveredC. coverD. to cover2. The secretary worked late into the night, ----- a long speech for the president.A. to prepareB. preparingC. preparedD. was preparing3. The visiting minister expressed his satisfaction with the talks, ---- that he had enjoyed his stay here.A. having addedB. to addC. addingD. added4. European football is played in 80 countries, ----- it the most popular sport inthe world.A. makingB. makesC. madeD. to make5. ------ up at his father, he asked what was the matter with him.A. having lookedB. lookingC. to lookD. look6. ------ from his clothes, he is not so poor.A. judgedB. judgingC. to judgeD. having judged7. ------ such heavy pollution already, it may now be too late to clean up the river.A. having sufferedB. sufferingC. to sufferD. suffered8. Would you tell us something about G3?Well, it is an international organization ---- the richest countries in the world, five of which are quite small and two of which are island states.A. is consisted ofB. consisting ofC. consists ofD. consisted of9. Hill often attends public lectures at the university of London chiefly ---- hisEnglish.A. to improveB. improvingC. to have improvedD. improved10. –Who brought these papers here on my table?--A student _____herself Joanna.A. callingB. callsC. calledD. being called11. ____ from what she said, I guessed Lily had not read the novel at all.A. To judgeB. JudgedC. JudgingD. Judge12. My uncle ____ in Australia sent me some presents, ____ a pair of shoes inA. lived; includedB. lives; had includedC. living; includingD. to live; to included13. The manager observed the goods, ____ that there was something wrong with some of them.A. having noticedB. noticingC. to noticeD. noticed14.The book, ____ the life of the teenagers born in the 1990s, was very popular among middle school students.A. showingB. being shownC. shownD. to show15. --- Do you know which one is our new headmaster, Jim.---- Yes. It is the man _____ in the armchair ___ a copy of China Daily.A. sits; readsB. sits; readingC. sitting; readsD. sitting; reading16. When ____ the differences between British English and American English. I find they mainly exist in spelling and pronunciation.A. compareB. being comparedC. comparedD. comparing17. ____ to arrive in Shanghai in one day, I had to take a plane.A. AskedB. Having askedC. To be askedD. Being asked18.____ to the right when you see a supermarket, and you will find the post office you are looking for.A. To turnB. TurnC. TurningD. Turned19. Another four skilled workers _____ it, the project was completed ahead of time.A. joinedB. had joinedC. joiningD. to join(The answers: ABCAB BABAA CCBAD DBBC)Step 7 HomeworkFinish off the workbook exercises.Preview the reading passage Showing our feelings on page 30, find the sentences in which the –ing form is used, and see if you can understand them.The forth period: Using language: Extensive reading We will deal with two passages: Showing our feelings in Using language on page 30 and The open hand—a universal sign in Reading task on page 66 to develop students` reading ability by reading extensively.Important points:Develop students` reading skills by extensive reading.Let students read and understand the passage Showing our feelings.Difficult points:Enable students to learn and use such strategies as skimming, scanning and so on to do their reading.Get students to learn to make a writing outline.Knowledge aims:Get students to learn the new words and expressions: unspoken, facial, function, ease, truly, false, anger, fist, yawn, subjective, hug, rank, at ease, lose face, turn one`sGet students to learn more about body language.Step 1 Revision1. Check the workbook exercises.2. Ask students to translate some sentences into English.1). 我们学校有一个游泳池.(There is a swimming pool in our school.)2). 这篇短文可用做听力材料.(This short passage can be used as listening material.)3). 中国是一个属于第三世界的发展中国家.(China is a developing country belonging to the third world.)4). 站在那边的哪个男孩是我的同学.(The boy standing over there is a classmate of mine.)5). 大家都认为他是个活字典.(He is regarded as a walking dictionary.)6). 回到家后, 他就开始做家庭作业.(Returning home, he began to do his homework.)7). 完成工作以后, 他就回家了.(Having finished his work, he went home.)8). 由于不知道他的电话号码, 我们无法与他取得联系.(Not knowing his phone number, we couldn`t get in touch with him.)9). 大雨滂沱, 造成了该地区洪水泛滥.(It rained heavily, causing severe flooding in that area.)10). 我踮着脚走近那扇小窗户.(Walking in tiptoe, I approached that little window.)Step 2 Warming upDescribe some situations and ask students to act them out.1). I am very happy.2). I am full.3). I am hungry.4). I want to sleep.5). You are great.Step 3 pre-reading1. Let students discuss the following questions:What is the function of body language?How do you think we show our feelings in our daily life?2.Ask students to turn to page 30 to prepare the new lesson.3.Topic sentences for SHOWING OUR FEELINGSParagraph 1: Of course, body language can e misread, but many gestures and actions are universal. Paragraph 2: The most universal facial expressions is,Paragraph 3: From the time we are babies, we show unhappiness or anger by frowning.Paragraph 4: There are many ways around the world to show agreement, but nodding the head up and down is used for agreement almost worldwide.Paragraph 5: How about showing that I am bored? Looking away from people or yawning will, in most cases, make me appear to be uninterested.Paragraph 6: Being respectful to people is subjective, based on each culture, but in general it is probably not a good idea to give a hug to a boss or teacher.Paragraph 7: With so many cultural differences between people, it is great to have some similarities in body language.Step 4 ReadingAsk students to read the passage fast to get the main idea and then finish the outline of the passage.1. The main idea:Different gestures stand for different feelings, wishes or attitudes. Body language has many universal gestures.2. Outline of the text:Para 1: showing happiness.Paras 2-5:Universal body language to show agreement and disagreement.Para 6: Universal body language to show boredom.Paras 7-8: Universal body language to show respect.3. T / F questions:Body language is never as important as spoken language.If you angry at a person, you might turn your back to him or her.You can threaten a person by refusing to speak.If you stand with your arms across your body, you are always protecting yourself from being physically attacked.If you sit looking away from a person, or with your back turned, you are saying you are not interested in that person.You should not greet your new boss by giving her or him a hug.Body language is the same all over the world.Most people can understand each other if they try.4. Let students to read the text carefully to get detailed information.1). Some questions:How can we know other`s feelings, even if they do not speak to us?Why should we be careful with our body language?Why is it important to watch as well as listen to others?What are some jobs in which using body language is extremely important?Step 5 Important language points1. ease: freedom from work, discomfort, pain or relaxedat ease: comfortable and unworried; completely relaxedtake one`s ease: stop working or worrying; relaxa life of easeease of mindHe handed her a cup of coffee to put her at ease.She felt completely at ease during the vocation.She sat down and took her ease by the fire.with ease: without difficultyHe passed the examination with ease.2. ease: relieve the pain from body, anxiety, discomfortTalking eased his anxiety.The relationship between the two countries has eased since the beginning of the talks on the border conflict.3. lose face: lose credit or reputationShe did not lose face though she lose her face.4.turn one`s back to:When she is angry, she always turns her back to me.5.turn one`s back on: avoid or reject sb. / sth.He turned his back on his family when he became famous.Step 6 Reading task1. Turn to page 66 to read the passage carefully to get some important detailedinformation.2. Let students organize the following information so that it can be used to writeStep 7 HomeworkLearn the useful new words and expressions by heart.Finish off the workbook exercises.The fifth period: Using language: Listening and speakingImportant points:Develop students` listening and speaking abilities.Enable students to master different listening skills.Difficult points:Get students to listen to and understand the listening materials.Let students learn the functional items for prohibition and warning as well as obligation.Knowledge aims:Get the students to learn some useful new words and expressions in the listening passages.Learn the following expressions:1). Prohibition and warning:You may not ……Always stay ……Keep away from …..Do not ……….Watch out …….Look out …..Be careful when …..You will be fined ………2). Obligation:You must …..You should never ….You will have to …..You will need to ….Step 1 Revision。

人教版高一英语必修四unit4 Body language教案Part 1.Teaching goals: 教学目标1. 语言能力目标●Talk about body language: cultural differences andimprove the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。

●进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培养学生把握篇章中心内容、归纳段落大意、获取关键信息、并且能针对阅读内容表达自己的观点的能力。

3. 情感态度目标●要学生明白身势语是不同文化的载体，在跨文化交际中起到非常重要的作用，了解肢体语言在不同含义，可以帮助学生在日常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。

●Body language is actions that human beings canexpress themselves and communicate with otherswithout words, with which people can avoiddifficulties when they fully understand the bodylanguage when they communicate with others. Bodylanguage plays important roles in communicating.Part 2.Teaching Important and difficult Points●重点词汇与短语greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, went to …After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognized Tony Garcia’s smiling face.3.Improve the students’ reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text.4.let students learn about the words and expressions about body language.Part 2.　Teaching Important Points:1．Teach the students how to understand body language used in different countries or cultures as well as in different occasions.2. How does body language differ among people fromdifferent cultures?Part 3.　Teaching Difficult Points:1. Let the students know that there is both positive body language and negative body language.2.to grasp the main idea of the text.Part 4.Teaching Methods:。