高三英语教案：《Unit 4 Body language》教学设计。

俗话说，凡事预则立，不预则废。教师要准备好教案，这是教师需要精心准备的。教案可以让学生们充分体会到学习的快乐，帮助教师有计划有步骤有质量的完成教学任务。你知道怎么写具体的教案内容吗？以下是小编收集整理的“高三英语教案：《Unit 4 Body language》教学设计”，欢迎大家阅读，希望对大家有所帮助。

●说明文

(2009·上海卷C篇)“Get your hands off me, I have been stolen，” the laptop, a portable computer, shouted. That is a new solution to laptop computer theft: a program that lets owners give their property a voice when it has been taken.

The program allows users to display alerts on the missing computer’s screen and even to set a spoken message. Tracking software for stolen laptops has been on the market for some time, but this is thought to be the first that allows owners to give the thief a piece of their mind.[来源:Z*xx*k.Com]

Owners must report their laptop missing by visiting a website, which sends a message to the model: a red and yellow “lost or stolen” sign appears on its screen when it is started. Under the latest version(版本) of the software, users can also send a spoken message.

The message can be set to reappear every 30 seconds, no matter how many times the thief closes it. “One customer sent a message saying, ‘You are being tracked. I am right at your door’，” said Carrie Hafeman, chief executive of the company which produces the program, Retriever.

In the latest version, people can add a spoken message. For example, the laptop’s speakers will say: “Help, this laptop is reported lost or stolen. If you are not my owner, report me now.”

The Retriever software package, which costs .95 but has a free trial period, has the functions of many security software programs. Owners can remotely switch to an alternative password if they fear that the thief has also got hold of the access details.

If a thief accesses the Internet with the stolen laptop, Retriever will collect Information on the Internet service provider in use, so that the police can be alerted to its location.

Thousands of laptops are stolen every year from homes and offices, but with the use of laptops increasing, the number stolen while their owners are out and about has been rising sharply.

Other security software allows users to erase data remotely or lock down the computer.

72．The expression “to give the thief a piece of their mind” can be understood as “________”．

A．to give the thief an alert mind

B．to express the owners’ anger to the thief

C．to remind the thief of this conscience [来源:学科网ZXXK]

D．to make the thief give up his mind[来源:Zxxk.Com]

73．Different from other security software, Retriever can ________.

A．record the stealing process B．help recognize the lost laptop [来源:学科网ZXXK]

C．lock down the computer remotely D．send a spoken message

74．One function of the program is that it allows the owner to ________ at a distance.

A．change some access details for switching on the laptop

B．turn on the laptop by using the original password

C．operate the laptop by means of an alternative password

D．erase the information kept in the stolen laptop

75．Which of the following can best summarize the main idea of the passage?[来源:学§科§网]

A．With no Retriever, thousands of laptops are stolen every year.

B．A new software provides a means to reduce laptop theft.

C．Retriever has helped to find thieves and lost computers.

D．A new program offers a communication platform with the thief.

【答案解析】

72．选择B。根据上下文正确理解词语和句子。[来源:学+科+网]

73．选择D。由第二段第一句The program allows users to display alerts on the missing computer’s screen and even to set a spoken message.可得知。[来源:学&科&网]

74．选择A。由第二段第二句话．..but this is thought to be the first that allows owners to give the thief a piece of their mind.

75．选择B。归纳文章的主旨大意。由文章第一句话That is a new solution to laptop computer theft：...可知。

精选阅读

高二英语教案：《Body Language》教学设计

作为杰出的教学工作者，能够保证教课的顺利开展，高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师营造一个良好的教学氛围。你知道怎么写具体的高中教案内容吗？下面是小编为大家整理的“高二英语教案：《Body Language》教学设计”，但愿对您的学习工作带来帮助。

高二英语教案：《Body Language》教学设计

一、教学目标与要求

通过本单元教学，使学生了解身势语在各国人民交往中的重要性。了解在各国不同身势语所表示的不同的交际含义，并以此来学习一些国家的风俗习惯和文化背景，学会如何礼貌待人；学生能运用所学语言，对不同的身势语及其含义进行介绍；复习动词不定式作宾语、定语、表语和状语的用法；复习表述提供帮助积应答的用语；正确完成练习册安排的练习。

二、教学重点与难点

1．重点词汇 manage；wave；nod；realize；agreement；disagreement；while；manners；

communicate；make sb．...；body language；one another；not all...

2．重要句型 1）Although we may not realize it，when we talk with others we make ourselves understood not just by words． 2）But not all body language means the same thing in different countries．3）In some Asian countries，you must not touch the head of another person．4）But English people do not like to be too close to one another unless there is a rea-son．

3．语法 复习动词不定式作宾语、定语、表语和状语。（The Infinitive） 1） They don't like to be too close to one another．2）They will move back to keep a certain distance away．3）Have you got anything to say？4） It's a pleasure to meet you．5）Waving one's hand is to say "Goodbye"．6）I don't know how to communicate with foreigners．

4．日常交际用语 提供帮助和应答（Offers and responses）1） Can I take those boxes for you？2）Thanks．Thst's very kind．3）What about your bag？Would you like me to carry it？4）No，thanks．I can manage it myself．5）Is there anything else I can do for you？6）No，thank you．Thanks for all your help．7）Shall I show you how to use this electrical typewrit-er？8）Thanks．I haven't used this one before．

三、课型

（一）对话课

Ⅰ．教具 录音机、投影仪。

Ⅱ．课堂教学设计

1．教师可通过以下句子导入正课：What do we do if we have something to tell others or if we want to learn something from the others？Yes，we use our language，that is，either spoken language or written language． But actually，there is another kind of language and it is also very important．Do you know what it is？Yes，that is it．That is the body language．Can you tell me something about body language？ For example，if you agree with what I said just now，what do you do？And if you don't agree with what I said，what do you do？

2．准备放对话录音，用投影仪打出听前提问：1）Do the speakers know each other？How do you know？2）If you want to refuse somebody's offer politely，what would you say？

放录音一至两遍，请一位同学回答上述问题。

Key：1）No，they don't． One is the organizer of a conference and the other is a speak-er and the dialogue takes place at the airport．2）No，thank you．Thanks for all your help．

3．再放录音，学生跟读一至两遍。

学生两个人一组，练习对话三至五分钟。教师请几组同学到前面表演。

4．教师指导学生归纳本课中所出现的有关提供帮助和应答（Offers and responses）的常用语（见日常交际用语部分）。要求学生能熟练掌握这些语句，并在编练新的对话时加以运用。

5．组织学生两个人一组，练习Oral practice所提供的问答练习。教师可请几组同学进行问答表演。

6．教师提供如下情景，组织学生编演新的对话：

Situation 1：Someone has got a broken bicycle．He asks for your help．And you offer to repair this bicycle．

Situation 2：You offer to fix one's TV set．

Situation 3：You offer to check one's computer．

学生可任选其中之一的情景编小对话。数分钟后，请两组同学到前面表演。

7．布置作业 1）预习第10课；2）完成练习册中所安排的练习。

（二）阅读理解课（Ⅰ）

Ⅰ．教具 录音机、投影仪。

Ⅱ．课堂教学设计

1．检查生词及短语。

2．教师给出读前提问：1）In which countries does nodding the head mean"No"？ 2）In which country do people touch each other very often？

教师给学生数分钟，要求学生快速阅读课文（默读），之后请同学回答上述问题。

Key：1）In some Asian countries nodding the head means"No"．2）In Puerto Rico people touch each other very often．

放课文录音，学生跟读一至两遍。教师就课文内容提问，检查学生的理解程度（可参阅练习册所列出的问题）。

3．教师用投影仪打出以下statements，要求学生判断其正误，并对错误的statements进行修改。

1）The only way to make others understand you is to use either spoken or written lan-guage．2）people who use their expressions and body movements cannot speak well．3）Ev-erywhere in the world nodding one's head means"Yes"．4）Some gestures mean the same thing in both China and English-speaking countries．5）You must never touch the head of an-other person in some Asian countries．6）In Arab countries，you use either hand when eat-ing．7）According to this passage，foreigners don't have to follow these customs when they are visiting other countries．8）The passage tells us that if you know a foreign language very well，it doesn't matter whether you know the meaning of gestures and movements in that country．

Key：1．F 2．F 3．F 4．T 5．T 6．F 7．F 8．F

4．教师要求学生再次默读课文，并用简洁的语言归纳本课大意。数分钟后，请几位同学交流。Model：This passage mainly talks about the following：

1）How do we make ourselves understood--we use words and body language，and ex-amples of this．（The first two paragraphs）

2）Kissing and shaking hands．（The third paragraph）

3）Touching．（The fourth paragraph）

4）Other things one has to follow when in a foreign country．（The fifth paragraph）

5．教师朗读以下结论，要求学生做出正确判断，并给予解释。

Which conclusion can you draw from this passage？

A．Body language is very important．You can use body language to communicate with people from foreign countries without any difficulty even if you don't know their language．

B．When you're in a foreign country，it's very important for you to know what they speak．It doesn't matter whether you know the meaning of gestures and movements of the people in their country．

C．When you are in a foreign country，using body language in a correct way is important even though you know the language they speak very well，for it can make your stay in the country easy and comfortable．Key：C6．课堂活动 组织学生进行以下活动： What other body language do you know？ First，show it to your classmates and then explain the meaning of the body language in communica-tion．

7．布置作业 1）复述课文，介绍不同身势语所表示的不同的交际含义；2）完成练习册中所安排的练习。

阅读理解课（Ⅱ）

Ⅰ．教具 录音机、投影仪。

Ⅱ．课堂教学设计

1．通过提问，温习第10课内容：1）When we talk to each other，do we send messages only by words？What other ways do we use？2）Does all the body language mean the same thing in the world？Please give an example to explain this．3）Do people from English-speak-ing countries often touch each other？ 4）Can you tell in which countries you must not touch the head of another person？5）Do you have to follow the customs when you are visiting a for-eign country？Why？

2．检查第10课课文复述。

3．准备阅读第11课，教师给出读前提问：1）What are good manners for an Arab to show when talking with a friend？ 2）What can make your stay in a foreign country easy and com-fortable？

教师给学生两三分钟，要求学生快速阅读课文，之后请同学回答上述问题。

Key：1）It is good manners for an Arab to stand close to his friend when talking with each other． 2）To use body language in a correct way will make your stay in a foreign country easy and comfortable．

放课文录音，学生跟读一至两遍。

4．教师用投影仪打出以下内容：1）in China 2）in some Asian countries 3）in Arab countries 4）in France 5）in English-speaking countries

教师口头形式给出以下各句，要求学生判断使用这些身势语的国家和地区。每个句子可有若干答案：

A．Waving one's hand is to say"Goodbye"．

B．Kissing each other is to say"Goodbye"．

C．Noddifig the head means disagreement．

D．Nodding the head means agreement．

E．Kissing each other is to say"Hello"．

F．Shaking hands is to say"Hello"．

G．Stand close to one another when talking．

H．Keep a distance away when talking．

I．Sitting with one's feet pointing at another person is bad manners．

J．Touching another person's head is bad manners．

Key：A，D，F-in China C，I，J-in some Asian countries E，G-in Arab countries B，E，F-in France 6）A，D，H-in English-speaking countries

5．布置作业 1）将两课内容结合，复述整篇课文，对不同的身势语及其含义进行介绍；2）完成练习册中所安排的练习。

（三）语言训练课

Ⅰ．教具 投影仪。

Ⅱ．课堂教学设计

1．教师检查课文复述。

2．教师从本单元词语中选择部分常用词语，配以例句介绍给学生。要求学生反复练习这些例句，并视学生情况，请同学造句，教师予以订正。词语：1）manage

It's heavy，but I can manage to carry it．

We can't manage with these poor tools．

She knows how to manage him when he is angry．

2）realize

She has made a mistake， but she doesn't realize it．

She suddenly realized that what she had said might have hurt the boy．

His wish was realized at last．

3） make sb...．

The chemistry teacher had a special way to make his students interested in chemistry．

What made them so frightened？

I think you should make your view known to others．4）nodHe nodded to me as he passed．

She greeted us with a nod of her head．5）whileI like tea while she likes coffee．

Some people waste food while many others haven't enough．

6）agreement/disagreement

You have broken our agreement by not doing the work you promised．

There has been serious disagreement between the two political parties over this ques-tion．

7）not all...．（部分否定）

Not all the birds can fly．

Not all English people like fish and chips．

8）communicate/communication

We can communicate with people in most parts of the world by telephone．

Radio and television are important means of communication．

The purpose of learning languages is communicate with each other．

3．书面表达练习

中文提示（用投影片打出）：班主任老师要求班长组织一次讨论，题目是良好礼貌的重要性。班长认为自己能独立承担。

但在讨论开始之前，班里产生了不同意见：女同学想先发言，就几位男生的举止发表看法；男生不同意，有人甚至不想参加讨论。

最后班长使大家认识到，如果讨论会开得成功，每人应先注意自己的举止。

英文提示（用投影片打出）：good manners；manage；disagree；disagreement；realize；mind one's manners

将首句给出：The form master asked the monitor to organize a discassion，which was about the importance of having good manners．

七八分钟后，请几位同学朗读自己的短文，教师予以讲评。Model：The form master asked the monitor to organize a discussion，which was about the im-portance of having good manners．The monitor agreed and thought he could manage it with-out the teacher's help．

But before the discussion was held，there was disagreement between the boys and the girls．The girls wanted to speak first，expressing their opinions on the behaviour of some of the boy students．The boys，however，strongly disagreed． Some didn't even want to take part in the discussion．Finally the monitor made his classmates realize that if they wanted to have a successful discussion on having good manners，everyone should mind his or her manners first．

4．布置作业 1）预习第4单元；2）完成练习册中安排的练习。

四、难句分析

1．No，thanks．I can manage it myself．不用了，谢谢。我自己能行。

动词manage意为：设法（终于）完成；能办到。可作及物动词，后面接名词或代词。例如：

Without your help I don't think I can manage it．没有你的帮助，我觉得我办不成这事。

Can you manage all those heavy bags？你拿得动那些重的袋子吗？

manage作及物动词时，后面常接动词不定式。表示：设法完成某事。例如：

I don't know how he managed to pass the maths test．我不知道他是怎么设法通过数学考试的。

We managed to get what we wanted， anyhow．不管怎样，我们设法得到了我们所需要的东西。

manage 还可表示："管理，经营"，这时它仍是及物动词。例如：

Though he is quite young，he can manage his company quite well．虽然他很年轻，但他能把他的公司管得很好。

manage还可作不及物动词，这时后面不跟特别结构，表示"能办到"等。例如：

I have a good deal of work to do at present，more than I can manage．眼下我有很多工作要做，多得我都做不完。

2．Although we may not realize it，when we talk with others we make ourselves under-stood not just by words．我们同别人谈话时，并不仅限于用语言来让人明白自己的意思，对于这一点我们可能并没有意识到。

这是一个主从复合句。主句是we make ourselves understood not just by words，它带有两个状语从句，although we may not realize it是让步状语从句；when we talk with others是时间状语从句。

make ourselves understood可以理解为：使我们自己被别人了解。 make在短语中意为："令/使......某人做某事"，后面可接形容词、名词、动词不定式、过去分词等构成复合结构。本句中的understood即是过去分词，与ourselves一起构成复合结构。请看以下例句：

1）Well，just sit down and make yourself comfortable．坐下吧，尽量让自己舒服些。

It will make me so happy if you'll accept it．如果你能接受这东西我将十分高兴。（带有形容词的复合结构）

2）She made herself the centre of the class．她使自己成为班里的中心。（带有名词的复合结构）

3）What makes you think so？什么东西使你有这种想法？（带有不定式的复合结构）

4）What made the children so frightened？什么让孩子们这么害怕？

He spoke in such a low voice that he could not make himself heard．他讲话声音很低，别人听不见。（带有过去分词的复合结构）

3．These gestures are accepted both by Chinese and English speakers as having the same meanings．这些姿势对说汉语的人和讲英语的人来说，都具有相同的意思。

动词accept在句中意为：接受；同意（某种看法）。accept...as表示"认为是......"。在介词as后可接名词或动名词，也可接形容词。例如：

1）Many scientists cannot accept this theory．很多科学家不能接受这种理论。

2）His explanation cannot be accepted as being satisfactory．他的解释不能认为是满意的。

3）The police accepted his story as true．警察认为他的讲述是真实的。

4．But not all body language means the same thing in different countries．但是，并非所有的身势语在不同的国家里都有着相同的意思。

这是一个部分否定句型，由 not all引导。例如：

Not all smokers can give up smoking．不是所有吸烟的人都能戒烟。

Not all the students are interested in English．不是所有的学生都对英语感兴趣。

在使用部分否定句型时，一般都用not all作主语，而不常用all作主语。例如：

All English people don't like fish and chips．不是所有的英国人都喜欢吃炸鱼和炸土豆片儿。

上面这个句子不能说错误，但往往讲英语的人用下面的方式表达：

Not all English people like fish and chips．

注意not all与no的区别。例如：

Not all birds can fly．不是所有的鸟都会飞。

No birds can play chess．鸟是不会下棋的。

5．In some Asian countries it means not"Yes" but"No"．

在有些亚洲国家，它（指点头）并不表示"是"，而是表示"不"。

本句中not...but意为：不是......而是......，连接两个并列的成分，表示意思的转拆。例如：

1）He is not a musician but a writer．他不是个音乐家而是个作家。（连接两个表语）

2）She can't read and write in English，but can speak English well．她不能读英语也不会写英语，但能流利地说英语。（连接两个谓语）

3）They need not money but time．他们需要的不是金钱而是时间。（连接两个宾语）

4）Not the students but the teacher wants to see the exhibition．不是学生而是老师想去看这个展览。（连接两个主语）

当not...but... 连接两个主语时，谓语动词要与紧靠它的主语在人称和数上保持一致。

Unit 4 Body language 教案

Unit4Bodylanguage
核心单词
1.represent
vt.象征；表示；作为……的代表；代表；（尤指以绘画，雕刻等）表现；描绘；描写
Theredlinesonthemaprepresentrailways.
这张地图上的红线代表铁路。
Hewaspickedoutfromthewholeclasstorepresentthemattheotherschool.
他被挑选出来作为全班同学的代表，到另一所学校去。
Sherepresentshermotherasthekindestmotherintheworld.她把她的妈妈描绘成世界上最好的母亲。
联想拓展
representativen.代表；众议员
adj.典型的；有代表性的
representationn.表现；陈述；代理
易混辨析
represent/standfor/onbehalfof
represent指“代表某人/某个团体/政府等，或指某种标志代表什么，某物表现/描绘的是什么”。
standfor通常指字母、数字、符号等代表/象征什么。
onbehalfof指代表/代替某人，只能作状语。
高手过招
选词填空(represent/representation/representative)（原创）
①Eachcolouronthechartadifferentdepartment.
②Thewereallamazedbywhathadhappenedinthefactory.
③OurcompanyhasnoinAfrica.
答案:①represents②representatives③representation
2.approach
vt.接近，走进;着手处理
n.接近，临近；方法，途径
Heapproachedmewithstealthysteps.他悄然走近我。
Ourapproachscaredthebutterflyanditflewaway.
我们走近时把那只蝴蝶吓跑了。
易混辨析
approach/way/method/means
approach除了意为“方法”之外，还有“接近”的意思。anapproachto(介词)“……的方法”。
way构成intheway“用这种方法”;thewaytodo/thewayofdoing(to为不定式)“做某事的方法”。
method构成withamethod“用一种方法”。
means意为“方式，方法”。单复数同形，构成bymeansof“通过……方法”。
Heputupanewapproachtothedifficulty.
他提出了解决这个困难的新方法。
Canyoutellmethewaytoworkoutthemathsproblem?
你能告诉我做那道数学题的方法吗？
Weshouldimproveourteachingmethod,withwhichwecanmakeourselvesunderstoodbetter.
我们应该改善我们的教学方法，用这些方法，可以使学生更好的理解我们。
Wearrivedtherebymeansofplane.我们坐飞机到达那儿。
高手过招
(1)单项填空
Thereisnoeasytothemathematics.（原创）
A.WayB.meanC.methodD.approach
(2)单句改错（原创）
①Hisapproachfortheproblemisspecialandprovesgood.
②Alltheapproachesoftheairportwereblockedbythepolice.
(1)解析：选D。approach方法，可与to连用，意为“……的方法”;means方式，不可与to连用;methods与with搭配;way与of或to连用，to为不定式。
(2)①for→to。解析：approach在句中意为“方法；步骤”，后面与介词to连用。
②of→to。解析：approach在句中意为“入口；通路”，后面与介词to连用
3.defence
n.保卫，防御；防卫设备;(被告的)答辩；辩护
常用结构：
indefenceof保卫……；为……辩护
注意：defence后接“入侵者”或“造成危害者”时用介词against；若后接“被保护者”时用介词of。
Theforestwillactasadefenceagainstdesertdust.
森林能起到防御沙漠尘土的作用。
Thisfortwasoncethemaindefenceoftheisland.
这座堡垒曾经是这个岛上主要的防御设施。
Thedefenceoftheaccusedwasratherweak.
被告人的辩护软弱无力。
联想拓展
defendv.防护；辩护；防守；保卫
Thewallwasbuilttodefendtheroadfrombeingwashedawaybythesea.
建这个围墙是为了保护这条路不被海水冲垮。
易混辨析
defend/protect/guard/preserve
这四个词都有“使安全或保持安全状态不遭受危险、攻击或伤害”的意思，但它们之间还有些差异。
defend含有“采取措施抵制进攻”的意思。
protect常含有“提供安全的方式来驱开不适、伤害或进攻”的意思。
guard含有“看守”的意思。
preserve含有“采取措施维护……的安全”的意思。
高手过招
完成句子（原创）
①那位警察看守犯人。
Thepolicemantheprisoners.
②当那只狗攻击我时，我拾起一根木棍自卫。
Whenthedogattackedme,Ipickedupastickandmyself.
③他戴着墨镜以防他的眼睛被强烈的太阳光晒伤。
Hewearssunglassestohiseyesfromthestrongsunlight.
答案:①guarded②defended③protect
4.close
adv.接近地；靠近地；紧密地（常与介词to连用）
adj.近的；接近的；(关系)密切的；严密的；(尤指比赛)势均力敌的
v.结束；关闭；关
Hishouseisclosetothefactory.他家靠近这个工厂。
易混辨析
close/closely
close是指距离、场所、地点等的“接近，靠近”，可以说是一种实际意义上的“接近”。
closely是指抽象意义上的“接近”，多用比喻意义，有“亲密地；严密地；仔细地”等含义。
由close和closely这种意义上的区别，我们可以很轻松地区别high/highly；wide/widely；
deep/deeply等一类词。带?–ly的副词往往用作抽象意义或比喻意义，而不带?–ly的副词多用作实际意义。
Thethiefcameclosetohimandstolethemoneyfromhispocket.小偷走近他，把他口袋里的钱偷走了。
Goodteachingandgoodtestingarecloselyrelated.
出色的教学工作与完善的测试制度密切相关。
高手过招
选词填空（close/closely）（原创）
①Itwasverycold,sothelittlegirlstoodtohermother.
②Thepolicemanexaminedtheroomtofindthelostjewels.
答案:①close②closely
5.curious
adj.好奇的，感兴趣的；奇异的，不同寻常的
Theforeigntouristsweresurroundedbythecuriouschildren.外国游客被一群好奇的孩子包围着。
Heissufferingfromacuriousdisease.
他患了一种奇怪的病。
常用结构：
becuriousabout对……感到好奇
becurioustodo急于做/极想做
联想拓展
curiosityn.好奇
curiouslyadv.好奇地
outofcuriosity出于好奇
Iaskedoutofmerecuriosity.
我只不过是出于好奇问问罢了。
高手过招
单项填空
Iwastofindoutwhathesaid.（原创）
StrangeB.amusingC.curiousD.conscious
解析：选C。考查形容词词义辨析。strange奇怪的;amusing令人快乐的;curious好奇的；conscious有意识的。
6.likely
adj.可能的（表示可能性很大时，可用most，very修饰likely）
常用结构：
Itislikelythatsb....
=sb.islikelytodo...某人可能做某事
notlikely(表示坚决不同意)绝不可能；绝对不会
易混辨析
possible/probable/likely
possible表示客观上潜在的可能性，也许实际发生的可能性并不大；一般不用表示人的词作主语。只有possible后面可以接forsb.todosth.，而likely和probable都不能。
probable表示有几分根据的推测，比possible表示的可能性大。换句话说，probable的“有可能”，是指有实际的依据或逻辑上合乎情理。一般不用表示人的词作主语。
likely强调表面上看来有可能，与probable意思接近，有时可以互换，但likely常暗示从表面迹象来判断，probable则指经过权衡正反两方面的理由后相信某事是真实的或大概会发生。只有belikely前面的主语可以是人，而possible和probable则不能。
Itispossibletotransmuteoneformofenergyintoanother.
把某种形态的能量改变成另一种形态的能量是可能的。
ItispossiblethatthefirstpeoplecrossedintoAustaliafromAsiaonagreatlandbridge.
第一批从亚洲进入澳大利亚的人可能是从一座巨大的陆地桥上过去的。
Itisprobablethatourschoolwillbuyanewcomputer.
我们学校很有可能买一台新电脑。
Itisprobablethatsheforgot.她很可能是忘了。
It’sverylikelythathe’llsucceed.
=Heisverylikelytosucceed.他极有可能成功。
I’mhardlylikelytofinishitwithinaweek.
我不可能在一周内把它干完。
高手过招
单项填空
①Ican’tgoout.ItisverythatMarywillringmetonight.（2010•山东聊城模块检测）
A.LikelyB.possiblyC.probablyD.perhaps
②Tomwastowinfirstprizeinthecompetition,buthisillnessmadehimmissthechance.
（2010•01•浙江台州检测）
PossibleB.probableC.likelyD.Maybe
①解析：选A。四个选项中只有likely是形容词且符合习惯搭配，其他三个选项都是副词。
②解析：选C。maybe是副词，故可排除D项。句子是人作主语，故只能选likely。
7.ease
n.安逸；舒适
v.减轻（痛苦，忧虑）；缓和；放松
Theinjectionbroughtherimmediateease.
她经过注射后，疼痛消失了。
常用结构：
atease感到舒适而无忧虑；感到放松，不拘束
withease毫不费劲地，轻而易举地
Weareateaseforyoursafereturn.
见您平安归来，我们感到放心了。
ThequestionwassoeasythatIcouldansweritwithease.
这个问题如此简单以至于我回答得很轻松。
高手过招
(1)单项填空
HefeltcompletelyeaseMary.（原创）
A.at;withB.at;toC.with;withD.to;to
(2)完成句子（原创）
①听说孩子们都很安全，她才放心。
Hermindknowingthatthechildrenweresafe.
②她不断练习奏鸣曲直到熟练为止。
Shepracticeduntilshecouldplaythesonata.
(1)解析：选A。句意为：他和玛丽在一起时感到完全放松。根据句意可知，选A。
(2)①wasatease②withease
重点短语
8.loseface
丢脸，丢人
You’lllosefaceifyoudon’tkeepyourpromise.
你如果没有遵守诺言，会丢脸的。
WhenTomfailedtobeathisopponent,hefelthehadlostfacewithhisfriends.
汤姆没能打败对手，这让他在朋友面前很丢脸。
联想拓展
loseheart泄气；灰心
loseone’sheartto爱上；钟情于
loseweight减肥
loseone’sway迷路
loseone’slife丧生
losecourage丧失勇气
losesightof看不见
高手过招
单项填空
Inordernotto,hespentthewholenightpreparingforthespeechofnextday.
（2010•01•浙江嘉兴一中检测）
A.losecourageB.loseheart
C.losefaceD.losevoice
解析：选C。句意为：为了不丢面子，他花了整个晚上准备第二天的演讲。loseface丢人，丢脸。
重点句型
9.Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
我看见几个年轻人走进了等候区，好奇地向四周张望。
lookingaround是现在分词作伴随状语。
联想拓展
伴随状语的特点
它所表达的动作或状态是伴随着句子谓语动词的动作而发生或存在的。
Hesatinthearmchair,readinganewspaper.
他坐在扶手椅里读报纸。
Allnightlonghelayawake,thinkingoftheproblem.
他整夜躺在床上睡不着，思考着那个问题。
高手过招
单项填空
①“Youcan’tcatchme!”Janetshouted,away.（原创）
A.RunB.runningC.torunD.ran
②Heglancedoverather，thatthoughshewastiny；sheseemedverywellputtogether.
（2010•01•浙江宁波检测）
A.notingB.noted
C.tonoteD.havingnoted
①解析：选B。running作伴随状语,因为逻辑主语Janet与run之间呈主动关系，且run与谓语动词shouted的动作同时发生，所以用现在分词作伴随状语。
②解析：选A。noting作伴随状语，意为“注意到；发现”。因为he与note呈主动关系，且note与谓语动词glanced的动作同时发生，所以用现在分词作伴随状语。
10.Notallculturesgreeteachotherthesameway,noraretheycomfortableinthesamewaywithtouchingordistancebetweenpeople.
各种文化背景下人们互致问候的方式不尽相同，身体接触和相互间距离的程度也并不一样。
这个句子是由一个中心词组not...nor...连接起来的，意为“既不……也不……”。部分否定通常由not+all/both/each/everybody/everything等来表达。
温馨提示
并不总是用这种方式表达部分否定，有时也以一般否定句的形式出现，即把否定主语的not与谓语动词放在一起。NoteveryWelshmanspeaksWelsh.
并不是每个威尔士人都说威尔士语。
Allisnotgoldthatglisters.发光的并不都是金子。
若要表示全部否定，则应用相应的表示全部否定的否定词。
all→none（一个人也没有、没有任何东西）；
both→neither（两个都不）;every→no(没有，不是）；everyone→noone(没有人);everything→nothing(什么也没有)等。
Ilikeneitherofthebooks.这两本书我都不喜欢。
高手过招
单项填空
—IthinkthewholeclassisgoingonafieldtripnextFriday.
—I’mnotsure.haspaidthetransportationfee.（2010•01•江西九江检测）
A.NoteveryoneB.Noone
C.NoneofthemD.Neitherofus
解析：选A。B项与C项为全部否定，意为“没有一个人”，故排除。D项意为“两者都不”，不符合语境。A项表示部分否定，意为“不是所有人”，符合上下文语境，故选A。

高二英语教案：《Unit 3 Body language》教学设计（二）

高二英语教案：《Unit 3 Body language》教学设计（二）

teaching aims:

1.learn about more body language.

2.know about the usage of the infinitive .

3.study vocabularies in this passage.

teaching procedures

step 1 revision

1. check the homework exercises.

2. books closed! ask the ss some questions, using ex. 1 as a guide.

step 2 presentation

t: today we are going to read more about body language. how close do people stand when they are talking together? is it good manners to stand very close to your friend like this? the distance between people who are talking is different in some countries. let’s read the passage.

step 3 reading

asking more questions on the reading passage. let the ss read the passage and answer the questions, working in pairs or small groups. check the answers with the whole class.

step 4 language focuses.

1. manner n.--- way in which a thing is done or happens; person’s way of behaving toward others

do it in this manner.

he spoke in such a manner as to offend them.

i don’t like his manner.

his manner showed his anger.

manners n. social behavior; habits and customs

he has no manners at all.

it is bad manners to stare at people.

according to manners, he must be still in bed at this time of say.

2. keep a certain distance away 保持一的距离, keep away 作 “避开,使离开,不使接近”.

keep away, or i will call the police!

keep away from that house. there is a dangerous dog there.

if you can keep them away, you are safe.

3. certain 作 “某个,一定的,某种程度的,” 讲.

there is a certain distance between the village and the bus stop.

they escaped to france for a certain political reason.

he must be waiting for you at certain place.

*certain 作 “肯定,有把握’讲.

i’m certain that they don’t know the meanings of the gestures.

are you certain that you’ll get there in time?

*certain/some

some comrade wang wants to see at the gate of the school.

a certain wang is wanting to see you at the gate of the school.

*certain/sure

i am sure that our football team will win the game.

that our team will win the football game is certain.

it is certain that our team will win the football match.

4.manage vt. & vi.

1) control 控制,经营

he couldn’t manage this horse, and it threw him to the ground.

the boy is so naughty that his parents cannot manage him.

mr. brown manages a large company in the town.

2) succeed, be able to do sth. 设法完成, 应付

though i have a lot of difficulties, i can manage to get everything ready.

i shan’t be able to manage without help.

if i can’t borrow the money, i’ll have to manage without.

manage 和 try 的区别

manage : do then succeed 设法做成了某事

try 表示尽量做,但不一定成功

he tried to pass the exam, but he failed.

he managed to pass the exam, and the teacher praised him.

5. custom 和 habit

custom 表示 “社会,集体,国家” 等的 “风俗,习惯”. 而 habit 只能用于表示个人的习惯.

to spit about is a bad habit.

it was tom’s habit/custom to get up early and go for a walk before breakfast.

be in habit of; fall/get into bad habits; form a habit of; get out of a habit

step 5 practice

sb page 16, part 2. teach the new words. do one or two sentences orally in each part as an example, then let the ss work in pairs, making up suitable sentences.

step 6 practice

sb page 17, part 3. go through the example. teach the new words. let the ss work in pairs. ask some pairs to act out in front of the class.

step 7 discussion

sb page 17, part 4. ask the ss to list out all the body language they have learned and write them on the bb. then let the ss work in pairs and discuss. what the body language will help to do.

step 8 homework

finish the workbook exercises.

revise the contents in this unit.

do ex.3 if it is possible.

高二英语教案：《Unit 3 Body language》教学设计（一）

高二英语教案：《Unit 3 Body language》教学设计（一）

teaching aims

know about offering help, accepting help and refusing help.

teaching procedures

step i lead-in

sign to the students to be quiet. then start a free talk with the students.

1.if you go to a shop, what does the shop assistant usually say to you?

can/may/shall i help you?

what can i do for you?

2.if you see your teacher carrying a pile of books, what should you say to her/him?

would you like some help?

would you like me to carry them for you?

3.when your mother is cooking, the salt happens to be used up, what would say to your mother?

would you like me to go downstairs to buy a pack of salt for you?

step ii dialogue

today we are going to listen to a dialogue between dr yang and mr. lee. dr yang is one of the speakers invited to a conference. mr. lee, an organizer of the conference, is meeting him at the airport.

ask the students to listen to the tape, with questions given before the listening.

the first listening:

questions

what does mr. lee do for dr yang?

he would like to help dr yang to carry the boxes and the bag.

the second listening

questions:

1. what does mr. lee say when he would like to off help to dr yang?

can i take these boxes for you?

would you like me to carry it?

is there anything else i can do for you?

2. what are the answers of dr yang?

thanks. that’s very kind.

no, thanks. i can manage it myself.

no, thank you. thank you for all your help.

reference:

to offer help:

can / may / shall i help you?

what can i do for you?

to accept help:

yes, please.

thank you for your help. .

that’s very kind of you.

to refuse help:

it’s all right, thank you.

it’s ok with me. i can manage.

step iii dialogue drills

1. play the tape the third time and let the students read after it.

2.let the students to practise the dialogue in pairs and encourage them to act it out.

step iv dialogue practice

practice 1.

ask the students to retell the dialogue in the third person form.

practice 2.

1. learn the dialogue in 2 practice on page 13.

2. work in pairs. follow the dialogue at the bottom of page 13 and offer to do things for each other..

step v dialogue practice

ask the students to make dialogues to practice offering help, accepting help or refusing help.

situation:

one of your classmates is a green hand in playing table tennis, football, volleyball, or basketball, and would like to offer some help.

situation 2:

one of your friends doesn’t know how to use the computer, copier, camera, and you would like to offer him/her dome.

step vi homework

1.finish off the workbook exercises.

2.prepare lesson 10.