Unit 4 Body language 教案。
俗话说，凡事预则立，不预则废。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消化课堂内容，帮助高中教师营造一个良好的教学氛围。你知道如何去写好一份优秀的高中教案呢？下面是小编帮大家编辑的《Unit 4 Body language 教案》，大家不妨来参考。希望您能喜欢！
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。
扩展阅读
Unit 4 Body Language教案2
Unit4BodyLanguagePartOne:TeachingDesignTeachinggoals1.TargetLanguagea.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Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoalsa.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoalsa.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpointsa.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpointsa.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethodsa.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.TeachingaidsAcomputer,aprojectorandsomepictures.TeachingproceduresYoustandwatchingandlistening.作状语；……)2.DoingexercisesNo.1and2onpage29Turntopage29.DoexercisesNo.1and2。III.ReadyusedmaterialsforThe~ingformastheAttributethatis,theirdifferentfunctionsinthesentence.
Examplesofsomeofthedifferentcategories·Hesswimming.·Heswearingaswimmingsuit.·Helikesswimming.·Swimmingispleasant.
Rewriteeachsentencewithoutusingthe-ingform.
Isthereachangeinmeaning?Whatisit?
Findsentencesinthetextwhichcanberewrittenusingan-ingform.
Isthereanychangeinmeaning?Whatisit?ThethirdperiodUsingLanguage(SHOWINGOURFEELINGS)AimsTohelpstudentsreadthepassageSHOWINGOURFEELINGS.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextSHOWINGOURFEELINGS.II.Guidedreading1.ReadingandtranslatingReadthetextSHOWINGOURFEELINGSandtranslateitintoChineseparagraphbyparagraph.HeJing.Youaretodoparagraph1,please.….2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromSHOWINGOURFEELINGSShowallkindsoffeeling,turnone’sbackto…,showanger,closeone’shand,shake…at…,auniversalfacialexpression,put…atease,hidefeelings,loseface,nodtheheadupanddown,lookawayfrom…,holdone’sarmsacrossone’schest,protest…from…,turntoward…,rollone’seyes,showrespectfor…,usegestures,giveahugtosb.,standcloseto…,with…open,lookdirectlyat…,looksb.intheeye,tellthetruth,bewrongabout…3.DoingexercisesNowyouaregoingtodoexercisesNo.1and2onpage30followingthearticle.Theimportanceofbodylanguage
Peoplecannotlivewithouteachother,wearesocialbeings.Assoonasweareincontactwithotherswearecommunicating.Forthiswecanmakeuseofspokenandwrittenlanguage.Inthesewayswemakethecontentofamessagecleartoeachother.Howeverwecanalsocommunicatewithoutwords.Thiskindofcommunicationtellsussomethingabouttherelationshipbetweenpeople.Oftenthisismoreimportantthangettingthecontentofthemessageacross.Thecommunicationaboutthisnonspokencommunication,whichtellsussomethingabouttherelationshipbetweenpeople,iscalledMeta-Communication.Communicatingaboutcommunication!4.WritingTurntopage31.Makealistofthreepositivebodylanguageexpressionsandthreenegativebodylanguageexpressions.Non-verbalcommunication,orbodylanguageoReferstomessagingwithoutwordsInapersonalspokenmessageoAccordingtoAlbertMehrabian,inPsychologyToday(1968),ofthetotalmessage§7%isconveyedbythewords§38%bythevocaltones,and§55%byfacialandbodyexpressionoReadingbodylanguageisanimportantskillThefourthperiodListening,writingStep1Turntopage31anddothelisteningandwritingexercisesNo.1and2.Positivegestureclusters-2●ConfidenceoSteepling(fingerstouchinglikeachurchsteeple)oHandsbehindback,authoritypositionoBackstiffened●ExpectancyoRubbingpalmsoJinglingmoneyopenlyoCrossedfingersoMovingcloserPositivegestureclusters-3●Cooperation,readiness,opennessoOpenhandsoHandsonhipsoHandsonmid-thighwhileseatedoSittingonedgeofchairoArmsspread,grippingedgeoftableordeskoMovingcloseroSprinterspositionoHand-to-facegesturesPositivegestureclusters-4●EvaluationoHand-to-facegesturesoHeadtiltedoStrokingchinoPeeringoverglassesoTakingglassesoff,andcleaningoPuttinghandtobridgeofnosePositivegestureclusters-5●Reassurance5.SpeakingandwritingDiscussLinPei’sbehaviourwithyourpartner.ThenwritesomeadviceforLinPei.Thefifthperiod．WordsandexpressionsfromUnit4Bodylanguagemajora.amajorearthquake大地震，amajorproblem重大问题，amajorsubject主修科目locala.localcustoms地方风俗，alocalpain局部疼痛，当地时间localtimerepresentv.representaclubasitschiefexecutive以总经理的身份代表俱乐部，representbysigns用符号代表curiousa.becuriousaboutother’speoplebusiness对别人的事情太好奇Introducev.introduceherashisdaughter介绍说她是自己的女儿，beintroducedfrom…从…传来的，introduce…tosb.向某人介绍……approachv.&n.cautiouslyapproachedthehouse小心地走近那房子,approachthemanagerabout…同经理谈……，approachthequestionasascientist从科学家的角度来处理这一问题，Snowannouncedtheapproachofwinter.雪宣告了冬季的来临。Ilikeherapproachtotheproblem.我喜欢她解决这个问题的方法。touchv.&n.Shelightlytouchedhisforehead.她轻轻地摸了摸他的前额。Donttouchtheexhibits.Fewstudentsinourschoolcantouchhiminmusic.在音乐方面,我们学校很少有学生能与他相比。Iwastouchedbeyondwords.我感动得无法形容。Theydidnottouchthistopicintheirtalk.他们在会谈中没有触及这个问题。Theraintouchedthecrops.这场雨使庄稼受害。Theysatsoclosethattheirheadsnearlytouched.他们坐得那么近,头都差不多碰到一起了。Inhistalkhetouchedon/uponthestateofaffairsinLatinAmerica.谈话中他提到了拉丁美洲的局势。OurshipistotouchatHongkongtomorrowmorning.我们的船将于明天上午停靠香港。Itwillbreakatatouch.那东西一碰就破。Letsstayintouch.我们保持联络。Hesaddedafewfinishingtouchestohisnovel.他给小说作了最后润色。Hehasatouchwithbirds.他擅长养鸟。Theyoungmanrecitedhispoemswithatouchofpride.那个青年带点骄傲地朗诵他的诗作。cheekn.Thelittlegirlhasrosycheeks.那个小女孩脸颊红润。Hehadthecheektoaskmeformoney.他竟厚着脸皮向我要钱。Howcanyoucheekyourgrandparentsinthatway?你怎么可以那样无礼地对祖父母讲话?learneda.Themorelearnedamanis,themoremodestheusuallyis.人愈有学问,往往愈是谦虚。learnedbooks学术性书籍strangern.Ifeelstrangeinthepresenceofstrangers.在陌生人面前,我感到不自在。Sorry,Idontknow.Imastrangerheremyself.对不起,我不清楚。我对这里也不熟。Heisnostrangertosorrow.他饱经忧患。Imastrangertostatistics.我对统计学一窍不通。spokena.Theybuiltarobotcapableofunderstandingspokencommands.他们制造了一个能懂口头指令的机器人。Heisashysoft-spokenperson.他害羞,说话轻声细语的。expressv.&n.Really,Ihardlyknowhowtoexpressmygratitude.我真不知道如何表达我的感激之情。Thedoctorexpressedpoisonfromherwound.医生把毒液从她的伤口挤了出来。Pleasesendthisparcelbyexpressdelivery.请用快递寄送这个包裹。Thedoctorgaveexpressordersthatthepatientwastohavenovisitors.医生明确嘱咐,那个病人不可会客。Wetookanexpressbushome.我们乘特快公车回家。Theypaintedthehousefortheexpresspurposeforsellingit.他们专为卖房而油漆房子。Pleasesendtheparcelexpress.actionn.Thequickactionofthefiremensavedthebuildingfrombeingburneddown.消防队员行动及时,该建筑物方免遭焚毁。Theactionofwateronrockshouldbetakenintoaccount.应考虑到水对岩石的作用。Alltheactionintheplaytakesplaceatonerailroadstation.该剧的整个情节均发生在一座火车站里。Finallyshehadtofileanactionfordivorce.最后她只好提出离婚诉讼。
posturen.asittingposture坐姿,Theyaretryingtoadoptamorecooperativeposture.他们正试图采取更为合作的态度。Heenjoysposturinginfrontofanaudience.他喜欢在观众面前装腔作势。likelya.&a.JohnislikelytobeinLondonthisautumn.今年秋天约翰可能在伦敦。Theparkisalikelyplaceforthepicnic.这公园倒是个适合野餐的地方。Wewillmostlikelybelate.我们很有可能会迟到。
Unit 4 body language Period 3 language study教案
经验告诉我们，成功是留给有准备的人。作为高中教师准备好教案是必不可少的一步。教案可以让上课时的教学氛围非常活跃，有效的提高课堂的教学效率。你知道怎么写具体的高中教案内容吗？小编经过搜集和处理，为您提供Unit 4 body language Period 3 language study教案，相信能对大家有所帮助。
Unit4bodylanguage
Period3languagestudy
Teachingaims:
1Learnhowtousesomeusefulwords,phrasesandunderstandsomedifficultsentences.
2Studytherulesof-ingandwantstogoaheadofthequeen
Teachingprocedure:
1Somebodyislateforaflightandwantstogoaheadofthequeen
aheadof在~之前，比~强，好
Aheadofuswasariver
ThetimehereisninehoursaheadofLondon
Heisaheadofmeinmaths
2Avoidingeyecontactwiththesalesmanwhenyouarebuying
Ijustavoidedrunningoverthecar
3Icanmanageitmyself
ManageThequestionistoodifficult,Ican’tmanageitmyself
Managetodo
Hemanagedtofinishtheworkontime,trytodo‘
4Justlikespokenlanguage,bodylanguagevariesfromculturetoculture
Pricesvarywiththeseasons
variousvarity
5Therearealsodifferencesastohowoftenwetoucheachother,howclosewestandtosomeonewearetalkingto,andhowweactwhenwemeetorpart
1)astoconj
Everyweektheyreceivedreportsastowhatwasgoingon
PrepAstomoney,sheisindifferent
2)part
Partsthfromsth;partsb
TheEnglishChannelpartsBritainfromFrance.
Wetriedtopartthetwofighters
Partwith
Inordertoraisemoney,MrBrownhadtopartwithhisgoldwatch.
6Insomecountries,~avisitingfriendisgreetedwithakissonthecheek,inothercountriespeoplegreeteachotherwithafirmhandshake
1)greetsbwithasmile
Theygreetedmewithashowerofstones,thesmellofcoffeegreetedusasweentered.
Greeting
Agreetingstelegram2firmadj,
asfirmasarock
beonfirmground
7Whiletherearemanydifferentinterpretationsofourbody
language,somegesturesseemtobeuniversal
Televisionprovidesuniversalentertainment.
Therewasuniversalagreementonthisissue
Warcauseuniversalmisery.
8asmilecanhelpusgetthroughdifficultsituationsandfindfriendsinaworldofstangers
getthrough
Letusstart,thereisalotofworktogetthrough
Itisextremelydifficulttogetthroughtheworkinsuchashorttime
Thelineisbusynow,Ican’tgetthrough
Tomfailedbuthissistergotthrough
Trytogetthroughtohimthatheisruininghisownlife
9ifwearefeelingdownorlonely,thereisnotingbetterthantoseethesmilingfaceofagoodfriend
Ican’tagreemore
Wecouldn’tfeelbetter
10asmilecanopendoorsandteardownwalls
Thesebeautifuloldhousesarebeingtorndowntomakeway.shetorehisletterintolittlepieces
Shetoreuptheletter
Thismaterialtearseasily.
11-ingformcanbeusedassubject,object,predicativeandattributive
1)Subject:Inmanycountries,shakinghandsmeans“no”andnoddingmeans“yes”
2Object:wecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage
3)Predicative:
AgoodwayofsayingIamfullisrubbingstomachafterameal
4)Attributive
Apairofwalkingstickscanhelpyouwalkifyouareadisabledinfeet
Unit 4 Body Language导学案
一名优秀的教师在教学时都会提前最好准备，教师要准备好教案为之后的教学做准备。教案可以让学生更好的吸收课堂上所讲的知识点，使教师有一个简单易懂的教学思路。写好一份优质的教案要怎么做呢？考虑到您的需要，小编特地编辑了“Unit 4 Body Language导学案”，供大家借鉴和使用，希望大家分享！
Unit4BodyLanguage导学案
高一英语
Enablethestudentstorealizetheimportanceofbodylanguage.
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”.
a.Skimmingandscanningb.Individual,pairorgroupwork
Thinkaboutthefollowingquestions.
1.Whatisthepurposeoflanguage?
2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?
3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?
4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.
Readthepassagecarefullyandanalyzeitsstructure.Trytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1(Para1)YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(Para.2and3)Examplesoflearnedorcultural“bodylanguage”.
Part3(Para.4)Differentpeopleshavedifferentbodylanguages.
Part4.(Para.5)Summaryofbodylanguage.
Howdodifferentinternationalstudentsbehavewhentheygreetpeople?
Completethechartwithinformationfromthepassage.
NameDescriptionBodyLanguageToWhom
TonyGarciamanfromColombiakissonthecheekeveryone
JuliaSmithwomanfromBritainnotouchingeveryone
AkiraNagatamanfromJapanbowingeveryone
GeorgeCookmanfromCanadashakinghandseveryone
AhmedAzizmanfromJordanShakinghands
noddingtomen
towomen
DarleneCoulonwomanfromFranceshakehandsandkisstwiceoneachcheekpeoplesheknows
Bodylanguageisdifferent/variesfromculturetoculture.Notallmembersofallculturesbehaveinthesameway.Weshouldtrytounderstandandrespecteachother’scultureinordertomakegoodcommunication.
Decideifthefollowingstatementsaretrue(T)orfalse(F).
1.Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.F
2.Mostpeoplearoundtheworldnowgreeteachotherbykissing.F
3.Japanesewillbowtoothersasgreeting.T
4.PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.T
5.Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.F
6.Peoplefromdifferentcountriesmayhaveamajormisunderstandingwhilegreetingeachother.T
7.Thephysicaldistancefromeachotherthatpeoplearecomfortablewithgenerallydependsontheculture.T
8.Allmembersofaculturebehaveinthesameway.F
Answerthefollowingquestions.
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?
HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.
5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?
Choosethecorrectone.
1.Whatisthemainideaofthetext?
A.Therearedifferentcustomsindifferentcountries.
B.Foreignersshouldfollowthecustomsofthecountrywheretheyarevisiting.
C.Peopleusebodymovementstosendmessagesanddifferentbodymovementshavedifferentmeanings.
D.Theimportanceofknowingcustoms.
2.Iftwomenstandclosetoeachotherwhiletalking,theycannotbefrom_____.
A.anArabcountryB.USA
C.BritainD.Russia
3.WhatshouldaChineseyoungmandowhenhemeetshisRussianfriendinMoscow?
A.Kisshim.B.Nodhisheadtohisfriend.
C.Shakehandswithhim.D.Smileathim.
4.IfyougotosomeAsiancountries,whichofthefollowingcanyoudo?
A.Touchtheheadofaboy.B.Nodyourheadtoothers.
C.Sitwithyourfeetpointingatanotherperson.D.Kisseachother.
5.“Foreignersshouldfollowthesecustomswhentheyarevisitingthesecountries.”
Theunderlinedwordheremeans___.
A.habitsB.fault
C.wordsD.performance
Unit 4 body language Period 1教案
一名爱岗敬业的教师要充分考虑学生的理解性，作为高中教师就要早早地准备好适合的教案课件。教案可以让学生能够听懂教师所讲的内容，减轻高中教师们在教学时的教学压力。那么一篇好的高中教案要怎么才能写好呢？小编特地为大家精心收集和整理了“Unit 4 body language Period 1教案”，相信您能找到对自己有用的内容。
Unit4bodylanguage
Period1
Teachingaimsanddemands
1.TraintheSs’listeningability2.TraintheSs’speakingability
3.Talkaboutbodylanguage
StepI.Warmingup
T:whenwecommunicatewithothers,wecanusebothwordsandbodylanguage,suchasthemovementsofourhead,hands,eyesandsoon.Forwhatdoweusebodylanguage?(Tomakeourselveswellunderstoodandexpressourselvesclearlyandvividly.)Whatbodylanguagedoyouuseinthefollowingsituations?
1.toshowyourwelcome----smile,handshake,hug,kissetc.
2.tosaygoodbye----waveone’shand
3.toshowagreement----nodone’shead
4.toshowdisagreement----shakeone’shead
Lookatthepicturesinwarmingup.Whatexpressioncanweseeontheperson’sface?
1.Matcheachpicturewiththeemotionandthesentence.
Picture1.ConfusedIdon’tknowwhattodo.
Picture2.AngryIcan’tbelieveshesaidthat!Thatissounfair!
Picture3.SadI’velostmywallet!
Picture4.HappyIgotanAinmyexam!
Picture5.TiredIt’sbeenalongday.Ican’tkeepmyeyesopen.
2.Whatmakesyouthinkthatthepersoninthepictureisfeelingacertainway?
Variousanswersarepossible.
3.Lookatyourclassmates.Canyoutellhowtheyarefeelingtodaybythewaytheysitorstand?
Variousanswersarepossible.
StepII.Listening
AsktheSswhatbodylanguagetheyusetoshowtheydislikeapartyandwanttoleave.Theymaymime.
Nowwearegoingtohearaboutwaysthatpeopleusebodylangueindifferentsituations.Listentothetapeandchoosethebestanswerstothequestionsinpart1.(Keys:DBA)
Listenagainandfinishpart2(Keys:BB)
StepIII.Speaking
1.Discusswithyourpartnerhowyoucanusebodylanguagetocommunicatethefollowingideas?
Youareenjoyingsomething.
Smiling,openingone’seyeswide,rockingone’sheadfromsidetoside
Youarenotenjoyingsomething.
Yawning,sighing,complaining,frowning,lookingaway
Youlikesomeone.
Smiling,huggingoneself,leaningone’sheadtooneside,loweringwithone’seyes,leaningforwardorcloser
Youwanttoleavebecauseyouareinahurry.
Sighing,bitingdownwithone’steeth,notstandingstill,tappingone’stoesonthefloor,lookingtowardthedoor
Youareinterestedinwhatsomeoneissaying.
Staringalot,puttingahandtoyourchinasinthought,leaningforward,openingeyeswide,shapingyourmouthwithabigO,respondingwiththesameexpressionsasthepersonwhoyou’relisteningto
Youarenotinterested.
Sameasnotenjoyingsomething.
Youdisagreewithwhatsomeoneissaying.
Lookingaway,puttingone’sheaddownintoone’sarms,talkingtooneself,whistling,frowning,foldingone’sarms
Youwouldliketotalktosomeone.
Raisingone’shandtobecalledon,tryingtospeakup,wavingone’sarmsoverone’sheadtogetattention,jumpingupanddown,shapingone’smouthinabigO.
2.(1)AsktheSswhatexpressionscanbeusedtoaskforhelp,offerhelp,accepthelpandrefusehelp.
Askingforhelp:Couldyouhelpmewith…?
Couldyouplease…?
Couldyougivemeahandwiththis?
I’dlikeyouto…
Offeringhelp:Can/ShallIhelpyouwiththat?
Doyouneedsomehelpwiththat?
Wouldyoulikesomehelp?
Wouldyoulikemeto…?
IsthereanythingelseIcandoforyou?
Acceptinghelp:Thanks./Thankyouforyourhelp.
Yes,please.That’sverykind/niceofyou.
Refusinghelp:Nothankyou.Thanksforallyourhelp.
No,thanks.Icanmanageitmyself.
That’sveryniceofyou.It’sallright,thankyou.
(2)Workwithyourpartnerandmakeupdialoguesaccordingtothefollowingsituations.
1)Anoldmaniscarryingaveryheavysuitcase.
2)Youarelateforaflightandwanttogoaheadofthequeue.
3)Beingoldandsick,youareonacrowdedbusandyouwanttositdown.
StepIV.Languagepoints.
1.avoidvt.避免avoid+n./doingsth.
Itriedtoavoidmeetinghimbecausehealwaysboredme.
我试着避免碰见他，因为他让我厌烦。
You’dbetterfastenthebelttoavoidbeinghurtincaseofanaccident.
你最好系上安全带，避免在事故中受伤。
avoidvt.避免，躲避；预防，防止
avoidsth/avoiddoingsth
Youcanavoiddangerbybeingcareful.
Itooktheotherdirectionsoastoavoidmeetingher.
Hetoldalieinordertoavoidbeingpunished.
Ijustavoidedrunningoverthecat.我差点儿轧着猫。
Trytoavoidaccidents.尽量防止发生事故。
2.aheadof提前，超出，在。。。。。。前面
Ourcompanyisaheadofothermakersofsparepartsfortheairplane.我们公司飞机零部件制造业绩超出其他公司。
Tohisgreatjoy,theworkersfinishedtheirworkaheadoftime.
Walkstraightaheaduntilyoureachtheriver.
Theroadaheadwasfullofcattle,whichblockedtheirway.前方的路上满是牛，挡住了他们的路。
----Doyoumindmyusingyourdictionary?
----No.Pleasegoahead
Homework:Preparereading.Learnthenewwordsandexpressionsbyheart.
Thesecondperiod
Teachingaims:
1.Togetsstounderstandwhatbodylanguageisandhowbodylanguagediffersfromculturetoculture.
2.Todevelopss’abilityofcommunicationbymasteringcorrectgestures.
3.Toimprovess’abilityofreadingcomprehensionthroughreadingactivitiesandgraspingthespiritofthereadingpassage.
Teachingimportantanddifficultpoints:
1.Knowingwhatbodylanguageisandhowtocommunicatewithothersbyusingbodylanguage.
2.Learningthefollowingusefulwordsandexpressionsthroughthepassagereading:express,vary,opposite,universal,teardown,getthrough,aworldofstrangers…
3.Learningaboutthefollowingsentences:
1)Makingeyecontact—lookingdirectly…
2)Pressingone’spalmstogetherand…
3)Perhapsthebestexampleofuniversallyunderstandbodylanguageisthesmile…
Teachingmethods:
1.Fastreadingtoimprovethess’readingability.
2.Pairworkorgroupworktogeteverystudentactiveinclass.
3.Inductivemethodtomakethessunderstandthetextbetter.
Teachingprocedures:
Step1GreetingsandDailyspeech
Step2Pre-reading
Askingsstodiscussthefollowingquestionswiththeirpartners.
1.Canyouguesswhatsomeoneisthinkingorfeelingbylookingathisorherbodylanguage?
2.Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?
3.Howdoyoucommunicatethefollowingwithbodylanguage?
Thankyou!No.Yes.Idon’tknow.Comehere!
Suggestedanswers:
1.Variousanswersarepossible.Askthesstogivereasonsandexamplestosupporttheiranswers.Possibleanswersinclude:
Yes:aperson’sbodylanguagecantelluswhatheorsheisfeeling.Forexample,ifsomeoneisnervous,hisorherhandsmayshake.Ifapersonsmilesbuthisorhereyesdon’tlookhappy,wecanguessthatthereissomethingwrong.
No:itisdifficulttotellwhatapersonisthinkingbylookingattheirbodylanguage.Peopleusebodylanguageindifferentwaysandgesturesmayhavedifferentmeaningsindifferentareas.Peopledon’talwaysthinkabouttheirbodylanguage,sowemaymisunderstandthemifwetrytoguesswhattheyarethinkingorfeeling.Itisalsopossibleforpeopletolearntousetheirbodylanguagetohidewhattheyarereallyfeelingorthinking.
2.Yes,theydo,butnotalways.Somebodylanguageisthesameinanyculture.Thatisalsothecaseinchina.Variousanswersarepossibleaschinaisamulticulturalcountry.
3.Answersmayvarybutssshouldgiveareasonwhytheycommunicatethewaytheydo.
Step3reading
Task1skimming
Asksstoskimthetexttofindthemainideaofeachpara.
Suggestedanswers:
Para.1:functionofbodylanguage.
Para.2:differencesofbodylanguageindifferentcultures.
Para.3:examplesofhowdifferentbodylanguageisindifferentpartsoftheworld.
Para.4:someuniversalgesturesinallcultures.
Para.5:importanceofsmileinbodylanguage.
Task2Listening
Listentothetapeandfindtheanswerstothefollowingquestions:
1.Whatisthefunctionofbodylanguage?
2.Whatdoesbodylanguageinclude?
3.Doesthesamebodylanguagehavethesamemeaningindifferentcultures?Giveanexampletoexplainit.
4.Whatisthedifferenceofbodylanguageingreetingindifferentcultures?
5.Dowehaveanyuniversalgestures?Givesomeexamples.
6.Whysmilingisimportantincommunicatingwithothers?
Suggestedanswers:
1.Itcanhelpustoexpressourthoughtsandopinionsandtocommunicatewithothers.
2.Itincludesthewayapersonstands,foldshisorherarms,ormoveshisorherhandsandotherbodymovements.
3.No.Forexample,makingeyecontactinsomecountriesisawaytoshowthatoneisinterested,inothercountries,however,isrudeordisrespectful.
4.InFranceandRussia,avisitingfriendisgreetedwithakissonthecheek,inothercountries,peoplegreeteachotherwithafirmhandshake,alovingembrace,aboworsimplyanodofthehead.
5.Yes.Forexample,pressingone’spalmstogetherandrestingone’sheadonthebackofone’shandmeans“I’mtired”.Rubbingone’sstomachafteramealmeans“I’mfull”,whilebeforeamealmeans“I’mhungry”.
6.Becauseitcanhelpusgetthroughdifficultsituationsandfindfriendsinaworldofstrangers.
Task3CarefulReading
Getsstoreadingthetextcarefullytofindtheinformationtofillinthefollowingform.
BodylanguageMeaning
Countriesorplaces
Makingacirclewithone’sthumbandindexfinger
Thethumbsup
Shakingone’shead
Movingtheindexfingerinacircleinfrontoftheear
Suggestedanswers:
BodylanguageMeaningCountriesorplace
Makingacirclewithone’s
thumbandindexfingerMoneyzeroJapan,France
ThethumbsupGreatorgoodjobTheUS
Rudenumber1NigeriaGermanyJapan
Shakingone’sheadYesBulgaria/partsofGreece/Iran
Movingtheindexfinger
inacircleinfrontoftheearYouhaveaphonecallBrazil
Suggestion:thisexercisecanbedoneeitherindividuallyorbymeansofjigsawreading.Firstdividessintogroups.Theneachmemberofthegroupreadsthetextandfindstheanswers.Afterthat,themembersexchangetheirinformationwithinthegroupinordertofinishtheinformationgaptask.
Postreading
Teachermaydesignthefollowingactivitiesforconsolidation:
Task1discussion
Asksstoworkingroupsoffouranddiscussthefollowingtopics.Whendiscussing,giveeachtopicsomeexamples.
1.Whataresomesituationswhereweneedtobeverycarefulaboutourbodylanguageandgestures?
2.Howisbodylanguagedifficultfromspokenlanguage?Whatdotheyhaveincommon?
3.Sometimeswesayonethingbutourbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyotherexamples?
Task2Discussion
Thisactivityisperformedinindividual.Firstreadthechartcarefully,thendiscussthegesturestoexpressthesamemeaninginChina.
MeaningCommongesturesintheus
No,no,don’tdothatMovingtheindexfingerfromsidetoside.
Idon’tknow.Shruggingone’sshoulders.
Welldone!Thumbsup.
Thatisincredible!Ican’tbelievethis.Rollingone’seyes
Money.Rubbingthumbandforefingertogether.
That’scrazy!
HeorSheiscrazy.Movingtheindexfingerinacircleinfrontoftheear.
Goodluck.Crossingthefingers.
Period3
I.TeachingAims:
1.Learnsomeusefulwardsandexpressions.
2.Explainsomelanguagepointsandsentences.
II.LanguagePoints:
1.Weusebothwordsandbodylanguagestoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.
(1)“both,all,every,each,always,everybody,everywhere”usedwith“not,never,etc”meanspartialnegative.eg:
Deafpeoplecan’texpresstheirthoughtsbyusingbothgesturesandwords.
聋子不能既用手势又用语言来表达思想。
(2)express+n./pro./wh-clause./orn.todo
Hewastooexcitedtoexpresshisfeelings.
ShehaslearnedenoughtoexpressherselfinEnglish.
expresstrain快车,expressdelivery快递邮件byexpress/bypost邮寄
(3)inone’sopinion/personally/asfarasoneisconcerned在某人看来
What’syouropinionofsomebody/something?==Whatdoyouthinkof….?/Howdoyoulike/find…?
2.fold,unfold
Havingwrittentheletter,hefoldeditandputitintheenvelope.
Shefoldedherbabyinherarmsforfearthatitshouldcatchacold.她把婴儿抱在怀里以防着凉。
foldone’sarms,/foldone’shands,/folditswings交臂/交手/收拢翅膀
3.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.
veryvt.partsbfromsb
Thepolicepartedthecrowd.
Thechildrenwerepartedfromtheirparents.
Shehaspartedfromherhusband.
Thecrowdpartedtoletthemthrough.
Itis3yearssincetheyparted.
Thecloudspartedandthesunshonethrough.云开日出
partwithsth.放弃或出让某物=giveaway
Althoughheispoor,herefusedtopartwithhiscollectedstamps.
Take/playanactivepartinsth.积极参加某事
playamajor/important/significantpartinsth在某方面起重大作用
15.firmadj.
1)坚实的，坚硬的
Thiswetgroundidnotfirmenoughtowalkon.
firmsoil坚硬的土壤firmflesh/muscles结实的肌肉
2)牢固的，稳固的，坚固的
Thisbuildinghasafirmground.Afirmfoundation坚固的基础
3)稳定而有力的afirmhandshake
Motherkeptafirmholdonhersonshandsashesaidgoodbyetoherabroad.
"儿子向母亲告别到国外去时,母亲紧紧地拉住他的双手。"
4）坚定的，不易改变的
Wehaveafirmbeliefinthisfact.
Hehasmadeafirmdecision.
befirmwith对坚决，坚定
Parentsshouldbefirmwiththeirparents.严格要求孩子
adv.firmly坚固地，稳固地
Thebeltwasfirmlyfixedtotheastronautwhenhefloatedinspace.
16．Whiletherearemanydifferentinterpretationsofourbodylanguage,somegesturesseemtobeuniversal.尽管对身势语有许多不同的解释，有些手势好象是全球通用的。
Whileconj.1)尽管，虽然，=although
WhileIadmitthatthereareproblems,Idon’tagreethattheycannotbesolved.
尽管我承认有问题存在，但我不同意说这些问题不能解决。
WhileIunderstandyourviewpoint,Idon’tagreewithyou.
Whilehetriedhisbest,hefailedintheexperiment.
1)当----的时候，在----期间
Hefellasleepwhilehewasdoinghishomework.
Strikewhiletheironishot.
2)与----同时
Whilemarywaswritingaletter,thechildrenwereplayingoutside.
Helistenstotheradiowhiledrivingtowork.
3)然而（表示对比或相反）
MybrotherisverytallwhileIamsoshort.
ShethoughtIwastalkingaboutherdaughter,while,infact,Iwastalkingaboutmydaughter.
MultipleChoice:
1.ZhuYingtaidestroyedherlovebynot__________herloveofLiangShanbodirectly.
A.sayingB.speakingC.expressingD.telling
2.Autumncoming,leavesarebeingblown________theroads,
A.onB.offC.awayD.upanddown
3.Imeant__________you,butIwastoobusy.
A.tohavecalledonB.callingonC.tocallonD.havingcalled
4.Thereweresomanypeoplewatchingtheperformancethatwecouldn’t_______thefront.
A.getthroughB.getclosetoC.getdowntoD.getup
5.Fearingbeingpunished,theboyhidthebookwhichhe________up.
A.wastearingB.toreC.hadtornD.mighttear
6.Theoldwomanbecameeven___________withheronlypet,alovelycat,dead.
A.lonelyB.morelonelyC.aloneD.lone
7.Theclimberlost_______withhisteammates,_________tohisdifficulty.
A.contact;whichaddsB.touch;thataddedC.hisway,asD.contact;adding
8.Thesweatersaresoldatthesameprice,they_______insize,though.
A.differentB.varyC.arevarietyD.various
9.InsomepartsofLondon,missingabusmeans_______foranotherhour.
A.waitingB.towaitC.waitD.tobewaiting
10.Ourschoollibrarystores_______books.
A.alargeamountofB.agreatdealofC.varietyofD.aworldof
参考答案：1—5CDABC6—10BDBAD
Period4
Integratingskills
(Reading,speaking,performingandwriting)
Teachingaimsanddemands:
1.Togetstudentstolearnabouthowtoexpressthemselvesbyusingbodylanguage.
2.Toinstructstudentstowriteastoryonthematerialsgiven.
3.Togetstudentstolearnhowtousepicturestocreateastory.
4.togetstudentstolearnabouthowtoactoutthestory.
Teachingprocedures:
StepI.Greetingasusual.Thendailyspeech.
StepII.Lead-in
Askstudentsthefollowingquestionsaspresentationforwriting
(1)Doyoulikedancing?
(2)Haveyouseenanysnakes?Areyouafraidifyouseeasnake?
(3)Doyoulikedogs?Whatwouldyoudoifabigdogisrunningafteryou?
(4)Haveyouseenanypigs?Ifyouareplayingbasketball,apigruntotheplayground,whatwouldyoudoatthetime?
(5)Doyouliketakingpictures?Doyouhaveacellphone?
Thepurposeofthisactivityistoleadstudentstogettoknowthematerialsthepicturesgivenasthepreparationsforactingandwriting.
StepIII.Someknowledgepoints.
1.chasevt.追逐，追赶，驱逐
egDogsliketochaserabbits.狗喜欢追赶兔子。
Ichasedthecatoutoftheroom.我把猫赶出了房间。
也有“驱除”之意。
例如：Hehaschasedfearfromhismind.他将恐怖心理扫除了
2.createvt创作，创造
eg;Dickenscreatedmanywonderfulcharactersinhisnovls
狄更斯在他的小说中创造了许多奇妙的人物。.
Hisbehaviorcreatedabadimpression.他的行为给人以恶劣的印象。
3.base…on…..“以……为根据，建于……之上”，
eg:Ibasemyhopesonthenewswehadyesterday.
我的希望是以我们昨天所得到的消息为根据的。
Thisbeliefisbasedonpracticalexperience.这种信念是以实际经验为基础的。
4.actout“表演，演出”；
eg.Pleasecreateadialogueandthenactitoutinclass.请编一段对话，然后在班上表演。
StepIV.Discussion.
Dividestudentsintogroupsoffourtodiscusswhatthesixpicturesshowtous.
Thenusethepicturestocreateastory.Allthepicturesshouldbeused
StepV.Acting.
Classacting:Oneormoregroupsareencouragedtoactoutthestoryinclass.Whenonegroupisacting,theothergroupsshouldnotsayanything.Butwhenonegrouphasfinished,theotherswilltrytoretelltheirstories.
StepVI.Writing
Tellstudentstocreateastoryafterreadingthepicturescarefully.
StepVII.HomeworkPractisespeakingandperformingoutofclass.
Period5&Period6Practising
DealwithEnglishWeekly
