人教版高中英语教案Unit 4 Body language

Unit4Bodylanguage

Thefirstperiod:WarmingupandListening

Theunitgivesageneralviewofbodylanguageinavarietyofsituation.Body

languageisgenerallydefinedastheuseofposture,gestures,andfacialexpressions

thatcommunicateattitudes,emotionsandreactions.Verballanguageexpresseswords,

butbodylanguageexpressesmeaningandemphasis.Inmanycases,bodylanguageis

infactmorepowerfulinexpressingthanverballanguageis.Verballanguagecanbe

controlledmoreeasilythanbodylanguage,andcanbeusedtodetectiveandto

misinform.Itisimportantforstudentstounderstandtheirownbodylanguageand

thatofothers.Thetwoverygeneralareasdiscussedintheunitareculturebody

languageandpersonalbodylanguage.Bothoftheseareinfactdeterminedtosome

extentbysocialandculturalpractices.Studentsshouldbeencouragedtoconsiderthe

differencesbetweenChinesebodylanguageandWesternbodylanguageandtothink

ofwhattheyhaveobservedinfilmsandinthebehaviousofforeignvisitors.They

shouldalsobeawareoftheeffectoftheirownbodylanguage(themessagesthey

maybesendingwithoutknowingit).

Teachercanshowstudentssomepicturestoleadinthetopicoftheunitandhave

afreetalkwiththemaboutbodylanguage.ThenturntoWarmingup,Itprovidestwo

activitieswhichwillintroducestudentstotheideaofbodylanguageandtheways

theycancommunicatewithoutspeaking.

ThereadingpassagetitledCommunication:NoProblem?introducessome

examplesofculturalbodylanguageingreetingpeople.Studentsshouldknowthat

publicbehaviourisdifferentinvariouscultures,andthatalthoughitmayseem

strangetothem,allculturesshouldberespected.

Importantpoints:

Letstudentsreadthepassageandlearnaboutculturaldifferencesandintercultural

communication.

Getstudentstolearndifferentreadingskills,especiallythereadingabilityof

understandingimpliedmeaningoftheauthor.

Difficultpoints:

Enablestudentstounderstandthepassageandknowaboutculturaldifferences

andinternationalcommunication.

Letstudentslearnhowtousedifferentreadingskillsfordifferentreading

purpose.

Knowledgeaims:someusefulwordsandexpressions: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,defendagainst,belikelyto,ingeneral

Function:

1.Prohibitionandwarning(禁止和警告)

Alwaysstay

Donot

Stop!

Keepawayfrom

Goaway.Don'tenterhere.

Watchout!

Lookout!

Becareful!

Bequiet!

Youmaynot

Youwillbefined2000yuan.

Don'tsmokehere!

Becareful!Don'tslip.

2.Obligation(义务和责任)

Youmust

Youshouldnever

Youwillbe

Youwillhaveto

Youwillneedto

Grammar:动词的-ing形式作定语和状语(the-ingformastheattributeand

adverbial)

Step1Leadingin

Thepassageintroducessomeexamplesofculturalbodylanguageingreeting

people.Studentsshouldknowthatpublicbehaviourisdifferentinvariouscultures,

andthatalthoughsomebehaviousmayseemstrangetothem,allculturesshouldbe

respected.Theyshouldalsoknowthattheremaybeactionsthattheythinkare

impoliteornotrespectfulbutareordinarypracticesinothercultures.

Thisunitisnotalessonininternationalcourtesybutmayhelpstudents

understandthatnotallpeopleexpressthemselvesthesameway.Thepassagealso

introducessomegrammaticalstructureswhichrequireattention.

1.Playasongtostudentsandaskthemtoacttothemusic.

Ifyouarehappy

Ifyouarehappyandyouknowit,clapyourhands.

Ifyouarehappyandyouknowit,clapyourhands.

Ifyouarehappyandyouknowit,andyoureallywanttoshowit.

Ifyouarehappyandyouknowit,clapyourhands.

2.Introducegestures.

3.Introducethefacialexpression.

4.Introducethepostures.

5.Introducetheeyecontact.

Askstudentstouseeyestoexpresstheirfeelingsinthefollowingsituations.

Situation1:Supposetodayisyourbirthday,youreceiveaverybigpresent.Itis

asbigasyou.Sowhenyouseethepresent,whatisyourresponse?

Situation2:Supposeyouarewalkingonthestreet,someuglyguycomestoyou

andwantstotalktoyoutogetyourtelephonenumber.Whatisyourresponse?

Situation3:Supposeyouarewalkingonthestreet,somehandsomeguywalks

byyou.Whatisyourbodylanguage?

6.Summarizewhatisbodylanguage

Bodylanguageisaformofcommunicationwithoutusinganywordsanditcan

helpusexpressourfeeling.Askstudentstolookatthepicturesandguesswhatthe

manmeansbyhisbodylanguage?

Step2Skimming

1.Askstudentstoreadthetextquicklyandfindthenamesofthepersons

mentionedandthecountriestheycomefrom.

Character(person)Country

youChina

MrGarciaColumbia

JulieSmithBritain

MrCookCanada

AkiraNagataJapan

AhmedAzizJordan

MadameCoulonFrance

2.根据课文内容填空。

PlaceTheCapitalInternationalAirport

AimTomeettheinternationalstudentsfromforeigncountries.

DifferenNameCountrBodylanguage

tbodyy

languagTonyGarciaColumTouchone'sshoulderandkissesonthecheek.

esofbia

differentJuliaSmithBritainDoesnottouchothers.

cultures.AkiraNagataJapanBowtoothers.

GeorgeCookCanadaShakehandswithothers.

AhmedAzizJordanStandsclosetoothersandshakeshandswith

menandnodstowomen.

DarleneFranceShakeshandswithothersandkissesoneonthe

Couloncheek.

conclusiNotallculturesgreeteachotherinthesameway,butstudyingtheseways

onofgreetingcanhelpusavoidmakingmistakes.

Step3Scanning

Askstudentstoreadthetextcarefullyandfindouttheactionmentionedinthe

passageandthenactthemoutinpairs.Showthefollowingcharttohelpthemfindthe

movement.

PersonCountryActions

YouChinaFirststand,watchingandlistening.Thenintroduce

guests.WhenintroducingyourselftoAhmedAziz,you

movebackalittlewhenheisveryclose.

Mr.GarciaColumbiApproachesMsSmith,toucheshershoulderandkisses

aonthecheeks.

JulieSmithBritainJuliaSmithissurprisedatMrGarcia'sactionandtakesa

fewstepsawayfromhim.

MrCookCanadaReacheshishandouttoAkiraNagata.

AkiraJapanBowstoMrCook

Nagata

AhmedAzizJordanMovesveryclosetoyouwhenintroduced,comescloser

toaskquestions,nodsatwomen.

MadameFranceShakeshandsandkisseseachothertwiceonthecheek.

Coulon

Step4Intensivereading

1.AskstudentstolookthroughallthequestionsinExercise2onpage27and

readthetextsilentlytoanswerthesequestionsbythemselves.

2.AskstudentstoreadParagraph1-3andfindoutthemistakesbyusing

differentbodylanguages.Howdothemistakeshappen?(Therearetwomistakes:The

firstisMrGarciafromColumbiaapproachesMsSmith,toucheshershoulderand

kissesheronthecheek.JuliaSmithfromBritainstepsbackappearingsurprisedand

takesafewstepsawayfromMrGarcia.Thesecondmistakehappensbetweena

JapaneseandaCanadian.AkiraNagatabowstoMrCookandhisnosetouchesMr

Cook'smovinghand,whenMrCookfromCanadareacheshishandouttothe

Japanese.)

3.AskstudentstoreadParagraphs4-5andfinishthefollowingtrueorfalse.

1).Englishmenoftenstandclosetoothersortouchstrangersassoonasthey

meet.

2).Mostpeoplearoundtheworldnowgreeteachotherbykissing.

3).Japanesewillbowtoothersasgreeting.

4).PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselfto

them.

5).Somebodylanguagesinsomecountriesaregoodwhilesomecountries'

bodylanguagesarebad.

(Theanswers:FFTTF)

Step5Discussanddividethepassage

Askstudentstoworkinpairstodividethepassageinto4partsandsumupthe

mainideaofeachpart.Thengetsomeofthegroupstosharetheiranswers.

Partl(para1):themainideaisthatyouaresenttoCapitalInternationalAirport

tomeetstudents.

Part2(paras2-3):itmainlytalksabouttheexamplescultural“bodylanguage”.

Part3(para4):ittellsusthatdifferentpeoplehavedifferentbodylanguage.

Part4(para5):itisthesummaryofbodylanguage.

Step6Consolidation

MyuniversityhassentmetotheCapitalInternationalAirporttomeetsome

internationalstudentsfrommanypartsoftheworld,whoarecomingtostudyat

BeijingUniversityinChina.ThefirstonetoarriveisMrGarciafromColumbiawith

JuliaSmith,aBritishlady,followingbehindclosely.Iintroducedthemtoeachother

andIamsurprisedtoseeMrGarciacomesuptoMsSmith.Justthen,AkiraNagata

fromJapan,comesinandbowswhentheConadian,MrCookreachesouthishandto

him.IthappensthatMrCook'shandtouchesAkiraNagata'snoseashebowsand

theybothapologize.Soyousee,peoplefromdifferentculturesmaynotgreetothers

inthesameway.Englishpeopleusuallydonotstandveryclosetoothersortouchthe

strangersaspeoplefromSpain,ItalyandSouthAmericancountriesdo.Mostpeople

aroundtheworldshakehandswhenwheymeetwhileJapanesepeoplewillbow.

PeoplefromJordanstandquiteclosetoothermenandshakehandsandkissotherson

thecheek.Inaword,bodylanguagediffersindifferentculturesandiswidelyusedin

communication.

Bodylanguageisusedbypeopleforsendingmessagestooneanother.Inmany

countriesintheworld,menkisseachotherwhentheymeet.InBritain,peopleusually

shakehandswhentheyneedsomeoneforthefirsttime.Theyarenotcomfortable

touchingstrangers.Frenchpeoplekisseachotherhelloandgoodbyeonthecheck

moreoftenthantheBritishpeople.PeoplefromArabiancountriesstandcloserthan

peoplefromBritainwhentheyaretalking.Theymightmoveveryclosetoyouasyou

introduceyourselftothem.Bodylanguageisverygeneralandnotallmembersofall

countriesbehavethesameway.Usingbodylanguageinacorrectwaywillhelpyou

tobettercommunicationwithotherpeople.

Step7Homework

Gooverthetextandlearntheusefulnewwordsandexpressionsbyheart.

FinishtheexercisesinComprehendingonpage27.

Readthepassageagainandcollecttheinformationaboutbodylanguagein

differentculturesmentionedinthetext.

Thesecondperiod:Learningaboutlanguage:Importantlanguagepoints

Theemphasisofthisperiodwillbeputontheimportantnewwords,expressions

andsentencepatternsinthepartsWarmingup,pre-reading,Readingand

Comprehending.

Importantpoints:

Enablestudentstograsptheusageofsuchimportantnewwordsandexpressions

asrepresent,approach,defend,belikelyto,ingeneral,etc.

Getstudentstomasterthepatterns”.…Isawseveralyoungpeopleenterthe

waitingarealookingaroundcuriously.,5And“Notallculturesgreeteachotherthe

sameway,noraretheycomfortableinthesamewaywithtouchingordistance

betweenpeople.^^

Difficultpoints:

Letstudentslearntheusageofthewords:approach,belikelyto

Getstudentstounderstandsomelonganddifficultsentences.

Step1Revision

Checkthehomeworkexercises.

AsksomestudentstoretellthepassageCommunication:NoProblem?.

Step2Practiceforusefulwordsandexpressions

1.represent:standfororbeasymbolorequivalentofsb./sth.symbolize;bean

exampleofsth.

Wechoseacommitteetorepresentus.

WhatdoesYrepresentinthisequation?

Thisdesignrepresentsamajornewtrendinmodernart.

2.approach:comenearerornearertosb./sth.inspaceortime

Weapproachedthemuseum.

Itisnotallowedtoapproachtheforbiddenarea.

FewwritersevenbegantoapproachSkakespear'sgreatness.

Ifindhimdifficulttoapproach.

Theapproachofwinterbringscoldweather.

Allapproacheswereblocked.

2.defence:defendingfromattack;fightingagainstattack

Thecountry'sdefencesareweak.

Theydecidedtodefendtheircountryagainstenemies.

Defendagainst/from:protectfrom

3.introduceto

Heintroducedhisfriendtome.

YaoMingisapersonwhoneedsnointroduction.

4.dash:movesuddenlyorquickly;rush

Thesecretarydashedintotheroom,grabbedthefileandranoutagain.

5.not...nor...

Forawholeweekhrdidnotwritetohernorgiveheracall.

Idon'tlikethefilm.Nordoeshe.

IamgoingtoworktodayandnorisMaisie.

6.likely;

belikelyto:thatisexpected;probable

Thetrainislikelytobelate.

Sheisthemostlikelytowintheprize.

Itislikelythat

Itislikelythatshewillringmetonight.

7.aswell(assb./sth.)：inaddition

Aretheycomingaswell?

Hegrowsflowersaswellasvegetables.

8.ingeneral:mainly;mostly;usually

Ingeneral,herworkhasbeengood,butthisessayisdreadful.

Ilikegameingeneral,andespeciallyfootball.

Iamgladtofindmyselfingeneralaccordwithyouropinions.

9.avoid:

Iquicklywalkedtotheothersideofthestreettoavoidmeetingher.

Toavoidcarhittingthelittleboy,hehadtomakeasharpturn.

Step5Usingwords,expressionsandpatterns

DoexercisesinUsingwordsandexpressionsonpage63.

Step6Homework

Finishoffthehomeworkexercises.

Learnthenewwordsandexpressionsbyheart.

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(useyourbrains)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(complacentassertion):用食指往上掘鼻子，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”(stoptalking):嘴唇合上，将食指贴着嘴唇，同时发出“”.

8.侮辱和蔑视(insultingandscorning):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'sall):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(happinessandexcitement):双手握拳向上举起，前后频频用

力摇动.

17.愤怒或急噪(angerandenxiousness):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'sto。bad.或者Sorry

tohearit.

19.“太古怪了”(tooqueer):在太阳穴处用食指画一圆圈.

Thethirdperiod:Learningaboutlanguage:Grammar

Thisteachingperiodmainlydealswiththegrammar:the-ingformasthe

attributiveandtheadverbial.

Importantpoints:getstudentstolearntheuseofthe-ingformastheattributive

andadverbial.

Difficultpoints:enablestudentstolearnhowtousethe-ingformasthe

attributiveandtheadverbial.

Step1Revision

1.Checkthehomeworkexercises.

2.Translatethefollowingsentences:

他们的责任就是为国抗敌.(defendagainst...)

学校离商店不远.(closeto)

他把朋友介绍给我.(introduce)

我今天不去上班，玛丽也不去.(notnor)

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.(ingeneral)

Step2Leadingin

1.Tellstudentstoturntopage26andreadthepassagecarefullytofindoutthe

sentencesinwhich-ingformareused.

1).Yesterday,anotherstudentandI,representingouruniversity'sstudent

association,wenttotheCapitalInternationalAirporttomeetthisyear'sinternational

students.

2).Afterhalfanhourofwaitingfortheirflighttoarrive,Isawseveralyoung

peopleenterthewaitingarealookingaroundcuriously.

3).Istoodforaminutewatchingthemandthenwenttogreethim.

4).Shesteppedbackappearingsurprisedandputupherhands,asifindefence.

5).ThenAkiraNagatafromJapancamesmiling,togetherwithGeorgeCook

fromCanada.

6).Justatthatmoment,however,AkirabowedsohisnosetouchedGeorge's

movinghand.

7).WhenDarleneCoulonfromFrancedashingthroughthedoor,sherecognized

TonyGarcia'ssmilingface.

8).Inthesamewaythatpeoplecommunicatewithspoken,theyalsoexpress

theirfeelingsusingunspoken“language“throughphysicaldistance,actionsor

posture.

2.Letstudentsreadaloudthesentencestheypickedout,thinkoveranddiscuss

withapartnerhoweachofthese-ingformisbeingusedinthesituation.Havethem

trytosumuptheruleofthe-ingformastheattributiveandtheadverbial.

Step3Grammarlearning

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)

Asleepingcar=acarforsleeping

HisnosetouchedGeorge'smovinghand.(George'smovinghand=George's

hand,whichwasmoving)

1.单独的动词-ing形式作定语，一般放在被修饰名词的前面.

Heisapromisingyoungman.

Itisafascinatingcity.

Wisconsinistheleadingdairystate.

Theyarevisitinginaneighbouringtown.

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.

Thereissomeoneknockingatthedoor.

Iknowamanworkinginthefactory.

Doyouknowthemantalkingtoher?

Thegirlsittingbesidemeismysister.

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

Hearingthenews,wejumpedwithjoy.

Turningaround,hesawatigerrunningup.

2.原因

Notknowingtheway,hecouldnotgothere.

Beingexcited,shecouldnotgotosleep.

3.条件

Workinghard,youwillsucceed.

Turningtotheleft,youwillseethetower.

4.结果

Unfortunatelyhisfatherdied,leavingthefamilyevenworseoff.

Hewascaughtintherain,thusmakinghimselfcatchacold.

5.行为方式或伴随情况

Aboycamerunningin.

FollowingTom,theystartedtoclimboverthewall.

Theystoodthereforanhourwatchingthegame.

Shesatatthedeskreadinganewspaper.

Step4Grammarpractice

Havestudentsunderlinethe-ingformoritsphraseineachsentenceandtell

whetheritisusedastheattributiveortheadverbial.Ifitisusedastheadverbial,tell

whatitisfor.

Hewasoneoftheleadingcomposersofthetime.

Whoisthegirlstandingonherhands?

Theybuiltaroadleadingtothevillage.

Whoknowsthemissingwordsinthesentences?

Myaunttoldusanamusingstory.

Inourvillagelive350familiesbelongingtothreenationalities.

Thereisacarwaitingatthedoor.

Donnotwakeupthesleepingchild.

Travelingbyjeep,wevisitedanumberofcities.

Wecouldn'thelpthem,beingsopoorourselves.

Comingdownthemountain,wemetJimontheway.

Heworkedthewholeafternoontryingtorepairthecar.

Notknowingthelanguage,hecouldn'tgetajob.

Themanagercametoussmiling.

Havingfailedtwice,theydidn'twanttotryagain.

Turningaround,shesawamanfollowingher.

Whenleavingtheairport,theywavedtousagainandagain.

Whilestayingthere,Ilearntalotfromthem.

Turntopage29.Askstudentstodoexercise2inDiscoveringusefulstructures.

Turntopage64.AskstudentstodotheexercisesinUsingstructures.

Step5Groupwork

Askstudentstoworkingroupsoffourtodothefollowing.

1.Addatleasttwomoreactionstotheselists.Thencombinetheprimaryand

secondaryactionstomakeasentenceaboutastudentinyourgroup.Thatstudent

mustactoutwhatyousay.

PrimaryactionsSecondaryactions

WalkaroundthedeskFrown(deeply)

LookforaneraserJump(ononefoot)

PickupatextbookSmile(inacrazyway)

SitonthedeskShake(his/herhead)

Forexample:

S:(thestudent'sname)walksaroundthedeskjumpingononefoot.

S:thefrowninggirl,(thegirl'sname),pickedupherEnglishtextbookandthrew

itonthefloor.

2.Afterpracticingwithyourgroup,makeupashortacttoperformfortheclass.

Onestudentdescribeswhatishappeningwhiletheotherthreeact.

Step6Closingdownbyaquiz

1.Thewildflowerslookedlikeasoftorangeblanketthedesert.

A.coveringB.coveredC.coverD.tocover

2.Thesecretaryworkedlateintothenight,alongspeechforthepresident.

A.toprepareB.preparingC.preparedD.waspreparing

3.Thevisitingministerexpressedhissatisfactionwiththetalks,——thathehad

enjoyedhisstayhere.

A.havingaddedB.toaddC.addingD.added

4.Europeanfootballisplayedin80countries,itthemostpopularsportin

theworld.

A.makingB.makesC.madeD.tomake

5.upathisfather,heaskedwhatwasthematterwithhim.

A.havinglookedB.lookingC.tolookD.look

6.fromhisclothes,heisnotsopoor.

A.judgedB.judgingC.tojudgeD.havingjudged

7.suchheavypollutionalready,itmaynowbetoolatetocleanuptheriver.

A.havingsufferedB.sufferingC.tosufferD.suffered

8.WouldyoutellussomethingaboutG3?

Well,itisaninternationalorganization——therichestcountriesintheworld,

fiveofwhicharequitesmallandtwoofwhichareislandstates.

A.isconsistedofB.consistingofC.consistsofD.consistedof

9.HilloftenattendspubliclecturesattheuniversityofLondonchiefly——his

English.

A.toimproveB.improvingC.tohaveimprovedD.improved

10.-Whobroughtthesepapershereonmytable?

—AstudentherselfJoanna.

A.callingB.callsC.calledD.beingcalled

11.fromwhatshesaid,IguessedLilyhadnotreadthenovelatall.

A.TojudgeB.JudgedC.JudgingD.Judge

12.MyuncleinAustraliasentmesomepresents,apairofshoesin

style.

A.lived;includedB.lives;hadincluded

C.living;includingD.tolive;toincluded

13.Themanagerobservedthegoods,thattherewassomethingwrongwith

someofthem.

A.havingnoticedB.noticingC.tonoticeD.noticed

14.Thebook,thelifeoftheteenagersborninthe1990s,wasverypopular

amongmiddleschoolstudents.

A.showingB.beingshownC.shownD.toshow

15.—Doyouknowwhichoneisournewheadmaster,Jim.

——Yes.ItisthemaninthearmchairacopyofChinaDaily.

A.sits;readsB.sits;readingC.sitting;readsD.sitting;reading

16.WhenthedifferencesbetweenBritishEnglishandAmericanEnglish.I

findtheymainlyexistinspellingandpronunciation.

A.compareB.beingcomparedC.comparedD.comparing

17.toarriveinShanghaiinoneday,Ihadtotakeaplane.

A.AskedB.HavingaskedC.TobeaskedD.Beingasked

18.totherightwhenyouseeasupermarket,andyouwillfindthepost

officeyouarelookingfor.

A.ToturnB.TurnC.TurningD.Turned

19.Anotherfourskilledworkersit,theprojectwascompletedaheadof

time.

A.joinedB.hadjoinedC.joiningD.tojoin

(Theanswers:ABCABBABAACCBADDBBC)

Step7Homework

Finishofftheworkbookexercises.

PreviewthereadingpassageShowingourfeelingsonpage30,findthe

sentencesinwhichthe-ingformisused,andseeifyoucanunderstandthem.

Theforthperiod:Usinglanguage:Extensivereading

Wewilldealwithtwopassages:ShowingourfeelingsinUsinglanguageon

page30andTheopenhand-auniversalsigninReadingtaskonpage66todevelop

students'readingabilitybyreadingextensively.

Importantpoints:

Developstudents'readingskillsbyextensivereading.

LetstudentsreadandunderstandthepassageShowingourfeelings.

Difficultpoints:

Enablestudentstolearnandusesuchstrategiesasskimming,scanningandso

ontodotheirreading.

Getstudentstolearntomakeawritingoutline.

Knowledgeaims:

Getstudentstolearnthenewwordsandexpressions:unspoken,facial,function,

ease,truly,false,anger,fist,yawn,subjective,hug,rank,atease,loseface,turnone's

backto

Getstudentstolearnmoreaboutbodylanguage.

Step1Revision

1.Checktheworkbookexercises.

2.AskstudentstotranslatesomesentencesintoEnglish.

1).我们学校有一个游泳池.

(Thereisaswimmingpoolinourschool.)

2).这篇短文可用做听力材料.

(Thisshortpassagecanbeusedaslisteningmaterial.)

3).中国是一个属于第三世界的发展中国家.

(Chinaisadevelopingcountrybelongingtothethirdworld.)

4).站在那边的哪个男孩是我的同学.

(Theboystandingoverthereisaclassmateofmine.)

5).大家都认为他是个活字典.

(Heisregardedasawalkingdictionary.)

6).回到家后，他就开始做家庭作业.

(Returninghome,hebegantodohishomework.)

7).完成工作以后，他就回家了.

(Havingfinishedhiswork,hewenthome.)

8).由于不知道他的电话号码，我们无法与他取得联系.

(Notknowinghisphonenumber,wecouldn'tgetintouchwithhim.)

9).大雨滂沱，造成了该地区洪水泛滥.

(Itrainedheavily,causingseverefloodinginthatarea.)

10).我踮着脚走近那扇小窗户.

(Walkingintiptoe,Iapproachedthatlittlewindow.)

Step2Warmingup

Describesomesituationsandaskstudentstoactthemout.

1).Iamveryhappy.

2).1amfull.'

3).Iamhungry.

4).Iwanttosleep.

5).Youaregreat.

Step3pre-reading

1.Letstudentsdiscussthefollowingquestions:

Whatisthefunctionofbodylanguage?

Howdoyouthinkweshowourfeelingsinourdailylife?

2.Askstudentstoturntopage30topreparethenewlesson.

3.TopicsentencesforSHOWINGOURFEELINGS

Paragraph1:Ofcourse,bodylanguagecanemisread,butmanygesturesand

actionsareuniversal.Paragraph2:Themostuniversalfacialexpressionsis,

ofcourse,thesmile-itsfunctionistoshowhappinessandputpeopleatease.

Paragraph3:Fromthetimewearebabies,weshowunhappi