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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
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