Learning about Language板书设计及意图

Unit4 Body Language

Period1 Words

Teaching goals

1.Knowledge：Pronounce the words and phrases in unit4 correctly. 2.Ability：Master the words and phrases 3.Emotion：Let students know more about the endangered species and inspire students to protect our wildlife. Teaching important points 1. How to pronounce the words and phrases. 2. Master the prefix and suffix. Teaching difficult points 1. How to use the words and phrases.

2. Master the extension of the words. Teaching methods Individual learning; group work. Teaching aids Multimedia

Teaching procedures

Step1. Teaching new words

Learn the new words and expressions in the unit and pay attention to the pronunciations and stresses of the words by reading each words three times after the tape cassette.

Step2. Sorting out 1.

represent

vt. 代表，象征，描绘

representation

n. 代表，象征

representative

adj. 有代表性的，典型的

n.代表，继任者

Our party represents the interests of the people. (代表) He represented himself as an expert. （声称/描绘）

Dove is the representation of peace.（象征）

English/authorized/labor/business representative （英语科/授权/劳动/商务代表）

Tom Sawyer is a representative character in the novel. （代表性的）

2.

approach

n. 接近，方法，途径/通路

vi/vt 接近，靠近，走进

approach to sth.

(做某事)的方法，途径/通路

The approach to the house was a narrow path.

At the meeting they discussed three different__________ to the study of mathematics.

（approaches是名词）

You must approach the bird very quietly or it will fly away.

（接近）

The summer is approaching . 夏季即将来临。

at the approach of winter/new term 在(冬季/新学期)将来临的时候

make an approach to 对…..进行探讨

make approaches to sb. 接近某人/博得某人好感

approach sb. about sth.

为某事同某人打交道

approach sb. for information 向某人了解情况

approach sb. with a suggestion 向某人建议

3.

defend

vt. 保护，

防卫

defence

n. 防御，防卫

in defence (of sb./sth.)

保卫/捍卫（某人/某物）

defend …..against/from ….. 保护…..免受或抵抗….. Our soldiers fought to defend our border. （保卫）

When a dog attacked you, you should defend yourself with a stick. （保护）

The farmer mended his hedges in defence (of his sheep).

译：这个农夫修了他的篱笆房作为保护/保护她的羊。

Our duty is to defend us against Korean products. 4.

dash vi.& vt 猛冲, 猛撞，突进

n. 急奔，猛冲，突击

The man ran in a hurry and dashed against the wall.

The boat was _________ against the rock. (dashed)被动语态

make a dash for shelter/freedom

译：急奔以寻求隐蔽（自由）

dash与rush:

dash冲撞的意思（无目的性）：冲撞，飞跑，猛撞

rush匆忙的意思（有目的性）：仓促，匆忙，猛冲

The wolf dashed through the woods.

Don’t rush, take your time.

The snow boy rushed into the house to rescue the little white rabbit, but he was burnt and dissolved (vi) into water. (from snow kid) 5.

misunderstand

vt. 误会，误解

misunderstanding

n. 误会，误解

He ___________ (understand) her friendliness as loving him.

clear up the misunderstanding(s) 消除误会

mis—+ V 译为“误做某事”：

misread

misunderstand

mislead

misdirect

misjudge 6.

likely /possible/probable:

adj. 可能的（语气依次增强）

It be likely that….. Sb./sth.(主语是人或物)+ be likely to do sth. It be possible for sb. to do sth. It is possible that….. Sth.(主语仅是物) is probable

It is probable that….. I’m hardly _______ to finish the interview in 30 minutes. (likely) It was ___________ for me to finish making the PowerPoint Slide for two weeks because I couldn’t handle the computer fluently.

(impossible) It is ____________ that he has lived with wolf, for he can howl(哀嚎)like a wolf . (likely/probable/possible) 7.

lose face

丢脸

反：save face lose weight 减肥

lose heart 灰心

lose control 失去自制能力，沉不住气

lose yourself 迷失自我

In order not to make his parents ___________,the boy managed to pass the exam. （lose face）

与face有关的短语：

make a face face to face be faced with 面临，面对= face sth. The company has been faced with enormous bill. When we face the different people and matters we must keep different attitudes and ways. 8.

turn one’s back to 背对，背弃

when you’re not interest in what somebody says, you can turn your back to him/her. (背对) No one stops the man turning back to his family. （背弃）

9.

ease

n. 安逸，舒适

vt. 减轻（痛苦，忧虑）使放松

at ease：舒适，快活，自由自在

easy

adj.

easily

adv. = with ease take one’s ease

休息，放松一下

put sb. at one’s ease 使某人放松、松弛

Listening music can ease our feelings.

The medicine eased my pain just now. Lying on the sofa, I felt at ease. You put me at ease. 译：你使我舒适自在。

Because of her practicing diving everyday, he won the prize with ease.(容易地) 10. function

n. 作用；功能；

职能

vi 起作用

the function of education/medicine/heart

…..的功能/作用

It’s the function of sb. to do sth.

做某事是某人的职能

function as sth. (vi. 起到某物的作用)

Some adverbs function as adjectives.

The sofa can also__________ as a bed.

(function)

11.

subjective

主观的

objective

客观的

optimistic

乐观的

pessimistic

悲观的

positive

积极的，肯定的

negative

消极的，否定的

neutral

中立的，中庸的

favorable

赞成的，有利的

以上词语多用于阅读理解中，描述作者所持的观点

12.

avoid

vt.

避开，避免

avoid

(sth / doing)

I think she is avoiding me.

I avoid meeting him.

avoidable adj. 可避免的，可避开的

Step 3 Practice

1. Ask the students to read the words and phrases again one by one. 2.Tell the students to try their best to make a story with the words as many as possible

Step4.Homework

1.

Read and remember the words. 2.

Preview the reading passage.

Period2 Warming up and pre- reading

Teaching goals

1.Knowledge: Get Ss. to learn about the different body languades and be aware of the importance of using them.

2.Ability：Train students’ speaking ability. 3.Emotion：Let students learn to express yourselves using

body language.

. Teaching important points

The understanding and comprehension of the topic of this unit. Teaching difficult points

1. How to learn about different body languages in different cultures.. 2. How to improve students’ ability to speak.

Teaching methods Brain storming; Discussion; Group Work; Talking

Teaching aids Multimedia

Teaching procedures

Step 1 Warming up

the ways to communicate:

How do people communicate with each other ?Spoken languageWritten languageBody language

What is body language？◆Body language is actions.◆Body language is used to express yourself, and communicate ideas.◆Body language goes with no words.◆Body language is actions that can communicate ideaswithout use of words.List some usual body language:

Learn about the body language in the world. Sometimes body language are similar in different cultures, while sometimes the same body language shows the different meanings in different countries. The same body language may have.opposite(相反的)/different meaningsin the different countries.Pointing:*Pointing with the index finger（食指）is common in North America and Europe.*But it is polite to use your whole hand in Asia countries.

----When greet othersgestureeye contactposturefacial expression

Varieties of body languages:

eye contact

facial expression

gesture

posture

Let’s enjoy body languages in the word by appreciating the wonderful pictures!!!

Activity：Act it out without speaking according to the words or phrases . 1. You’re great!

2. Come and join us!

3. wave a hand

4. shake one’s head

5. Please stop!

6. I’m sorry!

7. This way, please!

8. yawn

9. I ate too much.

Step3 Homework 1. Preview the passage and list the words and expressions you have difficulty with. 2. Read the passage again and collect the information about body language in

different cultures mentioned in the text .

Period3: reading

Teaching goals 1. Enable students to realize the importance of body language and understand the body language in different countries or cultures as well as in different occasions.

2. Help students develop their reading ability. Teaching important and difficult points 1.

How to help students understand how body language differs from culture to culture and use body language appropriately. 2. How to help students improve their reading ability and understand the passage better. Teaching methods 1. Fast reading to get the main idea of each part. 2. Careful reading to understand the passage better. 3. Multimedia Teaching procedures

Step1:Leading in

Sometimes the same body language shows different meanings in different countries, while in most case different body languages show the same meaning: today we’ll learn Communicate: No problem Step2 While reading Fast reading: find the characters and wherethey are from?CharacterMr. GarciaCountryColumbiaBritainJulia SmithMr. CookA JapaneseCanadaJapanJordanAhmed AzizMadame CoulonYouFranceChina

Listening:Which is the main idea of the text?A. There are different customs in different countries.B. Foreigners should follow the customs of the country where they are visiting.C. People use body movements to send messages and different body movements have different meanings.D. The importance of knowing customs.

Please divide the passage into four parts and find out the main idea of each part.Part 1 :(Para1)Part 2:(Para 2 and 3) Part 3:(Para 4 and 5)Part 4:(Para6)A) Summary of body language.B) Different peoples have different body language.C) You are sent to Pudong Airport to meet business people.D) Examples of learned or cultural “body language”.

Careful reading :1 .Who will be present at the meeting?businessmen from foreign countriesPart 1people local businessmenpresentpeople who represent the Chinese governmentmeet2 .Why are people visiting China?purposeinterested

Visitor (Japan)George Cook (Canada)Julia Smith (Britain)

Read the text carefully, then decide if the following statements are true (T) or false (F).

1.Englishmen often stand close to others or touch strangers as soon as they meet.

2.Most people around the world now greet each other by kissing . 3.Japanese will bow to others as greeting. 4.People from Jordan will move very close to you as you introduce yourself to them.

Mr. Garcia (Columbia)

5.Some body languages in some countries are good while some countries’ body language are bad. Answers: F F T T F

Discussion:

What conclusion can you get after learning the passage?

Summary

Step3 Homework 1.

Read the passage fluently to recite it. 2.

Find out the difficulties while reading.

Period4 Language points Teaching goals

1.Knowledge：Get the students to learn and grasp some important new words and expressions.

2.Ability：Get the students to learn some useful sentence patterns. 3.Emotion：Let students know more about the endangered animals and the importance of the wildlife protection. Teaching important points

The usage of the important new words and expressions. Teaching difficult points

1. How to get to master the useful words and expressions. 2. How to use these words and expressions correctly. Teaching methods Summarizing; Discussing; Practicing. Teaching aids Multimedia

Teaching procedures

Step 1

Sorting out Ask the students to read the passage quickly and underline the difficult words, phrases and sentence patterns. Step 2 Inquiry Explain the important words, phrases and sentence patterns. 1.

statement n. 陈述，说明

state

v. 陈述，规定，声明

n. 国家，州，情况

Chairman Xi gave a statement about the Spirit of Eighteen.(十八大精神）

Our school stated that teachers must learn from each other by listening to other teachers’

classes every two weeks. Ice is the solid state of water. (状态）

the socialist state （社会主义国家）

the United States = America (state 指州，因为美国有50大洲）

2. greet

vt. 迎接，问候

greeting

n. 问候

All the students greeted the new teacher with applause.

greet

sb. 问候某人

take one’s

greetings to sb.

带某人向某人问好

“Deer sir”and “Good morning”

are greetings. 3. association

n. 社团，联系，联想，联合

associate

vt. 联想，联系，与…..有交往

adj. 联合的，准的

n.合伙人，伙伴

There has always been a close_________ between

these two schools. （association）

associate A with B

使A和B相联系(主动）

A be associated with B

A被和B相联系（被动）

associate with 联合

in association with

与…..联合，与…..有关系

They are in association ______ several big companies.

Hawking associated ________ with astronomy. (himself)

Roses and chocolates are __________ with Valentines’

Day. (associated )

In order to fight against the flood, the people associated with all forces.(联合一切力量）

4. I saw several young people enter the waiting area looking around curiously. curious

adj.

= eager to learn or know

be curious about sth.

对……好奇

be curious to do sth.

急于……

out of curiosity

出于好奇

with curiosity = curiously

好奇地

Out of__________, I also glanced at the arrival.

She asked the 40- year- old man __________ (curious) whether he was married.

As a little girl, she was curious about the origin of human beings. The tourists were surrounded by the curious children. 5. major

adj

主要的,主修的，较大的，一流的

n. 主修科目

vi.

主修

：major in

Her major subject is biochemistry in college. 主修的

The house needs major repairs. 较大的

Physics was his_________.

major（主修科目）

He Youjun who is the

gamble king’s son in Macao(澳门赌王的儿子）

_________ in

economics in the Cambridge University when he was 17 years old.（majored）

6. touch

vt.

a.

触摸, 接触, 触及, 轻触

I told you not to touch my things.

b. touch sb./ sth.

感动(某人)触动某人(某人的感情)

a touching story

his touched look

Her miserable experience touched us all deeply / touched our hearts with sorrow.

她经历很不幸，我们深受感动

/ 我们都很伤心。

c. 接触，联系

n.

get / keep in touch with sb.

与~取得/保持联系

put A in touch with B

使A与B保持联系

be in/ out of ~ （with sb.)

与--有/无联系

I have been getting in touch with him for 20 years.

keeping/去掉getting

The letters put the college students in touch with their parents in the past, but nowadays WeChat can do it.

译: 7. introduce

introduce A (to B).

把某人介绍给某人

introduce sth. into…

采用；引进

Please allow me to introduce Mr. Smith to us. Potatoes were first introduced into Europe from South America.

introduction

n.介绍，引言，采用，引进

a letter of ~

介绍信

make a self-introduction

作自我介绍

Yao Ming is a person who needs no introduction. 8. apologize

v.= make an apology/apologies

apology n.

（pl.) apologies

apologize to sb. for sth. / doing sth.

make an apology to sb. for (doing) sth.

accept / refuse an apology

Look, Jack is ___________to you for his

misunderstanding. Can you accept an ___________.

(apologizing)

(apology)

9. Not all cultures greet each other the same way, nor are they comfortable

in the same way with touching or distance between people.

翻译：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的程度也不尽相同。

with是介词短语，做方式状语

=

while they are touching or keeping

distance between people. not all 连用形成部分否定: Not all hope was lost. not … nor

即不……又不……

nor / neither

否定副词, 常置于句首, 此时句子要倒装, 即助动词/系动词

/情态动词放在主语之前

I don’t like her, nor/neither does Lily. I am not a nurse, nor/ neither is Lily.

She can’t go abroad, nor/ neither can her brother nor = and also not / neither 10. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through keeping physical distance, actions or posture. (1) that引导的是方式定语从句。

the way that/ in which/或不用关联词。

(2) using引导的是方式状语, v-ing做方式状语=by using. 11. express

vt. (用语言，神色，动作等）表达，表示

(感情，意见）

express sth. ( to sb.) The guests expressed their thanks before leaving. 你对我的帮助，我感激不尽。

I can’t express to you how grateful I am for your help.

express oneself

（清楚地）表达自己的意思

He is still unable to express himself in English 他仍然不能用英语表达自己的意思。

express

n. 快车（=express train), (邮局, 铁路, 公路等部门提供的) 速递, 速运

the 8 am express to Beijing. 译：通往北京的早八点快车

Pudong Express of Shanghai

is one of the fastest trains in the world. send goods by express 特快货运

n. expression

表达，表情

words and expressions a happy expression 愉快的神情

beyond

expression 无法形容

without expression 毫无表情

12. spoken English 英语口语

written English 英语书面语

the English-speaking countries 讲英语的国家

(1). I don’t do well in __English.

A. speaks

B. to speak

C. spoken

D. speak (2). We must practise __English every day.

A. to speak

B. speak C. in speaking

D. speaking

以-en结尾的过去分词：

drive----drove----driven speak----spoke----spoken write----wrote----written (双写t)

rise----rose----risen ride----rode----ridden (双写d)

13. general

1). adj.

普遍的，全面的，总的/整体的

A matter of ~ concern/ interest

普遍（公众）关心/感兴趣的事情

general idea of the passage

in general

大体上, 通常, 总的来讲

in general, he is a good guy. 总的来讲/说：to sum up

all in all

in a word

generally speaking(独立主格)

Step 3 Practice

Make your own sentences with these words, phrases and sentence patterns.

Step4. Homework

Try to remember and use these expressions.

Period5

Grammar ——V-ing Teaching goals 1. Help students master the useful words and expressions learnt in Reading. 2. Help students learn how to use the ing form as the attribute and adverbial. Teaching important and difficult points How to enable students to master the usage of some useful words and expressions and use the-ing form as the attribute and adverbial correctly and freely. Teaching methods 1.Practicing and explaining to master the grammar. 2. Pair work or group work to make every student work in class. Teaching procedures Step I Greetings Greet the whole class as usual Step 3 Discovering useful structures l. Presentation. Pick out the sentences in the reading passage using the –ing forms as the attribute and adverbial, and then underline the –ing form in each sentence Step4 the usage of v-ing.

V-ing 形式由

“do＋ing” 构成, 其否定形式是

“not doing”, V-ing 可以带宾语或状语构成

V-ing 短语, 没有人称和数的变化, 但有时态和语态的变化。

V-ing 形式在句中作定语和状语是本单元的学习重点。

一.

作定语

V-ing 形式可以单独充当名词的前置修饰语,

这时有两种情况。

1. V-ing形式表示

“供作......之用”的意思(表所修饰名词的用途）, 这类作定语的-ing形式叫动名词。

a swimming pool= a pool for swimming

the walking stick

the waiting room

a dinning room

a sleeping car

a washing machine

the living room 2. V-ing形式表示

“......的”

意思, 叫现在分词

a. 当单个的现在分词修饰名词时，放在所修饰的名词之前，并且和所修饰的名词是逻辑上的主谓关系，V-ing 表主动。

a sleeping child

working people

the rising sun

the sitting/laughing audience

b. 当现在分词（V-ing）短语修饰名词时，一般放在它所修饰的名词之后, 也和所修饰的名词是逻辑上的主谓关系，表主动。（现在分词短语相当于一个定语从句）如:

the sheep eating grass on the hill

a girl sitting under the tree

children playing football on the playground

分词和所修的名词之间是什么关系，表主动还是被动？

They are visitors coming from several countries.

The boy standing there is a classmate of mine.区别：过去分词作定语与现在分词作定语

1.现在分词表进行，和主动。与所修饰的词是逻辑上的主谓关系。

2.过去分词表动作已完成（即过去的动作），和被动，与所修饰的词是逻辑上的动宾关系。

Sample: 1.The girl sitting under the tree is a senior 3 student. 2. The teacher surrounded by a crowd of students felt very happy. 3.The discussed question didn’t get a solution until 5 pm. . 4. Mr. Wang woke up the sleeping girl. Practice:

1The girl________(look) beautiful is actually stupid. 2.

Your________(read) abilities have improved a lot. 3. The ________(confuse) audience didn’t know what Charlie Chaplin would act next. 4. The________(laugh) audience made the hall noisy. 5. The students_________(listen) carefully to their teacher didn’t hear what happened.

二. V -ing（现在分词/现在分词短语）作状语现在分词短语）作状语可以表示时间, 原因, 结果,条件, 方式,伴随和让步状语，但必须与主句的主语保持逻辑上的主谓关系状语，但必须与主句的主语保持逻辑上的主谓关系（现在分词的逻辑主语必须与主句的的主语保持一致），表主动。现在分词作状语相当于一个状语从致），表主动。现在分词作状语相当于一个状语从句。Using your head, you’ll find a good way.条件状语= If you use your head, you’ll find a good way.

1. Four people entered the room looking around in a curious way. ( 伴随状语)a curious way. ( = Four people enter the room and looked= Four people enter the room and lookedaroundin a curious way.2. Being poor, he couldn’t afford a TV set.2. Being poor, he couldn(原因状语)( 系动/半系动词只有V-ing现在分词作状语，不及物动词vi.也多用V-ing现在分词作状语，不用Looking过去分词作状语）1)________(look) four years old, he’s actually an adult.Falling2)________ on the ground, the leaves grew yellow in the autumn.

3. Working hard, you’ll surely succeed.条件状语=If you work hard, you’ll surely succeed.=Work hard, and you’ll succeed.4. He came running back to tell me the news.(running….=by running….)方式状语5. a.(When/While)Walking alone in the thick forest, he got frightened.= When/While he walked alone in the thick forest,he got frightened. (时间状语, 可以在分词前保留when/while )

b. Having finished all my work, I went to b. Having finished all my workbedroom to sleep.= After I had finished my work, I went to ……(现在分词的完成式作时间状语，表示分词的动作现在分词的完成式作时间状语，表示分词的动作先于主句谓语动词的动作）先于主句谓语动词的动作）6. The child slipped and fell, hitting his head against the door. 结果状语7. (Although/Though) Getting the big prize, the boy 7. (Although/Though) Getting the big prize, the boy 让步状语remained modest and insisted on studying hard.= Although/Though he got the big prize, the boy remained…..

V-ing 现在分词的否定形式作状语：

1. Not

knowing when his mother comes back home, the little boy’s just waiting at home.(时间状语）

2.

Not being invited to the party, she’s drinking beer alone at home. （原因状语）

3.

Not having been rebuilt for many years, the villages after the earthquakes were still in ruins. (时间状语）

Attention Please

v-ing形式作状语时, 它的逻辑主语必须与主句的主语是一致的。

Time permitting, I will pay a visit to the whole city.

(分词的逻辑主语是time , 而句子的主语是I , 两者不构成主谓关系, 所以只能用独立主格结构, 也就是给现在分词补充一个主语。)

区别：

Being ill , the old woman was sent to hospital.

The old woman being ill, we had to send him to hospital.

【注意】有些惯用的分词短语在句子里可以没有辑上的主语而独立存在,它们往往作为句子的独立成分来修饰全句,表明说话者的态度、观点等,我们称这种状语为评论性状语或评注性状语,如知: generally/ strictly/ frankly/ personally speaking

一般说来/严格说来/坦率地说/就个人而言;

judging from/by由…判断

Judging from his accent, he must be a southerner. 从他的的口音可以判断他肯定是南方人。

Generally speaking, his answer is right.

总体上讲,他的答案正确。

常见v-ing(现在分词)的独立主格结构：

generally /frankly /personally speaking，

judging from/by…，

with +n./pron. + v-ing, weather/time permitting, Practice:

Choose the proper forms above to fill in the the following blanks. eg. 1. With a group of students ________ (follow), the teacher was walking forward.

(following) 1.

_______________, children living in the rich family get the good education. (Generally speaking) 3. He’s a farmer _____________his clothes, but he managed 50 big companies.

(judging from)

4. Weather_________, I’ll wash the clothes. (permitting)

三、现在分词与不定式作结果状语的区别:

现在分词作结果状语时,与谓语动词的动作是同时或几乎同时的、伴随着的;不定式作结果状语时,不定式的动作发生在谓语动词的动作之后。

only to do已成固定用法,作结果状语。

如：What have I said to make you so excited?

我说了什么,使你们如此激动?

He made a long speech only to show his ignorance of subject.

他讲了一大段话,(结果)只暴露出他对这门学科的无知。

四、现在分词和过去分词作状语的区别:

现在分词和过去分词均可作状语.

最重要的区别是现在分词作状语时,与句子主语是逻辑上的主动关系;(句见以上各例。)

过去分词作状语时,与句子主语是逻辑上的被动关系。

如When asked to sing another song, she walked onto the stage again(时间状语)

当被要求再唱一首歌时,她又走上了舞台。

考考你：

1.

The professor came into the classroom,

—————— (follow) by his students.(方式状语) 教授走进教室,后面跟着他的学生。

2.———— (give) more time, we can do the work perfectly.

(条件)

给更多的时间,我们能把这工作做得完美无缺。

3.Though_________ (warn) of danger, they still skated on the ice.

(让步)

尽管被提醒有危险,她仍然到冰上去滑冰了。

4. ___________(hear) the news, they jumped with joy.（时间）

听到这个消息，他们高兴的跳起来。

5.___________ (follow) Smith, the children started to climb the

mountains.（方式）

跟着史密斯，孩子们开始爬山。

Rewrite the following sentences

1. When he approached Ms Smith, he touched her shoulder and kissed her.

______ ___________ Ms Smith, he touched her shoulder and kissed her.

2. The person who is translating the songs can speak seven languages.

The person _________ ___ ______can speak seven languages.

3. The boy standing there is reading a book about body language.

The boy ____ __ ________ there is reading a book about body language. 4. Because he comes from Jordan, he moves close to ask you a question.

_______ _____ Jordan, he moves close to ask you a question. 5. She sat at the desk and did her homework.

She sat at the desk doing her homework. Grammar work 语法专练

用所给动词的适当形式填空。

1. Not ________(know) his address, I

couldn’t go to see him yesterday.

2. Look out for cars when _______(cross) the street. 3. Not _________________ (invite) to the party, Mary was greatly hurt. 4. He dived into the water, ______ (leave) only his face exposed. 5. When I got back home I saw a message pinned to the door, _______ (read)

“Sorry to miss you; I will call later.”

6. _______ (take) a deep breath, they dived into the water. 7. ____________ (close) the windows and the door, the students left the room.

Grammar quiz 语法小测

1. When

_____ different cultures, we often pay attention only to the differences without noticing many similarities. C A.. compared

B. being compared

C. comparing

D. having compared

2. Whenever he was asked why he was late for class, he would answer

carelessly, always ______

the same thing.

A. saying

B. said

A

C. to say

D. having said

3. There are hundreds of visitors _____ in front of the Art Gallery to have a look at Van Gogh’s paintings.

A. waited

B. to wait

C. waiting

D. wait

C 4.______ , the more expensive the camera, the better its quality.

A. General speaking

B. Speaking general

C. Generally speaking

C D. Speaking generally 5. “You can’t catch me!” Janet shouted, _______ away.

A. run

B. running

C. to run

D. ran

B

单句改错1. Having not seen the film, I can’t tell you what I think of it.Not having2. The men worked for extra hours got an extra pay.working3. Seen from the top of the hill, we find the city more beautiful.Seeing4. Generally speak, facial expressions are helpful communications, too.speaking

5. “Can’t you read?”the man said, angrily pointed to the notice on the wall.pointing6. Knocking at the door before entering, please.Knock7. European football is played in 80 countries, made it the most popular sport in the world.making

Step5. Homework 1.

Go over what we learned today. 2.

Preview using language.

Period 6

Using language

Teaching goals L Get students learn about the functions and similarities of body language. 2. Enable students to know how to express their feelings with body language 3. To improve student’s reading ability, especially their skimming and scanning abilities Teaching important and difficult points 1.How to help students have a better understanding of body language in different cultures and try to avoid misunderstanding. 2 How to tell that the same language shows the same or different feelings among people from different cultures. 3. How to show our feelings with body language learned in this unit or gained in our social life. Teaching methods 1. Task-based activity. 2. Asking- and- answering activity to check students’ understanding of the text. 3. Individual, air or group work to finish each task. Teaching procedures Step I Greetings Greet the whole class as usual. Step 2 pre-reading Before reading the text. the students are assigned some questions to discuss, So they may read the text later with their own questions in mind. Questions：

1. What is the function of body language? 2. What do you think the role of body languages is in our daily life ? Suggested answers: 1. The major function of body language is to show all kinds of ideas, feelings, wishes and attitudes. 2. Body language is as important as spoken language in our daily life. Sometimes it's even more important than spoken language. When you don't understand a foreign language, body language can help you to communicate with the foreigners Step 3 while-reading 1. Skimming. Read the passage as quickly as you can and decide which of the following is its main idea. A.

Only gestures without spoken language may cause mis-understanding. B. Body language has many universal gestures. C. People can communicate with each other with body language D. It is about how to communicate with others. Answer: B

2. Careful reading Read the passage and decide whether the sentences are true or false. 1. Smiles always mean that we are truly happy. 2. If you are angry with a person, you might turn your back to him or her. 3. Most people understand that shaking the head from side to side means disagreement or refusal. 4. In most cases, looking away from people or yawning will make me appear to be uninterested. 5. lt is a good idea to stand too close to someone of a high. rank. 1.F

2T

3T

4T

5F

Srep4 post-reading Encourage students to discuss the following open questions and express their opinions. 1. How can we know others' feelings, even if they do not speak to us? 2. Why should we be careful with our body language? 3. Why is it important to watch as well as listen to others? Step 5 Homework 1. Summarize what you have leant about body language. 2. Finish the exercises in Workbook.