外研版高中英语必修4《odule 3 Body Language and Non-Verbal Communication Writing》优质课教案_5
外研版高中英语必修4 Module 3《Body Language and Non》(Grammar)课件
一般置于句首或句末。通常由下列从属连词和短语来引导:
if(如果, 假如), unless(除非), as (so) long as(只要), provided/ providing (that)(只要), suppose/supposing(假设), on condition (that)(如果), in case(以防)等。
world easily.
如果我有翅膀, 我就能够轻松地环游世界了。
2. 让步状语从句。 【语境领悟】 *Air exists everywhere although we can’t see it. 尽管我们看不见空气, 但它却无处不在。 *Hard as/though he works, he makes little progress.
【深化点拨】 (1)though, although与but不能连用。 *Although he is old, he is still energetic. 尽管他上了年纪却还是精力充沛。 (2)当as意为“虽然, 即使, 尽管”引导让步状语从句时, 必须 采用倒装结构, 即“形容词/副词/名词(前面不能加冠词)/实义
动词+as+主语+谓语的其他部分”。as可以换成though。
*Child as he is, he knows a lot. 尽管他是个孩子, 但他懂得很多。
*Old as he is, he is still energetic.
尽管他上了年纪却依然精力充沛。
*Try as he might, he couldn’t solve the problem.
尽管他很努力, 但还是无法解决这个问题。
外研版高中英语必修4课文Module 3 英汉对照翻译(带要点)
高中英语课本必修四重点课文英汉对照高效辅导—————————————————————————————————————————————————————————————————————————Module 3 Body Language and Non-verbal Communication 交流If you say the word “communication”, most people t hink of words and sentences.说起“交流”，大多数人会想到单词或句子。
Although these are very important, we communicate with more than just spoken and written words. Indeed, body positions are part of what we call “body language”. 虽然单词与句子十分重要，但我们斌不只是用口语和书面语进行交流，身体的姿态是我们所称的“身势语”的一部分。
We see examples of unconscious body language very often, yet there is also “learned” body language, which varies from culture to culture.我们经常看到无意识的身势语，但也有“习得”的身势语。
We use “learned” body language when we are introduced to strangers.Like other animals, we are on guard until we know it is safe to relax. 跟动物一样，我们会保持警觉直至知道安全的时候才放松。
So every culture has developed a formal way to greet strangers, to show them we are not aggressive.因此，在所有的文化中人们都有一种向陌生人打招呼的正规的方式，以表示他们并不具有侵犯倾向。
外研版高中英语必修4《Module 3 Body Language and Non-Verbal Communication》word教案
Teaching PlanModule 3Reading Body Language and Non-verbal Communications Teaching content：Module 3 of Book 4 Body Language and Non-verbal Communication introduces us different body languages in different cultures. In this module, students should learn some useful words and phases about the common gestures. At the same time, students not only can know the importance of body language and non-verbal communications but also can get some basic communicational skills.Teaching goals1. Learn some useful words and expressions about body language.2．To learn to read with some reading strategies3. Use proper body language to communicate with each otherTeaching important points：1．To master some words and phrases about body language. Such as: bow, slap, hold up, make a deal and so on.2．To develop students reading ability of skimming and scanningTeaching difficult points：How to make students fully understand the textTeaching methods ：Brain storm ；task-based teaching ；communicative teaching，individual work；pair work ；group work .Learning strategies ：Summarize words and phrases related to body language ；get and process important information in the course of reading by using the reading abilities of skimming ，scanning and guessing new words from the context .Teaching aids：Multimedia ，a play recorder ，blackboardTeaching procedures：Step 1 Lead in1．Arouse students’ interest in the topic Body Language and Non-verbal Communication by showing them some pictures of different gestures of Yao Ming.2．Brainstorm means of non-verb communication, and then show some pictures of communication means to review and learn some words related to body language and gesturesStep 2 Listening1. Improve students’ listening ability by listening to the tape, with the task of finding out what the meaning of these gestures are mentioned in the tape in mind. (Individual work)2. Check answers with students by showing the pictures of transport means mentioned in the text.Step 3 Scan readingFind the main idea of the passage by skimming (individual work)Question1: Which is the best title of the passage?Question2: Get the main idea of each paragraph and then finish the exercise.Step 4 carefully reading to find some specific information(First individual then pair work; then check answers with whole class)Read the text again and say if the following statements are true (T) or false (F)1. Not all body language is conscious. (T)2. Europeans shake hands with their left hand. (F)3. In Asia, people touch each other when they meet. (F)4. In the US a “high five” is a way of saying hello. (T)5. A “high five” is a formal gesture. (F)6. Body language is less communicative than spoken or written language. (F)7. “Learned” body language is universal. (F)8. We shake hands only with strangers. (F)Step 5 Language pointsDealing with some difficult point by explanation so that students can learn how to use some new words and phrases.Step 6 Practice (individual & pair work)Complete the sentences with the words given (p. 23 Activity 3)Step 7 Group workFind how to greet in different countries in the text by reading the text again.Step 8 DiscussionChoose one of the following situation to act out，using the proper body language to help you.1. Meet a friend and talk to each other.2. Show someone the way in the street.3. See a friend in the distance and greet him/her.4. Enter a friend’s house and talk with him/her.Step 9 Summery & HomeworkFinish activity 2-3 after classFind out the difficult sentences in the passage.Retell the phrases in the passageTeaching PlanModule 3 of Book 4Reading Body Language and Non-verbal Communications高一英语组朱一丹。
外研版英语必修四 Module 3 Body language and Non-verbal Communication Language
【拓展】 informal adj. 非正式的 e.g. Though this is an informal call, he wears a format dress. 尽管这是一次非正式访问，他仍然 穿着礼服。
【运用】 (1) I need something comfortable enough to travel in but ________ formal enough for the meeting room. informal (formal) (2) It’s only a small ________ party—you don’t hese are very important, we communicate with more than just spoken and written words. 尽管这些很重要, 但我们并不只是通过 口头和书面语言交流。 more than 不只是, 远甚于 e.g. 它不只是一个博物馆。它还是一所学 校。 (翻译) It is more than a museum, it’s a school.
【拓展】 (1) communication n. 传达；信息；通 讯；通信 (2) communicate with sb. 与某人联络 be in communication with 与……通讯；与……保持联系 注意：communication作“通讯；通信”解 时，为不可数名词；作“信息”解时，为 可数名词。
6. “I trust you. Look, I’m not carrying a threatening weapon.” “我信任你，瞧，我没带威胁性的武 器。” threatening adj. 恐吓的；具有威胁的 e.g. He made an admission that he had used threatening behavior. (翻译) 他承认用了恐吓手段。
外研版高中英语必修四Module3BodylanguageandNon-verbalCommunication(答案)
高中英语学习材料madeofjingetiejiModule 3 Body language and Non-verbal CommunicationSectionⅠIntroduction, Reading and Vocabulary ＆Function点金测评·创新训练【基础巩固全面训练】Ⅰ.单词拼写1. pointedmunication3. Indeed4. conscious5. vary6. relaxed7. aggressive8. threatens9. involved10. slightly11.respect12. traditionalⅡ.短语翻译13.与……进行交流14.给出支持的理由15.变化的范围是从……到……16.站岗，值班17.与……握手18.举起，耽搁，抢劫19.携手，齐心协力20.成交，达成交易21.分发，赠送，泄露(秘密等)22.rely on23.lift up24.up and down25.by accident26.make a toast to27.take a sip28.feel lonely29.switch on30.add…to…31.make a list of32.choose fromⅢ.单项选择33. B 句意：每天我们每个人都要做出决定，这些决定包含碰机遇的成分。
考查involve doing 是固定搭配，故答案是B。
34. D 本题考查give off发出或放出(蒸汽、光、热、气味等)的意思。
give up放弃，投降；give in让步，屈服；give away放弃，白白送掉。
句意：发动机释放出烟和蒸汽。
35. D 考查让步状语从句。
句意为：无论我多么饿，我好像永远不能吃完这块面包。
此处however引导让步状语从句，相当于no matter how。
36. A 本题考查动词的用法。
句意：他们要我出席明天的会议。
外研版高中英语必修4 Module 3《Body Language and Nonverbal Communication》ppt复习课件
【解析】选D。less than少于; other than除去; rather than不 是; more than多于, 不仅仅。句意：虽然这些很重要, 但我们 不仅仅用口语和书面语交流。
2. If our right hand is busy ______ someone, it cannot be holding a weapon.
【解析】选A。考查be/get involved in(参与, 使卷入)。句意： 他原本想摆脱这种复杂的局势, 但结果却被深深地卷入其中。 end up后面跟v.-ing形式。干扰项是C, 但be connected不与介 词in连用。所以选A。
4. The football match was broadcast ______ in 50 countries.
3. He had intended to pull out of the complex situation but ended up ______ in it.
［2011长春模拟］ A. getting deeply involved B. deeply involved C. getting deeply connected D. deeply connected
2. I was angry with my deskmate because she ______ my secret.
A. gave out
B. gave off
C. gave back
D. gave away
【解析】选D。give out分发, 用完, 耗尽, 发出; give off散发, 放出; give back归还, 恢复; give away泄露。句意：我对我的 同桌很生气, 因为她泄露了我的秘密。
外研社必修四Module 3 Body language and Non
外研社必修四Module 3 Body language and NonModule 3 Body language and Non-verbal Communication课标定位·高效导学类别课程标准要求掌握的项目communication n.交流，沟通 host n.主人，东道主；v.主持 communicate vi.传递信息，交流 toast vt.烘，烤，祝酒 unconscious adj.不省人事的 sip vt 啜饮；n.抿 vary vt.改变 blank adj.空白的 formal adj.正式的,礼仪上的 panic n./v. 恐慌，惊慌 aggressive adj.好斗的,勇于进取的 rude adj.粗野的，残暴的 traditionally adv.传统上，照惯例 invitation n.邀请，招待 gesture n.姿势,手势,姿态 request n.请求，要求；vt.请求，要求 threatening adj.恐吓的，具有威胁的 favor n.恩惠，善意的行为重点deal n.交易，协议；vi.处理 live adj.实况转播的单词involve vt.使卷入，牵涉，包括 performance n.履行，表演，表现 slightly adv.轻微地 classical adj.古典的，经典的 informal adj.非正式的applause n.喝彩，夸奖，称赞；vt.鼓掌 spread vt.伸开，传播 judgement n.意见，审判，判断 slap vt.掌击，掴 prolong vt.延长，拖延 conscious adj.意识到的，有意识的 equality n.同等，平等 bend vt.弯曲，弯下腰 social adj.社会的，社交的 stare vi.凝视，盯着看 infectious adj.传染的，感染性的 wipe vt.揩，擦 funeral n.葬礼communicate…with…与??进行交take off脱下，起飞，成功流 lift up 举起 not at all不客气，一点儿也不 up and down上上下下 give reasons for 给出支持的理由 by accident偶然，意外地 vary from…to…变化的范围是从??make a toast to向??敬酒到?? take a sip抿一口，尝一口重点on guard站岗，值班 feel lonely感到孤独，感到寂寞短语shake hands with与??握手 switch on 打开（灯、无线电等） hold up举起，耽搁，抢劫 mind reader能知他人心思者 join hands携手，齐心协力 say hello to向??问好 make a deal成交，达成交易 add…to…把??添加到??上 give away 分发，赠送，泄露(秘密等) make a list of列出??的清单 rely on依赖，依靠choose from从??中选择 You should shake hands when you meet new people. 功能Can I ask you a favor?交际 What on earth can I talk about?Have a great time!What shall I do if I’m invited to dinner?Adverbial clause of condition语法However hungry you are, you shouldn’t start Adverbial clause of concessionto eat before you host does.Section Ⅰ Introduction, Reading and Vocabulary ＆ Function知识整合·能力聚焦考点搜索1：communicate的用法【例1】Using body language in a correct way __________ people and make the stay in a foreign country easy and comfortable.A. agree withB. communicate withC. communicate toD. agree on解析：考查短语辨析：agree with同意，（气候、食物）适合某人；communicate with与??进行交流；communicate to向某人传达（新闻、消息、感情等）；agree on就??达成一致。
外研高中英语必修4教案Module 3Module 3 Body Language and Nonverbal Communication
Module 3 Body Language and Non-verbal CommunicationPart One Teaching Design第一部分教学设计Period 1 Reading—Saying It Without Words■Goals●To learn to read passages with Adverbial clause of conditionand Adverbial clause of concession about body language●To learn to read with strategies■ProceduresStep 1: Warming up by defining Body LanguageBody language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, it is one category of paralanguage, which describes all forms of human communication that are not language.Warming up by telling about your classmate’s body languageHi, class. Look at my facial expressions. What do I mean by these expressions?Now, look around and tell the class what you find by studying your classmates’body language.Step 2: Before you readPlease go over the word list for this module, paying attention to the pronunciationof the word, the relationship between its pronunciation and its spelling.Step 3: While you read1.Type of writing and summaries of Saying It Without Words2. A diagram of Saying It Without Words3. Complete the article with one word in each blank.We find examples of _1_ body language very often, yet there is also “learned” body language, which is different from _2_ to culture.Every culture has turned out a _3_ way to greet strangers, to show them we are not aggressive. Traditionally, Europeans and Americans _4_ hands when greeting strangers. Traditionally in China, we see people putting the right _5_ over the left and bowing slightly. Muslims give a “salaam”. That is touching their heart, _6_ and forehead. Hindus join their hands and bow their heads in respect. American youths often _7_ each other with the expression, “Give me five!” One person then holds up his hand, palm _8_ and five fingers spread. The other person raises his hand and slaps the other’s open hand _9_ the head in a “high five”. Body language is fascinating for anyone to study. People give away _10_ more by their gestures than by their words.1. Is unconscious body language a kind of “learned” body language?A. No.B. Yes.C. Maybe.D. Sure2. We use “learned” body language when we are _____.A. introduced to strangersB. greeting someoneC. carrying a weaponD. busy with the talking3. Greetings in _____ countries do not involve touching the other person.A. AfricanB. EuropeanC. AmericanD. Asian4. What does the phrase “give away” mean in the sentence “People give away much more by their gestures than by their words.”?A. expressB. offerC. sendD. findPeriod 2 Grammar—Adverbial clause of condition andAdverbial clause of concession■Goals●To learn to understand and use Adverbial clause of condition and Adverbial clause of concession about body language■ProceduresStep 1: Learning about Adverbial clause of condition引导条件状语从句的连词和词组有if，unless，once，as / so long as，so / as far as，in case，provided (that)，providing (that)，suppose (that)，supposing (that)，given (that)，assuming (that)，on condition (that)等。
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高考英语写作(Writing)
—The letter of Invitation 一．Teaching goals 教学目标
1. Ability goals能力目标
Enable the students to write about the letter of Invitation.
2. Learning ability goals 学能目标
Help Students learn how to write an essay of invitation. 二．Teaching important points教学重点
Get the students to learn how to write a composition about the letter of invitation.
三．Teaching difficult points 教学难点
How to write a fluent letter of invitation in College Entrance Examination 四．Teaching methods教学方法
1. Task-based method to help the students to organize their writing.
2. Pair work or group work to get every student to work in class. 五．Teaching aids 教具准备
1. A projector and some slides;
2. A multiple-media computer.
六．Teaching procedures and ways教学过程与方式Step 1. Greetings and warming up
Show some students’ essays in the exam, and let students guess “ Will it get high scores?”This step can make students understand the
requirements of the letter in an exam.
Step 2. Lead in
Present the rules of a good composition.
Step 3. Presentation
1.Show students an essay about letter of invitation.
2.Let students analyse the requirements of this letter.
3. Fill in the blanks in English after reading the requirements.
Step 4 Build a outline
When students learn about the materials, teacher guides students to build a brief outline.
1). para.1 Introduction
自我介绍（已给出）+写作背景+写作目的
2). para.2 Body
时间+地点+讲座内容（美国的文化和习俗）（可拓展)+意义--（可拓展）3). para.3 Conclusion
再次邀请，感谢，期待
Step5 Group work
1)Divide students into several groups (4--6 students)
2)Discuss the materials together.
3) Write down and try to say out the key words, useful phrases and sentence structures as much as possible.
Step6. Practise writing Task
In this part, the teacher can ask the students to work in pairs and then write the letter of invitation according to the given outline.
Step7. Production
1. Students exchange the essays and try to correct them each other.
2. Show an excellent essay to the whole class.
Step 8 Homework
Correct the essay that students wrote in the class and hand it in tomorrow.
附：写作题原题
假定你是李华，学生会主席。
你校学生会邀请美国外教Nancy参加即将举办的文化节，并做一场关于中美文化差异的讲座。
请给她写一封邮件，内容包括：
1.邀请出席
2. 时间地点
3. 讲座内容（美国的文化、习俗等）
注意：1. 词数100左右
2. 可以适当增加细节，以使行文连贯。
Dear Nancy,
I am Li Hua, chairman of the Students' Union.。