高中英语人教版必修四 Unit4 Using language
as way of greeting them.
shake
5. When you s_m__il_e___, the corners of your mouth move outwards and slightly
6. When you _s_la_p_, you hit your hands together loudly to show your appreciation. 7. If you _s_h_a_k_e_someone, you hit them with the palm of your hand. 8. When you _n__o_d_ your head, you move it from side to side in order to say “no”.
1 How can we know other's 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?
n. 作用；功能；职能 vi. 起作用；运转 n. 安逸；舒适 vt. 减轻（痛苦，忧虑） adv. 真实地；真诚地； adj. 错误的；假的 n. 怒气；怒火
Words preview
fist
n. 拳头
yawn
vi. 打哈欠
subjective adj. 主观的
hug
vi. & vt. 拥抱
rank
nod shake slap
1 The most universal facial expression is, of course, the smile – its function is to show happiness and out people at ease. facial: 面部的 She is having a facial massage. 她正做脸部按摩。 function: n 作用；功用 The function of an adjective is to
n. 等级；军衔
cassette n. 磁带
Expressions preview
be likely to
很可能…；有希望…
in generally
总的来说；通常
at ease
舒适；快活；自由自在
lose face
丢脸
turn one’s back to 背对；背弃
In what kind of ways can we show our feelings such as excitement? Two ways :
Main idea:Body language has many universal gesture. Points: 1 Showing happiness
2 Showing unhappiness or anger Universal body language to show
3agreement or disagreement
不会正常运转。 at ease 舒适; 自由自在 He is at ease about the matter.
他对此事很放心。
2 There are unhappy smiles, such as
when someone “lose face” and smiles to hide it. lose face: 丢脸
Spoken language---I am so exciting !
Unspoken language---body language
Before writing, authors usually make a writing outline. Complete this outline in your own words, using these steps.
clap
1. When youc_la_p___, you move
your head up and down,
hug
usually to show agreement.
2. If you _h_u_g__ someone, you put your arms round them and
hold them close to you.
Use the topic sentences of the first and
last paragraphs to help you write the main idea. Use the topic sentences of the middle paragraphs for the supporting points.
Words preview
spoken adj. 口语的
unspoken adj. 未说出口的；非口语的
Spain
n. Байду номын сангаас班牙
Italy
n. 意大利
likely
adj. 可能的
crossroads n. 十字路口
facial
adj. 面部的
Words preview
function
ease
truly false anger
Universal body language to 4show boredom
Universal body language to 5show respect
Discussion :
Work in groups of four. Use what you have read in the passage to help you answer the following questions.
4 Looking away from people or yawning will, in most cases, make me appear to be uninterested. look away from: 不看,不注视
Don’t look away from me when I’m
speaking to you. 当我和你说话时看着我, 不要看别处。 yawn: v 打哈欠
3. When you _k_i_ss___ someone you touch them with your lips
as a sign of love.
4. When you s_h_a_k_e___ hands with kiss
someone, you grasp their hand smile
His long lecture made us yawn. 他那冗长的演讲使我们听得想打瞌睡。
She yawned during the lecture because it was boring. 她听课时打哈欠, 因为这堂课很乏味。 yawn n. 哈欠 He gave a yawn and then fell asleep. 他打了一个哈欠之后就睡着了。
4 What are some jobs in which using body language is extremely important?
Exercises
Choose the verbs on the right
to complete each of the
sentences below.
他转过身背对着她，对着话筒轻轻说话。
How can you turn your back on your own mother? 你怎么能对自己的母亲撒手不管呢？ I won’t ever forgive my older brother. He turned his back on me and refused to lend me any money when I lost my job. 我永远也不会原谅我哥。当我失去工作 的时候，他根本不肯帮忙，一点钱都不 愿意借给我。
He’ll lose face if he does not keep his
promise. 如果他不遵守诺言，他就会感到羞愧。
lose one’s temper 发脾气；失去耐 性 lose one‘s balance 失去平衡 lose weight 减轻体重
3 In most places around the world, frowning and turning one’s back to someone shows anger. turning one’s back (to / on): 背对；背 弃 He turned his back on her and spoke quietly into the phone.
describe or add to the meaning of a noun.
形容词的作用是描述或增加名词的意思。
function: v. 起作用；运转 The machine won't function properly if you don't oil it well. 如果你不给机器好好加油的话，它就
Unit4 Using Language 单词拓展(讲义)高中英语人教版(2019)选择性必修第四册
选择性必修四Unit2 Using Language 单词拓展1.sum up 总结；概括to sum up 总之（做状语）2.with的复合结构with+宾语+adj./adv/介词短语(表示状态)with+宾语+现在分词(表示主动或进行)with+宾语+过去分词(表示被动或完成)with+宾语+动词不定式(表示未做)3.distribution (n).分布;分配;分发geographical distribution 地域分布fair distribution 公平分配food distribution食品分配the distribution of sth.分配某物make the distribution (=distribute) 分发distribute (vt).使分布,分散;分配;分发distribute sth. to/among……把某物分配/分发给……搭配distribute sth. into……将某物分成distributor (n) 经销商；分销商distributive (adj) 经销的；分销的4.phase (n) 阶段；时期the initial/final phase of the project工程的初始/最后阶段a critical/decisive phase 关键性/决定性阶段phase (vt).分阶段进行;逐步做phase in 逐步采用;逐步引入phase out 逐步淘汰;逐步废除5.部分否定的常见用法:①all 的否定式: not all../all….not并非都……，不是所有的都……Eg:Not all bamboo grows tall.并非所有的竹子都会长得很高。
②both的否定式: not...both/both...not并非两个……都……Eg:I don't want both the books.我不是两本书都要。
③every修饰并构成的复合不定代词的否定式:不是每……都……Eg:This flower is not seen everywhere.这花并不是随处可见的。
Unit 4 Using Language(教案)-高中英语人教版(2019)选择性必修第一册
3.practice listening to make inferences;
4.grasp some expressions about asking for and giving clarification;
5.cooperate with group mates actively through checkingtheir writingstogether.
教学
主题
该部分的活动主题是“描述课堂里的肢体语言”（Describe classroom body language）。选择这一主题的目的是体现肢体语言与学生的学习以及教师的教学之间存在紧密的关系，从而将课堂讨论的主题与学生的生活进行关联。
教学
重点
1.引导学生在阅读前结合文章标题和图片做预测，培养学生的预测能力；
2.引导学生通过阅读语篇，理解课堂中肢体语言的含义；
3.引导学生掌握文章的脉络结构，学习文章中优秀的表达。
教学难点
1.引导学生运用所学知识，写一段话来描述自己的绘画所表现的肢体语言并解释其含义。
2.引导学生通过协作交流，相互学习，培养学生的合作精神。
2.引导学生听前做预测；在听中听懂并理解和讨论肢体语言的应用场景及相关对话；
3.引导学生能够在听力语篇中运用推理策略正确判断说话人的关系、对话发生的场景、说话人
的真实意图等。
教学难点
1.引导学生在口头交流中能运用澄清和要求澄清的口语策略完成有效的交谈；
2.引导学生能根据意群做适当的停顿，流利且自然地朗读文章。
备注
《Unit 4 Using Language》第1课时示范课教案【高中英语人教版】
Unit 4 Journey across a vast landUsing Language Period 1 教学设计教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“在旅行中谈论风景与文化”（Talk about scenery and culture along a journey），听说活动涉及加拿大的自然地理概况和社会风貌，并在听力对话中提及北京至莫斯科的长途火车旅行路线，融入了文化对比。
听力文本发生在火车上的对话，一名加拿大人Anna给Li Daiyu和Liu Qian介绍了沿途城市、风景、地貌和文化习俗等，对话中自然地融入了很多习语。
教学目标在本课学习结束时，学生能够：1. 提高通过观察图片预测听力内容的能力；2. 听懂游客与当地人在长途火车上的对话，把握对话中的关键信息，并积累关于介绍城市、景色、地貌和风俗的表达；3. 在所提供的语境中理解和掌握一些常用的英语习语。
教学重难点【教学重点】1. 能够充分利用相关图片信息预测听力内容；2. 能够基于听力语篇所提供的信息，结合自身经历利用本课给出的相关表达续编对话；3. 能够根据上下文信息理解和掌握一些常见的英语习语，并体会英语中习语的表达效果。
【教学难点】能够围绕本单元加拿大旅行的话题，利用听力语篇中积累的语言素材完成对话续编，在对话中恰当地使用表达惊奇、谈论空间和位置的语言，并掌握自然地结束对话的口语策略。
教学过程Step 1 Warming-up1. What kind of transportation do you prefer? Why?2. What do you think travellers usually talk about with a local person on a train?设计意图：引出话题，让学生思考坐火车旅行和坐飞机旅行的利弊，自然地引出本课的对话情境——长途火车旅行中的对话。
Unit 4 Sharing Using language高中英语人教版(2019)选择性必修第四册
Listening material
Tony: Well, on Fridays, there are student volunteers who help serve food to homeless people. And on Saturday mornings, a group of students goes to a children’s hospital to cheer up all the little kids there.
Lead-in
If you have a chance to do volunteer work, what kind of work would you like to do?
Meet student volunteers
Activity 1
Have you or someone you know ever worked as a volunteer? Tell your partner about the experience.
volunteer _u_p_l_it_te_r____________________________________________________
project
spending time with _th_e__e_ld_e_r_ly_,_p_l_a_y_g_a_m__e_s,_s_i_n_g_o_r_c_h_a_t_____________
Wang Li: How about writing to some nursing homes to see if they need someone to spend time with the elderly people? We can play games, sing, or just chat!
人教版高中英语必修4教师用书：Unit 4 Section_Ⅲ Learning_about_Language_-_Using_Language (含答案)
Section_ⅢLearning_about_Language_&_Using_Language1．Divide the passage into three parts and match the main idea with each part.1Part 1A．Examples of some body language.Para.1C(2)Part 2(Para.2～Para.6)(A)B．There are differences in body language，and it's important for us to know them.3Part 3C．Body language is sometimes more important than spoken Para.7Blanguage.2．Read the passage and then choose the best answers according to the passage.(1)Which of the following about body language is TRUE?A．It is more important than spoken language.B．It is as important as spoken language.C．It is not as important as spoken language.D．It is less important than spoken language.(2)Why may a person smile if he loses face?A．To show his anger.B．To hide his embarrassment.C．To threaten others.D．To laugh at others.(3)If you are not interested in others' talking, you may ________.A．look away from him or yawnB．turn toward and look at somethingC．fix your attention on the speakerD．stand at a little distance with open hands(4)Suppose you are a teacher in America, you'll tell your students to ________ when others are talking.A．avoid looking at others directlyB．look directly at othersC．glance at othersD．look down at others(5)We can infer from the text that ________.A．we can communicate successfully with others using body languageB．people from different countries will not misunderstand each other using body languageC．we should try to learn more about other countries' customsD．all around the world，people express the same ideas using the same body language答案：(1)～(5) BBABC(一)词义配对1．false A．the position or level that someone holds in an organization 2．fist B．not right, true or real3．function C．to put your arms around someone and hold them tightly to show love or friendship4．hug D．the special activity or purpose of a person or thing5．rank E．the hand when tightly closed6．ease F．the state of feeling relaxed or comfortable without worries答案：1～6 BEDCAF(二)根据所给词性和汉语意思写出单词7．facial adj.面部的→face n．面部；脸8．truly adv.真实地；真诚地；真正地→true adj.真实的；真正的9．anger n．怒气；怒火→angry adj.生气的；恼火的10．respectful adj.恭敬的→respect v．&n.尊敬；恭敬1．function n．作用；功能；职能vi. 起作用；运转★背诵佳句培养语感(教材原句) The most universal facial expression is, of course, the smile —its function is to show happiness and put people at ease.最普遍使用的面部表情当然是微笑——其作用是表示快乐和使人感到自在。
新人教版高中英语必修4Unit 4 Body Language Using language(含答案)
高一英语同步练习：必修4 Unit 4 Body Language第4课时Using language基础练习本单元重点知识归纳总结：一、重点词汇：(写出汉意及词性)1. represent______________2 .curious _______________3 .defend______________4 . approach ______________5. be likely to______________6 .in general______________7. at ease ______________8.lose face ______________9 .turn one’s back to______________二、重点句式：1. prohibition and warning(禁令和警告)：Do not...; Stop! ;Keep away from...;Always stay...;Watch out! Look out! Go away. Don’t enter hereBe careful when..., Come here.You may not...You will be fined...,Don’t smoke here. Don’t slip;2.obligation(义务和责任)You must...,You should never...,You will be...,You will have to...,You will need to...,We ought to...,He’s supposed to...(书中supposed 第一个s是大写)三、课文重点句型：1 .Not all cultures greet each other the same way, nor arethey comfortable in the same way with touching or distance between people.1. 各种文化背景下的人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。
高中英语Unit4EarthquakesSectionⅣUsingLanguage讲义新人教版必修1
Section ⅣUsing LanguageOffice of the City GovernmentTangshan, HebeiChinaJuly 5, 201Dear ，Congratulations! We are pleased to tell you that you have won the high school speaking competition about new Tangshan.Your speech was heard by a group of five judges, all of whom agreed that it was the best one this year.① Your parents and your school should be very proud of you！②市政府办公室河北，唐山中国201 年7月5日亲爱的，祝贺你！我们很高兴地告诉你，你在以新唐山为主题的中学演讲比赛中获得了第一名。
评委会的五位评委听了你的演讲，他们都一致认为你的演讲是今年最好的。
你的父母和你的学校应该为你而感到骄傲！[助读讲解]①all of whom 引导定语从句，修饰judges。
②be proud of 为……感到自豪，因……而骄傲。
disaster.The park will also honour those who helped the survivors.Our office would like to have you speak③ to the park visitors on July 28 at 11：00 am.As you know，④ this is the day the quake happened thirty years ago.We invite you to bring your family⑤ and friends on that special day.Sincerely，Zhang Sha 下个月我们市将开放一个新公园，以纪念在那次可怕的灾难中死去的人们。
Unit+4+Using+Language+课件-高中英语人教版(2019)选择性必修第一册
Part 3 -Para 6
Why does the teacher think body language is important?
He is wearing a frown and hiding his face with his hand. He is troubled.
The boy on the left is looking up at the teacher. He is focused on the class. While his deskmate is amusing himself with a doll.
点拨精讲 25’
How do I know my students?
Read and divide the text into three parts.
①② ③④⑤
main idea
Introduction
Recognise when students _a_re__in__te_r_e_s_te_d__o_r_bored Recognise when students _a_r_e__d_is_t_ra_c_t_e_d___
asleep I daydreaming J angry, afraid, or experiencing anxiety
Part 2 Read again and answer the questions 1. Acording to the teacher, what is some students' favourite activity? 2. What does the phrase “who knows that” in para. 4 mean ?
英语精品 新教材选择性必修四UNIT 4 Section Ⅳ Using Language
Section ⅣUsing LanguageⅠ.单词语境记忆——根据英汉提示写出单词的适当形式1.A Russian space capsule(太空舱) is currently orbiting the Earth.2.The commanding officer made a circuit (巡回) of the camp.3.Quality input (输入) ensures quality output，whether it is speaking or writing.4.He asked me to tell you the contract (合同) is under negotiation.5.I grant (同意) you that it looks good，but it’s not exactly practical.6.Everyone wants to have the stability (stable)of life.7.I’ve been on good terms with my father lately (late).8.He was playing idly (随意地) on the piano and found it easy to pick out tunes(tune).Ⅱ.短语语境填空——根据汉语提示写出适当的短语1.Pray__that (但愿) they will do the right thing.2.What is the most significant message that you want to relay__to (传达给) your readers?3.Family history is something most people take__for__granted (认为理所当然).4.Don’t worry about the children；they’re old enough to take__good__care__of (好好照顾)themselves.5.His sudden death turned her world upside__down (颠倒的).6.The house is in__need__of (需要) a thorough clean.7.To__be__honest (说实话) with you，I don’t remember what he said.Ⅲ.句式语境仿写1.And，while the country is quite beautiful and has much natural wealth，many of the people are quite poor and live without things we take for granted...虽然这个国家非常美丽，自然资源丰富，但很多人很穷，生活中没有我们认为理所当然的东西……[仿写]尽管从整体上来说这个地区的气温在迅速上升，但是，温室附近的气温已经下降了。
Unit+4+Using+Language+教学设计 高中英语人教版(2019)选择性必修第一册
选择性必修一Unit 4 Using Language【Teaching Objectives:】1.Teach students to recognize and interpret body language cues.2.Enable students to understand the emotions and feelings behind different body language expressions.3.Create a classroom environment where students feel heard and supported.【Teaching Key and Difficult Points:】1.How to effectively teach students to recognize and interpret different forms of body language.2.How to encourage students to apply their understanding of body language in practical situations.【Teaching Procedures:】Step 1: Lead-inBegin the class with a discussion on the importance of non-verbal communication. Show a short video clip or images illustrating various forms of body language. Engage students in a brainstorming session on what they already know about body language. Highlight the idea that body language can convey emotions, intentions, and feelings.Step 2: Post-readingProvide students with the article "How Do I Know My Students?" from which you've extracted examples of body language.In pairs or small groups, have students read and discuss the article. Ask students to identify instances of body language described in the article and how they relate to the emotions or thoughts of the individuals.Step 3: While-readingActivity 1.1. What does the author suggest about students who lean forward in class?A) They are daydreaming. B) They are engaged and interested.C) They are angry or afraid. D) They are distracted.2. According to the article, why might a student hide their face in their hands?A) They are embarrassed or ashamed. B) They are excited about the lesson.C) They want to avoid eye contact. D) They are happy.3. Why does the author emphasize the importance of reacting to body language in the classroom?A) To make students uncomfortable. B) To assess students' academic abilities.C) To create a supportive learning environment.D) To encourage students to speak more in class.Activity 2. Present a list of common body language cues (e.g., eye contact, facial expressions, posture, gestures). Discuss each cue's meaning and how it can vary in different contexts.Activity 2. Show images or short video clips of people exhibiting various forms of body language. Have students analyze and interpret the body language cues in these examples.Step 4: Post- readingActivity 1. Provide students with real-life scenarios (e.g., job interviews, social interactions, classroom situations). In pairs or small groups, have students role-play these scenarios while paying attention to their body language. Encourage peer observation and feedback on body language cues during role-play.Activity 2. Lead a class discussion on the importance of empathy in understanding others. Discuss how recognizing body language can lead to more empathetic communication. Have students share their insights and experiences on how body language affects their daily interactions.【Homework Assignment】Assign students to observe and record instances of body language in their daily lives.Have them reflect on how recognizing body language influenced their interactions.Encourage students to write a short reflection essay or share their experiences in the next class.。