人教版高中英语必修4unit4语法导学案
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!You!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I give up!OK!You are asking help from this woman…You are saying “Will you give up!”…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteers will make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
Unit+4一轮复习基础知识梳理导学案-2025届高三英语人教版(2019)选择性必修第三册
选择性必修三Unit4 Adversity and Courage 基础知识梳理学案1.resolve vi .& vt .决定；决心；解决（问题或困难） n .决心；坚定的信念单句语法填空①We must find a way （resolve ） these problems before it’s too late.②We have resolved （reduce ） our carbon footprint by restricting the amount of carbon dioxide our lifestyles produce.一句多译③一旦她下定决心做这件事，你就别想使她改变主意。
→ , you won’t get her to change her mind.（resolve ）→ , you won’t get her to change her mind.（resolution ）补充：“解决；处理”荟萃：①settle ②handle ③deal with ④attend to2.abandon vt .舍弃；抛弃；放弃n .放任；放纵单句语法填空①We sang, danced, and laughed abandon, forgetting the troubles in our lives.②I still remembered my friends’ promise so I went past the （abandon ） milking house to see if they had fixed the broken window.句型转换③I abandoned myself to computer games.I performed extremely badly in the end-of-term examination.→ , I performed extremely badly in the end-of-term examination.（动词-ing 短语作状语）→ , I performed extremely badly in the end-of-term examination.（过去分词短语作状语）补充：to 为介词的短语荟萃：①accustom oneself to ②devote oneself to ③object to ④contribute to⑤look forward to ⑥pay attention to3.enthusiastic adj .热情的；热心的 （1） resolve to do ...resolve on doing ...} 决定做…… （2）resolution n . 决议；解决；坚定make a resolution to do ... 下定决心做……（1）abandon doing sth 放弃做某事abandon oneself to doing sth 沉湎于做某事；放纵（感情）于做某事（2）with abandon 纵情；放任地（3）abandoned adj . 废弃的；放纵的be abandoned to ... 沉湎于……（1）be enthusiastic about （doing）sth对（做）某事充满热情be enthusiastic to do sth对做某事热心（2）enthusiasm n.热情；热忱lack/be full of enthusiasm缺乏/充满热情with enthusiasm热情地（3）enthusiastically adv.热情地；热心地单句语法填空①I am Li Hua from Class 3.I’m very enthusiastic our English speaking program.②Inspired by the （enthusiastic）and encouragement, David quickened his pace in high spirits.完成句子③尽管失败了几次，伯纳德和杰克仍然热情地做爆米花。
人教版英语必修四课件：Unit+4+Body+Language语法专题课
3.He lost his life _d_e_f_e_n_d_in_g_the honor of his nation..
4.She sat by the windows,_e_n_j_o_y_i_n_g__ the beautiful sights outside. 5.The _sh_a_k__in_g__buildings showed us that an earthquake was coming.
• 8.In the same way that people communicate with spoken language, they also express their feelings _u_s_in_g_u_n_s_p_o_k_en__‘l_a_n_g_u_ag_e_’_th_r_o_u_g_h_p_h_y_s_ic_a_l __________ _d_is_t_a_n_ce_,a_c_t_io_n_s_a_n_d_p_o_s_tu_r_e_.
Body language
语法专题
教学目标
I. Know the rules of the –ing form. 1. The –ing form can be used as an attribute. 2.The –ing form can be used as an adverbial of time/reason/accompanying/result… II. Make use of the rules to make sentences.
6.How attentive the students are! They are all sitting
straight,_f_o_c_u_s_in_g_ their eyes on the screen. 7. It is exciting to watcha_p_p_r_o_a_c_h_i_ngathletes reach the other end of
Unit4Morepractice导学案
Unit 4 More practice 导学案Ⅰ. Translate the words and phrases:1.probably ___________2. invention ___________3. inventor _________4. ballpoint ___________5.editor ___________6.fountain ___________7.refill ___________8.ink ___________9. develop___________ 10. special ___________ 11. tip ___________ 12. roll ___________ 13. success ___________ 14. right now = ______________________, _______________.15.work as ___________ 16.all the time ___________ 17.make a mess___________18. all the tip of___________ 20. refer to ______________19. all over the world = _______________________________________Ⅱ.Skim the article about the inventor of the ballpoint pen, László Bíró, and tell what eachParagraph ____Paragraph ____Paragraph ____Ⅲ. Answer the questions:1. Why did Bíródecide to invent the ballpoint pen?__________________________________________________________________2. How did Bíró’s brother help him invent the ballpoint pen?__________________________________________________________________3 How does the ballpoint pen work?__________________________________________________________________4 How do people remember Bírófor his invention today?__________________________________________________________________Ⅳ. Read this article about the inventor of the sandwich and complete the exercise.1. The Earl of Sandwich was ____________. ( )A.the name of a servantB. the title of a man with a lot of moneyC. a poor man who lived by playing cardsD. the name of food which is liked by rich people2. The Earl of Sandwich ____________. ( )A. was so interested in playing cards that he often had no time to have his mealsB. often brought some bread with him to play cardsC. never ate anything while he played cardsD. had no money to play cards with in the end3. People liked the Earl of Sandwich's idea because ____________. ( )A. bread and meat was cheap to eatB. he always won when he played cardsC. they liked the Earl of SandwichD. when they ate with one of their hands, they could do something with the other4. Today, the sandwich is ____________. ( )A. also a name of a rich manB. two pieces of bread with meat between themC. not interested in playing cardsD. not liked by most of the people5. As a food, the sandwich ____________. ( )A.is usually made of bread and chickenB. is usually made of bread and meatC. sometimes smells good, but sometimes notD. is hard for us to makeⅤ.Read the article about the Kongming Lantern and the hot-air balloon again and answer the following questions.1. What is the Kongming Lantern?__________________________________________________________________2. How does the Kongming Lantern work?__________________________________________________________________3. When do people use the Kongming Lantern?__________________________________________________________________4 .What did Zhuge Liang use such lanterns to do?__________________________________________________________________5. How did the Kongming Lantern lead to the invention of the hot-air balloon?__________________________________________________________________。
高中英语人教版必修四单元教案：Unit4BodyLanguage
Unit 4 Body LanguagePart One: Teaching DesignTeaching goals1. Target Languagea. 重点词汇和短语重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysThe first period reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language?Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?Name Country Action MeaningMr GarciaJulia SmithAhmed AzizMadame Coulon5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to d o it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)I. Warming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。
高中英语 Unit 4《Body Language》教案(7) 新人教版必修4
Unit 4 Body language 教案示例（1）教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心自世界。
与有声语言一样身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。
教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。
“热身”(Warming Up)部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。
“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。
“阅读”(Reading)部分，以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异，而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“你”的身份去观察、倾听在机场发生的一切。
“理解”(Comprehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。
“语言学习”(Learning about Language)部分要求学生根据英文释义填写本单元重点词汇，然后用课文中的词语填空和运用派生法变换词性。
人教版高中英语必修 4 unit 4语法精讲精练--- 分词作定语和状语
必修 4 unit 4语法精讲-----分词作定语和状语一、作定语。
单个的分词作定语时放在所修饰词的前面，但是如果修饰some/any/no/every+thing/body/one 或者指示代词those时，分词应在其后。
分词短语作定语时应放在所修饰词的后面。
在用作定语时，分词在意思上接近一个定语从句。
The boring snow made the bored boys go home. (= The snow was boring, so the boys wee bored and went home.)注：现在分词与过去分词都可作定语，但现在分词表达的是正在进行的事情，有主动意义；而过去分词表示的是已完成的事情，有被动意义。
例如：I have no teeth left.Anyone swimming will be punished.The question being discussed in the meeting is very important.There are a lot of fallen leaves on the ground.二、作状语。
分词在句中作状语时表示动作发生的时间、原因、条件、结果或让步等，多置于句首，做伴随状语，多放在后面。
分词用于go doing结构中作目的状语。
分词短语作状语时，其逻辑主语必须与句子的主语一致。
如果与句子主语不一致，那么分词短语就需要有自己的逻辑主语，且要用独立主格结构形式来表达。
①时间状语：分词作时间状语相当于时间状语从句。
现在分词作时间状语一般位于句首，表示的动作和谓语动词的动作同时发生，有时现在分词前可以加上时间连词。
如果分词动作发生在谓语动词之前，用现在分词的完成体形式。
过去分词作时间状语与谓语动词构成同时性和被动意义。
分词前有时加上时间连词。
Arriving (=When he arrived) at the bus stop, he found his sister there.Waiting (=When I was waiting) to see the doctor, I met with a friend of mine.Having (=When we have) made full preparations, we are ready for an examination.Having (=When he had) finished his homework, he went to bed.After finishing his homework, he went to bed.Seen (=When the town is seen) from the hill, the town looks more beautiful.Locked (=When he was looked) up in the room, he found himself isolated from the outer world.When asked to make a speech, he said he was glad to do so.当请他作演讲时Once recovered, he will go all out to do his work.一旦康复②原因状语：分词作原因状语相当于原因状语从句。
Unit4+Sharing语法2022-2023学年高中英语人教版2019选择性必修第四册
Chapter 1 of sharing --- Look and Answer
What happened in the picture?
Rescue teams tried their best to search people.
In the rubble(碎石) of collapsed buildings, rescue workers and medical teams searched for both survivors and those killed. With thousands of collapsed buildings, it is not clear how many people might still be trapped under the rubble.
6. My muscles① were aching② and my knees③ shaking as we dragged ourselves④ down the mountain⑤ towards home⑥.
①NP (subject),② VP(predicate), ③ NP (subject), ④ VP (predicate), ⑤PrepP (adverbial) , ⑥ PrepP (adverbial)
Identify the Phrases and Analyse Their Functions
3. Tombe’s father①, Mukap, a man② with a strong jaw and a wrinkled forehead③, led us④ to his house⑤.
①NP (subject) , ②NP (appositive), ③PrepP (attributive) , ④VP (predicate) , ⑤PrepP (adverbial) 4. He then placed the hot stones① in an empty oil drum② with kau kau (sweet potato), ripe corn, and greens③. ①VP (predicate), ②PrepP (adverbial), ③PrepP (adverbial)
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Teaching emphasis
（教学重点）
Get students to learn and master the use ofthe –ing form as the attribute and the adverbial.
2)After half an hour of waiting for their flight to arrive, I saw several young people enter thewaiting area looking around curiously.(attribute)(adverbial)
Step3.Researching cooperatively& answering questions(合作探究,解决问题)
And ask the Ss what the rules of the –ing form in the text are.
Task1.turn back to Pae 26 to read through the passageCommunication:No Problem?pick out the sentences using the-ing forms asthe attribute and the adverial., and then underline the –ing form in each sentence and translate the whole sentence into Chinese.
3)I stood for a minutewatching themand then went to greet them.(adverbial)
4)She stepped back appearing surprised and put up her hands, as if in defence.(adverbial)
Teaching time
（授课时间）
Designer
（设计）
Wang Junlong
Checker（修订）
Teacher(授课教师)
Class（授课班级）
Class:_____
Teaching time（授课时间）
Teaching aims
（教学目的）
Knowledge aims:
Get students to knowthe use ofthe –ing formas the attribute and the adverbial.
Teachingdifficulties
（教学难点）
Enable students to learn how to use the rules ofthe –ing formas the attribute and the adverbialcorrectly.
Teaching &learning procedures(教学与学习过程)
5)Then Akira Nagata fromJapancame in smiling, together with George Cook from Canada.(adverbial)
6)Just at that moment,hwever, Akira bowed so his nose touched George’s moving hand. (attribute)
7)When Darlene Coulon from Frane came dashing through the door, she recognized Tony Garacia’s smiling face. (adverbial)
Learning Plan（学案）
Teaching Plan
（导案）
Step1.Prepartudy and exploring the problems
(预习自学，探究问题)
Finish the task given in the last period.
Step2.Finishing plan & asking questions（完成学案，提出问题）
Ability aims:
Enable students to learnthe use ofthe –ing form as the attribute and the adverbial according to the context.
Emotional aim:
1. Get students to become interested in grammar learning.
Report the answers to the class and teacher.
Point out the sentences includingthe –ing form in the text.
Step 1. Ask the Ss to report the answers and read the passage quickly to point outthe sentences includingthe –ing form in the text.
EnglishTeaching & learning Plan of Lvye Senior Middle School
Wugong County,ShaanxiProvince
(陕西省武功县绿野高中英语导学案)
Topic
（课题）
Book4 Unit 4 Learning about language: Grammar
1)Yesterday, another student and I ,representing our university’s studentassociation,went to theCapitalInternationalAirportto meet this year’s international students.(attribute)