一名优秀的教师就要对每一课堂负责，作为教师就要在上课前做好适合自己的教案。教案可以让学生们充分体会到学习的快乐，帮助教师更好的完成实现教学目标。您知道教案应该要怎么下笔吗？考虑到您的需要，小编特地编辑了“Body language 阅读课教学设计”，欢迎阅读，希望您能够喜欢并分享！

Bodylanguage阅读课教学设计
一教学目标：
知识与技能：
1理解、内化、运用以下生词及词组—fold、anger、vary、thumb、crazy、mod、part、hug、bow、palm、shrug、incredible、pat、getthrough、teardown、chart
2.获取关于bodylanguage的相关信息,且进行skimming,scanning,carefulreading,generalization,guessingmeaning等阅读技能训练。
3.充分利用多媒体，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：
1培养学生通过自主学习和合作学习，获取信息和处理信息的能力。
2培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感态度价值观：
1在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣。
2使学生了解身势语在各国人民交往中的重要性。了解在各国相同身势语所表示的不同交际含义。增强对中外“身势语”差异的敏感性，培养世界意识；通过文化地域对比，加深对祖国相关知识的理解，增强对祖国的热爱之情。

二教学重点：
训练学生的略读与扫读技巧是本课的重点。根据英语课程标准关于语言技能的教学建议，略读与扫读是阅读教学的基本技能之一，是学生必须掌握的。

三教学难点:
怎样使学生理解不同国家的身势语，正确的使用身势语及比较各国身势语的不同是本课的难点。根据英语课程标准，文化意识是内容标准之一，要求学生掌握一些行为规范、风土人情等方面的知识，这有利于培养学生的世界意识，有利于形成跨文化交际能力。

四学习方式设计：
1个体探究。
在完成较简单直观的任务时以个体探究为主，鼓励学生有独立自主的思维意识。
2合作学习。
当面对难度较大的学习任务时鼓励学生采取小组合作的方式，这是因为“合作学习”更方便英语的交流和体验，有利于培养学生与他人合作的能力，同时信息差异也更能激燃起学生的“创新火花”。

五教学策略及教法设计：
本节课的教学以学生为中心，以问题为出发点，运用任务型教学途径，英语课堂设计采用“P—T—P”自主学习立体模式（Pre-task---Task-cycle---Post-task）。使课堂教学过程成为学生自主地进行信息加工、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。

六教学过程设计：
Step1Pre-task
在说完“Classbegins”,学生起立之后，不说”Sitdown,please.”而是给学生一个“请坐”的手势。然后，问学生一个问题：“Howdoyouknowmymeaning?”。学生自然回答“手势”。借此机会给学生留下第一个任务：
★Task1:Inoureverydaylife,bywhichwayscanwecommunicatewitheachother?
然后通过展示图片给出线索，使学生在视觉和听觉上受到刺激，自然导入本课主题——身势语。
StepIITask-cycle
1.Pre-reading
★task2:Discussthefollowingthreequestions:
●Canyouguesswhatsomeoneisthinkingorfeelingbylookingathisorherbodylanguage?
●Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?
●Howdoyoucommunicatethefollowingwithbodylanguage?
Thankyou!No.Yes.Idon’tknow.Comehere!
经过这三个问题的讨论使学生置身于“身势语”之中，增添了实效性与可操作性。接着提问:
●Doyouwanttoknowmoreaboutbodylanguage?引入正文。
2.Reading
(1)Skimming:
★task3:Findoutthemainideaofeachparagraph.
Mainidea:
Paragraph1:Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.
Paragraph2:Bodylanguagevariesfromculturetoculture.
Paragraph3:Thesamebodylanguagehasdifferentmeaningsinsomedifferentcountries.
Paragraph4:Somegesturesareuniversal.
Paragraph5:Smileisthebestexampleofuniversallyunderstoodbodylanguage.
(2)Scanning:
★task4:Readthepassageagainandfinishansweringthefollowingquestions:
●Whatcanweusewordsandbodylanguagetoexpress?
●Findoutthedifferentmeaningsofeyecontact,OK,thumpsup,”crazy”gesture.
●InBulgaria,partsofGreece,andIran,doesthegesture“shakingone’shead”meanno?
●Howtogreeteachother?
●Howtoexpress“Iamtired.”“Iamfull.”“Iamhungry.”
●Whatcansmilehelpustodo?
(3)practiceforwordstudy
在帮助学生理清文章的线索的过程中，仍须处理以下问题：
●Whichofthefollowingwordsissimilarto“vary”?
A.changeB.bethesameasC.besimilarto
Key:A
●What’stheChinesemeaningfortheword“disrespectful”?
A尊敬的B尊敬C无礼的
Key:C
(4)Consolidation
a.studentsareaskedtodosomebodylanguagesandtheirneighboursareaskedtotellthemeanings.
b.Whichconclusioncanyoudrawfromthispassage?
A.Bodylanguageisveryimportant.Youcanusebodylanguagetocommunicatewithpeoplefromforeigncountrieswithoutanydifficultyevenifyoudon’tknowtheirlanguage.
B.Whenyou’reinaforeigncountry,it’sveryimportantforyoutoknowwhattheyspeak.Itdoesn’tmatterwhetheryouknowthemeaningofgesturesandmovementsofthepeopleintheircountry.
C.Whenyouareinaforeigncountry,usingbodylanguageinacorrectwayisimportanteventhoughyouknowthelanguagetheyspeakverywellforitcanmakeyourstayinthecountryeasyandcomfortable.
Key:C.
3.Post-reading
★task5:Roleplay
Roles:twofriends
Situation:Theyhadn’tseeneachotherfortwoyears.Nowtheymeetataparty.
要求表演的学生适当加上体态、表情，做到热情自然，观众学生则根据他们的表现进行评价：评价包括自评和互评
评价内容:Language
EyeContact
Smile
BodyMovement
OtherFacialExpression
满分20各项均4分
(2)open-mindedquestion
Sometimeswesayonethingbutbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyexamples?
Step3Post-task
★task6:Findmoreinformationabout“bodylanguage”.(groupwork)
(Studentsareaskedtofindmoreinformationrelatedto“bodylanguage”byInternet,Englishbooksandnewspaper.Thenshowthemtotheclassthenextlessoninformofdialogue,speech,shortplay,etc.)
2.Writingabout:
★task7:Topic—GestureintheUSandgestureinChina.
(学生可参考教材第60页的表格完成此项任务)

板书设计：
Mainidea:Paragraph1:Weusebothwordsandbodylanguagetoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.
Paragraph2:Bodylanguagevariesfromculturetoculture.
Paragraph3:Thesamebodylanguagehasdifferentmeaningsinsomedifferentcountries.
Paragraph4:Somegesturesareuniversal.
Paragraph5:Smileisthebestexampleofuniversallyunderstoodbodylanguage.

七教学反思
本节课英语教学中以问题为线索，以学生自主学习和合作学习为主，培养学生的自主学习能力。故本人在这节课中通过安排学生的个人探索、合作学习、讨论等各种形式来激发学生学习兴趣。让学生在教师的指导下，通过感知、体验、实践，参与和合作等方式，实现任务的目标，感受成功：在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。采用师生交流方式导入自然亲切，拉近了师生之间的情感距离，营造出宽松的学习气氛，同时让学生了解身势语的有关内容。根据教师提出的一系列问题，学生自主搜索与身势语相关的信息资料，然后以个人探究和合作学习相结合，并以各种的形式展示交流成果。本人这节课安排探究和讨论过程中的观点汇总等形式鼓励学生借助小组活动的形式来合作，表达，思考，能使学生在活动中互相学习、互相帮助，互相鼓励，体验集体荣誉感和成就感，发展合作精神。通过师生交流与总结这一形式引发学生对身势语的深入思考，进一步深化主题。

相关知识

Unit 4 Body language 教案

Unit4Bodylanguage
核心单词
1.represent
vt.象征；表示；作为……的代表；代表；（尤指以绘画，雕刻等）表现；描绘；描写
Theredlinesonthemaprepresentrailways.
这张地图上的红线代表铁路。
Hewaspickedoutfromthewholeclasstorepresentthemattheotherschool.
他被挑选出来作为全班同学的代表，到另一所学校去。
Sherepresentshermotherasthekindestmotherintheworld.她把她的妈妈描绘成世界上最好的母亲。
联想拓展
representativen.代表；众议员
adj.典型的；有代表性的
representationn.表现；陈述；代理
易混辨析
represent/standfor/onbehalfof
represent指“代表某人/某个团体/政府等，或指某种标志代表什么，某物表现/描绘的是什么”。
standfor通常指字母、数字、符号等代表/象征什么。
onbehalfof指代表/代替某人，只能作状语。
高手过招
选词填空(represent/representation/representative)（原创）
①Eachcolouronthechartadifferentdepartment.
②Thewereallamazedbywhathadhappenedinthefactory.
③OurcompanyhasnoinAfrica.
答案:①represents②representatives③representation
2.approach
vt.接近，走进;着手处理
n.接近，临近；方法，途径
Heapproachedmewithstealthysteps.他悄然走近我。
Ourapproachscaredthebutterflyanditflewaway.
我们走近时把那只蝴蝶吓跑了。
易混辨析
approach/way/method/means
approach除了意为“方法”之外，还有“接近”的意思。anapproachto(介词)“……的方法”。
way构成intheway“用这种方法”;thewaytodo/thewayofdoing(to为不定式)“做某事的方法”。
method构成withamethod“用一种方法”。
means意为“方式，方法”。单复数同形，构成bymeansof“通过……方法”。
Heputupanewapproachtothedifficulty.
他提出了解决这个困难的新方法。
Canyoutellmethewaytoworkoutthemathsproblem?
你能告诉我做那道数学题的方法吗？
Weshouldimproveourteachingmethod,withwhichwecanmakeourselvesunderstoodbetter.
我们应该改善我们的教学方法，用这些方法，可以使学生更好的理解我们。
Wearrivedtherebymeansofplane.我们坐飞机到达那儿。
高手过招
(1)单项填空
Thereisnoeasytothemathematics.（原创）
A.WayB.meanC.methodD.approach
(2)单句改错（原创）
①Hisapproachfortheproblemisspecialandprovesgood.
②Alltheapproachesoftheairportwereblockedbythepolice.
(1)解析：选D。approach方法，可与to连用，意为“……的方法”;means方式，不可与to连用;methods与with搭配;way与of或to连用，to为不定式。
(2)①for→to。解析：approach在句中意为“方法；步骤”，后面与介词to连用。
②of→to。解析：approach在句中意为“入口；通路”，后面与介词to连用
3.defence
n.保卫，防御；防卫设备;(被告的)答辩；辩护
常用结构：
indefenceof保卫……；为……辩护
注意：defence后接“入侵者”或“造成危害者”时用介词against；若后接“被保护者”时用介词of。
Theforestwillactasadefenceagainstdesertdust.
森林能起到防御沙漠尘土的作用。
Thisfortwasoncethemaindefenceoftheisland.
这座堡垒曾经是这个岛上主要的防御设施。
Thedefenceoftheaccusedwasratherweak.
被告人的辩护软弱无力。
联想拓展
defendv.防护；辩护；防守；保卫
Thewallwasbuilttodefendtheroadfrombeingwashedawaybythesea.
建这个围墙是为了保护这条路不被海水冲垮。
易混辨析
defend/protect/guard/preserve
这四个词都有“使安全或保持安全状态不遭受危险、攻击或伤害”的意思，但它们之间还有些差异。
defend含有“采取措施抵制进攻”的意思。
protect常含有“提供安全的方式来驱开不适、伤害或进攻”的意思。
guard含有“看守”的意思。
preserve含有“采取措施维护……的安全”的意思。
高手过招
完成句子（原创）
①那位警察看守犯人。
Thepolicemantheprisoners.
②当那只狗攻击我时，我拾起一根木棍自卫。
Whenthedogattackedme,Ipickedupastickandmyself.
③他戴着墨镜以防他的眼睛被强烈的太阳光晒伤。
Hewearssunglassestohiseyesfromthestrongsunlight.
答案:①guarded②defended③protect
4.close
adv.接近地；靠近地；紧密地（常与介词to连用）
adj.近的；接近的；(关系)密切的；严密的；(尤指比赛)势均力敌的
v.结束；关闭；关
Hishouseisclosetothefactory.他家靠近这个工厂。
易混辨析
close/closely
close是指距离、场所、地点等的“接近，靠近”，可以说是一种实际意义上的“接近”。
closely是指抽象意义上的“接近”，多用比喻意义，有“亲密地；严密地；仔细地”等含义。
由close和closely这种意义上的区别，我们可以很轻松地区别high/highly；wide/widely；
deep/deeply等一类词。带?–ly的副词往往用作抽象意义或比喻意义，而不带?–ly的副词多用作实际意义。
Thethiefcameclosetohimandstolethemoneyfromhispocket.小偷走近他，把他口袋里的钱偷走了。
Goodteachingandgoodtestingarecloselyrelated.
出色的教学工作与完善的测试制度密切相关。
高手过招
选词填空（close/closely）（原创）
①Itwasverycold,sothelittlegirlstoodtohermother.
②Thepolicemanexaminedtheroomtofindthelostjewels.
答案:①close②closely
5.curious
adj.好奇的，感兴趣的；奇异的，不同寻常的
Theforeigntouristsweresurroundedbythecuriouschildren.外国游客被一群好奇的孩子包围着。
Heissufferingfromacuriousdisease.
他患了一种奇怪的病。
常用结构：
becuriousabout对……感到好奇
becurioustodo急于做/极想做
联想拓展
curiosityn.好奇
curiouslyadv.好奇地
outofcuriosity出于好奇
Iaskedoutofmerecuriosity.
我只不过是出于好奇问问罢了。
高手过招
单项填空
Iwastofindoutwhathesaid.（原创）
StrangeB.amusingC.curiousD.conscious
解析：选C。考查形容词词义辨析。strange奇怪的;amusing令人快乐的;curious好奇的；conscious有意识的。
6.likely
adj.可能的（表示可能性很大时，可用most，very修饰likely）
常用结构：
Itislikelythatsb....
=sb.islikelytodo...某人可能做某事
notlikely(表示坚决不同意)绝不可能；绝对不会
易混辨析
possible/probable/likely
possible表示客观上潜在的可能性，也许实际发生的可能性并不大；一般不用表示人的词作主语。只有possible后面可以接forsb.todosth.，而likely和probable都不能。
probable表示有几分根据的推测，比possible表示的可能性大。换句话说，probable的“有可能”，是指有实际的依据或逻辑上合乎情理。一般不用表示人的词作主语。
likely强调表面上看来有可能，与probable意思接近，有时可以互换，但likely常暗示从表面迹象来判断，probable则指经过权衡正反两方面的理由后相信某事是真实的或大概会发生。只有belikely前面的主语可以是人，而possible和probable则不能。
Itispossibletotransmuteoneformofenergyintoanother.
把某种形态的能量改变成另一种形态的能量是可能的。
ItispossiblethatthefirstpeoplecrossedintoAustaliafromAsiaonagreatlandbridge.
第一批从亚洲进入澳大利亚的人可能是从一座巨大的陆地桥上过去的。
Itisprobablethatourschoolwillbuyanewcomputer.
我们学校很有可能买一台新电脑。
Itisprobablethatsheforgot.她很可能是忘了。
It’sverylikelythathe’llsucceed.
=Heisverylikelytosucceed.他极有可能成功。
I’mhardlylikelytofinishitwithinaweek.
我不可能在一周内把它干完。
高手过招
单项填空
①Ican’tgoout.ItisverythatMarywillringmetonight.（2010•山东聊城模块检测）
A.LikelyB.possiblyC.probablyD.perhaps
②Tomwastowinfirstprizeinthecompetition,buthisillnessmadehimmissthechance.
（2010•01•浙江台州检测）
PossibleB.probableC.likelyD.Maybe
①解析：选A。四个选项中只有likely是形容词且符合习惯搭配，其他三个选项都是副词。
②解析：选C。maybe是副词，故可排除D项。句子是人作主语，故只能选likely。
7.ease
n.安逸；舒适
v.减轻（痛苦，忧虑）；缓和；放松
Theinjectionbroughtherimmediateease.
她经过注射后，疼痛消失了。
常用结构：
atease感到舒适而无忧虑；感到放松，不拘束
withease毫不费劲地，轻而易举地
Weareateaseforyoursafereturn.
见您平安归来，我们感到放心了。
ThequestionwassoeasythatIcouldansweritwithease.
这个问题如此简单以至于我回答得很轻松。
高手过招
(1)单项填空
HefeltcompletelyeaseMary.（原创）
A.at;withB.at;toC.with;withD.to;to
(2)完成句子（原创）
①听说孩子们都很安全，她才放心。
Hermindknowingthatthechildrenweresafe.
②她不断练习奏鸣曲直到熟练为止。
Shepracticeduntilshecouldplaythesonata.
(1)解析：选A。句意为：他和玛丽在一起时感到完全放松。根据句意可知，选A。
(2)①wasatease②withease
重点短语
8.loseface
丢脸，丢人
You’lllosefaceifyoudon’tkeepyourpromise.
你如果没有遵守诺言，会丢脸的。
WhenTomfailedtobeathisopponent,hefelthehadlostfacewithhisfriends.
汤姆没能打败对手，这让他在朋友面前很丢脸。
联想拓展
loseheart泄气；灰心
loseone’sheartto爱上；钟情于
loseweight减肥
loseone’sway迷路
loseone’slife丧生
losecourage丧失勇气
losesightof看不见
高手过招
单项填空
Inordernotto,hespentthewholenightpreparingforthespeechofnextday.
（2010•01•浙江嘉兴一中检测）
A.losecourageB.loseheart
C.losefaceD.losevoice
解析：选C。句意为：为了不丢面子，他花了整个晚上准备第二天的演讲。loseface丢人，丢脸。
重点句型
9.Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
我看见几个年轻人走进了等候区，好奇地向四周张望。
lookingaround是现在分词作伴随状语。
联想拓展
伴随状语的特点
它所表达的动作或状态是伴随着句子谓语动词的动作而发生或存在的。
Hesatinthearmchair,readinganewspaper.
他坐在扶手椅里读报纸。
Allnightlonghelayawake,thinkingoftheproblem.
他整夜躺在床上睡不着，思考着那个问题。
高手过招
单项填空
①“Youcan’tcatchme!”Janetshouted,away.（原创）
A.RunB.runningC.torunD.ran
②Heglancedoverather，thatthoughshewastiny；sheseemedverywellputtogether.
（2010•01•浙江宁波检测）
A.notingB.noted
C.tonoteD.havingnoted
①解析：选B。running作伴随状语,因为逻辑主语Janet与run之间呈主动关系，且run与谓语动词shouted的动作同时发生，所以用现在分词作伴随状语。
②解析：选A。noting作伴随状语，意为“注意到；发现”。因为he与note呈主动关系，且note与谓语动词glanced的动作同时发生，所以用现在分词作伴随状语。
10.Notallculturesgreeteachotherthesameway,noraretheycomfortableinthesamewaywithtouchingordistancebetweenpeople.
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离的程度也并不一样。
这个句子是由一个中心词组not...nor...连接起来的，意为“既不……也不……”。部分否定通常由not+all/both/each/everybody/everything等来表达。
温馨提示
并不总是用这种方式表达部分否定，有时也以一般否定句的形式出现，即把否定主语的not与谓语动词放在一起。NoteveryWelshmanspeaksWelsh.
并不是每个威尔士人都说威尔士语。
Allisnotgoldthatglisters.发光的并不都是金子。
若要表示全部否定，则应用相应的表示全部否定的否定词。
all→none（一个人也没有、没有任何东西）；
both→neither（两个都不）;every→no(没有，不是）；everyone→noone(没有人);everything→nothing(什么也没有)等。
Ilikeneitherofthebooks.这两本书我都不喜欢。
高手过招
单项填空
—IthinkthewholeclassisgoingonafieldtripnextFriday.
—I’mnotsure.haspaidthetransportationfee.（2010•01•江西九江检测）
A.NoteveryoneB.Noone
C.NoneofthemD.Neitherofus
解析：选A。B项与C项为全部否定，意为“没有一个人”，故排除。D项意为“两者都不”，不符合语境。A项表示部分否定，意为“不是所有人”，符合上下文语境，故选A。

Unit 4 Body language教案

一位优秀的教师不打无准备之仗，会提前做好准备，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好地进入课堂环境中来，帮助授课经验少的高中教师教学。那么一篇好的高中教案要怎么才能写好呢？下面是小编为大家整理的“Unit 4 Body language教案”，欢迎您阅读和收藏，并分享给身边的朋友！

Unit4Bodylanguage教案
Unit4Bodylanguage(6.3-6.13)
课型设计与课时分配
1stperiodwarmingup(6.3-6.4)
2ndperiodReading(I)(6.5)
3rdperiodReading（II）(6.9)
4thperiodLanguageStudy(6.10-6.11)
5thperiodListening(6.12)
6thperiodWriting(6.13)
Ⅳ．分课时教案

TheFirstPeriodwarmingup
Teachinggoals教学目标
1.TargetLanguage目标语言
a.重点词汇和短语
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重点句型或交际用语
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目标
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals学能目标
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教学重点
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教学难点
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教学方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具准备
Acomputer,aprojectorandsomepictures.
Teachingproceduresbecheerful.
AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.
AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.
Tearscomingoutofhiseyes.Heisverysad.
AllsmilesonherfaceSheisveryhappy.
WavingtheirhandsTheyarewavinggoodbyetopeoplearound.
AhandstretchedoutforwardwithstrengthHeisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.
T:Whataretheactionsoftheabovegestures?Whatdotheymean?
S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.
S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.
S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.
S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.
S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.
S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.
S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.
S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.
T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.

StepⅢPractice
T:LookatPage25.
Whatarethesepeoplecommunicating?

StepⅣTimeforFun
T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?
Ss:Yes.That’sfunny!
T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.
Ss:Allright.
S1:Whatareyoulikelytodoifitrains?
(Actions)S2:readsabook;
S3:putsonaraincoat;
S4:cleansthehouse.
S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.
S3:Whatareyoulikelytodoiftheriverfloods?
(Actions)S1:runsawayasfastashecan;
S2:helpstheyoungeroreldertoescapeassoonaspossible;
S4:climbsontoatree.
S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.
S2:Whatareyoulikelytodoifthehousecatchesfire?
(Actions)S1:fetchessomewater;
S3:triestoputitoutwithblooms;
S4:runsawayasquicklyashecan.
S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.
S4:Whatareyoulikelytodoifyoumeetwithafiercedog?
(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;
S3:triestoscareitawaywithsmallstones;
S4:runsawayasquicklyaspossible.
S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.
T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.

StepVRolePlay(SpeakingtaskonP67)
T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.

Homework
1.Teamwork:Discusstheimportanceofbodylanguage.
2.GoovertheReading:
1)Communication:NoProblem?
2)Showingourfeeling.
T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?

ThesecondperiodReading
TheSecondPeriodReading(I)
Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重点句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目标
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals学能目标
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教学重点
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教学难点
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教学方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
TeachingproceduresI’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?
S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.
T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?
S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto
LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.
T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.
StepⅢWhile-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(para.2and3)
Examplesoflearnedorcultural“bodylanguage”.
Part3.(para.4)
Differentpeopleshavedifferentbodylanguages.
Part4.(para.5)
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).
•Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.
•Mostpeoplearoundtheworldnowgreeteachotherbykissing.
•Japanesewillbowtoothersasgreeting.
•PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.
•Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.

StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?
HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.
5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?
Studentswillgivetheirownanswers.
StepⅤHomework
1.Getreadytoretellthetextinyourownwords.

TheThirdPeriodReading(II)
Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重点句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目标
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals学能目标
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教学重点
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教学难点
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教学方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具准备
Arecorder,aprojectorandacomputer.
TeachingprocedurestheJapanesecoveronhandwiththeotherandbowslightlyorquitelow,dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfacesandbowtheirheads;Muslimswilltouchtheirheart,mouthandforeheadtoshowrespect.
S6:NowyoungpeopleintheWestgiveeachotherthe“highfive”whentheyclapeachother’shandsintheair.
S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostallcultures,tosmileandshowanopenrighthandisthemostcommonwaytoshowthegoodwillgreeting.
T:Iammorethanhappytohearyoucangetsomuchinformationfromthepassagewhenyoudothereading!Nowlet’sactoutsomeofthegesturesinthereadingmaterial,OK?
Somestudentsareaskedtoactoutthebodylanguagewhichappearsinthereadingtextis:TheOpenHand-AUniversalSign,suchasahandshake,thetraditionalgreetingsinChina,theJapanesewaytogreetpeople,thewaysHindupeopleandMuslimsusetogreetpeople,andthewayyoungpeopleintheWestusenow.
Severalminuteslater.
T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.
S8:Itcanbedangeroustomeetpeopleyoudonotknow.
S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.
S11:Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.
S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.

Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.

TheFourthPeriodGrammar
StructureStudy
一:V-ing形式由“do＋ing”构成,其否定形式是“notdoing”,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。
1.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)-ing形式表示“供作......之用”的意思,这类作定语的-ing形式过去叫动名词。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,过去叫现在分词
Asleepingchild
workingpeople
therisingsun
-ing形式短语作定语时一般放在它所修饰的名词之后,相当于一个定语从句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作状语
可以表示时间,原因,结果,条件,行为方式或伴随动作等。
AttentionPlease
-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。
Timepermitting,Iwillpayavisittothewholecity.
(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。)

Homework
Do“UsingStructures”onPage64.

ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.

ThesixthperiodWriting
LookthroughthisunitandotherresourcesforexamplesofthedifferencesinChineseandwesternbodylanguage.Notethemdown.Writeareportinwhichyoudiscussthedifferencesyouhavefound.Focusontheonesyoufindunusual,funny,ordifficulttounderstand.
Answers:Teacher’sbookp65.

Unit 4 Body Language教案2

Unit4BodyLanguagePartOne:TeachingDesignTeachinggoals1.TargetLanguagea.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Actoutthefollowingmeanings,please.PleaseguesswhatImean.Pleaseshowtheactions,usingbodylanguage.Nowitisyourturntoshowtheaction/gesture.Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.2.Abilitygoalsa.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.3.Learningabilitygoalsa.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.Teachingimportantpointsa.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.Teachingdifficultpointsa.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.Teachingmethodsa.Individualwork,pairworkandgroupwork.b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.TeachingaidsAcomputer,aprojectorandsomepictures.TeachingproceduresYoustandwatchingandlistening.作状语；……)2.DoingexercisesNo.1and2onpage29Turntopage29.DoexercisesNo.1and2。III.ReadyusedmaterialsforThe~ingformastheAttributethatis,theirdifferentfunctionsinthesentence.
Examplesofsomeofthedifferentcategories·Hesswimming.·Heswearingaswimmingsuit.·Helikesswimming.·Swimmingispleasant.
Rewriteeachsentencewithoutusingthe-ingform.
Isthereachangeinmeaning?Whatisit?
Findsentencesinthetextwhichcanberewrittenusingan-ingform.
Isthereanychangeinmeaning?Whatisit?ThethirdperiodUsingLanguage(SHOWINGOURFEELINGS)AimsTohelpstudentsreadthepassageSHOWINGOURFEELINGS.Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.ProceduresI.WarmingupReadaloudtowarmup:Let’swarmupbyreadingaloudtotherecordingofthetextSHOWINGOURFEELINGS.II.Guidedreading1.ReadingandtranslatingReadthetextSHOWINGOURFEELINGSandtranslateitintoChineseparagraphbyparagraph.HeJing.Youaretodoparagraph1,please.….2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromSHOWINGOURFEELINGSShowallkindsoffeeling,turnone’sbackto…,showanger,closeone’shand,shake…at…,auniversalfacialexpression,put…atease,hidefeelings,loseface,nodtheheadupanddown,lookawayfrom…,holdone’sarmsacrossone’schest,protest…from…,turntoward…,rollone’seyes,showrespectfor…,usegestures,giveahugtosb.,standcloseto…,with…open,lookdirectlyat…,looksb.intheeye,tellthetruth,bewrongabout…3.DoingexercisesNowyouaregoingtodoexercisesNo.1and2onpage30followingthearticle.Theimportanceofbodylanguage
Peoplecannotlivewithouteachother,wearesocialbeings.Assoonasweareincontactwithotherswearecommunicating.Forthiswecanmakeuseofspokenandwrittenlanguage.Inthesewayswemakethecontentofamessagecleartoeachother.Howeverwecanalsocommunicatewithoutwords.Thiskindofcommunicationtellsussomethingabouttherelationshipbetweenpeople.Oftenthisismoreimportantthangettingthecontentofthemessageacross.Thecommunicationaboutthisnonspokencommunication,whichtellsussomethingabouttherelationshipbetweenpeople,iscalledMeta-Communication.Communicatingaboutcommunication!4.WritingTurntopage31.Makealistofthreepositivebodylanguageexpressionsandthreenegativebodylanguageexpressions.Non-verbalcommunication,orbodylanguageoReferstomessagingwithoutwordsInapersonalspokenmessageoAccordingtoAlbertMehrabian,inPsychologyToday(1968),ofthetotalmessage§7%isconveyedbythewords§38%bythevocaltones,and§55%byfacialandbodyexpressionoReadingbodylanguageisanimportantskillThefourthperiodListening,writingStep1Turntopage31anddothelisteningandwritingexercisesNo.1and2.Positivegestureclusters-2●ConfidenceoSteepling(fingerstouchinglikeachurchsteeple)oHandsbehindback,authoritypositionoBackstiffened●ExpectancyoRubbingpalmsoJinglingmoneyopenlyoCrossedfingersoMovingcloserPositivegestureclusters-3●Cooperation,readiness,opennessoOpenhandsoHandsonhipsoHandsonmid-thighwhileseatedoSittingonedgeofchairoArmsspread,grippingedgeoftableordeskoMovingcloseroSprinterspositionoHand-to-facegesturesPositivegestureclusters-4●EvaluationoHand-to-facegesturesoHeadtiltedoStrokingchinoPeeringoverglassesoTakingglassesoff,andcleaningoPuttinghandtobridgeofnosePositivegestureclusters-5●Reassurance5.SpeakingandwritingDiscussLinPei’sbehaviourwithyourpartner.ThenwritesomeadviceforLinPei.Thefifthperiod．WordsandexpressionsfromUnit4Bodylanguagemajora.amajorearthquake大地震，amajorproblem重大问题，amajorsubject主修科目locala.localcustoms地方风俗，alocalpain局部疼痛，当地时间localtimerepresentv.representaclubasitschiefexecutive以总经理的身份代表俱乐部，representbysigns用符号代表curiousa.becuriousaboutother’speoplebusiness对别人的事情太好奇Introducev.introduceherashisdaughter介绍说她是自己的女儿，beintroducedfrom…从…传来的，introduce…tosb.向某人介绍……approachv.&n.cautiouslyapproachedthehouse小心地走近那房子,approachthemanagerabout…同经理谈……，approachthequestionasascientist从科学家的角度来处理这一问题，Snowannouncedtheapproachofwinter.雪宣告了冬季的来临。Ilikeherapproachtotheproblem.我喜欢她解决这个问题的方法。touchv.&n.Shelightlytouchedhisforehead.她轻轻地摸了摸他的前额。Donttouchtheexhibits.Fewstudentsinourschoolcantouchhiminmusic.在音乐方面,我们学校很少有学生能与他相比。Iwastouchedbeyondwords.我感动得无法形容。Theydidnottouchthistopicintheirtalk.他们在会谈中没有触及这个问题。Theraintouchedthecrops.这场雨使庄稼受害。Theysatsoclosethattheirheadsnearlytouched.他们坐得那么近,头都差不多碰到一起了。Inhistalkhetouchedon/uponthestateofaffairsinLatinAmerica.谈话中他提到了拉丁美洲的局势。OurshipistotouchatHongkongtomorrowmorning.我们的船将于明天上午停靠香港。Itwillbreakatatouch.那东西一碰就破。Letsstayintouch.我们保持联络。Hesaddedafewfinishingtouchestohisnovel.他给小说作了最后润色。Hehasatouchwithbirds.他擅长养鸟。Theyoungmanrecitedhispoemswithatouchofpride.那个青年带点骄傲地朗诵他的诗作。cheekn.Thelittlegirlhasrosycheeks.那个小女孩脸颊红润。Hehadthecheektoaskmeformoney.他竟厚着脸皮向我要钱。Howcanyoucheekyourgrandparentsinthatway?你怎么可以那样无礼地对祖父母讲话?learneda.Themorelearnedamanis,themoremodestheusuallyis.人愈有学问,往往愈是谦虚。learnedbooks学术性书籍strangern.Ifeelstrangeinthepresenceofstrangers.在陌生人面前,我感到不自在。Sorry,Idontknow.Imastrangerheremyself.对不起,我不清楚。我对这里也不熟。Heisnostrangertosorrow.他饱经忧患。Imastrangertostatistics.我对统计学一窍不通。spokena.Theybuiltarobotcapableofunderstandingspokencommands.他们制造了一个能懂口头指令的机器人。Heisashysoft-spokenperson.他害羞,说话轻声细语的。expressv.&n.Really,Ihardlyknowhowtoexpressmygratitude.我真不知道如何表达我的感激之情。Thedoctorexpressedpoisonfromherwound.医生把毒液从她的伤口挤了出来。Pleasesendthisparcelbyexpressdelivery.请用快递寄送这个包裹。Thedoctorgaveexpressordersthatthepatientwastohavenovisitors.医生明确嘱咐,那个病人不可会客。Wetookanexpressbushome.我们乘特快公车回家。Theypaintedthehousefortheexpresspurposeforsellingit.他们专为卖房而油漆房子。Pleasesendtheparcelexpress.actionn.Thequickactionofthefiremensavedthebuildingfrombeingburneddown.消防队员行动及时,该建筑物方免遭焚毁。Theactionofwateronrockshouldbetakenintoaccount.应考虑到水对岩石的作用。Alltheactionintheplaytakesplaceatonerailroadstation.该剧的整个情节均发生在一座火车站里。Finallyshehadtofileanactionfordivorce.最后她只好提出离婚诉讼。
posturen.asittingposture坐姿,Theyaretryingtoadoptamorecooperativeposture.他们正试图采取更为合作的态度。Heenjoysposturinginfrontofanaudience.他喜欢在观众面前装腔作势。likelya.&a.JohnislikelytobeinLondonthisautumn.今年秋天约翰可能在伦敦。Theparkisalikelyplaceforthepicnic.这公园倒是个适合野餐的地方。Wewillmostlikelybelate.我们很有可能会迟到。

高三英语教案：《Unit 4 Body language》教学设计

●说明文

(2009·上海卷C篇)“Get your hands off me, I have been stolen，” the laptop, a portable computer, shouted. That is a new solution to laptop computer theft: a program that lets owners give their property a voice when it has been taken.

The program allows users to display alerts on the missing computer’s screen and even to set a spoken message. Tracking software for stolen laptops has been on the market for some time, but this is thought to be the first that allows owners to give the thief a piece of their mind.[来源:Z*xx*k.Com]

Owners must report their laptop missing by visiting a website, which sends a message to the model: a red and yellow “lost or stolen” sign appears on its screen when it is started. Under the latest version(版本) of the software, users can also send a spoken message.

The message can be set to reappear every 30 seconds, no matter how many times the thief closes it. “One customer sent a message saying, ‘You are being tracked. I am right at your door’，” said Carrie Hafeman, chief executive of the company which produces the program, Retriever.

In the latest version, people can add a spoken message. For example, the laptop’s speakers will say: “Help, this laptop is reported lost or stolen. If you are not my owner, report me now.”

The Retriever software package, which costs $29.95 but has a free trial period, has the functions of many security software programs. Owners can remotely switch to an alternative password if they fear that the thief has also got hold of the access details.

If a thief accesses the Internet with the stolen laptop, Retriever will collect Information on the Internet service provider in use, so that the police can be alerted to its location.

Thousands of laptops are stolen every year from homes and offices, but with the use of laptops increasing, the number stolen while their owners are out and about has been rising sharply.

Other security software allows users to erase data remotely or lock down the computer.

72．The expression “to give the thief a piece of their mind” can be understood as “________”．

A．to give the thief an alert mind

B．to express the owners’ anger to the thief

C．to remind the thief of this conscience [来源:学科网ZXXK]

D．to make the thief give up his mind[来源:Zxxk.Com]

73．Different from other security software, Retriever can ________.

A．record the stealing process B．help recognize the lost laptop [来源:学科网ZXXK]

C．lock down the computer remotely D．send a spoken message

74．One function of the program is that it allows the owner to ________ at a distance.

A．change some access details for switching on the laptop

B．turn on the laptop by using the original password

C．operate the laptop by means of an alternative password

D．erase the information kept in the stolen laptop

75．Which of the following can best summarize the main idea of the passage?[来源:学§科§网]

A．With no Retriever, thousands of laptops are stolen every year.

B．A new software provides a means to reduce laptop theft.

C．Retriever has helped to find thieves and lost computers.

D．A new program offers a communication platform with the thief.

【答案解析】

72．选择B。根据上下文正确理解词语和句子。[来源:学+科+网]

73．选择D。由第二段第一句The program allows users to display alerts on the missing computer’s screen and even to set a spoken message.可得知。[来源:学&科&网]

74．选择A。由第二段第二句话．..but this is thought to be the first that allows owners to give the thief a piece of their mind.

75．选择B。归纳文章的主旨大意。由文章第一句话That is a new solution to laptop computer theft：...可知。

文章来源：http://m.jab88.com/j/29429.html

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