人教版高中英語(yǔ)必修四UNIT4精品教案UNIT4BODYLANGUAGE單元教學(xué)目標(biāo)技能目標(biāo)SKILLGOALSTALKABOUTBODYLANGUAGECULTURALDIFFERENCESANDINTERCULTURALCOMMUNICATIONPRACTISETALKINGABOUTPROHIBITIONWORKBOOK中的USINGWORDSANDEXPRESSIONS和USINGSTRUCTURES。重點(diǎn)學(xué)習(xí)DISCOVERINGUSEFULSTRUCTURES中“ING現(xiàn)在分詞”在句中做定語(yǔ)和狀語(yǔ)的用法。26語(yǔ)言運(yùn)用處理USINGLANGUAGE中的READINGANDWRITING和WORKBOOK中的WRITINGTASK。指導(dǎo)學(xué)生寫(xiě)一篇有關(guān)“THEBODYLANGUAGEIKNOW”短文，反映其在不同文化背景、不同語(yǔ)言環(huán)境中的運(yùn)用情況，及所造成的理解上的困難、障礙甚至誤解等。3課型設(shè)計(jì)與課時(shí)分配1STPERIODSPEAKING2NDPERIODREADINGI3RDPERIODREADING（II）4THPERIODLANGUAGESTUDY5THPERIODLISTENING6THPERIODWRITING分課時(shí)教案THEFIRSTPERIODSPEAKINGTEACHINGGOALS教學(xué)目標(biāo)1TARGETLANGUAGE目標(biāo)語(yǔ)言A重點(diǎn)詞匯和短語(yǔ)MISUNDERSTAND,SIMILAR,FACIAL,EXPRESSION,AGREEMENT,YAWN,CHEST,GESTURE,ADULT,PUNISHB重點(diǎn)句型或交際用語(yǔ)ACTOUTTHEFOLLOWINGMEANINGS,PLEASEPLEASEGUESSWHATIMEANPLEASESHOWTHEACTIONS,USINGBODYLANGUAGENOWITISYOURTURNTOSHOWTHEACTION/GESTUREPLEASEUSEEITHERSPOKENWORDSORBODYLANGUAGETOEXPRESSYOURIDEASPLEASEUSEBOTHSPOKENWORDSANDBODYLANGUAGETOEXPRESSYOURIDEAS2ABILITYGOALS能力目標(biāo)AENABLETHESTUDENTSTOUNDERSTANDWHATACERTAINGESTUREOFTHEBODYLANGUAGEMEANSINAGIVENSITUATIONBENABLETHESTUDENTSTOACTOUTSOMEMEANINGS,REQUIREMENTS,REQUESTSORSITUATIONSGIVENINTHETARGETLANGUAGECENABLETHESTUDENTSTOEXPRESSWITHTHETARGETLANGUAGETHEMEANINGSGIVENINBODYLANGUAGE3LEARNINGABILITYGOALS學(xué)能目標(biāo)AHELPTHESTUDENTSLEARNHOWTOEXPRESSTHEMSELVESINBODYLANGUAGEWHENNEEDEDBHELPTHESTUDENTSUNDERSTANDOTHERSWHENBODYLANGUAGEISBEINGUSEDTEACHINGIMPORTANTPOINTS教學(xué)重點(diǎn)ATEACHTHESTUDENTSHOWTOUNDERSTANDBODYLANGUAGEUSEDINDIFFERENTCOUNTRIESORCULTURESASWELLASINDIFFERENTOCCASIONSBTEACHTHESTUDENTSHOWTOUSEBODYLANGUAGEINTHEMOSTAPPROPRIATEOCCASIONSTEACHINGDIFFICULTPOINTS教學(xué)難點(diǎn)AENABLETHESTUDENTSTOREALIZETHEIMPORTANCEOFBODYLANGUAGEINCOMMUNICATIONSOTHATLITTLEORNOMISUNDERSTANDINGMAYOCCURBLETTHESTUDENTSKNOWTHATTHEREISBOTHPOSITIVEBODYLANGUAGEANDNEGATIVEBODYLANGUAGETEACHINGMETHODS教學(xué)方法AINDIVIDUALWORK,PAIRWORKANDGROUPWORKBACTINGOUTBYIMITATION,MIMEORWITHGESTURESANDBODYMOVEMENTTEACHINGAIDS教具準(zhǔn)備ACOMPUTER,APROJECTORANDSOMEPICTURESTEACHINGPROCEDURESBECHEERFULAVSHAPEOFTHEFOREFINGERANDMIDDLEFINGERMAYYOUSUCCEEDORCONGRATULATIONSONYOURSUCCESSAHALFCLOSEDHANDWITHTHUMBDOWNIAMNOTINFAVOROFYOURIDEAORILLHAVETOREFUSEYOUAWRINKLINGOFTHEBROWINTHOUGHTORDISPLEASUREORASCOWLSHEISWORRIEDTEARSCOMINGOUTOFHISEYESHEISVERYSADALLSMILESONHERFACESHEISVERYHAPPYWAVINGTHEIRHANDSTHEYAREWAVINGGOODBYETOPEOPLEAROUNDAHANDSTRETCHEDOUTFORWARDWITHSTRENGTHHEISSTOPPINGATANKPEOPLEJUMPWITHTHEIRBOTHHANDSSTRETCHEDOPENINTHEAIRTHEYARECHEERINGFORTHEVICTORYTWHATARETHEACTIONSOFTHEABOVEGESTURESWHATDOTHEYMEANS4THEFIRSTGESTUREISAHANDSHAKE,WHICHMEANS“YOUREWELCOME”S5THESECONDISAHANDCLAP,WHICHMEANS“COMEON”O(jiān)R“BECHEERFUL”O(jiān)RSOMETHINGLIKETHATS6THETHIRDONEISAVSHAPEDPOSTUREOFTHEFIRSTFINGERANDTHEMIDDLEFINGER,WHICHSUGGESTSAWISHFORTHEOTHEROROTHERSTOSUCCEEDS7THEFOURTHISAHALFCLOSEDHANDWITHTHETHUMBDOWNITMEANSTHEONEWHOGIVESTHISGESTUREISAGAINSTTHEOTHERSIDEAORSIMPLYREFUSESTHEREQUESTS8THEFIFTHISAWORRIEDLOOKOFAWOMANSHEWRINKLESHERBROWSORFROWNSITALSOSEEMSTHATSHESCOWLSITSHOWSTHATSHEISWORRIEDORSADINOTHERWORDS,SHEISUNHAPPYS9THESIXTHISAMANSHEDDINGTEARSTEARSWERERUNNINGDOWNHISCHEEKSHEISVERYSADFORLOSINGHISRELATIVESORSADFORHISFAILURES10THESEVENTHISASMILINGFACEITISEASYTOSEETHATSHEISVERYHAPPYS11THEEIGHTHISAGESTUREOFWAVINGHANDSTHEYAREWAVINGGOODBYETOPEOPLEWHOAREAROUNDTOSEETHEMOFFS12THENINTHISAHANDSTRETCHEDOUTFORWARDWITHGREATSTRENGTHTHEBOYISTRYINGTOSTOPATANKFROMENTERINGINTOHISHOMELANDS13THETENTHISHANDSSTRETCHEDOUTUPWARDTHEYAREALLVERYCHEERFULTHEYAREWILDWITHJOYMAYBETHEYHAVEJUSTWONAGAMESOWECANSEETHATTHEYARECHEERINGFORTHEIRVICTORYTYOUHAVEALLDONEAGOODJOBSOYOUSEETHATTHEREAREMANYCASESORSITUATIONSINWHICHBODYLANGUAGECANCONVEYMEANINGSASWELLASSPOKENORWRITTENLANGUAGESIFYOUWANTTOKNOWMOREABOUTIT,LETSCOMETOUNIT4BODYLANGUAGESTEPPRACTICETLOOKATPAGE25WHATARETHESEPEOPLECOMMUNICATINGSTEPTIMEFORFUNTNOWLETSPLAYAGAMEINGROUPSOFFOURONETHINKSOFASITUATIONANDASKSTHEOTHERSTOSHOWSOMEACTIONSUSINGBODYLANGUAGEWHENTHEONECHOOSESTHEACTIONTHATISMOSTLIKELY,ITISHISORHERTURNTOTHINKOFSOMEOTHERSITUATIONFORTHEOTHERSTOSHOWTHEACTIONSSOTHATTHEGAMEMAYGOONFORAFEWROUNDSCLEARSSYESTHATSFUNNYTTRYTOMAKETHESITUATIONSASINTERESTINGANDENJOYABLEASYOUCANANDSHOWTHESITUATIONASLIVELYASPOSSIBLEBESIDES,MAKESURETHATEVERYONEHASATURNSSALLRIGHTS1WHATAREYOULIKELYTODOIFITRAINSACTIONSS2READSABOOKS3PUTSONARAINCOATS4CLEANSTHEHOUSES1OKITHINKS3SEEMSTHEMOSTLIKELY,SOITISHISTURNS3WHATAREYOULIKELYTODOIFTHERIVERFLOODSACTIONSS1RUNSAWAYASFASTASHECANS2HELPSTHEYOUNGERORELDERTOESCAPEASSOONASPOSSIBLES4CLIMBSONTOATREES3OKITHINKS2SEEMSTHEMOSTLIKELY,SOITISHERTURNS2WHATAREYOULIKELYTODOIFTHEHOUSECATCHESFIREACTIONSS1FETCHESSOMEWATERS3TRIESTOPUTITOUTWITHBLOOMSS4RUNSAWAYASQUICKLYASHECANS2OKITHINKS4SEEMSTHEMOSTLIKELY,SOITISHISTURNS4WHATAREYOULIKELYTODOIFYOUMEETWITHAFIERCEDOGACTIONSS1REMAINSWHEREHEISANDBENDSDOWN,LOOKINGATTHEDOGS3TRIESTOSCAREITAWAYWITHSMALLSTONESS4RUNSAWAYASQUICKLYASPOSSIBLES2OKITHINKS1SEEMSTHEMOSTLIKELY,SOWEALLHAVEDONEAGOODJOBTYESICOULDNTAGREEWITHYOUNOW,ONEMOREGROUPSTEPVROLEPLAYSPEAKINGTASKONP67TNOW,THERESSTILLALITTLETIMELEFTLETSCOMETOSPEAKINGTASKONPAGE67HOMEWORK1TEAMWORKDISCUSSTHEIMPORTANCEOFBODYLANGUAGE2GOOVERTHEREADING1COMMUNICATIONNOPROBLEM2SHOWINGOURFEELINGTITHINKYOUMUSTHAVEKNOWNSOMETHINGABOUTTHESEPICTURESYES,THEYAREFROMAPROGRAMOFCCTV,THEEVENINGPARTYCELEBRATINGTHESPRINGFESTIVALOF2005,THECOMINGLUNARNEWYEAROFTHEROOSTERITHINKTHATWASTHEBESTPROGRAMDOYOUREMEMBERTHENAMEOFTHISPROGRAMTHESECONDPERIODREADINGTHESECONDPERIODREADINGITEACHINGGOALS教學(xué)目標(biāo)1TARGETLANGUAGE目標(biāo)語(yǔ)言A詞匯和短語(yǔ)MAJOR,LOCAL,REPRESENT,CURIOUS,COLUMBIA,INTRODUCE,APPROACH,TOUCH,CHEEK,STRANGER,SPOKEN,EXPRESS,ACTION,JORDAN,NOD,GENERAL,AVOID,COMEDYB重點(diǎn)句子YESTERDAY,ANOTHERSTUDENTANDI,REPRESENTINGOURUNIVERSITYSSTUDENTASSOCIATION,WENTTOTHECAPITALINTERNATIONALAIRPORTTOMEETTHISYEARINTERNATIONALSTUDENTSISAWSEVERALYOUNGPEOPLEENTERTHEWAITINGAREALOOKINGAROUNDCURIOUSLYSHESTEPPEDBACKAPPEARINGSURPRISEDANDPUTUPHERHANDS,ASIFINDEFENCE2ABILITYGOALS能力目標(biāo)AENABLETHESTUDENTSTOREALIZETHEIMPORTANCEOFBODYLANGUAGEWHATISTHEPURPOSEOFLANGUAGEWHATISTHEPURPOSEOFBODYLANGUAGEHOWCANYOUTELLIFSOMEONEISSADEVENIFTHEYDONOTSPEAKHOWCANYOUCOMMUNICATEAFEELINGTOSOMEONEWHODOESNOTSPEAKYOURLANGUAGEBENABLETHESTUDENTSTOUNDERSTANDTHETEXTWHEREARETHEVISITORSFROMHOWDOMRGARCIAFROMCOLUMBIAANDJULIASMITHFROMBRITAINRESPONSEWHENTHEYAREINTRODUCEDTOEACHOTHERWHATDOMRCOOKANDTHEJAPANESEVISITORDOASTHEYAREINTRODUCEDHOWCANPEOPLEEXPRESSTHEMSELVESBESIDESTHEIRSPOKENLANGUAGEDOALLCULTURESGREETEACHOTHERTHESAMEWAYDOENGLISHPEOPLEANDOTHEREUROPEANSACTTHESAMEWHENTHEYFIRSTMEETISAHANDSHAKEVERYCOMMONINJAPANISAKISSOFTENUSEDINFRANCEWHENPEOPLEMEETWHYARETHEREDIFFERENTKINDSOFBODYLANGUAGECENABLETHESTUDENTSTORETELLTHETEXTINTHEIROWNWORDS3LEARNINGABILITYGOALS學(xué)能目標(biāo)HELPTHESTUDENTSLEARNHOWTOEXPLAINTHECOMMONIDEA“DIFFERENTCULTURES,DIFFERENTBODYLANGUAGES”WITHTHETARGETLANGUAGEINTHISUNITTEACHINGIMPORTANTPOINTS教學(xué)重點(diǎn)HOWDOESBODYLANGUAGEDIFFERAMONGPEOPLEFROMDIFFERENTCULTURESTEACHINGDIFFICULTPOINTS教學(xué)難點(diǎn)THEUNDERSTANDINGOFTHEPOORLYWRITTENREADINGTEXT,ESPECIALLYTHERELATIONSHIPAWKWARDLYBUILTUPBETWEEN“YOU”ANDTHEOTHERPEOPLEINTHETEXT,WHOAREMETBYTHEAWKWARDARRANGEMENTOFTHECOMPILERSOFTHETEXTBOOKTEACHINGMETHODS教學(xué)方法SKIMMINGMETHOD,TASKBASEDMETHOD,ROLEPLAYMETHODTEACHINGAIDS教具準(zhǔn)備ARECORDER,APROJECTORANDACOMPUTERTEACHINGPROCEDURESIMSURETHEREAREMORETHANTWONOWWHODLIKETOGIVETHEANSWERTOTHETHIRDQUESTIONS4LETMETRY,SIR/MADAMILLTRYTOUSEBODYLANGUAGETOTELLTHEOTHERWHATINEEDURGENTLYILLDOITBYMIMING,BYANYPROPERPOSTURE,ORGESTURES,EVENBYDRAWINGPICTURESTYOUARESMARTNOWWHODLIKETODOTHELASTONEITISMORECHALLENGING,RIGHTS5IDLIKETOHAVEATRY,SIRLASTSUMMERIWENTONASTUDYTOURINTHESTATESWHENIWASONTHEWAYTOLOSANGELESONTHEFLIGHTOFTHEUNITEDAIRLINES,WESTOPPEDATTOKYO/NARITAAIRPORTINJAPANFOR3HOURSSOIWENTINTOTHESHOPATTHEAIRPORT,FORIWANTEDTOBUYADIGITALCAMERAOFCOURSEIKNEWNOJAPANESE,SOISPOKETOHERINCHINESEFIRSTANDTHENINENGLISHITSEEMEDTHATSHEWASATALOSSWHENISPOKETOHERTHENIDECIDEDTOTRYITINBODYLANGUAGEIJUSTPOINTEDTOTHECAMERATHATILIKEMOSTSONYCYBERSHOTDSCP100THESALESGIRLSPOKETOMEINJAPANESETHISTIMEBUTICOULDNTUNDERSTANDAWORDOFITSOISHOOKMYHEADANDKEPTPOINTINGATTHECAMERAFINALLYIREACHEDHERUNDERSTANDINGANDSHETOOKOUTTHECAMERAIWANTEDTOBUYIEXAMINEDITFORALITTLEWHILEANDASKEDHERTHEPRICEOFITBYDRAWINGABIG“”INTHEAIRWITHMYFOREFINGERSHETOOKOUTHERCALCULATORANDPUTINTHEPRICETHEPRICEWASREASONABLEANDIDECIDEDTOTAKEITIPAIDFORITANDTHESALESGIRLBOWEDTOMEAGAINANDAGAINTWONDERFULTHANKYOUFORTELLINGUSSOINTERESTINGATRUESTORYANDGIVINGUSSOGOODANEXAMPLEOFBODYLANGUAGESTEPWHILEREADING1SCANNINGWHILEREADING,PLEASETRYTODIVIDETHEWHOLEPASSAGEINTOSEVERALPARTSANDFINDOUTTHEMAINIDEAPART1PARA1YOUARESENTTOCAPITALINTERNATIONALAIRPORTTOMEETTHISYEARSINTERNATIONALSTUDENTSPART2PARA2AND3EXAMPLESOFLEARNEDORCULTURAL“BODYLANGUAGE”P(pán)ART3PARA4DIFFERENTPEOPLESHAVEDIFFERENTBODYLANGUAGESPART4PARA5SUMMARYOFBODYLANGUAGEREADTHETEXTCAREFULLY,THENDECIDEIFTHEFOLLOWINGSTATEMENTSARETRUETORFALSEFENGLISHMENOFTENSTANDCLOSETOOTHERSORTOUCHSTRANGERSASSOONASTHEYMEETMOSTPEOPLEAROUNDTHEWORLDNOWGREETEACHOTHERBYKISSINGJAPANESEWILLBOWTOOTHERSASGREETINGPEOPLEFROMJORDANWILLMOVEVERYCLOSETOYOUASYOUINTRODUCEYOURSELFTOTHEMSOMEBODYLANGUAGESINSOMECOUNTRIESAREGOODWHILESOMECOUNTRIESBODYLANGUAGEAREBADSTEPIVPOSTREADING1ISTHEAUTHOROFTHISPASSAGEMALEORFEMALEHOWDOYOUKNOWTHEAUTHORISMALEAHMEDAZIZWILLNOTSHAKEHANDSWITHWOMEN,BUTHESHAKESHANDSWITHTHEAUTHOR2WHATWERETHETWOMISTAKESTHATTHEAUTHORNOTICEDHENOTICEDTHATTHECOLOMBIANMANKISSEDTHEBRITISHWOMAN,BUTINHERCULTURE,AKISSFROMASTRANGERISNOTACCEPTABLEHEALSONOTICEDTHATTHEJAPANESEMANBOWEDJUSTASTHECANADIANMANSTARTEDTOSHAKEHANDS,SOONEMANSNOSETOUCHEDTHEOTHERMANSHAND3WHOSEEMEDTOPREFERTOKEEPMOREPHYSICALDISTANCEFROMOTHERSWHOSEEMEDTOPREFERCLOSERPHYSICALDISTANCETHEBRITISHWOMAN,JULIA,ANDPROBABLYTHECANADIANMAN,GEORGE,SEEMEDTOPREFERTOKEEPMOREPHYSICALDISTANCEFROMOTHERSTHECOLOMBIANMAN,TONY,ANDTHEJORDANIANMAN,AHMED,SEEMEDTOPREFERCLOSERPHYSICALDISTANCE4DIDANYSTUDENTSHAVESIMILARGREETINGCUSTOMSIFSO,WHICHONESYESTONYFROMCOLOMBIAANDDARLENEFROMFRANCEHADASIMILARGREETINGCUSTOMAKISSGEORGEFROMCANADAANDAHMEDFROMJORDANALSOHADASIMILARGREETINGCUSTOMAHANDSHAKE,BUTAHMEDSHAKESHANDSONLYWITHMEN5“WHENINROME,DOASTHEROMANSDO”WHATDOYOUTHINKTHISFAMOUSSAYINGMEANSTHISSAYINGMEANSTHATWHENWEAREINACERTAINPLACE,WESHOULDFOLLOWTHECUSTOMSOFTHEPEOPLEWHOLIVEINTHATPLACE,NOTOUROWNCUSTOMS6DOYOUAGREEWITHTHEAUTHORSSTATEMENTTHATBODYLANGUAGEISNOTGOODORBADWHYORWHYNOTSTUDENTSWILLGIVETHEIROWNANSWERSSTEPHOMEWORK1GETREADYTORETELLTHETEXTINYOUROWNWORDSTHETHIRDPERIODREADINGIITEACHINGGOALS教學(xué)目標(biāo)1TARGETLANGUAGE目標(biāo)語(yǔ)言A詞匯和短語(yǔ)UNSPOKEN,FACIAL,FUNCTION,ATEASE,LOSEFACE,TURNONESBACKTO,FIST,SUBJECTIVEB重點(diǎn)句子BODYLANGUAGEISONEOFTHEMOSTPOWERFULMEANSOFCOMMUNICATION,OFTENEVENMOREPOWERFULTHANSPOKENLANGUAGE2ABILITYGOALS能力目標(biāo)AENABLETHESTUDENTSTOKNOWMOREABOUTBODYLANGUAGEWHATISTHEFUNCTIONOFBODYLANGUAGEWHATISTHESIMILARITYOFBODYLANGUAGEHOWCANYOUUNDERSTANDTHEUNIVERSALFACIALEXPRESSION“SMILE”DOES“ASMILE”ALWAYSMEANTHESAMETHINGWHATISTHEDIFFERENCEOFBODYLANGUAGEBETWEENVARIOUSCULTURESBENABLETHESTUDENTSTOUNDERSTANDBETTERBODYLANGUAGEWHATISTHEPROPERATTITUDETOWARDSBODYLANGUAGEWHATWOULDHAPPENIFWEKNEWNOTHINGABOUTBODYLANGUAGE3LEARNINGABILITYGOALS學(xué)能目標(biāo)HOWWECAN“SHOWOURFEELINGS”WITHTHEBODYLANGUAGELEARNEDINTHISUNITORGAINEDINOURSOCIALLIFETEACHINGIMPORTANTPOINTS教學(xué)重點(diǎn)HOWBODYLANGUAGESHOWSTHESAMEORDIFFERENTFEELINGSAMONGPEOPLEFROMDIFFERENTCULTURESTEACHINGDIFFICULTPOINTS教學(xué)難點(diǎn)HOWTOTELLTHATTHESAMEBODYLANGUAGESHOWSDIFFERENTFEELINGSINDIFFERENTCULTURESTEACHINGMETHODS教學(xué)方法FASTREADINGDEALINGWITHTHE“TRUE”O(jiān)R“FALSE”QUESTIONSDISCUSSIONTHEIMPORTANCEOFBODYLANGUAGETEACHINGAIDS教具準(zhǔn)備ARECORDER,APROJECTORANDACOMPUTERTEACHINGPROCEDURESTHEJAPANESECOVERONHANDWITHTHEOTHERANDBOWSLIGHTLYORQUITELOW,DEPENDINGONWHOMTHEYGREETEDHINDUPEOPLEJOINTHEIRHANDSINFRONTOFTHEIRFACESANDBOWTHEIRHEADSMUSLIMSWILLTOUCHTHEIRHEART,MOUTHANDFOREHEADTOSHOWRESPECTS6NOWYOUNGPEOPLEINTHEWESTGIVEEACHOTHERTHE“HIGHFIVE”WHENTHEYCLAPEACHOTHERSHANDSINTHEAIRS7YOUHAVETAKENTHEWORDSOUTOFMYMOUTHANDIBELIEVETHATINALMOSTALLCULTURES,TOSMILEANDSHOWANOPENRIGHTHANDISTHEMOSTCOMMONWAYTOSHOWTHEGOODWILLGREETINGTIAMMORETHANHAPPYTOHEARYOUCANGETSOMUCHINFORMATIONFROMTHEPASSAGEWHENYOUDOTHEREADINGNOWLETSACTOUTSOMEOFTHEGESTURESINTHEREADINGMATERIAL,OKSOMESTUDENTSAREASKEDTOACTOUTTHEBODYLANGUAGEWHICHAPPEARSINTHEREADINGTEXTISTHEOPENHANDAUNIVERSALSIGN,SUCHASAHANDSHAKE,THETRADITIONALGREETINGSINCHINA,THEJAPANESEWAYTOGREETPEOPLE,THEWAYSHINDUPEOPLEANDMUSLIMSUSETOGREETPEOPLE,ANDTHEWAYYOUNGPEOPLEINTHEWESTUSENOWSEVERALMINUTESLATERTBEFOREWECOMETOTHEENDOFTHISPERIOD,LETSTAKEUPTHELASTITEM,DOINGTHEARRANGEMENTOFTHEINFORMATIONUNDERTHEPASSAGEONPAGE67S8ITCANBEDANGEROUSTOMEETPEOPLEYOUDONOTKNOWS9MANYASIANPEOPLEDONOTUSUALLYPHYSICALLYTOUCHSTRANGERSS10IFWESHOWANOPENHAND,ITMEANSTHATWEARENOTHOLDINGANYTHINGDANGEROUSS11THERIGHTHANDISUSUALLYUSEDBECAUSEITISALMOSTTHESTRONGERS12PEOPLESHAKETHEIRHANDSWHENMEETINGTOSHOWTHATTHEYCANBETRUSTEDS13TOSHOWRESPECT,PEOPLEWILLTOUCHTHEIRHEARTANDMOUTHWHENGREETINGSOMEONEHOMEWORK1READALOUDALLTHEREADINGTEXTSINTHISUNIT2GETREADYTORETELLTHETWOREADINGPASSAGESLEARNTINTHISPERIODTHEFOURTHPERIODGRAMMARSTRUCTURESTUDY一VING形式由“DOING”構(gòu)成,其否定形式是“NOTDOING”,VING可以帶賓語(yǔ)或狀語(yǔ)構(gòu)成VING短語(yǔ),沒(méi)有人稱和數(shù)的變化,但有時(shí)態(tài)和語(yǔ)態(tài)的變化。VING形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。1作定語(yǔ)VING形式可以單獨(dú)充當(dāng)名詞的前置修飾語(yǔ),這時(shí)有兩種情況。1ING形式表示“供作之用”的意思,這類作定語(yǔ)的ING形式過(guò)去叫動(dòng)名詞。ASWIMMINGPOOLAPOOLFORSWIMMING2ING形式表示“的”意思,過(guò)去叫現(xiàn)在分詞ASLEEPINGCHILDWORKINGPEOPLETHERISINGSUNING形式短語(yǔ)作定語(yǔ)時(shí)一般放在它所修飾的名詞之后,相當(dāng)于一個(gè)定語(yǔ)從句。如THEYAREVISITORSCOMINGFROMSEVERALCOUNTRIESTHEBOYSTANDINGTHEREISACLASSMATEOFMINE2作狀語(yǔ)可以表示時(shí)間,原因,結(jié)果,條件,行為方式或伴隨動(dòng)作等。ATTENTIONPLEASEING形式作狀語(yǔ)時(shí),它的邏輯主語(yǔ)必須與主句的主語(yǔ)是一致的。TIMEPERMITTING,IWILLPAYAVISITTOTHEWHOLECITY分詞的邏輯主語(yǔ)是TIME,而句子的主語(yǔ)是I,兩者不構(gòu)成主謂關(guān)系,所以只能用獨(dú)立主格結(jié)構(gòu),也就是給現(xiàn)在分詞補(bǔ)充一個(gè)主語(yǔ)。HOMEWORKDO“USINGSTRUCTURES”O(jiān)NPAGE64文化背景知識(shí)1SOMEMOREINFORMATIONABOUTBODYLANGUAGETONODCONSENT點(diǎn)頭表示同意，TONODONESFAREWELL點(diǎn)頭表示告別，TONODASASIGNOFAGREEMENTORASAFAMILIARGREETING點(diǎn)頭表示贊同或打招呼，TOHOLDONESHEADHIGH昂首挺胸表示趾高氣揚(yáng)，TOSHAKEONESFIST揮動(dòng)拳頭表示威脅，TOSHAKEONESHEAD搖頭表示不知道，TOSHOWAVSIGN由食指和中指構(gòu)成字母“V”，而“V”是VICTORY的第一個(gè)字母。因此，這一手勢(shì)是祝愿勝利或慶祝勝利之意。TOWINKATAPERSON向某人眨眼睛，TOMAKEAFACE面部露出厭惡的表情，TOSHRUGONESSHOULDERS聳聳肩膀表示冷淡或懷疑，TOKEEPORHAVEONESFINGERSCROSSED把中指疊在食指上交叉著，作十字狀。這是暗中希望上帝保佑自己正在做的事成功。TOCROOKAFINGER朝某人彎曲食指。是招人過(guò)來(lái)的意思。更有趣的是英美人用大拇指THUMB做出許多不同的表示。TOTHUMBONESNOSE以大拇指按鼻，其余四指張開(kāi)，表示輕視。在英美等國(guó)家，你會(huì)看到這種手勢(shì)經(jīng)常用在調(diào)皮的孩子們中間。他們用大拇指點(diǎn)著自己的鼻子，而其他四指張開(kāi)不停地?fù)u動(dòng)，表示輕蔑或嘲弄。也可以說(shuō)“TOCOCKASNOOKATSOMEBODY”TOTWIDDLEONESTHUMBS無(wú)聊地繞動(dòng)著兩個(gè)大拇指，表示無(wú)所事事，懶散。THUMBSDOWN大拇指朝下，表示反對(duì)或拒絕。THUMBSUP翹起大拇指，表示贊成或夸獎(jiǎng)。但值得一提的是在英美等西方國(guó)家，有時(shí)會(huì)看到有人站在馬路邊，朝駛過(guò)來(lái)的車輛伸出一只翹起大拇指的拳頭。這是請(qǐng)求搭便車的意思。所以搭車也可以說(shuō)“TOTHUMBALIFT”。2INTRODUCTIONOFABOOKABOUTBODYLANGUAGEOFHORSESHORSESCOMMUNICAT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