人教版高中英语必修四unit 4 精品教案

人教版高中英语必修四UNIT4精品教案UNIT4BODYLANGUAGE单元教学目标技能目标SKILLGOALSTALKABOUTBODYLANGUAGECULTURALDIFFERENCESANDINTERCULTURALCOMMUNICATIONPRACTISETALKINGABOUTPROHIBITIONWORKBOOK中的USINGWORDSANDEXPRESSIONS和USINGSTRUCTURES。重点学习DISCOVERINGUSEFULSTRUCTURES中“ING现在分词”在句中做定语和状语的用法。26语言运用处理USINGLANGUAGE中的READINGANDWRITING和WORKBOOK中的WRITINGTASK。指导学生写一篇有关“THEBODYLANGUAGEIKNOW”短文，反映其在不同文化背景、不同语言环境中的运用情况，及所造成的理解上的困难、障碍甚至误解等。3课型设计与课时分配1STPERIODSPEAKING2NDPERIODREADINGI3RDPERIODREADING（II）4THPERIODLANGUAGESTUDY5THPERIODLISTENING6THPERIODWRITING分课时教案THEFIRSTPERIODSPEAKINGTEACHINGGOALS教学目标1TARGETLANGUAGE目标语言A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,PLEASEPLEASEGUESSWHATIMEANPLEASESHOWTHEACTIONS,USINGBODYLANGUAGENOWITISYOURTURNTOSHOWTHEACTION/GESTUREPLEASEUSEEITHERSPOKENWORDSORBODYLANGUAGETOEXPRESSYOURIDEASPLEASEUSEBOTHSPOKENWORDSANDBODYLANGUAGETOEXPRESSYOURIDEAS2ABILITYGOALS能力目标AENABLETHESTUDENTSTOUNDERSTANDWHATACERTAINGESTUREOFTHEBODYLANGUAGEMEANSINAGIVENSITUATIONBENABLETHESTUDENTSTOACTOUTSOMEMEANINGS,REQUIREMENTS,REQUESTSORSITUATIONSGIVENINTHETARGETLANGUAGECENABLETHESTUDENTSTOEXPRESSWITHTHETARGETLANGUAGETHEMEANINGSGIVENINBODYLANGUAGE3LEARNINGABILITYGOALS学能目标AHELPTHESTUDENTSLEARNHOWTOEXPRESSTHEMSELVESINBODYLANGUAGEWHENNEEDEDBHELPTHESTUDENTSUNDERSTANDOTHERSWHENBODYLANGUAGEISBEINGUSEDTEACHINGIMPORTANTPOINTS教学重点ATEACHTHESTUDENTSHOWTOUNDERSTANDBODYLANGUAGEUSEDINDIFFERENTCOUNTRIESORCULTURESASWELLASINDIFFERENTOCCASIONSBTEACHTHESTUDENTSHOWTOUSEBODYLANGUAGEINTHEMOSTAPPROPRIATEOCCASIONSTEACHINGDIFFICULTPOINTS教学难点AENABLETHESTUDENTSTOREALIZETHEIMPORTANCEOFBODYLANGUAGEINCOMMUNICATIONSOTHATLITTLEORNOMISUNDERSTANDINGMAYOCCURBLETTHESTUDENTSKNOWTHATTHEREISBOTHPOSITIVEBODYLANGUAGEANDNEGATIVEBODYLANGUAGETEACHINGMETHODS教学方法AINDIVIDUALWORK,PAIRWORKANDGROUPWORKBACTINGOUTBYIMITATION,MIMEORWITHGESTURESANDBODYMOVEMENTTEACHINGAIDS教具准备ACOMPUTER,APROJECTORANDSOMEPICTURESTEACHINGPROCEDURESBECHEERFULAVSHAPEOFTHEFOREFINGERANDMIDDLEFINGERMAYYOUSUCCEEDORCONGRATULATIONSONYOURSUCCESSAHALFCLOSEDHANDWITHTHUMBDOWNIAMNOTINFAVOROFYOURIDEAORILLHAVETOREFUSEYOUAWRINKLINGOFTHEBROWINTHOUGHTORDISPLEASUREORASCOWLSHEISWORRIEDTEARSCOMINGOUTOFHISEYESHEISVERYSADALLSMILESONHERFACESHEISVERYHAPPYWAVINGTHEIRHANDSTHEYAREWAVINGGOODBYETOPEOPLEAROUNDAHANDSTRETCHEDOUTFORWARDWITHSTRENGTHHEISSTOPPINGATANKPEOPLEJUMPWITHTHEIRBOTHHANDSSTRETCHEDOPENINTHEAIRTHEYARECHEERINGFORTHEVICTORYTWHATARETHEACTIONSOFTHEABOVEGESTURESWHATDOTHEYMEANS4THEFIRSTGESTUREISAHANDSHAKE,WHICHMEANS“YOUREWELCOME”S5THESECONDISAHANDCLAP,WHICHMEANS“COMEON”OR“BECHEERFUL”ORSOMETHINGLIKETHATS6THETHIRDONEISAVSHAPEDPOSTUREOFTHEFIRSTFINGERANDTHEMIDDLEFINGER,WHICHSUGGESTSAWISHFORTHEOTHEROROTHERSTOSUCCEEDS7THEFOURTHISAHALFCLOSEDHANDWITHTHETHUMBDOWNITMEANSTHEONEWHOGIVESTHISGESTUREISAGAINSTTHEOTHERSIDEAORSIMPLYREFUSESTHEREQUESTS8THEFIFTHISAWORRIEDLOOKOFAWOMANSHEWRINKLESHERBROWSORFROWNSITALSOSEEMSTHATSHESCOWLSITSHOWSTHATSHEISWORRIEDORSADINOTHERWORDS,SHEISUNHAPPYS9THESIXTHISAMANSHEDDINGTEARSTEARSWERERUNNINGDOWNHISCHEEKSHEISVERYSADFORLOSINGHISRELATIVESORSADFORHISFAILURES10THESEVENTHISASMILINGFACEITISEASYTOSEETHATSHEISVERYHAPPYS11THEEIGHTHISAGESTUREOFWAVINGHANDSTHEYAREWAVINGGOODBYETOPEOPLEWHOAREAROUNDTOSEETHEMOFFS12THENINTHISAHANDSTRETCHEDOUTFORWARDWITHGREATSTRENGTHTHEBOYISTRYINGTOSTOPATANKFROMENTERINGINTOHISHOMELANDS13THETENTHISHANDSSTRETCHEDOUTUPWARDTHEYAREALLVERYCHEERFULTHEYAREWILDWITHJOYMAYBETHEYHAVEJUSTWONAGAMESOWECANSEETHATTHEYARECHEERINGFORTHEIRVICTORYTYOUHAVEALLDONEAGOODJOBSOYOUSEETHATTHEREAREMANYCASESORSITUATIONSINWHICHBODYLANGUAGECANCONVEYMEANINGSASWELLASSPOKENORWRITTENLANGUAGESIFYOUWANTTOKNOWMOREABOUTIT,LETSCOMETOUNIT4BODYLANGUAGESTEPPRACTICETLOOKATPAGE25WHATARETHESEPEOPLECOMMUNICATINGSTEPTIMEFORFUNTNOWLETSPLAYAGAMEINGROUPSOFFOURONETHINKSOFASITUATIONANDASKSTHEOTHERSTOSHOWSOMEACTIONSUSINGBODYLANGUAGEWHENTHEONECHOOSESTHEACTIONTHATISMOSTLIKELY,ITISHISORHERTURNTOTHINKOFSOMEOTHERSITUATIONFORTHEOTHERSTOSHOWTHEACTIONSSOTHATTHEGAMEMAYGOONFORAFEWROUNDSCLEARSSYESTHATSFUNNYTTRYTOMAKETHESITUATIONSASINTERESTINGANDENJOYABLEASYOUCANANDSHOWTHESITUATIONASLIVELYASPOSSIBLEBESIDES,MAKESURETHATEVERYONEHASATURNSSALLRIGHTS1WHATAREYOULIKELYTODOIFITRAINSACTIONSS2READSABOOKS3PUTSONARAINCOATS4CLEANSTHEHOUSES1OKITHINKS3SEEMSTHEMOSTLIKELY,SOITISHISTURNS3WHATAREYOULIKELYTODOIFTHERIVERFLOODSACTIONSS1RUNSAWAYASFASTASHECANS2HELPSTHEYOUNGERORELDERTOESCAPEASSOONASPOSSIBLES4CLIMBSONTOATREES3OKITHINKS2SEEMSTHEMOSTLIKELY,SOITISHERTURNS2WHATAREYOULIKELYTODOIFTHEHOUSECATCHESFIREACTIONSS1FETCHESSOMEWATERS3TRIESTOPUTITOUTWITHBLOOMSS4RUNSAWAYASQUICKLYASHECANS2OKITHINKS4SEEMSTHEMOSTLIKELY,SOITISHISTURNS4WHATAREYOULIKELYTODOIFYOUMEETWITHAFIERCEDOGACTIONSS1REMAINSWHEREHEISANDBENDSDOWN,LOOKINGATTHEDOGS3TRIESTOSCAREITAWAYWITHSMALLSTONESS4RUNSAWAYASQUICKLYASPOSSIBLES2OKITHINKS1SEEMSTHEMOSTLIKELY,SOWEALLHAVEDONEAGOODJOBTYESICOULDNTAGREEWITHYOUNOW,ONEMOREGROUPSTEPVROLEPLAYSPEAKINGTASKONP67TNOW,THERESSTILLALITTLETIMELEFTLETSCOMETOSPEAKINGTASKONPAGE67HOMEWORK1TEAMWORKDISCUSSTHEIMPORTANCEOFBODYLANGUAGE2GOOVERTHEREADING1COMMUNICATIONNOPROBLEM2SHOWINGOURFEELINGTITHINKYOUMUSTHAVEKNOWNSOMETHINGABOUTTHESEPICTURESYES,THEYAREFROMAPROGRAMOFCCTV,THEEVENINGPARTYCELEBRATINGTHESPRINGFESTIVALOF2005,THECOMINGLUNARNEWYEAROFTHEROOSTERITHINKTHATWASTHEBESTPROGRAMDOYOUREMEMBERTHENAMEOFTHISPROGRAMTHESECONDPERIODREADINGTHESECONDPERIODREADINGITEACHINGGOALS教学目标1TARGETLANGUAGE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,COMEDYB重点句子YESTERDAY,ANOTHERSTUDENTANDI,REPRESENTINGOURUNIVERSITYSSTUDENTASSOCIATION,WENTTOTHECAPITALINTERNATIONALAIRPORTTOMEETTHISYEARINTERNATIONALSTUDENTSISAWSEVERALYOUNGPEOPLEENTERTHEWAITINGAREALOOKINGAROUNDCURIOUSLYSHESTEPPEDBACKAPPEARINGSURPRISEDANDPUTUPHERHANDS,ASIFINDEFENCE2ABILITYGOALS能力目标AENABLETHESTUDENTSTOREALIZETHEIMPORTANCEOFBODYLANGUAGEWHATISTHEPURPOSEOFLANGUAGEWHATISTHEPURPOSEOFBODYLANGUAGEHOWCANYOUTELLIFSOMEONEISSADEVENIFTHEYDONOTSPEAKHOWCANYOUCOMMUNICATEAFEELINGTOSOMEONEWHODOESNOTSPEAKYOURLANGUAGEBENABLETHESTUDENTSTOUNDERSTANDTHETEXTWHEREARETHEVISITORSFROMHOWDOMRGARCIAFROMCOLUMBIAANDJULIASMITHFROMBRITAINRESPONSEWHENTHEYAREINTRODUCEDTOEACHOTHERWHATDOMRCOOKANDTHEJAPANESEVISITORDOASTHEYAREINTRODUCEDHOWCANPEOPLEEXPRESSTHEMSELVESBESIDESTHEIRSPOKENLANGUAGEDOALLCULTURESGREETEACHOTHERTHESAMEWAYDOENGLISHPEOPLEANDOTHEREUROPEANSACTTHESAMEWHENTHEYFIRSTMEETISAHANDSHAKEVERYCOMMONINJAPANISAKISSOFTENUSEDINFRANCEWHENPEOPLEMEETWHYARETHEREDIFFERENTKINDSOFBODYLANGUAGECENABLETHESTUDENTSTORETELLTHETEXTINTHEIROWNWORDS3LEARNINGABILITYGOALS学能目标HELPTHESTUDENTSLEARNHOWTOEXPLAINTHECOMMONIDEA“DIFFERENTCULTURES,DIFFERENTBODYLANGUAGES”WITHTHETARGETLANGUAGEINTHISUNITTEACHINGIMPORTANTPOINTS教学重点HOWDOESBODYLANGUAGEDIFFERAMONGPEOPLEFROMDIFFERENTCULTURESTEACHINGDIFFICULTPOINTS教学难点THEUNDERSTANDINGOFTHEPOORLYWRITTENREADINGTEXT,ESPECIALLYTHERELATIONSHIPAWKWARDLYBUILTUPBETWEEN“YOU”ANDTHEOTHERPEOPLEINTHETEXT,WHOAREMETBYTHEAWKWARDARRANGEMENTOFTHECOMPILERSOFTHETEXTBOOKTEACHINGMETHODS教学方法SKIMMINGMETHOD,TASKBASEDMETHOD,ROLEPLAYMETHODTEACHINGAIDS教具准备ARECORDER,APROJECTORANDACOMPUTERTEACHINGPROCEDURESIMSURETHEREAREMORETHANTWONOWWHODLIKETOGIVETHEANSWERTOTHETHIRDQUESTIONS4LETMETRY,SIR/MADAMILLTRYTOUSEBODYLANGUAGETOTELLTHEOTHERWHATINEEDURGENTLYILLDOITBYMIMING,BYANYPROPERPOSTURE,ORGESTURES,EVENBYDRAWINGPICTURESTYOUARESMARTNOWWHODLIKETODOTHELASTONEITISMORECHALLENGING,RIGHTS5IDLIKETOHAVEATRY,SIRLASTSUMMERIWENTONASTUDYTOURINTHESTATESWHENIWASONTHEWAYTOLOSANGELESONTHEFLIGHTOFTHEUNITEDAIRLINES,WESTOPPEDATTOKYO/NARITAAIRPORTINJAPANFOR3HOURSSOIWENTINTOTHESHOPATTHEAIRPORT,FORIWANTEDTOBUYADIGITALCAMERAOFCOURSEIKNEWNOJAPANESE,SOISPOKETOHERINCHINESEFIRSTANDTHENINENGLISHITSEEMEDTHATSHEWASATALOSSWHENISPOKETOHERTHENIDECIDEDTOTRYITINBODYLANGUAGEIJUSTPOINTEDTOTHECAMERATHATILIKEMOSTSONYCYBERSHOTDSCP100THESALESGIRLSPOKETOMEINJAPANESETHISTIMEBUTICOULDNTUNDERSTANDAWORDOFITSOISHOOKMYHEADANDKEPTPOINTINGATTHECAMERAFINALLYIREACHEDHERUNDERSTANDINGANDSHETOOKOUTTHECAMERAIWANTEDTOBUYIEXAMINEDITFORALITTLEWHILEANDASKEDHERTHEPRICEOFITBYDRAWINGABIG“”INTHEAIRWITHMYFOREFINGERSHETOOKOUTHERCALCULATORANDPUTINTHEPRICETHEPRICEWASREASONABLEANDIDECIDEDTOTAKEITIPAIDFORITANDTHESALESGIRLBOWEDTOMEAGAINANDAGAINTWONDERFULTHANKYOUFORTELLINGUSSOINTERESTINGATRUESTORYANDGIVINGUSSOGOODANEXAMPLEOFBODYLANGUAGESTEPWHILEREADING1SCANNINGWHILEREADING,PLEASETRYTODIVIDETHEWHOLEPASSAGEINTOSEVERALPARTSANDFINDOUTTHEMAINIDEAPART1PARA1YOUARESENTTOCAPITALINTERNATIONALAIRPORTTOMEETTHISYEARSINTERNATIONALSTUDENTSPART2PARA2AND3EXAMPLESOFLEARNEDORCULTURAL“BODYLANGUAGE”PART3PARA4DIFFERENTPEOPLESHAVEDIFFERENTBODYLANGUAGESPART4PARA5SUMMARYOFBODYLANGUAGEREADTHETEXTCAREFULLY,THENDECIDEIFTHEFOLLOWINGSTATEMENTSARETRUETORFALSEFENGLISHMENOFTENSTANDCLOSETOOTHERSORTOUCHSTRANGERSASSOONASTHEYMEETMOSTPEOPLEAROUNDTHEWORLDNOWGREETEACHOTHERBYKISSINGJAPANESEWILLBOWTOOTHERSASGREETINGPEOPLEFROMJORDANWILLMOVEVERYCLOSETOYOUASYOUINTRODUCEYOURSELFTOTHEMSOMEBODYLANGUAGESINSOMECOUNTRIESAREGOODWHILESOMECOUNTRIESBODYLANGUAGEAREBADSTEPIVPOSTREADING1ISTHEAUTHOROFTHISPASSAGEMALEORFEMALEHOWDOYOUKNOWTHEAUTHORISMALEAHMEDAZIZWILLNOTSHAKEHANDSWITHWOMEN,BUTHESHAKESHANDSWITHTHEAUTHOR2WHATWERETHETWOMISTAKESTHATTHEAUTHORNOTICEDHENOTICEDTHATTHECOLOMBIANMANKISSEDTHEBRITISHWOMAN,BUTINHERCULTURE,AKISSFROMASTRANGERISNOTACCEPTABLEHEALSONOTICEDTHATTHEJAPANESEMANBOWEDJUSTASTHECANADIANMANSTARTEDTOSHAKEHANDS,SOONEMANSNOSETOUCHEDTHEOTHERMANSHAND3WHOSEEMEDTOPREFERTOKEEPMOREPHYSICALDISTANCEFROMOTHERSWHOSEEMEDTOPREFERCLOSERPHYSICALDISTANCETHEBRITISHWOMAN,JULIA,ANDPROBABLYTHECANADIANMAN,GEORGE,SEEMEDTOPREFERTOKEEPMOREPHYSICALDISTANCEFROMOTHERSTHECOLOMBIANMAN,TONY,ANDTHEJORDANIANMAN,AHMED,SEEMEDTOPREFERCLOSERPHYSICALDISTANCE4DIDANYSTUDENTSHAVESIMILARGREETINGCUSTOMSIFSO,WHICHONESYESTONYFROMCOLOMBIAANDDARLENEFROMFRANCEHADASIMILARGREETINGCUSTOMAKISSGEORGEFROMCANADAANDAHMEDFROMJORDANALSOHADASIMILARGREETINGCUSTOMAHANDSHAKE,BUTAHMEDSHAKESHANDSONLYWITHMEN5“WHENINROME,DOASTHEROMANSDO”WHATDOYOUTHINKTHISFAMOUSSAYINGMEANSTHISSAYINGMEANSTHATWHENWEAREINACERTAINPLACE,WESHOULDFOLLOWTHECUSTOMSOFTHEPEOPLEWHOLIVEINTHATPLACE,NOTOUROWNCUSTOMS6DOYOUAGREEWITHTHEAUTHORSSTATEMENTTHATBODYLANGUAGEISNOTGOODORBADWHYORWHYNOTSTUDENTSWILLGIVETHEIROWNANSWERSSTEPHOMEWORK1GETREADYTORETELLTHETEXTINYOUROWNWORDSTHETHIRDPERIODREADINGIITEACHINGGOALS教学目标1TARGETLANGUAGE目标语言A词汇和短语UNSPOKEN,FACIAL,FUNCTION,ATEASE,LOSEFACE,TURNONESBACKTO,FIST,SUBJECTIVEB重点句子BODYLANGUAGEISONEOFTHEMOSTPOWERFULMEANSOFCOMMUNICATION,OFTENEVENMOREPOWERFULTHANSPOKENLANGUAGE2ABILITYGOALS能力目标AENABLETHESTUDENTSTOKNOWMOREABOUTBODYLANGUAGEWHATISTHEFUNCTIONOFBODYLANGUAGEWHATISTHESIMILARITYOFBODYLANGUAGEHOWCANYOUUNDERSTANDTHEUNIVERSALFACIALEXPRESSION“SMILE”DOES“ASMILE”ALWAYSMEANTHESAMETHINGWHATISTHEDIFFERENCEOFBODYLANGUAGEBETWEENVARIOUSCULTURESBENABLETHESTUDENTSTOUNDERSTANDBETTERBODYLANGUAGEWHATISTHEPROPERATTITUDETOWARDSBODYLANGUAGEWHATWOULDHAPPENIFWEKNEWNOTHINGABOUTBODYLANGUAGE3LEARNINGABILITYGOALS学能目标HOWWECAN“SHOWOURFEELINGS”WITHTHEBODYLANGUAGELEARNEDINTHISUNITORGAINEDINOURSOCIALLIFETEACHINGIMPORTANTPOINTS教学重点HOWBODYLANGUAGESHOWSTHESAMEORDIFFERENTFEELINGSAMONGPEOPLEFROMDIFFERENTCULTURESTEACHINGDIFFICULTPOINTS教学难点HOWTOTELLTHATTHESAMEBODYLANGUAGESHOWSDIFFERENTFEELINGSINDIFFERENTCULTURESTEACHINGMETHODS教学方法FASTREADINGDEALINGWITHTHE“TRUE”OR“FALSE”QUESTIONSDISCUSSIONTHEIMPORTANCEOFBODYLANGUAGETEACHINGAIDS教具准备ARECORDER,APROJECTORANDACOMPUTERTEACHINGPROCEDURESTHEJAPANESECOVERONHANDWITHTHEOTHERANDBOWSLIGHTLYORQUITELOW,DEPENDINGONWHOMTHEYGREETEDHINDUPEOPLEJOINTHEIRHANDSINFRONTOFTHEIRFACESANDBOWTHEIRHEADSMUSLIMSWILLTOUCHTHEIRHEART,MOUTHANDFOREHEADTOSHOWRESPECTS6NOWYOUNGPEOPLEINTHEWESTGIVEEACHOTHERTHE“HIGHFIVE”WHENTHEYCLAPEACHOTHERSHANDSINTHEAIRS7YOUHAVETAKENTHEWORDSOUTOFMYMOUTHANDIBELIEVETHATINALMOSTALLCULTURES,TOSMILEANDSHOWANOPENRIGHTHANDISTHEMOSTCOMMONWAYTOSHOWTHEGOODWILLGREETINGTIAMMORETHANHAPPYTOHEARYOUCANGETSOMUCHINFORMATIONFROMTHEPASSAGEWHENYOUDOTHEREADINGNOWLETSACTOUTSOMEOFTHEGESTURESINTHEREADINGMATERIAL,OKSOMESTUDENTSAREASKEDTOACTOUTTHEBODYLANGUAGEWHICHAPPEARSINTHEREADINGTEXTISTHEOPENHANDAUNIVERSALSIGN,SUCHASAHANDSHAKE,THETRADITIONALGREETINGSINCHINA,THEJAPANESEWAYTOGREETPEOPLE,THEWAYSHINDUPEOPLEANDMUSLIMSUSETOGREETPEOPLE,ANDTHEWAYYOUNGPEOPLEINTHEWESTUSENOWSEVERALMINUTESLATERTBEFOREWECOMETOTHEENDOFTHISPERIOD,LETSTAKEUPTHELASTITEM,DOINGTHEARRANGEMENTOFTHEINFORMATIONUNDERTHEPASSAGEONPAGE67S8ITCANBEDANGEROUSTOMEETPEOPLEYOUDONOTKNOWS9MANYASIANPEOPLEDONOTUSUALLYPHYSICALLYTOUCHSTRANGERSS10IFWESHOWANOPENHAND,ITMEANSTHATWEARENOTHOLDINGANYTHINGDANGEROUSS11THERIGHTHANDISUSUALLYUSEDBECAUSEITISALMOSTTHESTRONGERS12PEOPLESHAKETHEIRHANDSWHENMEETINGTOSHOWTHATTHEYCANBETRUSTEDS13TOSHOWRESPECT,PEOPLEWILLTOUCHTHEIRHEARTANDMOUTHWHENGREETINGSOMEONEHOMEWORK1READALOUDALLTHEREADINGTEXTSINTHISUNIT2GETREADYTORETELLTHETWOREADINGPASSAGESLEARNTINTHISPERIODTHEFOURTHPERIODGRAMMARSTRUCTURESTUDY一VING形式由“DOING”构成,其否定形式是“NOTDOING”,VING可以带宾语或状语构成VING短语,没有人称和数的变化,但有时态和语态的变化。VING形式在句中作定语和状语是本单元的学习重点。1作定语VING形式可以单独充当名词的前置修饰语,这时有两种情况。1ING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。ASWIMMINGPOOLAPOOLFORSWIMMING2ING形式表示“的”意思,过去叫现在分词ASLEEPINGCHILDWORKINGPEOPLETHERISINGSUNING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THEYAREVISITORSCOMINGFROMSEVERALCOUNTRIESTHEBOYSTANDINGTHEREISACLASSMATEOFMINE2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。ATTENTIONPLEASEING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。HOMEWORKDO“USINGSTRUCTURES”ONPAGE64文化背景知识1SOMEMOREINFORMATIONABOUTBODYLANGUAGETONODCONSENT点头表示同意，TONODONESFAREWELL点头表示告别，TONODASASIGNOFAGREEMENTORASAFAMILIARGREETING点头表示赞同或打招呼，TOHOLDONESHEADHIGH昂首挺胸表示趾高气扬，TOSHAKEONESFIST挥动拳头表示威胁，TOSHAKEONESHEAD摇头表示不知道，TOSHOWAVSIGN由食指和中指构成字母“V”，而“V”是VICTORY的第一个字母。因此，这一手势是祝愿胜利或庆祝胜利之意。TOWINKATAPERSON向某人眨眼睛，TOMAKEAFACE面部露出厌恶的表情，TOSHRUGONESSHOULDERS耸耸肩膀表示冷淡或怀疑，TOKEEPORHAVEONESFINGERSCROSSED把中指叠在食指上交叉着，作十字状。这是暗中希望上帝保佑自己正在做的事成功。TOCROOKAFINGER朝某人弯曲食指。是招人过来的意思。更有趣的是英美人用大拇指THUMB做出许多不同的表示。TOTHUMBONESNOSE以大拇指按鼻，其余四指张开，表示轻视。在英美等国家，你会看到这种手势经常用在调皮的孩子们中间。他们用大拇指点着自己的鼻子，而其他四指张开不停地摇动，表示轻蔑或嘲弄。也可以说“TOCOCKASNOOKATSOMEBODY”TOTWIDDLEONESTHUMBS无聊地绕动着两个大拇指，表示无所事事，懒散。THUMBSDOWN大拇指朝下，表示反对或拒绝。THUMBSUP翘起大拇指，表示赞成或夸奖。但值得一提的是在英美等西方国家，有时会看到有人站在马路边，朝驶过来的车辆伸出一只翘起大拇指的拳头。这是请求搭便车的意思。所以搭车也可以说“TOTHUMBALIFT”。2INTRODUCTIONOFABOOKABOUTBODYLANGUAGEOFHORSESHORSESCOMMUNICATEWITHREMARKABLEACCURACYINALANGUAGEOFPOSTURE,GESTUREANDSOUNDTHEYEXPRESSTHEIRNEEDS,WISHESANDEMOTIONSTOEACHOTHERANDTOTHERAREHUMANBEINGWHOUNDERSTANDSTHEMAFTERREADINGTHISUNPRECEDENTED空前的,EXCITINGANDUPLIFTINGBOOK,YOUWILLUNDERSTANDTHEEQUINEHORSESLANGUAGEYOUTHEREFOREWILLKNOWHOWTORECOGNIZEAHAPPYHORSEAFRIGHTENEDHORSEANANGRYHORSEABOREDHORSEAGRIEVING令人忧伤的HORSEAFRUSTRATED受挫折的HORSEAHORSEINPAINAPLAYFULHORSEAPROUDHORSEANEAGERLYCOMPETITIVEHORSEANDMANYHORSESMOREMOREOVER,YOUWILLKNOWHOWTOREASSURETHEFRIGHTENED,CALMTHEANGRY,COMFORTTHEGRIEVING,DIVERT使解闷THEBOREDANDDEALWITHMOSTOTHERHUMANEQUINEDIFFICULTIESYOUWILLKNOWHOWTOEDUCATEAFOAL驹ORREHABILITATE挽救AROGUE无赖YOUWILLKNOWHOWTOLOOKATRACEHORSESONTHEIRWAYTOTHESTARTINGGATEANDTELLTHELIKELYWINNERSFROMTHELOSERSYOUEVENWILLKNOWHOWTOBUYAHORSEBUTBESTOFALL,YOUWILLFINALLYUNDERSTANDWHATTHESEGRANDANIMALSAREALLABOUT,ANDYOUWILLKNOWBETTERTHANEVERBEFOREHOWTHEYANDWEFITINTONATURESSCHEMEPLANOFTHINGS3ANEXTRAREADINGPASSAGEABOUTBODYLANGUAGEWHENWECOMMUNICATEWITHOTHERPEOPLEITISNOTONLYOURWORDSTHATCONTAINTHEMEANINGANIMPORTANTPARTOFTHATMEANINGCOMESFROMWHATISCALLED“NONVERBAL非言辞的COMMUNICATION”BYTHISWEMEANFACIALEXPRESSIONGESTURESWITHHANDS,ARMS,LEGSTHEWAYWESITORSTANDTHEWAYWETOUCHOTHERPEOPLETHEDISTANCEWEKEEPBETWEENOURSELVESANDTHEPEOPLEWEARETALKINGTOOURDRESSANDOURAPPEARANCEALLTHESESAYSOMETHINGTOOTHERPEOPLEFACIALEXPRESSIONSANDGESTURESAREUSEDBYEVERYONEOFTENSPONTANEOUSLY自发地,EVENUNCONSCIOUSLYSMILING,FOREXAMPLE,ISFOUNDINMOSTCULTURESASASIGNOFHAPPINESSORPLEASUREGESTURESSUCHASPOINTING,WAVING,SHAKINGORNODDINGTHEHEADAREALSOWIDELYUSED,ALTHOUGHTHEGESTURESTHEMSELVESDONOTALWAYSMEANTHESAMEINEVERYCULTUREIONCEASKEDAPORTUGUESESTUDENTWHYBANKOFFICIALSINLISBONSEEMEDSODOURGLOOMYSORRYLISBONBANKCLERKS,BUTITSTRUEANDHETOLDMETHATIFTHEYSMILEDTOOMUCHTHEYWOULDNOTSEEMSERIOUSABOUTTHEIRWORKBECAUSEMANYNONVERBALMESSAGESARE“CULTURESPECIFICSPECIAL,DISTINCTIVE,ORUNIQUE”,THEYCANCAUSEALOTOFMISUNDERSTANDINGBETWEENPEOPLEFROMDIFFERENTBACKGROUNDSNORTHERNEUROPEANSANDAMERICANS,FOREXAMPLE,LIKETOKEEPACERTAIN“PERSONALSPACE”BETWEENTHEMSELVESANDOTHERSANDFEELUNCOMFORTABLEIFPEOPLECOMETOOCLOSETOTHEMINTHESESAMECULTURESITISCONSIDEREDIMPOLITETOSTARE,BUTGREEKS,ITISSAID,FEELIGNOREDIFPEOPLEDONOTSTAREATTHEMINPUBLICEUROPEANSUSUALLYCHANGETHEIRFACIALEXPRESSIONTOSHOWHAPPINESS,ANGER,BOREDOM,ANDSADNESS4SOMEINFORMATIONABOUTTHECOUNTRIESMAYBELESSKNOWNTOSTUDENTSINTHETEXTCOLUMBIACOLOMBIAISLOCATEDINTHENORTHWESTPARTOFSOUTHAMERICA,ANDISTHEONLYCOUNTRYONSOUTHAMERICAWITHCOASTSONBOTHTHECARIBBEANSEAANDTHEPACIFICOCEANTHEMOSTDISTINGUISHINGFEATURE显著的特点OFTHECOUNTRYISTHEANDESMOUNTAINSCHAIN,WHICHISINTHECENTRALWESTERNPARTOFTHECOUNTRYANDEXTENDSALMOSTITSENTIRELENGTH,NORTHANDSOUTHINCONTRASTTOSNOWCAPPEDMOUNTAINSARETHERAINFORESTS,LOCATEDINTHETORRID热带的LOWLANDSOFCOLOMBIA,WHERETHEANIMALLIFEANDVEGETATIONMAKEITAUNIQUEPLACEINTHEWORLDTHECOUNTRYISRICHINMINERALSANDNATURALRESOURCES,ANDALTHOUGHKNOWNFORITSSPLENDIDCOFFEE,ITISALSOAMAJORSOURCEOFTHEWORLDSEMERALDS绿宝石ANDFLOWERSMAHOGANY桃花心木,OAK,WALNUT,ANDPINETREESAREALSOPLENTIFUL,ASAREPLANTSSUCHASRUBBER,VANILLA香草,ANDGINGERAGRICULTUREISANIMPORTANTPARTOFTHECOLOMBIANECONOMYCOLOMBIAHASADIVERSEPOPULATION,ALTHOUGHOVERHALFAREOFSPANISHDESCENT血统THEHERITAGEOFTHESPANISHCOLONIALPERIODISSTILLVERYWELLPRESERVEDINMANYAREAS,WHEREFAMILYLIFEANDDRESSSTILLHOLDTOTRADITIONALNORMSHOWEVER,CULTURESVARYGREATLYFROMREGIONTOREGION,EACHADDINGTOTHECOUNTRYSVARIETYONEOFTHEWORLDSMOSTNOTEDAUTHORS,LITERATURENOBELPRIZEWINNER,GABRIELGARCIAMARQUEZ,ISANATIVEOFCOLOMBIATHELARGESTCITIESINCOLOMBIAARESANTAFEDEBOGOTATHECAPITALCITY,CALI,MEDELLIN,ANDBARRANQUILLAJORDANJORDAN,OFFICIALLYHASHEMITE哈桑王族KINGDOMOFJORDAN,WITHANAREAOF37,737SQMS97,740SQKMSANDAPOPULATIONOF4,101,000ESTIMATEDIN1995,ISLOCATEDINTHESOUTHWESTASIA,BORDEREDBYISRAELW,SYRIAN,IRAQNE,ANDSAUDIARABIAE,SAMMANISTHECAPITALANDLARGESTCITYBEFORE1967JORDANFELLINTOTHREE