人教新课标高中必修四 unit 1 金色教案(新课标版高一英语必修四教案教学设计)

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第1篇：人教新课标高中必修四 unit 3 金色教案(新课标版高一英语必修四教案教学设计)

Unit 3 A taste of English humour

Part One: Teaching Design (第一部分：教学设计)

1. A sample lesson plan for reading

(NONVERBAL HUMOUR)

Aims

To help students develop their reading ability.

To help students learn about English humour.

Procedures

I. Warming up

Warming up by defining “Humour”

What is “Humour”? Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet.

temper: a characteristic (habitual or relatively temporary) state of feeling; “whether he praised or cursed me depended on his temper at the time”; “he was in a bad humor”

wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter

humor: (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; “the humors are blood and phlegm and yellow and black bile”

liquid body substance: the liquid parts of the body

humor: the quality of being funny; “I fail to see the humor in it”

humor: the trait of appreciating (and being able to express) the humorous; “she didn't appreciate my humor”; “you can't survive in the army without a sense of humor”

humor: put into a good mood

Warming up watching and listening

Hi, everyone! We are going to learn about A taste of English humour today. Now watch the slides/ pictures and listen to the English humour poems.

Why worry?

There are only two things to worry about:

Either you are well or you are sick.

If you are well, then there is nothing to worry about.

If you are sick, there are two things to worry about:

Either you will get well or you will die.

If you get well, then there is nothing to worry about.

If you die, there are only two things to worry about:

Either you will go to Heaven or Hell.

If you go to Heaven, there is nothing to worry about.

But if you go to Hell, you will be so damn busy

Shaking hands with friends, you wont have time to worry.

Whose job ...?

This is the story about four people named Everybody,

Somebody, Anybody and Nobody.

There was an important job to be done,

and Everybody was sure that Somebody would do it.

Anybody could have done it, but Nobody did it.

Somebody got angry about that

because it was Everybodys job.

Everybody thought Anybody could do it,

but Nobody realised that Everybody wouldnt do it.

It ended up that Everybody blamed Somebody

When Nobody did what Anybody could have done

II. Pre-reading

Telling the truth -Why do you like to laugh at?

I like to laugh at cartoons,for they’re lovely and fun.

I like to laugh at fairy tales. They are amusing and interesting.

Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from NONVERBAL HUMOUR

Slide on…, bump into…, round a corner, fall down…, in the road, see other people’s bad luck, at times, feel content with…, be worse off, astonish… with…, inspire…in sb., play a character, be born in poverty, become famous, use a particular form of acting, ancarry entertaining silent movie, a charming character, be well known throughout the world, play a poor and homeless person, wear large trousers, carry a walking stick, a social failure, be loved by…, overcome difficulties, be unkind to …, make…entertaining, a sad situation, a boiled shoe, make… funny, use nonverbal humour, in the middle of the nineteenth century, discover gold, in search of…, rush there, pan for gold, wash… from…, in a pan of water, pick up…, be fortunate enough, be cought on the edge of…, in a snowstorm, in a small wooden house, have nothing to eat, boil a pair of leather shoes, sit down at a table, a drinking cup, pick out…, cut off…, treat… as if…, eat every monthful with enjoyment, direct a movie, give… a special Oscar, one’s lifetime outstanding work, live one’s life in…,

3. Reading to identify the topic sentence of each paragrap

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

4. Reading and transferring information

Read the text again to complete the table.

NONVERBAL HUMOUR

What is nonverbal humour?

Who is Charlie Chaplin?

How does he make a sad situation entertaining?

What is the story of The Gold Rush?

Facts about Oscar

A brief life history of Charlie Chaplin

5. Reading and understanding difficult sentences

As 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.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1and 2 on pages 18 and 19.

Closing down by watching a silent movie by Charlie Chaplin

Do you like watching movies? Do you like humourous movies? Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a Living

Closing down by reading about Charlie Chaplin

To end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.

Charlie Chaplin (April 16, 1889 - December 25, 1977)

Charlie Chaplin, who brought laughter to millions worldwide as the silent “Little Tramp” clown, had the type of deprived childhood that one would expect to find in a Dickens novel. Born in East Street, Walworth, London on 16 April, 1889, Charles Spencer Chaplin was the son of a music hall singer and his wife. Charlie Chaplin's parents divorced early in his life, with his father providing little to no support, either financial or otherwise, leaving his mother to support them as best she could. Chaplin's mother Hannah was the brightest spot in Charlie's childhood; formerly an actor on stage, she had lost her ability to perform, and managed to earn a subsistence living for herself, Charlie, and Charlie's older half-brother Sidney by sewing. She was an integral part of Charlie's young life, and he credited her with much of his success. Sadly, she slowly succumbed to mental illness, and by the time that Charlie was 7 years old, she was confined to an asylum; Charlie and Sidney were relegated to a workhouse (a government facility for orphaned and abandoned children) -- not for the last time. After 2 months, she was released, and the family was happily reunited, for a time. In later years, she was readmitted for an 8-month stretch later, during which time Charlie lived with his alcoholic father and stepmother, in a strained environment.

2．A sample lesson plan for Learning about Language

(The –ing form as the Predicative, Attributive & Object)

Aims

To help students learn about The –ing form as the Predicative, Attributive & Object)

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’.

II. Learning about The –ing form as the Attributive

What is attributive? It is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.

The –ing form as the Attributive

The –ing form作定语时表示该动作正在进行。单个The –ing form作定语通常放在被修饰词的前面. The –ing form短语作定语则放在被修饰词之后。如:

The rising sun looks very beautiful. 冉冉升起的太阳看上去很美。

若被修饰词与The –ing form是被动关系时,须用The –ing form的被动式(being done)作定语。如:

The song being broadcast is very popular with the young students. 正在播放的歌曲深受青年学生的欢迎。

注意The –ing form作定语与所修饰的名词有逻辑上的主谓关系,或表示作用与用途。如:

Let sleeping dogs lie. 别招惹麻烦。(The –ing form相当于定语从句 which are sleeping)

I think some sleeping pills may help you. 我想安眠药可以助你入睡。(The –ing form表示用途,相当于pills for sleeping)

III. Ready used materials for The –ing form as the Predicative, Attributive & Object

Which verbs can be followed by the -ing form?

One of the most important simple principles that grammarians tend to miss is the one that explains what verbs take the -ing form. The method of almost all books on English grammar is to give a list of such verbs. This implies that it is completely arbitrary whether a verb takes the -ing form or not, that God has closed his eyes and pricked off verbs here and there at random with a pin. Students are thus cut off from insight into a basic pattern of meaning, and confronted with a lifeless series of unconnected words which they have to learn by heart. They are pushed into a purely mechanical process that misses the essential truth that learning languages is learning about meanings and their logical connections to other meanings. It is significant of the impractical arbitrariness of these lists that there are almost no two of them that are the same, even where the most common of the verbs used with -ing are concerned.

When contrasting the -ing form with the infinitive, the basic point to remember is that

-ing can always mean, among other things, a verb-noun, an

'action-thing'.

The fact that -ing can always mean a 'thing' gives us the following practical principle:

If you can say I (etc.) - verb - it (e.g. I like it), you can use I - verb -ing (e.g. I like eating).

Avoid it. Avoid stepping on the grass if you can.

Do you mind it? Do you mind shutting the window?

He couldn't risk it. He couldn't risk hurting the children.

This is a principle virtually without exceptions. But naturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing with verbs that appear on few, if any, of most grammarians' lists.

They have added mistreating prisoners to the list of charges.

I can't really afford living like this.

The council no longer allows smoking in public buildings.

aim - (It is hard to think of a sensible example of -ing being used with this verb. Can you?)

The club arranges dancing for the pensioners.

The chairman claimed breaking the strike as a great triumph.

I don't count making money as a virtue.

The investigators discovered cheating on a huge scale.

We must encourage planting earlier in the season.

I thank travelling for teaching me much about the human condition.

The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.

She insisted on helping me.

Bill's putting off writing till tomorrow. (Or: ...putting writing off..)

The managing director picked out idling on the job as the main cause of the declining profits.

turn up - (Another example of a verb I am unable to think of any sensible use for with -ing.)

(Notice that in the second and third sentences above, an it used instead of the -ing form would come between putting and off and between picked and out.)

There are uses of -ing which appear to contradict the it-substitution principle. Two examples of them involve expressions that both have the sense of continue: carry on and go on. One can say Carry on talking, but not *Carry on it. That, however, is merely because unemphasized pronouns are never used at the end of phrasal verb phrases (e.g. in a dictionary one looks it up, not *looks up it). With go on one cannot even say *go it on. This again can be explained simply. One does not *go a thing, while with the sense of continue one does not say *go on it for the same reason that one does not say *Carry on it.

IV. Closing down

Closing down by discovering

To end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.

Closing down by exercises

In the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates’

3． A sample lesson plan for Using Language

(Jokes about Sherlock Holmes and Doctor Watson)

Aims

To help students read the paragraph of Jokes about Sherlock Holmes and Doctor Watson

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Warming up by reading school jokes

There are lots of jokes in English about school life. Read these two to see whether you will laugh or not.

Why must we learn this? 为什么要学这个呀？

One day our professor was discussing a particularly complicated concept. A pre-med student rudely interrupted to ask, “Why do we have to learn this pointless information”

“To save lives.” the professor responded quickly and continued the lecture.

A few minutes later, the same student spoke up again. “So how does physics save lives?” he persisted.

“It keeps the ignoramuses like you out of medical school,” replied the professor.

I will do anything to pass 说啥也要考个及格

A student comes to a young professor's office hours. She glances down the hall, closes his door, kneels pleadingly.

“I would do anything to pass this exam.” She leans closer to him, flips back her hair, gazes meaningfully into his eyes. “I mean...” she whispers, “...I would do...anything.”

He returns her gaze. “Anything?”

“Anything.”

His voice softens. “Anything??”

“Absolutely anything.”

His voice turns to a whisper. “Would you...study?”

II. Guided reading

1． Reading and translating

Read the paragraph on page 22 and translate it into Chinese sentence by sentence.

2. Reading and underlining

Next you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.

Collocations from the paragraph on page 22

Go camp, in a mountainous area, lie in the open air, under the stars, look up at the stars, think of…, try a third time, in one’s beds

3. Doing the exercise

Now you are going to do the exercise No. 1 on page 22.

III.Guided Speaking

Think of funny stories in English and telll them to your group mates.

________________________________________

The Student and the Pharmacist 学生和药剂师

A somewhat advanced society has figured how to package basic knowledge in pill form. A student, needing some learning, goes to the pharmacy and asks what kind of knowledge pills are available.

The pharmacist says, “Here's a pill for English literature.” The student takes the pill and swallows it and has new knowledge about English literature!

“What else do you have?” asks the student. “Well, I have pills for art history, biology, and world history,” replies the pharmacist.

The student asks for these, and swallows them and has new knowledge about those subjects. Then the student asks, “Do you have a pill for math?”

The pharmacist says, “Wait just a moment,” and goes back into the storeroom and brings back a whopper of a pill and plunks it on the counter.

“I have to take that huge pill for math?” inquires the student. The pharmacist replied, “Well, you know... math always was a little hard to swallow.”

Out of the mouths of babes 出自孩子之口

My two and a half year old grandson lives with his mother. Her roommate also has a two and a half year old child, a daughter. A few days ago they were playing together and my grandson noting that his playmate's stomach was exposed ,took his forefinger and poked her belly button. She thought that this was great and they both had a laugh about it.

Sometime later his playmate raised her arms inviting my grandson to poke her belly button again. As he moved his forefinger toward her for a repeat performance, she suddenly lowered her arms, backed away and said, “No! I have a headache.”

IV.Guided Writing-Learn to write jokes

There are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still compatible with the first, as in this example: “My wife just ran off with my best friend. Boy, do I miss him.” and “I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off.” Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises you because he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.

So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about.

Now write down your own jokes, in English.

IV. Closing down by acting

To end this period, we are going to act the film by Charlie Chaplin The Great Dictator.

The Great Dictator 大独裁者

Schulz: Speak - it is our only hope.

The Jewish Barber (Charlie Chaplin's character): Hope... I'm sorry but I don't want to be an Emperor - that's not my business - I don't want to rule or conquer anyone. I should like to help everyone if possible, Jew, gentile, black man, white. We all want to help one another, human beings are like that.

We all want to live by each other's happiness, not by each other's misery. We don't want to hate and despise one another. In this world there is room for everyone and the earth is rich and can provide for everyone.

The way of life can be free and beautiful.

But we have lost the way.

Greed has poisoned men's souls - has barricaded the world with hate; has goose-stepped us into misery and bloodshed.

We have developed speed but we have shut ourselves in: machinery that gives abundance has left us in want. Our knowledge has made us cynical, our cleverness hard and unkind. We think too much and feel too little: More than machinery we need humanity; More than cleverness we need kindness and gentleness.

Without these qualities, life will be violent and all will be lost.

The aeroplane and the radio have brought us closer together. The very nature of these inventions cries out for the goodness in men, cries out for universal brotherhood for the unity of us all. Even now my voice is reaching millions throughout the world, millions of despairing men, women and little children, victims of a system that makes men torture and imprison innocent people. To those who can hear me I say “Do not despair”.

The misery that is now upon us is but the passing of greed, the bitterness of men who fear the way of human progress: the hate of men will pass and dictators die and the power they took from the people, will return to the people and so long as men die [now] liberty will never perish...

Soldiers - don't give yourselves to brutes, men who despise you and enslave you - who regiment your lives, tell you what to do, what to think and what to feel, who drill you, diet you, treat you as cattle, as cannon fodder.

Don't give yourselves to these unnatural men, machine men, with machine minds and machine hearts. You are not machines. You are not cattle. You are men. You have the love of humanity in your hearts. You don't hate - only the unloved hate. Only the unloved and the unnatural. Soldiers - don't fight for slavery, fight for liberty.

In the seventeenth chapter of Saint Luke it is written “ the kingdom of God is within man ” - not one man, nor a group of men - but in all men - in you, the people.

You the people have the power, the power to create machines, the power to create happiness. You the people have the power to make life free and beautiful, to make this life a wonderful adventure. Then in the name of democracy let's use that power - let us all unite. Let us fight for a new world, a decent world that will give men a chance to work, that will give you the future and old age and security. By the promise of these things, brutes have risen to power, but they lie. They do not fulfil their promise, they never will. Dictators free themselves but they enslave the people. Now let us fight to fulfil that promise. Let us fight to free the world, to do away with national barriers, do away with greed, with hate and intolerance. Let us fight for a world of reason, a world where science and progress will lead to all men's happiness.

Soldiers - in the name of democracy, let us all unite!

Look up! Look up! The clouds are lifting - the sun is breaking through. We are coming out of the darkness into the light. We are coming into a new world. A kind new world where men will rise above their hate and brutality.

The soul of man has been given wings - and at last he is beginning to fly. He is flying into the rainbow - into the light of hope - into the future, that glorious future that belongs to you, to me and to all of us. Look up. Look up.“

Part Two: Teaching Resources (第二部分：教学资源)

1．A text structure analysis of NONVERBAL HUMOUR

I. Type of writing and summary of the idea

Type of writing This is a piece of describtive writing.

Main idea of the passage

Charlie Chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing.

Topic sentence of 1st paragraph Some humour can be cruel.

Topic sentence of 2nd paragraph Charlie Chaplin is such an actor as to astonish us with the deep feelings.

Topic sentence of 3rd paragraph How did Charlie Chaplin make a sad situation entertaining?

Topic sentence of 4th paragraph The film of The Gold Rush is set in California.

Topic sentence of 5th paragraph Charlie Chaplin produced, directed, and wrote the movies he starred in.

II. A tree diagram of the text THEME PARKS -FUN AND MORE THAN FUN

III. A retold passage of the text

A possible version:

Sliding on a banana skin. Bumping into someone. Falling down a hole. These are some of the funny things we like to see other people doing. We feel content with ourselves because these other people are worse off than we are. And this feeling is so called “humour”.

Charlie Chaplin is a humourous actor. He astonishes us with humourous feelings he inspired in us. Born in poverty, he became famous by using a particular form of acting in entertaining silent movies. He was a charming character, being well known throughout the world. He played a poor and homeless person, wearing large trousers, carrying a walking stick. Be a social failure, he was, in the movies, loved by all the people. By overcoming difficulties, by being kind to people unkind to him, by making a sad situation entertaining, by eating a boiled shoe, Charlie Chaplin make us happy and excited. His use of nonverbal humour excellent in the film The Gold Runed in the middle of the nineteenth century in ,California where gold was dicovered. In search of gold people rushed there, panning for gold, washing gold from water in a pan of water, hoping to ipick up gold.

Such is Charlie Chaplin who produced, directed, and wrote movies that he starred in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all.

2．Background information on theme parks

I. Six ways to improve your nonverbal communications

1. Eye contact:

Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.

2. Facial expressions:

Smiling is a powerful cue that transmits:

Happiness

Friendliness

Warmth

Liking

Affiliation

Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.

3. Gestures:

If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.

4. Posture and body orientation:

You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.

5. Proximity:

Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are:

Rocking

Leg swinging

Tapping

Gaze aversion

Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.

6. Paralinguistics:

This facet of nonverbal communication includes such vocal elements as:

Tone

Pitch

Rhythm

Timbre

Loudness

Inflection

For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.

7. Humor:

Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.)

Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.

II. Biography of Charlie Chaplin

Charlie Chaplin was born Charles Spencer Chaplin in London, England on 16 April 1889. His parents, Charles Chaplin, Sr and Hannah Hill were music hall entertainers but separated shortly after Charlie was born, leaving Hannah to provide for her children. In 1896 when Hannah was no longer able to care for her children, Charlie and his brother Sydney were admitted to Lambeth Workhouse and later, Hanwell School for Orphans and Destitute Children.

Charlie had already debuted in the music hall in 1894, when he had sung a song after his mother was taken hoarse.

1903-1906

Performs in Sherlock Holmes, as the newspaper boy Billy

1906-1907

The Casey Circus

1907-1910

Works with the Karno Pantomime Troupe

1910-1912

First tour of USA/Canada with Karno Troupe

1912-1913

Second tour of USA/Canada with Karno Troupe

May 1913

Accepts offer from Adam Kessel (who has interests in the Keystone Film Company) for $125/week

29 December 1913

Signs contract with Keystone

Jan/Feb 1914

Charlie Chaplin's first film: Making a Living

1914

Keystone films

Nov 1914

Signs with Essanay for $1,250/week to make 14 films during 1915

1915

Essanay films

27 Feb 1916

Signs with Mutual Film Corporation for $10,000/week plus $150,000 bonus

1916-1917

Mutual films

17 June 1917

Signs with First National Exhibitor's Circuit for $1,075,000/year

2． Words and expressions from Unit 3 A taste of English humour

verbal a. verbal skill 运用语言的能力 I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。This is a verbal translation of the prose. 这是那篇散文的逐字直译。verbal forms 动词的形态

mime n. A mime is the representation of action, character or mood using only gestures and movements rather than words, or the actor in such a performance, specifically a mimic. To mime is also the term given to a singer who performs to a pre-recorded song and only pretends to sing live. It is usually limited to performances by Pop music artists.

In ancient Greece and ancient Rome, a mime is a farcical drama characterized by mimicry and ludicrous representations of characters, or the script for such a performance.

farce n. A farce is a comedy written for the stage, or a film, which aims to entertain the audience by means of unlikely and extravagant - yet often possible - situations, disguise and mistaken identity, verbal humour of varying degrees of sophistication, which may include puns and sexual innuendo, and a fast-paced plot whose speed usually increases even further towards the end of the play, often involving an elaborate chase scene. Broad physical humor, and deliberate absurdity or nonsense, are also commonly employed in farce.

poverty n. Poverty is any of a wide range of circumstances associated with need, hardship and lack of resources. For some, poverty is a subjective and comparative term; for others, it is moral and evaluative; and for others, scientifically established. The principal uses of the term include:

Descriptions of material need, including deprivation of essential goods and services, multiple deprivation, and patterns of deprivation over time.

Economic circumstances, describing a lack of wealth (usually understood as capital, money, material goods, or resources especially natural resources). The meaning of ”sufficient“ varies widely across the different political and economic areas of the world. In the European Union, poverty is also described in terms of ”economic distance“, or inequality.

Social relationships, including social exclusion, dependency, and the ability to live what is understood in a society as a ”normal" life: for instance, to be capable of raising a healthy family, and especially educating children and participating in society.

A person living in the condition of poverty is said to be poor.

tramp n. A tramp is an itinerant who travels from place to place, traditionally tramping, that is, walking. While they may do odd jobs from time to time, tramps aren't looking for regular work and support themselves by other means i.e. begging or theft. This is in contrast to hobos who travel from place to place (often by stealing rides on freight trains) looking for work, or schnorrers, who travel from city to city begging. Both the terms tramp and hobo (and the distinction between them) were in common use between the 1880s and the 1940s, and were not limited to the Great Depression. Schnorrer is a Yiddish term. Like hobo and bum, tramp is somewhat archaic in American English usage, having been subsumed by the more euphemistic homeless person.

failure n. Failure in general refers to the state or condition of not meeting a desirable or intended objective. It may be viewed as the opposite of success.

Oscar n. The Academy Awards, commonly known as The Oscars, are the most prominent film awards in the world. The Awards are granted by the Academy of Motion Picture Arts and Sciences, a professional honorary organization which as of 2003 had a voting membership of 5,816. Actors (with a membership of 1,311) make up the largest voting bloc. The most recent awards were the 77th Academy Awards.

fortune n. Fortune or fortune can refer to: Luck; Fortune magazine; The fortune Unix/Linux command; The name of a character from Metal Gear Solid 2: Sons of Liberty, a member of Dead Cell.

The goddess of fortune is Fortuna (or Tyche).

sense n. & v. She has no sense of time. 她没有时间观念。Your brother has a good sense of humor. 你兄弟很有幽默感。He is free from any sense of responsibility. 他丝毫没有责任感。He had the good sense to withdraw from the election contest. 他很明智,退出了竞选。

The word here is used in its figurative sense. 此词在这儿取的是它的比喻意义。Anyone in his right senses wouldn't do that. 神智清醒的人都不会去干那种事。What's the sense of arguing with him? 同他争论有什么用处呢? I sensed that I had made a serious mistake. 我意识到自己犯了个严重的错误。

第2篇：人教新课标高中必修四 unit 4 金色教案(新课标版高一英语必修四教案教学设计)

Unit 4 Body Language

Part One: Teaching Design (第一部分：教学设计)

1． A sample lesson plan for reading

(COMMUNICATION: NO PROBLEM?)

Aims

To help students develop their reading ability.

To help students learn about body language.

Procedures

I. Warming up

Warming up by acting

Look 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 Language

NONVERBAL BEHAVIOR INTERPRETATION

Brisk, erect walk Confidence

Standing with hands on hips Readiness, aggression

Sitting with legs crossed, foot kicking slightly Boredom

Sitting, legs apart Open, relaxed

Arms crossed on chest Defensiveness

Walking with hands in pockets, shoulders hunched Dejection

Hand to cheek Evaluation, thinking

Touching, slightly rubbing nose Rejection, doubt, lying

Rubbing the eye Doubt, disbelief

Hands clasped behind back Anger, frustration, apprehension

Locked ankles Apprehension

Head resting in hand, eyes downcast Boredom

Rubbing hands Anticipation

Sitting with hands clasped behind head, legs crossed Confidence, superiority

Open palm Sincerity, openness, innocence

Pinching bridge of nose, eyes closed Negative evaluation

Tapping or drumming fingers Impatience

Steepling fingers Authoritative

Patting/fondling hair Lack of self-confidence; insecurity

Tilted head Interest

Stroking chin Trying to make a decision

Looking down, face turned away Disbelief

Biting nails Insecurity, nervousness

Pulling or tugging at ear Indecision

Warming up by defining-What is body language?

● The gestures, poses, movements, and expressions that a person uses to communicate.

●The outward signs of a person which indicates their inner thoughts or attitude. For example, a bowed head indicates submission, a hand over the mouth indicates the person doesn't want to talk or feels their words aren't worth listening to. Scratching indicates nervousness. A person passing another on the street might bow their head as a subconscious sign of submission.

● Conscious or unconscious bodily movements and gestures that communicate to others a person's attitudes and feelings. This may also include dress, facial features, skin colour or other personal means of communication without words.

● communication via the movements or attitudes of the body

● Body language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, it is one category of paralanguage, which describes all forms of human communication that are not language.

II. Pre-reading

1. Looking and saying

Look 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 sharing

Body 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 birth

III. Reading

1. Reading aloud to the recording

Now 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 underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from COMMUNICATION: NO PROBLEM?

Send… to do sth., meet … at the airport, meet with…, at a hotel, represent the Chinese government, look around, in a curious way, be followed by…, introduce…to…, kiss… on the cheek, step back, appear surprised, take a few steps away from…, coming in, at the same time, reach one’s hand out to …, touch sb’s hand, greet each other, communicate with spoken language, express one’s feelings, use unspoken language, keep physical distance, stand close to…, approach… closely, shake hands, move close to…, move back a bit, nod at …, stand close to…, behave the same way, avoid difficulty

3. Reading to identify the topic sentence of each paragraph

Next you are to skim the text to identify the topic sentence of each paragraph.

4. Reading and transferring information

Read 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 Meaning

Mr Garcia

Julia Smith

Ahmed Aziz

Madame Coulon

5. Reading and understanding difficult sentences

As 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 translating

Now it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.

Closing down by checking

Check 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!”

2．A sample lesson plan for Learning about Language

(The ~ing form as the Attribute & Adverbial)

Aims

To help students learn about The ~ing form as the Attribute & Adverbial.

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.

II. Learning about grammar

1. Reading and thinking

Turn 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； 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 29

Turn to page 29. Do exercises No. 1 and 2。

III. Ready used materials for The ~ing form as the Attribute & Adverbial

... When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:. Anthony is fishing. I have a boring teacher. In this lesson, we will look at the use of verbs in the ~ing form ...

The ~ing form 作定语

现在分词可以单独作定语，也可以构成合成词作定语，但在更多的情况下是分词短语作定语，包括限定性和非限定性（用逗号与其他部分分开），在意义上相当于一个定语从句。现在分词作定语通常带有主动意义和未完成意义。例如：

The man following was obviously in a hurry。（现在分词单独作定语）

They acted just like a conquering army。（现在分词单独作定语）

Do you know the man standing over there by the motor car?（分词短语作限定性定语。）

Last night,we caught a thief stealing John's bike.（分词短语作限定性定语）

The name Nebraske comes from the Oto Indian word “ebrathka”.meaning flat water.（分词短语作非限定性定语）

The ~ing form 作状语

现在分词作状语表示主语在进行一动作的同时所进行的另一动作，它对谓语动词起修饰或陪衬的作用。这时要注意现在分词与其逻辑主语在时态和意义上的统一。例如：

Rushing out of the room, he has knocked down by a car.（作时间状语）

=When he rushed out of the room, he was hnocked down by a car.

Working harder, you will pass the entrance exam.（作条件状语）

=If you work harder, you will pass the entrance exam.

She sat at a window and read a book.（作伴随状语）

=She sat at a window and read a book.

Having won the championship, he was awarded a million dollars.（作原因状语）

=Because he had won the championship, he was awarded a million dollars.

Even if taking a taxi, I will still be late for the meeting.（作让步状语）

=Even if I take a taxi, I will still be late for the meeting.

The road is under construction, thus causing the delay.（作结果状语）

=The road is under construction, and thus caused the delay.

注意，当现在分词作让步状语时，一般放在句首，常常由although, though, even if ,unless等连词引入；作结果状语时，一般放在句末，前面可so, thus, henc。

IV. Closing down by doing a quiz

To end the period you are going to take a quiz on ~ing words.

~ING WORDS

Highlight all the words ending in '-ing'.

Make lists of all the different categories of '-ing' words; that is, their different functions in the sentence.

Examples of some of the different categories

He's swimming.

He's wearing a swimming suit.

He likes swimming.

Swimming is pleasant.

Rewrite each sentence without using the '-ing' form.

Is there a change in meaning? What is it?

Find sentences in the text which can be rewritten using an -ing form.

Is there any change in meaning? What is it?

3． A sample lesson plan for Using Language

(SHOWING OUR FEELINGS)

Aims

To help students read the passage SHOWING OUR FEELINGS.

To help students to use the language by reading, listening, speaking and writing.

Procedures

I. Warming up

Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text SHOWING OUR FEELINGS.

II. Guided reading

1. Reading and translating

Read the text SHOWING OUR FEELINGS and translate it into Chinese paragraph by paragraph. He Jing. You are to do paragraph 1, please. ….

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from SHOWING OUR FEELINGS

Show all kinds of feeling, turn one’s back to…, show anger, close one’s hand, shake… at…, a universal facial expression, put…at ease, hide feelings, lose face, nod the head up and down, look away from…, hold one’s arms across one’s chest, protest…from …, turn toward…, roll one’s eyes, show respect for…, use gestures, give a hug to sb., stand close to…, with…open, look directly at…, look sb. in the eye, tell the truth, be wrong about…

3. Doing exercises

Now you are going to do exercises No. 1 and 2 on page 30 following the article.

The importance of body language

People can not live without each other, we are social beings. As soon as we are in contact with others we are communicating. For this we can make use of spoken and written language. In these ways we make the content of a message clear to each other. However we can also communicate without words. This kind of communication tells us something about the relationship between people. Often this is more important than getting the content of the message across. The communication about this non spoken communication, which tells us something about the relationship between people, is called Meta-Communication. Communicating about communication!

4. Writing

Turn to page 31. Make a list of three positive body language expressions and three negative body language expressions.

Non-verbal communication, or body language

o Refers to messaging without words

In a personal spoken message

o According to Albert Mehrabian, in Psychology Today (1968), of the total message

7% is conveyed by the words

38% by the vocal tones, and

55% by facial and body expression

o Reading body language is an important skill

5. Listening, writing

Turn to page 31 and do the listening and writing exercises No. 1 and 2.

Positive gesture clusters - 1

●Acceptance

o Hand to chest

o Open arms and hands

o Touching gestures

o Moving closer, one to another

o Preening

o Sitting on one leg (for female)

Positive gesture clusters - 2

●Confidence

o Steepling (fingers touching like a church steeple)

o Hands behind back, authority position

o Back stiffened

o Hands in coat pockets with thumbs out

o Hands on lapels of coat

●Expectancy

o Rubbing palms

o Jingling money openly

o Crossed fingers

o Moving closer

Positive gesture clusters - 3

●Cooperation, readiness, openness

o Open hands

o Hands on hips

o Hands on mid-thigh while seated

o Sitting on edge of chair

o Arms spread, gripping edge of table or desk

o Moving closer

o Sprinter's position

o Hand-to-face gestures

Positive gesture clusters - 4

●Evaluation

o Hand-to-face gestures

o Head tilted

o Stroking chin

o Peering over glasses

o Taking glasses off, and cleaning

o Putting eye glass ear piece in mouth

o Pipe smoker gestures

o Getting up from table and walking around

o Putting hand to bridge of nose

Positive gesture clusters - 5

●Reassurance

o Touching

o Pinching flesh

o Chewing pen or pencil

o Rubbing over thumb

o Touching back of chair on entering room

o Biting finger nails

o Hands in pockets

Positive gesture clusters - 6

●Self-control

o Holding arm behind back

o Gripping wrist

o Locked ankles

Clenched hands

6. Speaking and writing

Discuss Lin Pei’s behaviour with your partner. Then write some advice for Lin Pei.

Part Two: Teaching Resources (第二部分：教学资源)

1．A text structure analysis of COMMUNICATION: NO PROBLEM?

I. Type of writing and summary of the idea

COMMUNICAATION: NO PROBLEM?

Type of writing This is a piece of descriptive writing.

Main idea of the passage

By familiarizing ourselves with a few basic nonverbal signals, we can improve our ability to understand what people are really communicating and become aware of what we are broadcasting to the world with our own non-verbal cues.

Idea of 1st paragraph You were sent to meet business people from several countries at Pudong Airport.

Idea of 2nd paragraph Examples of greeting by Mr Garcia from Columbia, by Julia Smith from Britain, by the visitor from Japan, by George Cook from Canada

Idea of 3rd paragraph People communicate by unspoken language, learned or cultural “body language”.

Idea of 4th paragraph Greeting by English people, by people from Spain, Italy, South American and Japan.

Idea of 5th paragraph Examples of greeting by Ahmed Aziz from Jordan, by Madame Coulon from France, by people from Middle East or some Muslim countries.

Idea of 6th paragraph Body language is either good or bad.

II. A tree diagram of COMMUNICAATION: NO PROBLEM?

III. A retold passage of the text

A possible version:

You were sent to meet business people from several countries at Pudong Airport.

At the airport Mr Garcia from Columbia approaches Julia Smith from Britain, touching her shoulder and kissing her on the cheek, who steps away from him. Mr Cook, from Canada, reaches out his hand to the visitor from Japan who bows.

People communicate differently by unspoken language, their learned or cultural “body language”.

English people usually do not stand close to others or touch strangers when they first meet. But people from Spain, Italy, South American countries approach others closely, even touch them. Most world people greet each other by shaking hands while Japanese people do so by bowing.

People from Jordan moves close to the one they greet. People from France may greet each other by shaking hands and kissing. Men from Middle East or some Muslim countries stand quite close to other men to talk and they will not shake hands with women.

Body language is either good or bad. Its understanding helps you better communicate with each other.

2．Background information on Body language

I. American Gestures

COMMON GESTURES

1. Americans are a not touch (touch/not touch)oriented.

2. In normal social situations, Americans generally stand about 30 inches apart from one another, which is also considered their personal “comfort zone.”

3. At sporting events or the theater, Americans usually slide into a crowded aisle while facing forward (forward/the people).

Gesture Meaning

Americans shake hands, and from an early age they are taught to do so with a firm., solid grip. When greeting one another.

American children are taught to look others directly in the eyes. When greeting and conversing. If not, means shyness or weakness.

Arm raised and the open hand “waggles” back and forth. Signaling “hello” or “good-bye.” Or trying to get someone's attention.

Americans will often wave to another person and then turn to make hand scoop inward; or raise the index finger ) palm toward one's face, and make a “curling ” motion with that finger. To beckon or summon another person.

Palm facing out with the index and middle fingers displayed in the shape of a “V.” “Victory” or “peace.”

Thumb and forefinger form a circle with the other three fingers splayed upward; it is used frequently and enthusiastically. “O.K.” meaning “fine” or “yes.”

Thumb up with a close fist. Meaning support or approval, “O.K.” or “Good Going!” or “Good job!”

Fist raised with index finger and little finger extended. Texas rallying call “hook 'em horns.” Baseball meaning “two outs.”

Whistling Pretty woman, cheering at sporting events, applauding performances.

Nodding and shaking the head. Yes and No

Extend the forefinger and make a circular motion near the temple or ear. Something or someone is “crazy.”

II.Common Asian Gestures

1. GREETINGS GESTURES

a) Handshaking

b) Bowing

c) Avoid direct eye contact

2. BEKONING GESTURES

a) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion.

b) Avoid using fingers in pointing to an object.

3. TOUCHING GESTURES

a) Not touch oriented societies

b) Avoid public display of affection

c) Pushing (bumping) in crowds

4. OTHER NON VERBAL GESTURES

a) Respect to elderly people

b) Smiling often can cover a gamut of emotions: happiness, anger, confusion, apologies , or sadness.

c) Displaying an open mouth (such as yawning or a wide-open laugh) is considered rude, especially with women who cover their mouths when giggling or laughing.

d) Try to maintain a balanced posture, stand or sit erectly or squarely. Don't slouch or put on the ground with arms in the lap or on the armrest. Crossing the legs at the knees or ankles is the preferred form rather than with one ankle over the other knee.

e) Silience (listening) is a sign of politeness and of contemplation. During conversations, be especially careful about interrupting.

Japan

In summary, for most visitors the Japanese are complex and difficult to understand. Remember two things: (1) style, or the way things are done, is just as important as substance, or what is being done; and (2) watch your Japanese hosts carefully and follow their example.

5. GREETING GESTURES

a) The graceful act of bowing is the traditional greeting.

b) However, they have also adopted the western custom of shaking hands, albeit with a light grip and perhaps with eyes averted. Meanwhile, to show respect for their customs, it would flatter them to offer a slight bow when being introduced.

c) Avoid hugging and kissing when greeting.

d) It is considered rude to stare. Prolonged direct eye contact is considered impolite or even intimidating.

e) It is considered rude to stand with your hand or hands in your pockets, especially when greeting someone or when addressing a group of people.

f) The seemingly simple act of exchanging business cards is more complex in japn becuae the business card represents not only one's identity but one's station in life. Yours should be printed in your own language and in Japanese.

6. TOUCHING GESTURES

a) The Japanese are not a touch-oriented society, so avoid open displays of affection, touching or any prolonged form of body contact.

b) Queues are generally respected; it is only in crowded train and subway stations where the huge volume of people causes touching and pushing.

7. BECKONING GESTURES

a) It is considered insulting to point to someone fingers extended and the thinb folded into the palm.

b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion.

8. OTHER NONVERBAL GESTURES

a) Because of the high regard for graciousness and restraint, one should not shout, raise the voice in anger, or exhibit any excessively demonstrative behavior.

b) Among the Japanese, smiling often can cover a gamut of emotions: happiness, anger, confusion, apologies, or sadness.

c) Displaying an open mouth (such as yawning or a wide open laugh) is considered rude in Japan, especially with women who cover their mouths when giggling or laughing.

d) Try to maintain a balanced posture stand or sit erectly or squarely. Do not slouch or put your feet on desks or chairs. When seated have both feet squarely on the ground with arms in the lap or on the armrests. Crossing the legs at the knee or ankles is the preferred form rather than with one ankle over the other knee.

e) Silence is perfectly acceptable and customary. Silence (listening) is a sign of politeness and of contemplation. During conversations, be especially careful about interrupting.

f) One way to show concentration and attentiveness is to close the eyes in contemplation and nod the head slight, up and down.

g) Japanese men like to avoid saying “no”, but one gesture that is often used ti signal “no” or that “something is very difficult” is to tip the head backward and audibly suck air in through the teeth.

9. OTHER NONVERBAL GESTURES

a) A gesture saying “I do not know,” or “I don't understand” or “No, I am undeserving” is waving the hand back and forth in front of one's own face (palm outward).

b) The “O.K.” gesture in Japan may be interpreted as the signal for “money” or “give me change in coins.”

c) Blowing your nose in public is considered rude. The handkerchief is used primarily for wiping the mouth or drying the hands when leaving the washroom. Paper tissues are used for blowing the nose and then discarded.

d) When entering a private home or traditional restaurants with tatami (bamboo mats) floors, it is usually customary to remove your shoes and place them with the toes pointing toward the outdoors.

10. BOWING

a) Many westerners view the bow as an act of subservience, but in Japan that would completely wrong. For the Japanese a bow signals respect and humility, two qualities coveted throughout Asia.

b) Although it is not absolutely necessary, but a slight bow demonstrate that you respect their customs. And in Japan, where style and grace and courteousness are revered, that simply act would surely be noted, appreciated, and probably remembered.

c) WHO BOWS FIRST? AND HOW LOW DOES ONE BOW? In Japanese, it is extremely important to know the rank of people with whom you come in contact.

i. “The person of lower rank bows first and lowest.”

ii. “The higher the rank of the person facing you, the lower you bow.”

iii. “The lower the bow and the longer one holds the position, the stronger is the indication of respect, gratitude, sincerity, obeisance, humility, contriteness, etc.”

iv. With equals match bows, adding an extra one when you want to show a slight edge of respect.

v. When unsure of status, the safest move is to bow a shade less low than the other person.

vi. The proper form is to bow (about 15 degrees) with hands sliding down toward the knees or at the sides, back neck stiff, and eyes averted. The formal bow (about 30 degrees) with palms on knees and often bobbing up and down. Never bow with a hand (of both hands) in your pockets.

Korea

11. GREETING GESTURES

a) Among themselves, bowing is the traditional form for both greeting and departing.

b) Western and Korean male friends usually greet with both a slight bow and shaking hands. When shaking hands, both hands are sometimes used. Women usually do not shake hands, especially with men, but usually just nod slightly. The senior person offers to shake hands first, but the junior person bows first. However, shake hands with a light grip and perhaps with eyes averted.

c) Avoid hugging and kissing when greeting.

d) Prolonged direct eye contact is considered impolite and even intimidating.

e) Business cards are traded respectfully. Keep the card on the table in front of you as just one small gesture of respect.

f) When saying good-bye, the traditional gesture is the bow, but the younger generation has adopted the western custom of waving good-bye by moving their arm side-to-side.

12. TOUCHING GESTURES

a) Generally speaking, the Koreans are not a touch-oriented society (especially true for visitors.) So avoid touching or any prolonged form of body contact.

b) Public display of affection are very rare. On the other hand, you may note people of the same sex walking hand-in-hand, which is simply a gesture of friendship.

c) Don't worry about a bit of pushing in stores or when groups board public buses or trains. Apologies are neither offered or expected.

13. BECKONING GESTURES

a) The open hand or the middle finger is used for pointing.

b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion. Using the arm and hand up, palm toward the face is used only for calling dogs and children.

14. OTHER NONVERBAL GESTURES

a) Respect is always shown to elderly people, so it is appropriate to rise when a person-- especially an elderly man enters the room or giving up a seat on a subway. However, an elder may not give up a seat for a young boy.

b) Men generally have priority in Korea: Go through a door first, walk ahead of women, and women may help them on with their coats.

c) Among the Koreans, laughter is used to disguise many emotions: anger, frustration, and fear.

d) Loud talking or laughing is usually avoided. Koreans, especially women will cover their mouths laughing, resulting in giggling rather than wide open-mouth laughing.

e) Periods of silence are common and accepted, even during dinners.

f) Correct posture is important, especially when seated. Don't slouch or put your feet on desks or chairs. Try to maintain a balanced posture, stand or sit erectly or squarely. When seated have both feet squarely on the ground with arms in the lap or on the armrests. Crossing the legs at the knees or ankles is the preferred form rather than with one ankle over the other knee.

g) When walking in public, keep to the left side of the walkway and stairway.

15. OTHER NONVERBAL GESTURES

a) It is considered impolite to enter a room without knocking first. However, Koreans may not wait for you to come to the door and open it. They may knock and then enter.

b) When walking in public places, direct eye contact is uncommon in the larger cities. However, visitors may be the subject of much curiosity and therefore you may notice some stares.

c) Blowing you nose in public is considered rude, especially at a meal. Paper tissues are used for blowing the nose and then discarded.

d) When entering a private home, it is usually customary to remove your shoes.

e) Spitting (except for young women) and burping in public is acceptable.

Phillipines

16. GREETING GESTURES

a) Handshaking is the common custom, with both men and women shaking hands in a friendly and informal fashion.

b) Filipinos may greet one another with the “eyebrow flash” which is merely a quick lifting of the eyebrows.

17. TOUCHING GESTURES

a) Generally speaking, the Filipinos are a touch-oriented society.

b) People of the same sex may be seen holding hands in public places, which is simply a gesture of friendship.

c) Don't worry about a bit of pushing and shoving when using public transportation, Filipinos seldom queue or observe orderly lines.

18. BECKONING GESTURES

a) Instead of pointing to an object , Filipinos will shift their eyes toward it, or purse the lips and point with the mouth.

b) To beckon someone, the palm faces downward and the fingers are moved in a scratching motion. Never curl your index finger back and forth because that is considered insulting.

19. OTHER NONVERBAL GESTURES

a) It is considered rude to stare. Prolonged direct eye contact is considered impolite and even intimidating.

b) Respect is always shown to elderly people.

c) Among the Filipinos, laugher is used to convey both enjoyment and pleasure but also to mask embarrassment over another person's misfortune.

d) Speaking in aloud voice is considered ill-mannered and rude.

3．Words and expressions from Unit 4 Body language

major a. a major earthquake 大地震，a major problem 重大问题，a major subject 主修科目

local a. local customs地方风俗，a local pain 局部疼痛，当地时间 local time

represent v. represent a club as its chief executive以总经理的身份代表俱乐部，represent by signs 用符号代表

curious a. be curious about other’s people business 对别人的事情太好奇

Introduce v. introduce her as his daughter 介绍说她是自己的女儿， be introduced from… 从…传来的，introduce…to sb. 向某人介绍……

approach v. & n. cautiously approached the house 小心地走近那房子, approach the manager about … 同经理谈……， approach the question as a scientist 从科学家的角度来处理这一问题，Snow announced the approach of winter. 雪宣告了冬季的来临。I like her approach to the problem. 我喜欢她解决这个问题的方法。

touch v. & n. She lightly touched his forehead. 她轻轻地摸了摸他的前额。 Don't touch the exhibits. Few students in our school can touch him in music. 在音乐方面,我们学校很少有学生能与他相比。I was touched beyond words. 我感动得无法形容。They did not touch this topic in their talk. 他们在会谈中没有触及这个问题。The rain touched the crops. 这场雨使庄稼受害。They sat so close that their heads nearly touched. 他们坐得那么近,头都差不多碰到一起了。In his talk he touched on/upon the state of affairs in Latin America. 谈话中他提到了拉丁美洲的局势。Our ship is to touch at Hongkong tomorrow morning. 我们的船将于明天上午停靠香港。It will break at a touch. 那东西一碰就破。Let's stay in touch. 我们保持联络。He's added a few finishing touches to his novel. 他给小说作了最后润色。He has a touch with birds. 他擅长养鸟。The young man recited his poems with a touch of pride. 那个青年带点骄傲地朗诵他的诗作。

cheek n. The little girl has rosy cheeks. 那个小女孩脸颊红润。 He had the cheek to ask me for money. 他竟厚着脸皮向我要钱。How can you cheek your grandparents in that way? 你怎么可以那样无礼地对祖父母讲话?

learned a. The more learned a man is, the more modest he usually is. 人愈有学问,往往愈是谦虚。learned books 学术性书籍

stranger n. I feel strange in the presence of strangers. 在陌生人面前,我感到不自在。 Sorry, I don't know. I'm a stranger here myself. 对不起,我不清楚。我对这里也不熟。He is no stranger to sorrow. 他饱经忧患。I'm a stranger to statistics. 我对统计学一窍不通。

spoken a. They built a robot capable of understanding spoken commands. 他们制造了一个能懂口头指令的机器人。He is a shy soft-spoken person. 他害羞,说话轻声细语的。

express v. & n. Really, I hardly know how to express my gratitude. 我真不知道如何表达我的感激之情。The doctor expressed poison from her wound. 医生把毒液从她的伤口挤了出来。Please send this parcel by express delivery. 请用快递寄送这个包裹。The doctor gave express orders that the patient was to have no visitors. 医生明确嘱咐,那个病人不可会客。We took an express bus home. 我们乘特快公车回家。They painted the house for the express purpose for selling it. 他们专为卖房而油漆房子。Please send the parcel express.

action n. The quick action of the firemen saved the building from being burned down. 消防队员行动及时,该建筑物方免遭焚毁。The action of water on rock should be taken into account. 应考虑到水对岩石的作用。All the action in the play takes place at one railroad station. 该剧的整个情节均发生在一座火车站里。Finally she had to file an action for divorce. 最后她只好提出离婚诉讼。

posture n. a sitting posture 坐姿, They are trying to adopt a more cooperative posture. 他们正试图采取更为合作的态度。He enjoys posturing in front of an audience. 他喜欢在观众面前装腔作势。

likely a. & a. John is likely to be in London this autumn. 今年秋天约翰可能在伦敦。 The park is a likely place for the picnic. 这公园倒是个适合野餐的地方。 We will most likely be late. 我们很有可能会迟到。

Muslim n. & a. A Muslim is a believer in or follower of Islam. The word Muslim means one who submits and implies complete submission to the will of God (Allah). Muslims believe that nature is itself Islamic, since it follows natural laws placed by God. Thus, a Muslim strives to surrender to God's commands every step of the way.

The holiest book for Muslims is the Qur'an, or the 'Koran' in English. Muslims consider the Arabic Qur'an as the direct revelation of God; translations do exist to other languages but are not regarded as the literal word of God.

Other canonical texts of the Muslim include the hadith which are recordings of the life of the prophet made by the people who were around him. Many matters not specifically mentioned in the Qur'an are covered in the hadith. The degree to which the hadith are authoritative depends on the sect which a Muslim is from.

The basic beliefs of Muslims are: belief in God, His angels, His revealed Books, His Messengers, the Day of Judgement, and the Al Qadar (which is a form of divine pre-destination). The revealed books of Islam also include the Injil (Christian Gospels), the Torah and the Psalms.

The Five Pillars of Islam on which a Muslim's life is founded are:

The Testimony that there is none worthy of worship except God and that Muhammad is his messenger.

Establishing of the five daily Prayers (Salaah). These prayers are ritualistic in nature and adherence to the ritual practice is required. The location at which one prays is not strictly defined as long as one is able to establish the Qiblat.

The Giving of Zakaah (charity), which is generally 2.5% of the yearly savings for a rich man working in trade or industry, and 10% or 20% of the produce for agriculturists. This money or produce is distributed among the poor.

Refraining from eating, drinking and having sex from dawn to dusk in the month of Ramadhaan (Sawm).

The Pilgrimage (Hajj) to Mecca during the month of Zul Hijjah, which is compulsory once in a lifetime for one who has the ability to do it. This ability includes the financial means and the physical strength since the hajj can be strenuous. Also, one has to obtain a permit from the Saudi government which is granted based on an annual quota based on country.

comedy n. Comedy is the use of humour in the performing arts. It also means a performance that relies heavily on humor. The term originally comes from theater, where it simply referred to a play with a happy ending, in contrast to a tragedy. The humor, once an incidental device used to entertain, is now an essential aspect of a comedy.

A recognised characteristic of comedy is that it is an intensely personal enjoyment. People frequently fail to find the same things amusing, but when they do it can help to create powerful bonds.

第3篇：人教新课标高中必修四 unit 2 金色教案(新课标版高一英语必修四教案教学设计)

Unit 2 Working the land

Part One: Teaching Design (第一部分：教学设计)

1． A sample lesson plan for reading

(Working the land)

Aims

To help students develop their reading ability.

To help students learn about working the land.

Procedures

I. Warming up

Warming up by questioning

Hello, everyone. We shall read about man who works the land today. Have you ever grown any p