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unit4特点分析

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来源：开心麻花

作者：开心麻花

2025-09-19

unit4特点分析（精选4篇）

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Unit 4 Body language

I．单元教学目标

技能目标 Skill Goals

Talk about body language: cultural differences and intercultural communication

Practise talking about prohibition & warning as well as obligation

Learn to use the -ing form as the Attribute && Adverbial

Learn to write a diary that showing the observation of how body language helps in communication

II．目标语言

功

能

句

式 Talk about body language

What is the purpose of language?

What do you think “body language” means?

How can you tell if someone is sad or happy even if they do not speak?

How can you communicate a feeling to someone who does not speak your language?

Why do we need to study body language?

Talk about cultural differences && intercultural communication

What do British people often do when they meet strangers?

What do French people often do when they meet people they know?

Why should we be careful about our own body language?

Why is it important to watch others as well as listen to them?

词

汇 1．四会词汇

major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy, misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

2．认读词汇

Garcia, Julia, learned, unspoken, posture, Ahmed Aziz, Coulon, Muslim, frown, threaten

3．词组

be likely to, at ease, an exciting experience for, not all ..., introduce oneself to sb

语

法 4．重点词汇

represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action

The -ing form as the attribute && adverbial

Finding out in the reading text sentences with present participle(s) used as the attribute or adverbial.

1. The -ing form as the attribute

They are visitors coming from several other countries, ...

His nose touches Mr. Cook’s moving hand, ...

This is an exciting experience for you, ...

2. The -ing form as the adverbial

... so you stand watching and listening.

Four people enter looking around in a curious way.

You see her step back appearing surprised, and take a few steps away from Mr. Garcia.

The visitor from Japan comes in smiling at the same time as George Cook from Canada.

重点句子 1. They will be meeting at a major hotel with local business people and people who represent the Chinese government. P25

2. The first person who arrives is Mr. Garcia from Columbia, closely followed by Julia Smith from Britain. P26

3. You think that there may have been a mistake. P26

4. Not all cultures greet each other the same way, nor are they comfortable touching strangers or being too close or too far away. P26

5. In the same way that people communicate with spoken language, they also express their feelings using unspoken “language” through keeping physical distance, actions or posture. P26

6. People from places like Spain, Italy or ... others closely and are more likely to touch them. P26

7. ... nodding the head shows agreement, while shaking

the head means that you do not agree, ... P30

Ⅲ．教材分析和教材重组

1．教材分析

本单元以Body Language--“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。

1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。

1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。

1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。

1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。

1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。

1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

1.7 SUMMING UP 师生从话题、词汇和结构三个方面来共同总结本单元所学的单词和短语，语言及语法项目，总结本单元所学的主要内容和收获。

1.8 LEARNING TIPS 建议学生关注实用交际技巧，学会“体态语”；建议学生在看英语电影时或与以英语为母语的人士交谈时，观察对方面部表情和体态姿势，观察对方的“言”、“行”，进而形成有效的口笔头语言及“体态语”的交际能力。

2. 教材重组

2.1 听力：Using language中的Listening, Workbook中的Listening和Listening Task这三部分的任务及话题较为接近，将这三个部分整合在一起上一堂听力课。

2.2 口语：Warming up, Using language中的Reading and Talking, Speaking和Workbook中的Talking，Speaking Task以及Learning about language中的Discovering useful words and expressions 4, “Play a game in group of four”均紧扣本单元话题，同时涉及到本单元的功能句，教师可指导学生通过“说”（用英语发出与“体态语”相关的指令）与“做”（用“体态语”表达指令）结合来进行口语训练，这将是一节生动有趣的口语课。

2.3 精读：把Pre-reading，Reading和Comprehending三部分整合为一节阅读课。

2.4 泛读：把Using Language中的Reading和Workbook中的Reading Task整合为一节拓展学生视野的泛读课。

2.5 语言学习：深入处理Learning about language中的Discovering useful words and expressions, Discovering useful structures; Workbook中的Using Words and Expressions和Using Structures。重点学习Discovering useful structures中“-ing (现在分词)”在句中做定语和状语的用法。

2.6 语言运用：处理Using Language中的Reading and Writing和Workbook中的Writing Task。指导学生写一篇有关“The Body Language I Know”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

1st period Speaking

2nd period Reading (I)

3rd period Reading（II）

4th period Language Study

5th period Listening

6th period Writing

Ⅳ．分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. 重点句型或交际用语

Act out the following meanings, please.

Please guess what I mean.

Please show the actions, using body language.

Now it is your turn to show the action / gesture.

Please use either spoken words or body language to express your ideas.

Please use both spoken words and body language to express your ideas.

2. Ability goals能力目标

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 学能目标

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教学重点

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教学难点

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教学方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具准备

A computer, a projector and some pictures.

Teaching procedures & ways教学过程与方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of .

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / stomach / legs / feet / toes ...

Shake your head / arm / hand ...

Wave your arm / hand ...

Open your eyes / arms /mouth ...

Close your eyes / mouth ...

Twist your wrist / waist.

Cross your arms / fingers.

Nod your head. Bow your head.

Make a face to each other.

Bend / cry / shout / scream / smile / laugh ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take a look at the following gestures:

Gesture Action Meaning

A handshake You are welcome.

A clap of hand Come on; be cheerful.

A V-shape of the fore-finger and middle finger May you succeed!

Or congratulations on your success!

A half-closed hand with thumb down I am not in favor of your idea or I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face She is very happy.

Waving their hands They are waving goodbye to people around.

A hand stretched out forward with strength He is stopping a tank.

People jump with their both hands stretched open in the air. They are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other words, she is unhappy.

S9: The sixth is a man shedding tears. Tears were running down his cheeks. He is very sad for losing his relatives or sad for his failure.

S10: The seventh is a smiling face. It is easy to see that she is very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is trying to stop a tank from entering into his homeland.

S13: The tenth is hands stretched out upward. They are all very cheerful. They are wild with joy; maybe they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at the chart on Page 25. Here is a list. On the left side are feelings or ideas. You are asked to add three of your own. Make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. Do it with your partner first. And then some of you will be asked to the front of the classroom to act them out.

Meaning Action

1. You are welcome. A smile and a handshake.

2. I am worried. A frowned or upset look.

3. I ate too much Putting a hand on the stomach, patting or rubbing.

4. I am sorry that I did something wrong. Drooping or hanging the head.

5. I’m so happy. A loud laughter with a shining face or smiling with arms open and head back.

6. You did a good job. A thumb up.

7. You are angry. Turning your back to someone on purpose.

8. Stop here. Putting the left palm on the forefinger of the right hand.

Demonstration:

The students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.

Step Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

Ss: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

Ss: All right.

S1: What are you likely to do if it rains?

(Actions) S2: reads a book;

S3: puts on a raincoat;

S4: cleans the house.

S1: Ok. I think S3 seems the most likely, so it is his turn.

S3: What are you likely to do if the river floods?

(Actions) S1: runs away as fast as he can;

S2: helps the younger or elder to escape as soon as possible;

S4: climbs on to a tree.

S3: Ok. I think S2 seems the most likely, so it is her turn.

S2: What are you likely to do if the house catches fire?

(Actions) S1: fetches some water;

S3: tries to put it out with blooms;

S4: runs away as quickly as he can.

S2: Ok. I think S4 seems the most likely, so it is his turn.

S4: What are you likely to do if you meet with a fierce dog?

(Actions) S1: remains where he is and bends down, looking at the dog;

S3: tries to scare it away with small stones;

S4: runs away as quickly as possible.

S2: Ok. I think S1 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

Step V Talking

Get the students to work in pairs. The situation is that you are worried about Lin Pei, who is not friendly any more, and does not want to talk to you or her other friends. She seems to be sad. She stays alone. She is not doing her homework and the teacher is not pleased with her. She doesn’t seem to care about how she looks and behaves.

T: Now class, work in pair. Discuss Lin Pei’s behavior. Think about the problems she might have. Describe her “body language” or the behavior that shows how she feels. Three minutes for you.

T: All right, who’d like to describe or act out Lin Pei’s behavior?

S1: I think there is something wrong with her. When I saw her recently, she would turn away from me and would not speak to me. (Miming the action)

S2: Yes, when I saw her in class, she looked as if she had been crying. And she would not even look at me. She just looked straight out of the window. She seemed as if she could see nobody in her eyes. (Miming the action)

S3: I quite agree. When I met her at the school gate and tried to have a word with her, she just bent down her head and passed me as if she hadn’t noticed me. (Miming the action)

S4: I couldn’t agree with you more! This morning, when I went close to her, trying to start a conversation between us, she crossed her arms in front of her and didn’t look at me. And then she turned away immediately. (Miming the action)

T: Good job. Now class, let’s try to think of a way to help her out, OK?

Ss: Yes, Sir.

Step Ⅵ Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67. We’re given two situations. For each situation, prepare a role-play with your partner. Use both spoken words and body language to express your ideas. Then explain to the class what the differences are in Western and Chinese languages, and what they mean. The first two sentences have been given in the text.

Work in pairs

1. You fall and hurt your foot while you are hiking on a

lonely path. You need help, and see someone in the distance.

S1-You, S2-Passer-by

S1: Help! Help! Please come over here! (waving and crooking your hand toward the place where you are lying)

S2: What do you want? I can’t hear you! (hand behind your ear)

S1: Can you see me? Please come here! (waving and crooking your hand again toward the place where you are lying)

S2: Why? I can’t understand you. (with a forefinger on the right side of the head)

S1: I hurt my foot when I fell. (pointing to your injured foot)

S2: All right. I am coming! (running)

Work in group of three

2. You are visiting a strange city and need to buy some tea and oranges. You only know a little English and want to know where you can get them and how much they cost.

S1-You, S2-Passer-by, S3-Shopkeeper

S1: Can you help me please? I need some tea and some oranges. (smiling and leaning forward)

S2: Pardon? What do you need?

S1: Tea (taking out the little sample) and oranges (using thumb and the forefinger to form a round shape). Where can I get some? (miming the question)

S2: Oh, this is tea. And some oranges, right?

S1: (Nodding your head) Yes. Where can I buy some? (repeating the mime)

S2: (Showing the way) This way, please.

S1: Thanks. (acting out the Chinese way to show thanks)

S2: Here you are.

(They are entering the grocery store.)

S3: Can I help you?

S2: He wants to buy some tea and oranges.

S3: No problem. (To S1) How much tea do you need? And how many oranges?

S1: (Sticking out five fingers to show half kilo of tea, and two hands to show ten oranges)

S3: Here you are.

S1: How much are they? ( drawing the sign of the US dollar-$)

S3: (Working on the calculator) $9 in all including taxes.

S1: Here is ten dollars. (handing the ten-dollar note)

S3: Here is the change.

S1: Thanks. (nodding your thanks) Bye!

Step Ⅶ Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading:

1) Communication: No Problem?

2) Showing our feeling.

T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 2005, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?

详细内容请订阅

《名师说课》

unit4特点分析第2篇

Learning focus : 1.Get a general idea about the cultural differences

between the east and the west.2.Talk about some cultural differences in your daily life.3.Know something about Chinese traditional culture.4.Learn how to use the grammar of inversion correctly.Teaching Steps I.Listening.A． Listen to the following sentences twice and fill in the missing words

B． Listen to the following short conversations and choose the best answer to each question.C． Listen to the short passage three times and fill in the blanks with the missing words..II．Speaking.Make a dialogue in pairs according to the instructions given in Cue Card A & B.Cue Card A Situation: You two are talking about Chinese tea and western coffee.Speaker A: You think drinking Chinese tea is very healthy and it is a traditional habit.Tips for speaking List some famous categories of Chinese tea.Talk about your own favorite Chinese tea and why.Cue Card B Situation: You two are talking about Chinese tea and western coffee.Speaker B: You think drinking western coffee is very fashionable.Tips for speaking List some popular western coffee.Talk about your own favorite western coffee and why.Sample Dialogue A：Which kind of beverage do you prefer to drink, tea or coffee? B: Coffee, of course.It’s our tradition to drink coffee.What about you? A：I prefer tea.Chinese tea is part of Chinese culture.It is very healthy and is a traditional habit.B: Can you introduce some famous categories of Chinese tea to me? I know little about it.A：Of course.There are six kinds of tea, namely Green tea, Black tea, Yellow tea, White tea, Oolong tea, Flower tea and Puer tea.B: So many.Which kind do you prefer? And why? A：Green tea.Because drinking green tea can reduce the risk of heart attack and cancers.It can also help me lose weight.You see, I am a lady, so I want to be in good shape.B: Oh, I see.A：Can you tell me some popular western coffee? I seldom drink it.B: Of course.Coffee mocha(摩卡咖啡), latte(拿铁咖啡), cappuccino(卡布奇诺), Americano(美式咖啡), espresso(浓缩咖啡)and so on.A：Which one is your favorite? B: Coffee mocha.It is very sweet and full of cream and chocolate syrup(巧克力酱).Maybe some day you should have a try.Nowadays, drinking coffee is very fashionable.III． New Words in Text A

The students read the words by themselves ,then the teacher correct their pronunciations.And at last the students are required to finish the ex1 in the VOCABULARY AND STRUCTURE.Text A

Teaching Steps : I Guide.A discussion :Do you know any cultural difference between Eastern and Western countries ?What are they ? II.Fast reading.Questions

1.1.How do the Chinese people usually greet each other when they meet? 2.Can you point out some other cultural differences between the western and the eastern countries?

3.How many cultural differences does the author mention in the text? 4.What will a Chinese person say if he or she has received some help from his or her family member? 5.What should we do in order to communicate with the foreigners in a proper way? III.Language points

1.divide into

split or break into parts, separate

They decided to divide the large house into flats.to a large extent

to some/what/an/a certain extent You are correct to some extent.To what extent can he be believed? 2.distinguish v.区分，辨别

distinguish(between)A from B

distinguish A between B

People who cannot distinguish between colors are said to be color-blind.Speech distinguishes human beings from the animals.3.the former...the latter...前者……后者……

If I had to choose between fish and chicken, I’d prefer the former one.4.not only...but also...不仅……而且……(连接两个并列部分)Not only Mr.Lin but also his son joined the Party two years ago.（连接两个主语）

I not only play tennis but also practice shooting.（连接两个谓语动词）

He plays not only the piano but also the violin.（连接两个宾语）

They speak English not only in class but also in the dormitory.（连接两个地点状语）

5.greet:give a conventional sign or word of welcome or pleasure when meeting sb.or receiving a guest

6.greet sb.with sth./greet sth.with sth.对某事作出反应

greeting n.招呼，问候，欢迎

He greeted me in the street with a friendly wave of the hand.7.case instance or example of the occurrence of sth.实例，情形

in any case 无论如何，总之 in no case 无论如何都不 in this case在这种情况下

in case of sth.若发生某事，假如

8.tend to

be likely to behave in a certain way or to have a certain characteristic or influence Women tend to live longer than men.女人多比男人长寿。

9.not at all 根本不……

He didn’t know how to speak French at all.他根本不会说法语。We didn’t go there at all.10.in some formal situations

under /on the present situations在目前形式下

in an embarrassing situation 处于尴尬境地

go into/ out of a difficult situation The company is in a poor financial situation.11.fetch go for and bring back sb./sth.接来，取来

fetch sth.for sb.Fetch a doctor at once.快去请医生来。

Should I fetch your coat for you from the next room? 12.treat...as 对待,看待,把……看作 Do not treat this serious matter as a joke.She treated me all right.13.lack vt.(通常不用于被动语态)缺少,没有 I don’t seem to lack anything.我好像什么也不缺。vi.缺少;不足;没有(+for)They lacked for nothing.他们什么都不缺少。n.欠缺;不足;没有(of)He can not buy it because of his lack of money.4)n.缺少的东西;需要的东西

Water is a lack in this region.这个地区缺水。14.doing 现在分词做后置定语

There is a girl standing at the door.门口站着一个女孩。The baby sleeping now is her child.Who is the boy singing there?

15.neither 否定意义的词在句首, 句子半倒装(参看本单元语法部分)He seldom tells others his secrets, neither does his sister.16.be aware 知道的,察觉的(+of)(+that)(+wh-)I am well aware that this is a tough job.She was not aware of having done wrong.Are you aware of the danger?

17.go(消息等)被传递,流传(+that)The story goes that the Prime Minister will resign.There is a rumor going round that Sue and David are having an affair.18.while doing...用来做状语

Please be careful while doing your homework.He always feels nervous while speaking with strangers.IV.Exercises.V.H.W.Reading.Text B，练习册讲解

I.Warm-up Skimming for specific information: 1)How many kinds of personal names do both Western and Chinese people have? 2)In a formal situation,what do we address men as ? 3)From the viewpoint of sociolinguistics, what can forms of addressing serve as in the society? 4)What shouldn’t we do when we meet a foreigner for the first time? II.Detailed Reading.1.in...situation 在…情况/状态下

In a formal situation, we address men as “Mister”(abbreviated as “Mr.”), married women as “Mistress”(abbreviated as “Mrs.”), and unmarried women as “Miss”.In such a difficult situation, we should try our best to help him out.He is in a desperate situation.他处于绝望的状态之中。

2.abbreviate shorten(a word, phrase, ect), esp by omitting letters缩短（字、词组等，尤指省略字母）；缩写

In writing, the title “Doctor” is abbreviated to “Dr.” 在书写时，Doctor头衔的缩写是Dr.3.prefer（更）喜欢

These days many women prefer to be addressed using the abbreviations “Ms.” or “Madam.” prefer + to + verb She prefers to take a nap after a big meal.prefer + noun 宁愿选择，更喜爱

She prefers cheese, if you have some.如果你们有的话，她更喜欢奶酪。（连接名词）prefer + verb-ing She prefers running to walking.比起走路，她更喜欢跑步。（连接动名词）

4.occasionally adv.now and then;from time to time;not regular He visits me occasionally.他偶尔来看我。

5.exception

1）(an instance of)leaving out or excluding;person or thing that is not included除外；例外；不包括在内的人或物 The children did well, the only exception being Jo, who failed.All students without exception must take the English examination 2）不合规则的事物an exception to a rule of grammar语法规则的一项例外

6.position

1）place or rank in relation to others（相对于他们的）地位，等级 a high/ low position in society 高的/低的社会地位

What is his position in class? He’s third from the top.他在班上得第几名？第三名。

2）place where sb./sth.is 位置；方位

From his position on the cliff top, he had a good view of the harbor.We are sitting in a position near the door.我们坐在靠门边的地方。

7.provost

1）(Brit)(title of the)head of certain university colleges（大学中某些学院的）院长（的称号）

2）(US)senior administrator in certain universities（某些大学的）教务长

8.otherwise

Unless they tell you otherwise, faculty should be addressed by their title and last name(e.g., “Professor Smith”).otherwise

adv.in other or different respects;apart from that 在其他方面；除此之外 The rent is high,(but)otherwise the house is fine.租金贵是贵，（但）房子倒很好。conj.If conditions were different;if no 不然；否则

We must run, otherwise we’ll be late.我们得跑着去，要不就晚了。

Do as you’re told, otherwise you’ll be in trouble.照你被告之的去做，否则会有麻烦。Put the cap back on the bottle, otherwise the juice will spill.You should study hard from now on, otherwise you will fail to pass the coming exam.Button up your coat, otherwise you will catch cold.扣上外衣扣，不然你会感冒的。

9.in doubt 不能肯定的，不能确定的

When in doubt, use the formal manner of addressing.当你不能确定时，应该使用正式的称呼方式。

The outcome of the election was in doubt.选举结果还不能确定。

Whether he will come or not is still in doubt.他是否会来还不能肯定。

III.Exercises Unit 4 Practical Writing I． Warm –up.Microsoft，Inc.Interoffice Memorandum To： Peter Clark，Rachel White From： Linda Larson Date： September 16，2004 Subject： Scheduling the project meeting As you know，we are having the project meeting next week in the projection room.Since the room holds only fifty people comfortably without overcrowding.I suggest we hold the meeting to the forty-one people in the Assembly Section on Thursday at 2：00 p.m.and to the remaining forty-three from the other sections on Friday at the same time.If there‘s any problem about this arrangement，please let me know.II． Memo（备忘录）

Writing Tips : 备忘录其实也是广义的信函中的一种，主要用于公司内部对公司的职员、部分通报信息，如会议安排、情况报告、问题处理等等。在英语中称之为interoffice memorandum，其复数为memoranda，简称memo.除了可以采用书面形式之外，备忘录也可以通过e-mail 发出。

备忘录的一般格式如上其中To项是收笺人，在其姓名前可以加上Mr.，Mrs.，Dr.等，在其姓名后可加上职位和部门。From项是发笺人，其姓名前一般不加尊称，但姓名后同样可加上职位和部门。Subject即内容主题，一般用简短的几个字做简略陈述，不需要是一个完整的句子，几个词或词组即可。

Body即内容是备忘录的主要部分，写作应力求简明、确切。首先应直入主题，列出最重要的信息，然后可以具体说明事由、情况，提出意见和建议等，最后可以根据具体情况或重申主题或表示意愿或感谢。

需要指出的是，在备忘录的末尾不需要签名。但是，如果备忘录还发给了收笺人以外的其他人，须在末尾cc：之后写上其姓名。

III．练习答案：To: All students From: Zhongshan Subject: Journalist Position Available for the Summer Semester Date: May 10, 2008

文秘Unit4翻译第3篇

商英09A班尹春园吴小玲陈苑玲何凤曾芳莉

Para.1麦当劳是一个以回馈他们居住和生活的社区为传统而成立的一个组织。领导艺术和做正确的事成为了麦当劳的传统并贯穿于他们45年的历史之中。为了达到成为世界上最好的快餐店的目标，完善服务和增强管理，麦当劳对员工做出了一系列承诺。他们对教育的承诺，保证质量和安全,承担社会义务。事实上，麦当劳致力于为员工创造一个既能体现个人价值，又能受到别人尊重的环境，对员工的表现给予认可和奖励并为他们提供有意义的提升机会。麦当劳也具有五项原则来确保他们信守承诺。以下是一些麦当劳在他们的管理中做出的承诺。

Para.4五项原则 1)尊重和认可。经理按照员工想要的方式来对待他们。员工受到尊重和重视。员工良好的工作表现，额外的努力，团队合作和顾客服务都得到正式认可。2)价值和领导行为。每一位员工都对公司表现出最大的兴趣。他们彼此交流坦诚，相互理解并尊重他人的不同观点。他们接受个人问责制。他们教与学。3)有竞争力的工资和福利。工资与当地市场一样或高于当地市场的工资水平。他们重视工资和福利。4)学习，提升和个人发展。员工得到教授技能和一生受用的价值的工作经验。麦当劳为员工提供他们所必需的提高个人技能和进行专业训练的工具和条件。5)完成工作的资源。员工有他们需要服务顾客的资源。餐厅为良好的客户经验充分配备了职员，也为员工提供了灵活的工作时间，使其工作和生活保持平衡，且有时间参加培训。

Unit4 Travel 第4篇

一、教学目的和要求(Teaching aims and demands)

词汇 headmaster as soon as possible except

province enjoyable rush rail railway lively all kinds of comfortable

keep doing something scenery offer magazine practise moving

pity score own

least

日常 I’m sorry he isn’t here right now.

交际 May I help you?

用语 That’s very kind of you.

Yes, that would be fine/OK.

I’ll leave a message on his desk.

语法宾语从句(一)

由连词 that 引导的宾语从句, that 在口语中常省略。

She says (that) she will leave a message on his desk.

Lin Tao feels (that) his own team is even better.

He said (that) the fastest way to travel was by plane.

Jim thought (that) the train was like a big moving party.

语音句子重音、停顿和语调

二、教学步骤(Teaching steps)

第13课

[步骤1] 复习

如果可能，带一部电话(或一部玩具电话)到课堂上。如果没有，就画一幅电话的图画。问 What’s this? What do you say when you answer the telephone? 在学生的帮助下收集一段在线的对话，可能需要用中文对学生进行引导。

A: Hello. Can/Could I speak to (Name), please?

B: Speaking.

A: This is (Name) etc.

注释：

英文中某人说 This is Joyce。中国学生常常会说I am ,这是因为它是中文“我是”的直接翻译。从这一点看从中文直译到英文是不行的。和一些学生一起练习一个简单的电话。(e.g.How are you today? What are you doing now? Do you want to go to the cinema later?)然后让全班同学两人一组练习对话。

[步骤2] 听、读和表演

学生用书第16页，第1部分，听力训练录音带第13课。合上书本!告诉学生 Mr Green is telephoning Jim’s school. Why does Mr Green want to come to Jim’s school? Listen and find out the answer.给学生播放录音，让他们从中找出答案。(Because he wants to tell the school that Jim is going to Mount Emei on Friday –看学生是否能够猜出mount的意思。)打开书，让学生默读对话，然后提问题:Who does Mr Green want to talk to?(the headmaster-让学生猜这个词的意思)When does he want to talk to the headmaster?(As soon as possible-看学生是否可以猜出这个短语的意思。)When is Mr Green free ?(Every day except today.)What time can he come tomorrow ?(Between 8:00 and 9:00)教学生except这个词。给学生再放一遍录音，让学生听并且重复，注意语调和重音，然后让学生两人一组练习对话。

[步骤3] 介绍新语言项目

问学生如下问题: How old are you? Where do you live? What’s your favourite colour ?等等，在黑板上写下某个学生的答案：

Han Mei: I’m fourteen years old.

I live on Jiefang Street.

My favourite colour is red.

介绍下列这种句子结构

Han Mei says she’s fourteen years old.

She says she lives on Jiefang Street.

She says her favourite colour is red.

让学生听录音并让他们重复，然后把这些句子写在黑板上，对两组句子进行比较，指出不同：I’m变成she’s; I live 变成 she lives ; My favourite 变成her favourite . 告诉学生还可以将句式变成She says that 。

[步骤4] 操练

从别的学生那里再收集一些答案，并让学生将句式转换为He/She says ,然后用I know 的句式反复练习。使班上学生会说一些他们了解的一个学生的情况，例如：

Ham Mei : My favourite colour is red.

Students : I know her favourite colour is red.

[步骤5] 练习

学生用书第16页第2部分，过一遍这一部分的内容，然后和单个学生讨论这段对话，并让全班同学两人一组练习。

[步骤6] 练习册

做练习册第13课，Ex.1和2和全班一起口头完成练习1。

对于Ex.2 ,在课上找两个同学做一下范例，例如：A: Polly说了什麽?(What does Polly say ?)B: Polly 说她想要一个苹果。(Polly says that she wants to have an apple .)然后让全班同学两人一组用同样的方式进行练习。

家庭作业：

做练习册Ex.2,在练习本上写下第4，6和8个对话。

第14课

[步骤1] 复习

1 复习打一段简单的电话对话。

2 核对家庭作业。

[步骤2] 读前问题

学生用书第17页，第1部分，在课上读一下问题，让学生两人一组讨论这些问题，找几个学生和全班一起给出他们的答案。

[步骤3] 介绍新语言项目

问学生第13课中关于电话对话的问题，如What did Mr Green want to talk to the headmaster about ? 通过陈述Jim乘坐火车的故事介绍其中一些生词。方式如下：Jim is going to Sichuan Province on the train . He is having an enjoyable time. His trip is not rushed. The train is very lively because some people are playing cards. Some are reading magazines and some just talking. The train is very comfortable because it’s easy to move around in. On the train Jim can also look outside at the beautiful scenery.一边讲述故事，一边把生词写下来：province , enjoyable , rush , lively , magazine , comfortable 和 scenery 。帮助学生猜出这些词的意思。

[步骤4] 读

学生用书第17页第2部分。放第14课录音，让学生浏览文章，依据以下问题寻找答案，问学生What did Jim think the train was like ?核对答案，(He thought it was like a big moving party .)然后让学生仔细阅读这段文章，问一些相关的问题，你可以用练习册第14课Ex.1的问题作为指导，但先不要让学生看到这些问题。教学生以下的单词和表达法，rail, railway, all kinds of, keep doing something, offer, practise, moving 和click。

你可以使用简单的英语来解释这些单词：keep doing something 的意思是to do something again and again, offer 的意思是to give a chance to have, click 的意思是the sound the train makes as it goes over tracks.

播放录音让学生听录音并重复。

[步骤5] 练习册

练习册第14课Ex.2和3，这两个练习都可以在课堂上完成。

家庭作业：

完成练习册里的练习。

第15课

[步骤1] 复习

1 检查家庭作业。

2 复习第14课Ex.1的问题作为指导。

[步骤2] 朗读，表演

学生用书第18页，第1部分，口语录音带第15课。在黑板上写下如下问题：Why did Jim and Lin Tao have to stop talking ?核对答案(The bell rang.)打开书，教学生新单词pity, score 和 own.让学生两人一组练习对话，并挑出几组同学为全班表演他们的对话，保证学生运用姿势和面部表情。

和全班一起做练习册第15课Ex.1的练习。

[步骤3] 练习

学生用书第18页，第2部分，和学生一起看一下范例，然后让两个学生先做第一个句子。答案是:Lin Tao告诉Jim 他们昨天下午有一场足球比赛。让学生两人一组进行问答练习。在全班核对答案。进行讨论提出来的疑难问题。

[步骤4] 练习册

做练习册第15课，Ex.2。先让学生自己做这个练习，然后三人一个小组做这个练习。首先口述以下句子：

This is the best season to have an outing.

Tomorrow is Sunday, October 20th.

We’re going to the Western Hills for a picnic.

We’ll stay there until 5 o’clock tomorrow afternoon.

Both food and drink should be taken for lunch.

Everyone should wear sports shoes.

They will make the climbing easy and comfortable.

The scenery in the Hills is very beautiful, so you can bring cameras.

You can also bring some books or magazines for reading when you have a rest.

We’ll meet at the school gate at seven tomorrow morning and go there by bus as soon as possible.

Please don’t be late.

陈述完成后，把学生组成三人一组。学生A读以上的句子，学生B问学生C，What did she/he say?学生C回答，He/She said (that)tomorrow is Sunday, December 22nd. 然后让学生B读下一个句子，学生C问问题学生A回答。以此类推。

Ex.3是一个选择练习，并可以让学生自己完成，或是作为补充练习，让那些比其他学生先完成练习的同学做。

家庭作业：

完成练习里的练习。

复习本单元的内容。

第16课

[步骤1] 复习

1. 复习第15课的对话，让几组学生为全班表演对话。

2. 复习宾语从句，方式是让一个学生陈述他脑海中所能想到的任何一件事情，例如：Today it’s cold, I like to play volleyball after school. My favourite place in China is Guilin,等等。然后问全班同学，What did he/she say?同学们应该回答，He/She said (that)

[步骤2] 听

学生用书第19页第1部分，听力训练录音带第16课。首先让学生看练习册第16课Ex.1的表格，然后播放录音，给学生几分钟时间完成表格，再播放一次录音，让学生核对他们的答案。如果必要，可以播放第三遍。

Listening test

Today is Thursday, November 10th. The time is 3:00in the zfternoon.

A: Hello, this is Mrs King. I’m the mother of one of Jim’s classmates. Is Mr or Mrs Green there?

B: I’m sorry neither of them is at home right now. This is Mrs Green, the cleaning woman. May I take a message.

A: Jim told my daughter that they have just taken a trip to Mount Emei. Our family was thinking of going there and I wanted to ask them some questions about their trip.

B: I’m sure they’d be happy to help you. I know they had a food time. Do you have a phone number? They can call you when they get home.

A: Yes. My home phone number is 67669080 and my mobile phone is 1364873. They can call me until 10:00 tonight. After that, it’s too late.

B: OK. I’ll be sure to give them the message.

A: Thanks very much. Bye.

B: Goodbye.

The answers are : From : Mrs King ; To : Mr or Mrs Green ; Date : Thursday, Nov. 10; Time : 3:00 in the afternoon ; Message : Please :call Mrs King . She wants to talk to you about your trip to Mount Emei. Her home phone number is 67669080 and her mobile phone number is 13642009873. Please call before 10:00 at night. (The message may vary a little, but as long as the students have the basic information it is OK.)

[步骤3] 写

学生用书第19页第2部分，和学生一起看图表，然后让5个学生读图表下面的例子，然后让剩下的学生5或6人一组，依据示例提问并回答。教师在教室里巡视，确认每个学生都能明白该如何做，并用英语完成。

[步骤4] 说和写

学生用书第19页第3部分，先让三个学生依照例子做练习，然后让全班学生三人一组依据例子继续进行问答练习，并让各组给出他们的答案。

[步骤5] 写

学生用书第20页第4部分，说I like to travel, but sometimes there are some bad points to traveling. Look at the from. Take a couple of minutes to fill it in with both good points and bad points about traveling. See if you can add a few more points.给学生几分钟时间完成表格，然后让几个学生告诉你他们所写的，把他们的答案写在黑板上。然后让学生写一小段有关旅行的文字，下面是一个范文：I haven’t traveled much, but I think I would like to. My friends say that in China, you can travel cheep. If travel, I would like to go to places such as Xishuangbanna, Tibet, Qinghai and Fujian. These places are very different from my hometown. I think I can learn a lot by traveling to these places. I can learn about different people and the way they live. I can learn about many different kinds of things like food, song and dances. I think it is interesting to see different kinds of scenery like the mountains and Qinghai Lake. Not only is traveling a lot of but also education.

[步骤6] 游戏

学生用书第20页第5部分，这个游戏可以三人一组完成，或当作一个竞赛。合上书，依据全班人数的多少，分成3或4组，然后对每组的第一个学生耳语传给第二个学生，以此类推。每个人必须小声说话，以不让别人听到。当每一组都完成游戏后，让每组最后一个学生说出这句话，看到这句话在传递过程中如何经常变化是很有趣的。能够准确传递这段话的一组得一分。

[步骤7] 复习要点4

过一遍语法点，把句子转换为直接引语，如：He says, “I want to see the headmaster.” 让学生把这句话变成间接引语，由此你可以有一个含宾语从句的句子作为复习要点4里的第一个例句。照此方法做其他四句，如有问题就进行讨论。练习“有用的表达法”保证学生能够明白并会使用。

[步骤8] 测试

大声说以下句子，让学生依据He/She says 或They say的结构写下以下句子来。

例如：

T: Li Lei say,“I live in East Street.”

Ss:(写)Li Lei says he lives in East Street.

1. Kate says,“I like apples very much.”

2. Han Mei says,“My favourite colour is blue.”

3. Lily and Lucy say,“We go to school on foot.”

4. Jim says,“Mr Hu is my Chinese teacher.”

5. Miss Gao says,“I’m not very good at basketball.”