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教学资料高一英语下： Unit 21 Body language教案3
Unit 21 Body Language
Teaching Aims and Demands
Words and Phrases
Four Skills: unfair customer avoid ahead manage fold vary crazy part handshake gently anger useless occur focus
ahead of give sb. a hand get through tear down hold up make a face in order
Three Skills: suitcase firm bow fist tap specific bend
Spoken English:
Making offers and requests
Can /Shall I help you with that? Could you help me with…?
Would you like me to…? Do you need some help with that?
Could you please … ?
No thank you. Thanks for all your help.
Would you like some help?
No, thanks. I can manage it myself?
Could you give me a hand with this?
That’s very nice of you.
Is there anything else I can do for you?
Grammar:
V-ing作主语、宾语和表语 （2）
1. 用英语表达“做某事如何的”——V-ing形式作主语:
Talking while eating is not polite.
2. 有些及物动词后面需跟V-ing形式作宾语:
You can’t stop him doing what he wants.
3. 绝大多数介词后面需跟V-ing形式作宾语:
She left without saying goodbye.
4. 用英语表达 “什么事是某事” --- V-ing形式作表语:
Seeing is believing.
Use of Language:
Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. Learn the text Body language. Get the students to feel the culture lying with the body language.
Important points:
Feel the culture difference among different body language.
Difficult points: The use of V-ing.
Teaching aids: Computer, tape-recorder
Way of Teaching: The communicative teaching approach.
Lesson1
Step 1 Warming Up
Tell the students to look t at the pictures and match each picture with the correct emotion and sentence.
The answers are:
Picuure 1 Confused I don’t know what to do.
2 Angry I can’t believe she said that! That’s so unfair!
3 Sad I have lost my wallet!
4 Happy I got an A in my exam!
5 Tired It’s been a long way. I can’t keep my eyes open.
Then ask the students to give more examples of facial expressions. Then ask the students:
Are all the facial expression easy to understand?
Can the same facial expression mean differently in different situations?
Ask the students to give more examples.
Step 2 Listening
Tell the students that they are going to hear about ways that people use body language in different situations. Then check the answers. The answers to Part 1: D B A. The answers to Part2: B B.
Step 3 Consolidation
Ask one student to act the ideas in Part 2 out with gestures and facial expressions. Then ask the other students to guess what the actions mean in their own words.
Step 4 Speaking
First ask the students to read the example in the Speaking part, then students work in pairs and act their dialogue out.
Step 5 Homework
Finish the exercise in the students’ workbook.
Lesson2
Step 1 Revision
Ask the students to act their dialogues.
Step 2 Presentation
Ask the students to act out the following body language:
Thank you! NO. Yes. In don’t know. Come here!
Are always mean the same meaning?
Note: There are both cultural, regional, and individual differences in how we communicate what we think and feel with our bodies.
Step 3 Reading
Ask the students to read the text carefully and then find the main idea of each passage.
They are:
1. Both words and body language can express how we think and fell.
2. Gestures, a kind of body language, have different meanings in different cultures.
3. The way people greet each other varies from culture to culture.
4. Some gestures, however, have the same meaning in most cultures.
5. Smiles may be the most commonly understood facial expression in the world.
Step 4 Language points
1. Names of different fingers: thumb(大拇指), index finger/forefinger(食指), middle finger(中指), ring finger(无名指), little finger(小拇指).
2. A smile can help us get through difficult situations and find friends in a world of strangers.
Get through sth. (设法)做完某事
I have got through a lot of work to get through.
Let’s start; there’s a lot of work to get through.
3. Shaking your fist at someone is a way of saying that you are very angry.
at “向;朝;以---为目标”
She opened the door and stood there, frowning at me.
He threw a stone at the dog.
Step 5 Listening
Get the students to listen to the text.
Step 6 Post-reading
Ask the students to work in groups and finish the chart in this part.
Step 7 Homework
Go over the follo[1] [2] 下一页
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