2019-2020年高一英語(yǔ)Unit21 Body language教案 人教版.doc

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2019-2020年高一英語(yǔ)Unit21 Body language教案 人教版 The First Period Teaching Aims: 1. Learn and master the following: confuse　confused　avoid　contact　disagree　ahead　go ahead 2. Train the students listening ability by listening and answering some relative questions. 3. Learn to express yourself using facial expressions. 4. Help the students to make offers and requests. Teaching Important Points: 1. Train the students listening ability. 2. Encourage the students to learn to make offers and requests by speaking. Teaching Difficult Points: 1. Learn to describe gestures and facial expressions. 2. Finish the task of speaking. Teaching Methods: 1. Listening-and-choosing activity to help the students go through with the listening material. 2. Looking-and-guessing method to help the students learn to use gestures and facial expressions correctly. 3. Individual, pair or group work to make every student work in class. Teaching Aids: 1. a tape recorder 2. the blackboard The Design of the Writing on the Blackboard Unit 21　Body language The First Period Teaching Procedures: Step Ⅰ.Greetings and Lead-in Greet the whole class as usual. T: how do you do today! It seems that you all are tired! Why?...... How do I know?( facial expressions)Yeah, sometimes we can express ourselves using gestures or facial expressions. Imagine that you are having a stomachache. How can you let us know that without speaking? Whod like to use your expressions and body movements to express it? (One student gives a performance. After that, the teacher may ask some other students to give some similar performances using expressions and body movements and let the class guess the meaning of them.) Step Ⅱ.Warming up T: Thank you for your performances. Today were going to learn Unit 21 “Body language”.(Bb: Unit 21 Body language) First, lets learn some phrases and words in this period. (The teacher and the students begin to learn the new words and phrases.) T:OK. Now open your books at Page 45 and look at the five pictures in it. Discuss in pairs and see if the persons in the pictures are happy, sad, angry, confused or tired. And match each picture with the correct emotion and the correct sentence below the pictures. After a while, Ill ask at least five students to talk about the pictures before the class.(Three minutes later.) T: Whod like to describe Picture 1? S1:The person in Picture 1 is confused. Maybe he doesnt know what to do. T: Are you sure your description is right? S1:Yes,I am. T: What makes you think that the person in this picture is feeling confused? S1: His facial expression. T: Very good. Can you give a performance to show you are confused? (The student gives a performance.) T: hank you. Sit down, please. Now lets talk about the other four pictures. And give performances. One student, one picture. S2:(Picture 2)The person is feeling angry.—I cant believe she said that! That is so unfair. S3:(Picture 3) The person is feeling sad because he/she have lost his/her wallet. S4:(Picture 4) The person is happy because she/he got an A on her/his exam. S5:(Picture 5) The person is feeling tired because he/she says its been a long day and he/she cant keep his/her eyes open. T: Very good. Now look at your classmates and tell how they are feeling today by the way they sit or stand. (After two minutes, the teacher asks some students to tell how their classmates are feeling. After that, the teacher says the following.) Step Ⅲ. Listening T: Lets do some listening. Read the requirement first. (After one minute.) T: Do you know what you should do after you listen to the tape? Ss: yes. T: OK. Ill play the tape only once. You must listen carefully and then choose the best answer to each question. (At last the teacher asks some students to read out their answers and checks them.) T: Right. Now Ill give you a performance task. I read out the following sentences. You must use body language to express what I mean. For example, you must use your body language to municate this idea: You are enjoying something.(Then the teacher gives a performance.)Are you clear? Ss: Yes. (The teacher begins to read out the following sentences. Meanwhile, the students give the performances. 1. You want to leave because you are in a hurry. 2. You are interested in what someone is saying. 3. You are not interested. 4. You disagree with what someone is saying. 5. You are saying goodbye to sb.) Step Ⅳ. Speaking T: OK. So much for listening. Its time for us to do some oral practice. Listen carefully and answer some questions. We often go to the bus station, the railway station or the airport to meet someone. What should you say when seeing him/her ing? Ss: Hello!/Hi! T: Yes. What should you say if he/she is carrying a heavy suitcase? Ss: Can I take the suitcase for you? Ss: Would you like me to help you with the suitcase? … T: Very good. Here is a dialogue between Paul and an old man on Page 46.Paul saw the old man carrying a very heavy suitcase. Then he went up to help the old man…Now read it aloud and find out the sentences offering help and the ones accepting and refusing help. (After a while, the teacher asks some pairs to act out the dialogue before the class.) T: Thank you for your wonderful performances. Now tell us how Paul offers help in the dialogue. S6: Would you like me to help you with it? Is there anything else I can do for you? T: Right. How did the old man accept Pauls help? S7: Yes, please. Its very heavy. Thank you. Thats very kind of you. T: Good. How did the old man refuse Pauls help? S8: No, thank you. Thanks for all your help. T: Quite right. Now, please look at the useful expressions on Page 46.Work in pairs. Use the expressions to make up a dialogue according to one of the situations in Speaking. And then Ill ask some of you to act it out. Suggested answers: (A is late for a flight and A wants to go ahead of the queue.) A: Excuse me, sir. My plane is taking off. Could you please let me go ahead of you to take it? B: Yes, please. My flight has been put off for some reason. A: Thank you very much. B: Not at all. Is there anything I can do for you? A :No, thank you. Thanks for all your help. Situation 2 (Being old and sick, you are on a crowded bus and you want to sit down.) A: Excuse me, sir. Im a little tired and I am not feeling very well. Could you please let me share the seat with you? B: Certainly. e here and sit down. A: Thanks a lot. B: Its my pleasure. Step V. Summary and Homework T: Today weve learned how to municate using baby language. We have also learned some phrases to make requests, make offers, refuse offers and accept offers. (Pointing to the Bb.)You must remember them. After class, try to make up a dialogue using the useful expressions and preview the reading passage. The Second Period Teaching Aims: 1. Enable the students to learn something about body language from the text. 2. Get the students to have the ability to grasp the main idea of a passage as fast as possible. Teaching Important Points: 1. How to summarize the main idea. 2. Master the body language in this period. Teaching Difficult Points: 1. Master the body language in this period. 2. How to summarize the main idea. Teaching Methods: 1. Discussion before reading to make the students interested in what they will learn. 2. Fast reading to get the general idea of the text. 3. Discussion after reading to make the students understand what theyve learned better. 4. Pair work or group work to make every student work in class. Step Ⅰ.Greetings and Revision Greet the whole class as usual. Step two: Pre- reading Give the students several minutes to discuss the following questions with their partner in pre-reading. 1. Can you guess what someone is thinking or feeling by looking at their body language? 2. Do people from different parts of the world use different body language? What about people who live in different parts of China? 3. How do you municate the following with body language? Thank you! No. Yes. I dont know. e here! (The teacher gives the students three minutes to discuss and then asks some students to answer them.) Step Ⅲ. Reading T: OK. Youve known something about body language. Now we are going to read a passage “Body Talk”,from which we will learn more about body language. Open your books at Page 47. Read the passage quickly and summarize the main idea of each paragraph. (After a while, the teacher checks their understanding.) T: Now whod like to tell me the main idea of the first paragraph? S4: Paragraph 1.We municate with people not only by words but also by body language. T: Yeah. Right. The second paragraph? S5: Paragraph 2.Body language varies from culture to culture. S6: Paragraph 3.The same body language has different meanings in some different countries. S7: Paragraph 4.Some gestures are universal. S8: Paragraph 5.Smile is the best example of universally understood body language. (Write the main idea of each paragraph on the blackboard.) T: Quite right. We have known the main idea of each paragraph. Now read the passage again and answer the questions on the paper. This time you should read slowly and carefully. 1. Do people express their thoughts and opinions and municate with others only by words? What other ways can be used? 2. In what countries does “shaking ones head” mean “Yes”? 3. What are some situations where we need to be very careful about our body language and gestures? 4. How is body language different from spoken language? What do they have in mon? 5. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples? (The teacher gives the students another four minutes to read the passage and then asks some students to answer those questions.) Suggested answers: 1. No, not just by words. We municate with others also by our expressions and body movements. 2.In Bulgaria, parts of Greece and Iran,“shaking ones head” means “Yes”. 3. Just like spoken language, body language varies from culture to culture. Making eye contact—looking directly into someones eyes in some countries is a way to show that one is interested; in other countries, however, eye contact is rude or disrespectful. So we need to be very careful about our body language and gestures. 4. We use both spoken language and body language to express our thoughts and opinions and to municate with other people. We can directly know what they are really saying by words. But when we want to express our plex thoughts, opinions and views, body language cant express them correctly. 5. Because body language varies from culture to culture. For example, for “OK”,making a circle with ones thumb and index finger, has different meanings in different cultures. In Japan, someone who sees another person making the gesture will think it means money. In France, a person seeing the same gesture will think it means zero. In Brazil and Germany, however, the gesture is rude. Step five: Homework 1. Try to find the language points in the reading. 2. Try to find some difficult sentences in the text which they cannot understand. The third period: Reading Teaching Aims: Enable the students to master the new words and expressions in the text. Let the students know more about body language. Teaching Important Points: How to get the students to master the new words and expressions of the text Teaching difficult points: How to improve the students’ reading ability Teaching method Practice explanation discussion group work Teaching Procedures: Step one: Greeting and revision Review what they have learned by asking some questions about the text. Step Two: Explanation of the text municate with sb. 和某人保持聯(lián)系 but the way a person stands, folds his or her arms, or moves his or her hands….. Just like spoken language, body language varies from culture to culture. a visiting friend is greeted with a kiss on the check: A smile can help us get through difficult situations and find friends in a world of strangers. A smile can open doors and tear down walls. It can be used to express almost any emotion. And if we are feeling down or lonely, ……... General meaning of each paragraph: We municate with people not only by words but also by body language. Body language varies from culture to culture. The same body language has different meanings in some different countries. Some gestures are universal. Smile is the best example of universally understood body language. Ask students to try to retell the text Step Three. Listening and Consolidation T: Now look at your books. Ill play the tape .Listen carefully. You can follow it in a low voice. Pay attention to the stress and intonation. (After that, the teacher says the following.) T: From the text, we know people can use body language to municate, but some body language is different in different countries, that is to say, when we want to express the same meaning, people in different countries use different body language. Look at the chart in Pages 47~48.Work in pairs or in groups. First have a discussion. Then plete the chart .In the end, Ill check the answers. (The teacher first asks the students to do the exercise orally and then shows the answers on the screen.) Step Four. Summary and Homework T: In this class, weve read a passage about body talk, and learned some body language. We have also known that not all the body language means the same thing in different countries. Different people have different ways of making munication through body language. After class ,read the passage again and again till you can recite it. Whats more, dont forget to preview “Word Study” and “Grammar” Draw at least 10 gestures and write out their meanings in your exercise books. And then explain each of them to your partners. Well, thats all for today. Class is over. Step five: Homework Do the exercises in the workbook and the newspaper. Go over the reading part. The forth Period Teaching Aims: 1. Learn to define the words about body movements. 2. Review some gestures to make sure you know what they mean. 3.Learn and master the “-ing” form as the Subject, Object or Predicative. Teaching Important Points: 1.The use of the “-ing” form as the Subject, Object or Predicative. 2.The different meanings of different gestures. Teaching Difficult Points: 1.How to municate with somebody by body movements. 2.The use of the “-ing” form as the Subject, Object or Predicative. Teaching Methods: 1.Review method to consolidate the words learnt in the last two periods. 2.Explanation and inductive methods to make the students master the use of the“-ing” form as the Subject, Object or Predicative. 3.Individual work or pair work to make every student work in class. The Design of the Writing on the Blackboard Unit 21　Body language The forth Period The “-ing” form as the Subject, Object or Predicative. Teaching Procedures: Step Ⅰ.Greetings and Revision Greet the whole class as usual. (Ask several students to recite the passage “Body Talk”.) Step Ⅱ.Word Study T: Very good. In the last period, weve learned something about body language. Weve known that different body movements and facial expressions express different meanings. Now lets review some words about body movements. Please do the exercise on page 61. Match the words about body movements in the left column with the correct definitions in the right column. First, do it by yourself. Then, check the answers with your partner. At last, Ill ask some of you to read the words and the definitions. Words Definitions 1.lean　 A. to put your arms around someones body 2.fold　 B. to bend forward 3.nod　 C. to gently hit someone with your hand 4.embrace　 D .to press again and move from side to side 5.bow　 E. to move the head up and down 6.press　 F. to move the upper part of your body in any direction 7.pat　 G. to put one thing on top of another 8.rub　 H. to push something with ones hand Suggested answers: 1—F　2.—G　3.—E　4.—A 5.—B　6.—H　7.—C　8.—D Step Ⅲ.Grammar T: OK. Now look at the sentences on the blackboard. Lets go through with the sentences together. The first sentence: Shaking your fist at someone is a way of saying that you are very angry. Here “shaking your fist at someone” is used as the subject of the sentence. You should pay attention to its predicate, which is in the singular form. Well, can you tell us what function “saying that you are very angry” is in the sentence? Ss: Yes. It is used as the object of the preposition “of”. T: Quite right. Now the second sentence: Bending your arm and making a fist is to say that you are strong. In this sentence,“bending your arm and making a fist” is used as the subject of the sentence. You should pay more attention to the predicate. It is also in the singular form. Now look at another sentence. His job is teaching in a middle school. (The teacher writes it on the blackboard as he/she reads.) Two’s like to tell us the function of the underlined part? (One student stands up to answer.) S: I think it is used as the Predicative. T: You’re right. Sit down, please.From the sentences on the blackboard, we know that the -in form can be used as the Subject, Object or Predicative. Are you clear? Says. T: OK.Open your books at Page 49.Now look at the three sentences at the top of the page. Translate them into Chinese and pay attention to the function of the words in bold. Who’d like to translate the first sentence? Yeah, Xiao Jun. S:1.在許多國(guó)家，搖頭表示不同意，點(diǎn)頭表示同意。 T: Right.The next sentences. S:2.通過(guò)觀察一個(gè)人的形體語(yǔ)言，我們可以了解到他在想什么。 S:3.表達(dá)“吃飽了”的一個(gè)最佳方法就是飯后拍拍肚子。 T: OK. Lets do some exercises. Look at Part 1 first.Join the phrases together to make new sentences. First do it by yourselves. Then discuss it in pairs. At last Ill show you the answers. (After the students finish it, the teacher shows the following on the screen.) Suggested answers: 1.Shaking someones hand is to say “Hello”. 2.Shaking ones fist is to show ones anger. 3.Holding up ones head is to say “Im not afraid.” 4.Putting up ones hand is to say “Let me try”. 5.Making a face is to show ones pain perhaps. T:Please look at Part 3.Rewrite the following sentences using an “-ing” phrase. First look at the sentences in the example. Then you can do them according to the example. Write them in your exercise books. After a while, I’ll ask some of you to read out your sentences. Suggested answers: 1). She stopped going to that big supermarket because it was always crowded. 2). I feel like taking a rest. Would you mind my sitting down for a while. 3). He likes going to the mountains every weekend. 4). My grandfather is nearly seventy and he still enjoys playing tennis. 5). I cant go to the cinema today because I havent finished doing homework. 6). He bought a new cell phone, but he ended up receiving a lot of useless short messages. Step Ⅳ.Consolidation Snow well do an exercise to consolidate the “-ing” form used as the Subject,Object or Predicative. (Show the exercise on the screen.) Fill in the blanks with the right verb forms. 1.__________(teach) is learning. 2. My pleasure is __________ (play) chess. 3. You must practice __________ (speak) English every day. 4. Hearing her story, I couldnt help __________ (laugh). 5. We spend an hour __________ (read) English every day. 6. I dont feel like __________ (go) to the movie. 7. I cant help __________ (paint) the wall, for Ive got a lot of work to do. 8.—What has made you so upset? —__________(lose) the tickets for the concert. Suggested answers: 1.Teaching　2.Playing 3.speaking 4.laughing 5.reading 6.going 7.to paint 8.Losing Step Ⅴ.Summary and Homework T: Today weve reviewed some words about body movements and some parts of your body and some gestures. We have al