高一英語下 Unit 21 Body Language說課稿

　　高一下Unit 21 Body Language

　　一、教材分析(一)教材內(nèi)容分析本單元的中心話題是“肢體語言”，介紹了肢體語言在世界范圍內(nèi)的人們生活中所承擔的不同角色及所起的重要作用，其中重點介紹了肢體語言在不同的文化背景下的不同含義及世界通用的肢體語言。本單元的絕大部分內(nèi)容都圍繞這一中心話題展開的。

　　“熱身”(Warming up)部分以五幅不同的面部表情導出本單元的話題之一：面部表情是傳遞某人內(nèi)心情感的一種方式，使他們能在平時注意自己在與他人交往中注意自身的面部表情。

　　“聽力”(Listening)部分是以聽的形式進一步向?qū)W生介紹了肢體語言的交際功能，然后以選擇的形式考查學生對聽力材料信息的篩選能力，同時又要求學生把所聽到的信息應運于討論之中。

　　“口語”(Speaking)部分向?qū)W生提供三個情景，讓學生通過編對話進行“請求幫助”和“提供幫助”的日常英語練習。

　　“讀前”(Pre-reading)部分編者設計了三個問題，誘發(fā)學生思考如何用肢體語言進行交流。激發(fā)學生進行閱讀的欲望。

　　“閱讀”(Reading)部分是一篇說明文，它介紹了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分為三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.淘~課件網(wǎng) wWw.taoKeJIaN.com

　　“讀后”(Post-reading)部分設計了兩種練習。第一類是三個問題，其中前兩個測學生閱讀的結(jié)果，第三個是一個開放性題目，鼓勵學生把所學的與現(xiàn)實生活相結(jié)合。第二類是填寫表格，對比肢體語言在美國和我國的異同。

　　“語言學習”(Language study)包括以下兩部分：詞匯部分設計了兩塊內(nèi)容：1)要求學生運用自己的六個身體部位進行交際，鼓勵學生學著使用動詞-ing形式;2)設計了6個生詞與英語解釋的配對練習，旨在培養(yǎng)學生用英語解釋生詞的習慣及能力;語法項目是有關動詞-ing形式作名詞使用及其在句子中的功用，具體包括四個步驟：1)學會區(qū)分動詞-ing形式在句中的所擔任的成分功能;2)聯(lián)詞成句，旨在幫助學生理解動詞-ing形式在句中充當主語;3)詞組翻譯練習，旨在幫助學生理解動詞-ing形式在句中充當定語及翻譯;4)按要求用動詞-ing形式進行句子改寫，旨在幫助學生理解動詞-ing形式在句中充當賓語或表語。

　　“綜合技能”(Integrating skills)設計了一個開放性的寫作任務，要求學生運用6幅看起來毫不相干的圖畫進行寫作，該任務有利于提高學生的創(chuàng)新思維能力。

　　“學習建議”(Tips)提供了一些寫故事的建議，旨在幫助學生完成綜合技能的寫作練習。

　　“復習要點”(Checkpoint)部分簡要總結(jié)了本單元的語法重點。同時通過兩個問題引

　　導學生對本單元所學的詞匯作一次小結(jié)。淘&課件網(wǎng) wWw.tAoKeJIan.com

　　(二)教學重點與難點I. 動詞-ing形式在句子充當主語、賓語、表語或定語

　　II. 交際功能句型: 如何提議和請求及其答語的句型

　　III. 重點、難點詞匯詞組

　　confused, avoid, go ahead, crazy, get through, tear down, occur

　　IV. 常用句型

　　Just like spoken language, body language varies from culture to culture.

　　There is nothing better than sth./doing sth./to do sth.

　　二、語篇分析：

　　Body Talk (P59-P. 60)

　　(一)課文圖解

　　1. Read the text “Body Talk” and then complete notes about body language.

　　1) Generally, we can divide the whole text into three parts:

　　Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.

　　Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.

　　Part 3 (Para 4-5): Some gestures seem to be universal.

　　2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)

　　GESTURES COUNTRIES MEANINGS

　　eye contact some countries a way to show that one is interested

　　other countries rude or disrespectful

　　a circle with one’s thumb and index finger most countries OK

　　Japan money

　　France zero

　　Brazil rude

　　Germany

　　thumbs up the US great or good job

　　Nigeria rude

　　Germany the number one

　　Japan

　　moving the index finger in a circle in front of the ear some countries crazy

　　Brazil You have a phone call.

　　(二)課文復述

　　Retell the text using about 100 words.

　　Notes:

　　1. Try to use the –ing form to retell the text.

　　2. Make use of the notes and table above while retelling.

　　3. The possible version below can be used as material for both retelling and dictation.

　　One possible version:

　　We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others.

　　(三)德育滲透

　　? Do in Rome as Rome does [as the Romans do].

　　[諺]入國問禁, 入鄉(xiāng)隨俗。

　　? Manners make the man.

　　禮貌造就人。

　　? Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift

　　禮貌周到是使同我們談話的那些人感到自在的藝術。

　　——(英作家)斯威夫特

　　(四)寫作技巧

　　1、寫作線索：

　　Raising the topic: communicating in body language (Paragraph 1) ? Interpretations of body language in different countries (Paragraphs 2-3) ? Universal body language (Paragraphs 4-5)

　　2、趣味說教

　　課文以教人們認識最基本的肢體語言“Body Talk”為目的，以簡潔的文字、直接的表達、豐富的實例，向人們展示了無聲的肢體語言在不同的文化背景下的不同意思，并告誡人們在交往中要注意一些肢體語言的應運，同時，也向讀者介紹了一些世界通用的肢體語言，最后，文章著重介紹了微笑的重要功用。

　　(五)優(yōu)美句式

　　There is nothing better than sth./doing sth./to do sth. 沒有比做某事更好的了。

　　原句：And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.

　　e.g. There is nothing better than serving/to serve this great nation of ours.

　　There is nothing better than the encouragement of a good friend.

　　三、課時安排

　　Warming up Listening (WB)

　　Period 1 Period 2

　　Listening Speaking

　　Pre-reading Language study

　　Periods 3-4 Reading Period 5

　　Post-reading Grammar

　　Reading

　　Period 6

　　Writing

　　Teaching Procedure:

　　Period 1 Warming up & ListeningStep 1 Warming up

　　1. Brainstorm: the words of emotions/feelings of human beings

　　As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.

　　happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.

　　2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.

　　Possible answers:

　　Picture 1: Confused; I don’t know what to do.

　　Picture 2: Angry; I can’t believe she said that! That is so unfair!

　　Picture 3: Sad; I’ve lost my wallet!

　　Picture 4: Happy; I got an A in my exam!

　　Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.

　　3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.

　　Step 2 Listening

　　1. Pre-listening

　　Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?

　　1) shake the head

　　2) wave the arms

　　3) stand with arms folded

　　4) ……

　　(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)

　　2. Listening

　　1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.

　　2) Listen to Part 1 again and do the rest two questions of Part 1.

　　3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.

　　3. Post-listening

　　Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?

　　Homework

　　1. Make a list of facial expressions and gestures and their meanings we’ve learned today.

　　2. Preview the following lesson.

　　Period 2 Listening (WB) & SpeakingStep 1 Listening

　　Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.

　　Step 2 Pre-speaking

　　Make some requests and ask/help students to answer and make offers, for example:

　　T: Could you give me a hand?

　　S: Yes, of course. What can I do for you?

　　T: Could you please clean the blackboard for me?

　　S: With pleasure.

　　T: That’s very nice of you.

　　(Teachers can also ask students to open/close the window, turn on the projector and so on.)

　　Step 3 Speaking

　　1. Language Input

　　Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.

　　Useful expressions of making offers and requests

　　Can/Shall I help you with that?

　　Would you like me to …?

　　No, thank you. Thanks for all your help.

　　Could you please …?

　　Would you like some help?

　　Could you give me a hand with this? No, thanks. I can manage it myself.

　　Is there anything else I can do for you?淘課$件網(wǎng) www.TaoKEjian.coM

　　Could you help me with …?

　　That’s very nice of you.

　　Do you need some help with that?

　　Notes:

　　Is there anything else I can do for you? = What else can I do for you?

　　We use these two sentences offer help again when we’ve already offered help.

　　2. Practice

　　Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.

　　Then get some pairs to act out the dialogues in front of the class.

　　Step 4 Useful Expressions --- Making offers/requests and responses

　　In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.

　　Ways of making offers or requests Ways of replying to others' offers or requests

　　Acceptance Refuse

　　1.Can/Could/Shall I help you?

　　2.Would you like me to …?

　　3.Is there anything (else) I can do for you?

　　4.Do you want me to …?

　　5. What (else) can I do for you?

　　6. Let me do/carry/help … (for you)?淘(課件網(wǎng) wWw.taokeJIan.com

　　7. Would you like some …?

　　8. Do you need some help with …? 1. Thanks. That would be nice/fine.

　　2. That’s very kind of you.

　　3. Thank you for your help.

　　4. Yes, please.

　　5. Here, take this/my… 1. No, thanks/thank you. I can manage it myself.

　　2. Thank you all the same.

　　3. That’s very kind of you, but….

　　1. Could you please …?

　　2. Could you give me a hand with …?

　　3. Could you help me with …? 1. With pleasure.

　　2. Yes, of course. 1. I’m sorry, but …

　　2. I’d like to …, but ….

　　Step 5 Making up dialogues

　　Just now we have got through several ways of making offers/requests and responses. Let’s use these sentence structures to make up some dialogues. (Get the students to work in pairs and offer to do the following things for each other.)

　　help you with homework

　　help you with cooking a meal

　　show you how to use the typewriter go and buy some medicine

　　do the shopping

　　show you to the dining room

　　Example:

　　A: Would you like some help?

　　B: Yes, please.

　　A: Shall I show you how to use this electric typewriter?

　　B: Thanks. I haven’t used this one before.

　　A: Would you like me to type your composition for you?

　　B: No, thanks. I can manage it myself.

　　Step 6 Post-speaking

　　If time permits, get students to finish the task of talking in the workbook.

　　Homework

　　Prepare the task of talking in the workbook.

　　Preview the following lesson: Body talk.

　　Periods 3-4 ReadingStep 1 Revision

　　Check the homework of making up a dialogue in the workbook.

　　Go over the ways of making offers/requests and responses.

　　Step 2 Pre-reading

　　In the first period of this unit, we’ve learned that we can use our facial expressions and gestures to express ourselves or tell what someone is thinking or feeling by looking at their facial expressions and gestures.

　　1. Who can tell us some ways of telling what one is thinking or feeling?

　　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 communicate the following with body language?

　　Thank you! No. Yes. I don’t know. Come here!

　　Step 3 Reading

　　1. Scanning

　　Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.

　　Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.

　　Para 2: Just like spoken language, body language varies from culture to culture.

　　(The same gesture has different meanings in different countries.)

　　Para 3: People in different countries show the same idea in different ways.

　　Para 4: Some gestures seem to be universal.

　　Para 5: Perhaps the best example of universally understood body language is the smile.

　　*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.

　　Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.

　　Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.

　　Part 3 (Para 4-5): Some gestures seem to be universal.

　　2. Reading

　　This part is designed to help students to get more detailed information of the text.

　　1) Read the second part (Para 2-3) more carefully and then fill in the table, using a projector to show the table. (Words in italics can be blank.)

　　GESTURES COUNTRIES MEANINGS

　　eye contact some countries a way to show that one is interested

　　other countries rude or disrespectful

　　a circle with one’s thumb and index finger most countries OK

　　Japan Money

　　France Zero

　　Brazil Rude

　　Germany

　　thumbs up the US great or good job

　　Nigeria rude

　　Germany The number one

　　Japan

　　moving the index finger in a circle in front of the ear some countries crazy

　　Brazil You have a phone call.

　　2) Read the last part (Para 4-5) again and then try to answer some questions:

　　1. How can we communicate “I am tired” with the body language? And please act it out?

　　2. What does “rubbing one’s stomach” mean?

　　3. Why do we say “ the smile is a universally understood body language”?淘課$件網(wǎng) www.TaoKEjian.coM

　　3. Reading aloud

　　Listen to the tape of the text and make marks where they don’t understand.

　　4. Some language points

　　Discuss something that students don’t understand.

　　Possible notes:

　　Step 4 Post-reading

　　Get the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.

　　1. What are some situations where we need to be very careful about our body language and gestures?

　　2. How is body language different from spoken language? What do they have in common?

　　3. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?

　　4. Work together in pairs or groups. Complete the chart below.

　　Step 5 Discussion/Assessment

　　If you go for a job interview, you should be well prepared for what to say and how to answer the interviewer’s possible questions. Besides, what you can do or act during the interview is also very important. In the first three periods of this unit we have learned something about body language. Now suppose you are going for an interview, what shall you pay special attention to?

　　Homework

　　1. Preview the following lesson.

　　2. Retell the text.

　　Period 5 Language study & Grammar

　　Step 1 Revision

　　Get some students to retell the text.

　　Step 2 Language study

　　1. Do Exercise 2 on page 61 first, matching the following words about body movements with correct definition.

　　2. Go through the instruction of Exercise 1 on page 61 and make sure that students know what to do and then get students to discuss these words in groups of four.

　　Then invite some students to tell and act out these gestures.

　　Step 3 Grammar

　　The –ing form (2): used as a noun

　　1. Language input

　　Just now we’ve made clear how these parts of our body can be used to “talk” to someone. For example, shaking your fist at someone is a way of saying that you are very angry. (Copy this sentence on the blackboard.) Now please look at the sentence. Do you know what the –ing form “shaking” and “saying” here are used as? They are used as nouns. As we know, as a noun, usually it can be the subject, object or predicative in a sentence. Who can tell me what “shaking” and “saying” play in the sentence? (shaking --- subject; saying --- object)

　　Then go through the three sentences in the students’ books.

　　Subject In many countries, shaking one’s head means “no” and nodding means “yes”.

　　Object We can learn a lot about what a person is thinking by watching his or her body language.

　　Predicative A good way of saying “I am full” is rubbing the stomach after a meal.

　　Attributive The price of building materials has gone up again.

　　2. Practice

　　Find the –ing form in the text “Body Talk” and analyze their functions in the sentences.

　　3. Drills

　　Do Exx. 1-3 on page 61-62 one by one.

　　1) The –ing form in this exercise is used as Subject.

　　2) The –ing form in this exercise is used as Attributive.

　　3) The –ing form in this exercise is used as Object/Predicative.

　　4. Consolidation

　　Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

　　只能用動名詞作賓語的動詞和詞組：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.詞組, etc.

　　動名詞和不定式均可作賓語的動詞：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc.

　　(This part can also be left as homework.)

　　Homework

　　Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

　　Period 6 Reading & WritingStep 1 Warming upThe material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills).

　　Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story.

　　Possible order: 1, 3, 2

　　Possible version:

　　One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him.

　　Step 2 Pre-writingJust now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.

　　Step 3 While-writingWork in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows.

　　1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.

　　2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.

　　3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.

　　Step 5 Post-writing1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.

　　2 When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.

　　Homework

　　Write your story in your exercise books.

　　Find some more information about body language, and you may surf the Internet as follows: