| Unit 21 body language(人教版高一英语下册教案教学设计) |
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Teaching goals 1. Talk about body language 2. Describe gestures and facial expressions 3. Practice making offers and request 4. Learn to use the –ing Form (2) as Subject, Object and Predicative 5. Write an imaginary story Period 1 Word study Period 2 Warming up & Listening Step 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? 1. Make a list of facial expressions and gestures and their meanings we’ve learned today. 2. Preview the following lesson. Period 3 Listening (WB) & Speaking Step 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? 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. (on the screen) 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)? 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. 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 4-5 Reading Step 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”? 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: 1. Just like spoken language, body language varies from culture to culture. vary vi. be different 变化, 不同, 违反 e.g. The weather varies from day to day. The leaves of the tree vary with seasons. * They never vary from the law of nature. 他们从不违反自然规律。 vt. to give variety to; make diverse 使变化，使多样化 e.g. To keep healthy, we’d better vary our diet. 2. And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend. 1) feel down be/feel low in spirits or depressed 情绪低落的；沮丧的 2) There is nothing better than sth./doing sth./to do sth. 没有比做某事更好的了。 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. Language points: 1. it is unfair of sb. to do sth. 做某事不公平 2. avoid sth or doing sth. 避免 3. give sb a hand 帮助某人 = give sb help with… 4. get through 通过 完成 打通 5. tear down 弄倒某物 tear up 撕毁 1. tap sb on the 部位 拍某人的某个部位 tap on sth 拍打某物 2. a piece of information 一条信息 3. occur (to) 发生 happen (to) take place come about (都没有被动) 4. communicate sth to sb 传达信息 communicate with sb 与某人交际 communication 传达 名词 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 6 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. 只能用动名词作宾语的动词和词组：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.词组, etc. 动名词和不定式均可作宾语的动词：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc. 5. Give some phrases. Try doing sth 试着做 Try to do sth 尽力做 Forget doing sth 忘记做过 Forget to do sth 忘记去做 Regret doing sth 后悔做过 Regret to do sth 遗憾去做 Can’t help doing sth 情不自禁地做 Can’t help to do sth不能帮助做 Mean doing sth 意味着 Mean to do sth 企图做 Need doing sth 需要做 Need to do sth需要被做 (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 7 Reading & Writing Step 1 Reading 1. Be popular in china 2. In this kind of performance 3. Work together 4. Make sb laugh 5. Hide behind the chair 6. Tell a funny story 7. Sit in the chair 8. Act out the story 9. Use body language and facial expressions 10. Work in pairs 11. Make up a funny story 12. Perform a story 13. In front of the class Step 2 Warming up The 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 3 Pre-writing Just 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 4 While-writing Work 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 6 Post-writing 1 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. |
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