高二英語教案《Unit 4 Body language》

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高二英語教案《Unit 4 Body language》

高二英語教案《Unit 4 Body language》1

　　教學準備

　　教學目標

　　Teaching aims：

　　1. Knowledge aims: enable the students to know the meaning of some words and phrases, such as frown, yawn, turn his back to someone, nod the head up and down .

　　2. Ability aims: enable the students to know how the people around the world to show their feelings by using body language.

　　3. Emotional aims: encourage the students to show out their feelings by using body language.

　　教學重難點

　　Teaching important and difficult points:

　　1. Make the students familiar with the universal gestures and actions.

　　2. How we show our feelings by using body language correctly.

　　教學過程

　　...

　　課后習題

　　Homework：

　　Rewrite this passage by using the outline and details.

高二英語教案《Unit 4 Body language》2

　　教學準備

　　教學目標

　　1. 教學目標

　　1知識目標：學生能掌握下列重點單詞和短語的意義和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。能夠表達一些Body language.

　　2能力目標：學生能掌握基本的閱讀理解方法：速讀，尋讀，歸納中心和查找細節。

　　3情感目標：學生了解不同國家和文化的身勢語，激發學生學習這種語言的興趣。

　　教學重難點

　　教學重點和難點

　　1 培養學生的閱讀策略和技巧，讓學生了解文章的細節知識和文章結構。

　　2 讓學生合適地使用不同的身勢語。

　　3課文中現在分詞作定語和狀語的長難句。

　　教學過程

　　Step 1. Lead in

　　1The teacher shows a question on screen： How can we communicate with others when we can’t speak ?

　　Then ask a student to answer.

　　設計說明：引出本單元的話題。

　　2 The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 設計說明：引出本節課的題目。

　　Step 2. Fast reading

　　1. Go through the passage quickly and find out the main idea of each paragraph.

　　o Match the main idea of each para. with lines.

　　Para.1 A. Other examples of different greeting body language.

　　Para.2 B. Different people have different body language.

　　Para.3 C. Summary of body language.

　　Para.4 D. Meet the visitors at the airport.

　　Para.5 E. Examples of different greeting body language.

　　2. Try to write down the main idea of the text.

　　The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.

　　設計說明：通過這個題目的練習，讓學生掌握速讀，先對文章段落大意有一個了解。然后再去歸納中心思想。

　　Step 3. Careful reading

　　Read Para. 1 and decide if the following statements are true T or false F.

　　1 Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students.

　　2 After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.

　　Read Para.2&3 and match the people with their ways of greeting

　　Tony Garcia Columbia A. shakes hands and kisses others twice

　　on each cheek

　　Ahmed Aziz B. Bows

　　Jordan

　　Akira Nagata Japan C. shakes hands

　　George Cook Canada D. approaches others closely and touches

　　their shoulder and kisses them on the cheek

　　Darlene CoulonFrance E. stand quite close to other men but will

　　usually not touch women.

　　Read Para. 4&5 and decide whether the following statements are true T or false F.

　　1 All cultures don’t greet each other the same way.

　　2 From the passage we can see western cultures are better than eastern cultures.

　　3 It’s necessary to study body language because it helps us to get better understanding among people from different cultures.

　　4 Only a small number of people greet by shaking hands.

　　設計說明：通過這些題目的練習，讓學生掌握文章的細節內容和閱讀理解的細節題目的解題方法。

　　Language Points

　　1. approach vi. &vt.向……靠近;n.靠近;方法，步驟后常跟介詞to

　　即時練習

　　1 When I ____________approach the dog, it ran away at once.

　　2 Can you come up with a good approach of solving this problem? 單句改錯

　　2. likely adj. 可能的`;有希望的

　　be likely to do 很可能……;有希望……主語既可以是人，也可以是物

　　It is likely that...很可能……

　　即時練習

　　1She is the most _________ girl to win the prize.

　　2 It’s likely that he will succeed.句型轉換

　　=____________________________

　　3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...

　　representing 是現在分詞非謂語作定語，相當于定語從句：who represented ….，謂語是went。

　　即時練習

　　1 Mr. Wang, who taught us English before, retired last week. 把劃線部分變為非謂語_____________

　　2The girl __________study in the classroom is my sister. 用非謂語填空

　　4. I stood for a minute watching them and then went to greet them.

　　watching 是現在分詞非謂語作伴隨狀語，表watch和stood同時發生，謂語動詞是stood和went。

　　即時練習

　　1 The boy stood there and cried.把劃線部分變為非謂語

　　The boy stood there_________.

　　2The boy is sitting before the computer__________ play games. 用非謂語填空

　　設計說明：通過這些題目的練習，讓學生掌握課文中的重點單詞，短語和長難句，促進對文章細節的理解。

　　Step 4. Consolidation

　　閱讀下面材料，在空白處填入適當的內容1個單詞或括號內單詞的正確形式。

　　Yesterday, another student and I,1___________represent our university’s student association, went to meet this year’s international students. After half an hour of 2 _______wait, I saw several young people enter the waiting area looking around3 ___________ curious. I went forward to meet 4 _______their. After being introduced, they greeted each other in different ways, 5 __________cause some cultural mistakes.

　　As I get to know more international friends, I learn more about this

　　6 __________ culture body language. People communicate not only with

　　7 _________speak language, but also through physical distance, actions or posture. These actions are simply ways in 8 __________cultures have developed. 9 __________general, studying international customs can certainly help avoid10__________difficult in today’s world of cultural crossroads.

　　Correct the mistakes in the sentences.

　　1. I stood for a minute watched them and then went to greet them.

　　2. Julia stepped back appearing surprising.

　　3. Akira Nagata from Japan came in smiled.

　　4. Most people around the world now greet each other by shake hands.

　　5. These action are not good or bad.

　　Step 5. Free talk

　　After discussing with your deskmate, think out the body language you know and act it out.

　　Ask some pairs to perform in front of the class.

　　設計說明：學生通過閱讀和討論對文章有了深層的理解，同時對身勢語這個話題更加熟悉。這個環節師生互動、生生互動，訓練了學生的口語表達能力，促使他們把所學的知識和技能轉化為運用英語的能力。

　　Step 6. Summary

　　What have we learned in this class?