小學(xué)三年英語(yǔ)教案
發(fā)表時(shí)間：2021-07-21高三英語(yǔ)教案：《Unit 4 Body language》教學(xué)設(shè)計(jì)。
●說(shuō)明文
(2009·上海卷C篇)“Get your hands off me, I have been stolen，” the laptop, a portable computer, shouted. That is a new solution to laptop computer theft: a program that lets owners give their property a voice when it has been taken.
The program allows users to display alerts on the missing computer’s screen and even to set a spoken message. Tracking software for stolen laptops has been on the market for some time, but this is thought to be the first that allows owners to give the thief a piece of their mind.[來(lái)源:Z*xx*k.Com]
Owners must report their laptop missing by visiting a website, which sends a message to the model: a red and yellow “l(fā)ost or stolen” sign appears on its screen when it is started. Under the latest version(版本) of the software, users can also send a spoken message.
The message can be set to reappear every 30 seconds, no matter how many times the thief closes it. “One customer sent a message saying, ‘You are being tracked. I am right at your door’，” said Carrie Hafeman, chief executive of the company which produces the program, Retriever.
In the latest version, people can add a spoken message. For example, the laptop’s speakers will say: “Help, this laptop is reported lost or stolen. If you are not my owner, report me now.”
The Retriever software package, which costs .95 but has a free trial period, has the functions of many security software programs. Owners can remotely switch to an alternative password if they fear that the thief has also got hold of the access details.
If a thief accesses the Internet with the stolen laptop, Retriever will collect Information on the Internet service provider in use, so that the police can be alerted to its location.
Thousands of laptops are stolen every year from homes and offices, but with the use of laptops increasing, the number stolen while their owners are out and about has been rising sharply.
Other security software allows users to erase data remotely or lock down the computer.
72．The expression “to give the thief a piece of their mind” can be understood as “________”．
A．to give the thief an alert mind
B．to express the owners’ anger to the thief
C．to remind the thief of this conscience [來(lái)源:學(xué)科網(wǎng)ZXXK]
D．to make the thief give up his mind[來(lái)源:Zxxk.Com]
73．Different from other security software, Retriever can ________.
A．record the stealing process B．help recognize the lost laptop [來(lái)源:學(xué)科網(wǎng)ZXXK]
C．lock down the computer remotely D．send a spoken message
74．One function of the program is that it allows the owner to ________ at a distance.
A．change some access details for switching on the laptop
B．turn on the laptop by using the original password
C．operate the laptop by means of an alternative password
D．erase the information kept in the stolen laptop
75．Which of the following can best summarize the main idea of the passage?[來(lái)源:學(xué)§科§網(wǎng)]
A．With no Retriever, thousands of laptops are stolen every year.
B．A new software provides a means to reduce laptop theft.
C．Retriever has helped to find thieves and lost computers.
D．A new program offers a communication platform with the thief.
【答案解析】
72．選擇B。根據(jù)上下文正確理解詞語(yǔ)和句子。[來(lái)源:學(xué)+科+網(wǎng)]
73．選擇D。由第二段第一句The program allows users to display alerts on the missing computer’s screen and even to set a spoken message.可得知。[來(lái)源:學(xué)&科&網(wǎng)]
74．選擇A。由第二段第二句話．..but this is thought to be the first that allows owners to give the thief a piece of their mind.
75．選擇B。歸納文章的主旨大意。由文章第一句話That is a new solution to laptop computer theft：...可知。
相關(guān)閱讀
高二英語(yǔ)教案：《Body Language》教學(xué)設(shè)計(jì)
作為杰出的教學(xué)工作者，能夠保證教課的順利開(kāi)展，高中教師要準(zhǔn)備好教案，這是高中教師的任務(wù)之一。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，幫助高中教師營(yíng)造一個(gè)良好的教學(xué)氛圍。你知道怎么寫具體的高中教案內(nèi)容嗎？下面是小編為大家整理的“高二英語(yǔ)教案：《Body Language》教學(xué)設(shè)計(jì)”，但愿對(duì)您的學(xué)習(xí)工作帶來(lái)幫助。
高二英語(yǔ)教案：《Body Language》教學(xué)設(shè)計(jì)
一、教學(xué)目標(biāo)與要求
通過(guò)本單元教學(xué)，使學(xué)生了解身勢(shì)語(yǔ)在各國(guó)人民交往中的重要性。了解在各國(guó)不同身勢(shì)語(yǔ)所表示的不同的交際含義，并以此來(lái)學(xué)習(xí)一些國(guó)家的風(fēng)俗習(xí)慣和文化背景，學(xué)會(huì)如何禮貌待人；學(xué)生能運(yùn)用所學(xué)語(yǔ)言，對(duì)不同的身勢(shì)語(yǔ)及其含義進(jìn)行介紹；復(fù)習(xí)動(dòng)詞不定式作賓語(yǔ)、定語(yǔ)、表語(yǔ)和狀語(yǔ)的用法；復(fù)習(xí)表述提供幫助積應(yīng)答的用語(yǔ)；正確完成練習(xí)冊(cè)安排的練習(xí)。
二、教學(xué)重點(diǎn)與難點(diǎn)
1．重點(diǎn)詞匯 manage；wave；nod；realize；agreement；disagreement；while；manners；
communicate；make sb．...；body language；one another；not all...
2．重要句型 1）Although we may not realize it，when we talk with others we make ourselves understood not just by words． 2）But not all body language means the same thing in different countries．3）In some Asian countries，you must not touch the head of another person．4）But English people do not like to be too close to one another unless there is a rea-son．
3．語(yǔ)法 復(fù)習(xí)動(dòng)詞不定式作賓語(yǔ)、定語(yǔ)、表語(yǔ)和狀語(yǔ)。（The Infinitive） 1） They don't like to be too close to one another．2）They will move back to keep a certain distance away．3）Have you got anything to say？4） It's a pleasure to meet you．5）Waving one's hand is to say "Goodbye"．6）I don't know how to communicate with foreigners．
4．日常交際用語(yǔ) 提供幫助和應(yīng)答（Offers and responses）1） Can I take those boxes for you？2）Thanks．Thst's very kind．3）What about your bag？Would you like me to carry it？4）No，thanks．I can manage it myself．5）Is there anything else I can do for you？6）No，thank you．Thanks for all your help．7）Shall I show you how to use this electrical typewrit-er？8）Thanks．I haven't used this one before．
三、課型
（一）對(duì)話課
Ⅰ．教具 錄音機(jī)、投影儀。
Ⅱ．課堂教學(xué)設(shè)計(jì)
1．教師可通過(guò)以下句子導(dǎo)入正課：What do we do if we have something to tell others or if we want to learn something from the others？Yes，we use our language，that is，either spoken language or written language． But actually，there is another kind of language and it is also very important．Do you know what it is？Yes，that is it．That is the body language．Can you tell me something about body language？ For example，if you agree with what I said just now，what do you do？And if you don't agree with what I said，what do you do？
2．準(zhǔn)備放對(duì)話錄音，用投影儀打出聽(tīng)前提問(wèn)：1）Do the speakers know each other？How do you know？2）If you want to refuse somebody's offer politely，what would you say？
放錄音一至兩遍，請(qǐng)一位同學(xué)回答上述問(wèn)題。
Key：1）No，they don't． One is the organizer of a conference and the other is a speak-er and the dialogue takes place at the airport．2）No，thank you．Thanks for all your help．
3．再放錄音，學(xué)生跟讀一至兩遍。
學(xué)生兩個(gè)人一組，練習(xí)對(duì)話三至五分鐘。教師請(qǐng)幾組同學(xué)到前面表演。
4．教師指導(dǎo)學(xué)生歸納本課中所出現(xiàn)的有關(guān)提供幫助和應(yīng)答（Offers and responses）的常用語(yǔ)（見(jiàn)日常交際用語(yǔ)部分）。要求學(xué)生能熟練掌握這些語(yǔ)句，并在編練新的對(duì)話時(shí)加以運(yùn)用。
5．組織學(xué)生兩個(gè)人一組，練習(xí)Oral practice所提供的問(wèn)答練習(xí)。教師可請(qǐng)幾組同學(xué)進(jìn)行問(wèn)答表演。
6．教師提供如下情景，組織學(xué)生編演新的對(duì)話：
Situation 1：Someone has got a broken bicycle．He asks for your help．And you offer to repair this bicycle．
Situation 2：You offer to fix one's TV set．
Situation 3：You offer to check one's computer．
學(xué)生可任選其中之一的情景編小對(duì)話。數(shù)分鐘后，請(qǐng)兩組同學(xué)到前面表演。
7．布置作業(yè) 1）預(yù)習(xí)第10課；2）完成練習(xí)冊(cè)中所安排的練習(xí)。
（二）閱讀理解課（Ⅰ）
Ⅰ．教具 錄音機(jī)、投影儀。
Ⅱ．課堂教學(xué)設(shè)計(jì)
1．檢查生詞及短語(yǔ)。
2．教師給出讀前提問(wèn)：1）In which countries does nodding the head mean"No"？ 2）In which country do people touch each other very often？
教師給學(xué)生數(shù)分鐘，要求學(xué)生快速閱讀課文（默讀），之后請(qǐng)同學(xué)回答上述問(wèn)題。
Key：1）In some Asian countries nodding the head means"No"．2）In Puerto Rico people touch each other very often．
放課文錄音，學(xué)生跟讀一至兩遍。教師就課文內(nèi)容提問(wèn)，檢查學(xué)生的理解程度（可參閱練習(xí)冊(cè)所列出的問(wèn)題）。
3．教師用投影儀打出以下statements，要求學(xué)生判斷其正誤，并對(duì)錯(cuò)誤的statements進(jìn)行修改。
1）The only way to make others understand you is to use either spoken or written lan-guage．2）people who use their expressions and body movements cannot speak well．3）Ev-erywhere in the world nodding one's head means"Yes"．4）Some gestures mean the same thing in both China and English-speaking countries．5）You must never touch the head of an-other person in some Asian countries．6）In Arab countries，you use either hand when eat-ing．7）According to this passage，foreigners don't have to follow these customs when they are visiting other countries．8）The passage tells us that if you know a foreign language very well，it doesn't matter whether you know the meaning of gestures and movements in that country．
Key：1．F 2．F 3．F 4．T 5．T 6．F 7．F 8．F
4．教師要求學(xué)生再次默讀課文，并用簡(jiǎn)潔的語(yǔ)言歸納本課大意。數(shù)分鐘后，請(qǐng)幾位同學(xué)交流。Model：This passage mainly talks about the following：
1）How do we make ourselves understood--we use words and body language，and ex-amples of this．（The first two paragraphs）
2）Kissing and shaking hands．（The third paragraph）
3）Touching．（The fourth paragraph）
4）Other things one has to follow when in a foreign country．（The fifth paragraph）
5．教師朗讀以下結(jié)論，要求學(xué)生做出正確判斷，并給予解釋。
Which conclusion can you draw from this passage？
A．Body language is very important．You can use body language to communicate with people from foreign countries without any difficulty even if you don't know their language．
B．When you're in a foreign country，it's very important for you to know what they speak．It doesn't matter whether you know the meaning of gestures and movements of the people in their country．
C．When you are in a foreign country，using body language in a correct way is important even though you know the language they speak very well，for it can make your stay in the country easy and comfortable．Key：C6．課堂活動(dòng) 組織學(xué)生進(jìn)行以下活動(dòng)： What other body language do you know？ First，show it to your classmates and then explain the meaning of the body language in communica-tion．
7．布置作業(yè) 1）復(fù)述課文，介紹不同身勢(shì)語(yǔ)所表示的不同的交際含義；2）完成練習(xí)冊(cè)中所安排的練習(xí)。
閱讀理解課（Ⅱ）
Ⅰ．教具 錄音機(jī)、投影儀。
Ⅱ．課堂教學(xué)設(shè)計(jì)
1．通過(guò)提問(wèn)，溫習(xí)第10課內(nèi)容：1）When we talk to each other，do we send messages only by words？What other ways do we use？2）Does all the body language mean the same thing in the world？Please give an example to explain this．3）Do people from English-speak-ing countries often touch each other？ 4）Can you tell in which countries you must not touch the head of another person？5）Do you have to follow the customs when you are visiting a for-eign country？Why？
2．檢查第10課課文復(fù)述。
3．準(zhǔn)備閱讀第11課，教師給出讀前提問(wèn)：1）What are good manners for an Arab to show when talking with a friend？ 2）What can make your stay in a foreign country easy and com-fortable？
教師給學(xué)生兩三分鐘，要求學(xué)生快速閱讀課文，之后請(qǐng)同學(xué)回答上述問(wèn)題。
Key：1）It is good manners for an Arab to stand close to his friend when talking with each other． 2）To use body language in a correct way will make your stay in a foreign country easy and comfortable．
放課文錄音，學(xué)生跟讀一至兩遍。
4．教師用投影儀打出以下內(nèi)容：1）in China 2）in some Asian countries 3）in Arab countries 4）in France 5）in English-speaking countries
教師口頭形式給出以下各句，要求學(xué)生判斷使用這些身勢(shì)語(yǔ)的國(guó)家和地區(qū)。每個(gè)句子可有若干答案：
A．Waving one's hand is to say"Goodbye"．
B．Kissing each other is to say"Goodbye"．
C．Noddifig the head means disagreement．
D．Nodding the head means agreement．
E．Kissing each other is to say"Hello"．
F．Shaking hands is to say"Hello"．
G．Stand close to one another when talking．
H．Keep a distance away when talking．
I．Sitting with one's feet pointing at another person is bad manners．
J．Touching another person's head is bad manners．
Key：A，D，F(xiàn)-in China C，I，J-in some Asian countries E，G-in Arab countries B，E，F(xiàn)-in France 6）A，D，H-in English-speaking countries
5．布置作業(yè) 1）將兩課內(nèi)容結(jié)合，復(fù)述整篇課文，對(duì)不同的身勢(shì)語(yǔ)及其含義進(jìn)行介紹；2）完成練習(xí)冊(cè)中所安排的練習(xí)。
（三）語(yǔ)言訓(xùn)練課
Ⅰ．教具 投影儀。
Ⅱ．課堂教學(xué)設(shè)計(jì)
1．教師檢查課文復(fù)述。
2．教師從本單元詞語(yǔ)中選擇部分常用詞語(yǔ)，配以例句介紹給學(xué)生。要求學(xué)生反復(fù)練習(xí)這些例句，并視學(xué)生情況，請(qǐng)同學(xué)造句，教師予以訂正。詞語(yǔ)：1）manage
It's heavy，but I can manage to carry it．
We can't manage with these poor tools．
She knows how to manage him when he is angry．
2）realize
She has made a mistake， but she doesn't realize it．
She suddenly realized that what she had said might have hurt the boy．
His wish was realized at last．
3） make sb...．
The chemistry teacher had a special way to make his students interested in chemistry．
What made them so frightened？
I think you should make your view known to others．4）nodHe nodded to me as he passed．
She greeted us with a nod of her head．5）whileI like tea while she likes coffee．
Some people waste food while many others haven't enough．
6）agreement/disagreement
You have broken our agreement by not doing the work you promised．
There has been serious disagreement between the two political parties over this ques-tion．
7）not all...．（部分否定）
Not all the birds can fly．
Not all English people like fish and chips．
8）communicate/communication
We can communicate with people in most parts of the world by telephone．
Radio and television are important means of communication．
The purpose of learning languages is communicate with each other．
3．書面表達(dá)練習(xí)
中文提示（用投影片打出）：班主任老師要求班長(zhǎng)組織一次討論，題目是良好禮貌的重要性。班長(zhǎng)認(rèn)為自己能獨(dú)立承擔(dān)。
但在討論開(kāi)始之前，班里產(chǎn)生了不同意見(jiàn)：女同學(xué)想先發(fā)言，就幾位男生的舉止發(fā)表看法；男生不同意，有人甚至不想?yún)⒓佑懻摗?/p>
最后班長(zhǎng)使大家認(rèn)識(shí)到，如果討論會(huì)開(kāi)得成功，每人應(yīng)先注意自己的舉止。
英文提示（用投影片打出）：good manners；manage；disagree；disagreement；realize；mind one's manners
將首句給出：The form master asked the monitor to organize a discassion，which was about the importance of having good manners．
七八分鐘后，請(qǐng)幾位同學(xué)朗讀自己的短文，教師予以講評(píng)。Model：The form master asked the monitor to organize a discussion，which was about the im-portance of having good manners．The monitor agreed and thought he could manage it with-out the teacher's help．
But before the discussion was held，there was disagreement between the boys and the girls．The girls wanted to speak first，expressing their opinions on the behaviour of some of the boy students．The boys，however，strongly disagreed． Some didn't even want to take part in the discussion．Finally the monitor made his classmates realize that if they wanted to have a successful discussion on having good manners，everyone should mind his or her manners first．
4．布置作業(yè) 1）預(yù)習(xí)第4單元；2）完成練習(xí)冊(cè)中安排的練習(xí)。
四、難句分析
1．No，thanks．I can manage it myself．不用了，謝謝。我自己能行。
動(dòng)詞manage意為：設(shè)法（終于）完成；能辦到。可作及物動(dòng)詞，后面接名詞或代詞。例如：
Without your help I don't think I can manage it．沒(méi)有你的幫助，我覺(jué)得我辦不成這事。
Can you manage all those heavy bags？你拿得動(dòng)那些重的袋子嗎？
manage作及物動(dòng)詞時(shí)，后面常接動(dòng)詞不定式。表示：設(shè)法完成某事。例如：
I don't know how he managed to pass the maths test．我不知道他是怎么設(shè)法通過(guò)數(shù)學(xué)考試的。
We managed to get what we wanted， anyhow．不管怎樣，我們?cè)O(shè)法得到了我們所需要的東西。
manage 還可表示："管理，經(jīng)營(yíng)"，這時(shí)它仍是及物動(dòng)詞。例如：
Though he is quite young，he can manage his company quite well．雖然他很年輕，但他能把他的公司管得很好。
manage還可作不及物動(dòng)詞，這時(shí)后面不跟特別結(jié)構(gòu)，表示"能辦到"等。例如：
I have a good deal of work to do at present，more than I can manage．眼下我有很多工作要做，多得我都做不完。
2．Although we may not realize it，when we talk with others we make ourselves under-stood not just by words．我們同別人談話時(shí)，并不僅限于用語(yǔ)言來(lái)讓人明白自己的意思，對(duì)于這一點(diǎn)我們可能并沒(méi)有意識(shí)到。
這是一個(gè)主從復(fù)合句。主句是we make ourselves understood not just by words，它帶有兩個(gè)狀語(yǔ)從句，although we may not realize it是讓步狀語(yǔ)從句；when we talk with others是時(shí)間狀語(yǔ)從句。
make ourselves understood可以理解為：使我們自己被別人了解。 make在短語(yǔ)中意為："令/使......某人做某事"，后面可接形容詞、名詞、動(dòng)詞不定式、過(guò)去分詞等構(gòu)成復(fù)合結(jié)構(gòu)。本句中的understood即是過(guò)去分詞，與ourselves一起構(gòu)成復(fù)合結(jié)構(gòu)。請(qǐng)看以下例句：
1）Well，just sit down and make yourself comfortable．坐下吧，盡量讓自己舒服些。
It will make me so happy if you'll accept it．如果你能接受這東西我將十分高興。（帶有形容詞的復(fù)合結(jié)構(gòu)）
2）She made herself the centre of the class．她使自己成為班里的中心。（帶有名詞的復(fù)合結(jié)構(gòu)）
3）What makes you think so？什么東西使你有這種想法？（帶有不定式的復(fù)合結(jié)構(gòu)）
4）What made the children so frightened？什么讓孩子們這么害怕？
He spoke in such a low voice that he could not make himself heard．他講話聲音很低，別人聽(tīng)不見(jiàn)。（帶有過(guò)去分詞的復(fù)合結(jié)構(gòu)）
3．These gestures are accepted both by Chinese and English speakers as having the same meanings．這些姿勢(shì)對(duì)說(shuō)漢語(yǔ)的人和講英語(yǔ)的人來(lái)說(shuō)，都具有相同的意思。
動(dòng)詞accept在句中意為：接受；同意（某種看法）。accept...as表示"認(rèn)為是......"。在介詞as后可接名詞或動(dòng)名詞，也可接形容詞。例如：
1）Many scientists cannot accept this theory．很多科學(xué)家不能接受這種理論。
2）His explanation cannot be accepted as being satisfactory．他的解釋不能認(rèn)為是滿意的。
3）The police accepted his story as true．警察認(rèn)為他的講述是真實(shí)的。
4．But not all body language means the same thing in different countries．但是，并非所有的身勢(shì)語(yǔ)在不同的國(guó)家里都有著相同的意思。
這是一個(gè)部分否定句型，由 not all引導(dǎo)。例如：
Not all smokers can give up smoking．不是所有吸煙的人都能戒煙。
Not all the students are interested in English．不是所有的學(xué)生都對(duì)英語(yǔ)感興趣。
在使用部分否定句型時(shí)，一般都用not all作主語(yǔ)，而不常用all作主語(yǔ)。例如：
All English people don't like fish and chips．不是所有的英國(guó)人都喜歡吃炸魚和炸土豆片兒。
上面這個(gè)句子不能說(shuō)錯(cuò)誤，但往往講英語(yǔ)的人用下面的方式表達(dá)：
Not all English people like fish and chips．
注意not all與no的區(qū)別。例如：
Not all birds can fly．不是所有的鳥(niǎo)都會(huì)飛。
No birds can play chess．鳥(niǎo)是不會(huì)下棋的。
5．In some Asian countries it means not"Yes" but"No"．
在有些亞洲國(guó)家，它（指點(diǎn)頭）并不表示"是"，而是表示"不"。
本句中not...but意為：不是......而是......，連接兩個(gè)并列的成分，表示意思的轉(zhuǎn)拆。例如：
1）He is not a musician but a writer．他不是個(gè)音樂(lè)家而是個(gè)作家。（連接兩個(gè)表語(yǔ)）
2）She can't read and write in English，but can speak English well．她不能讀英語(yǔ)也不會(huì)寫英語(yǔ)，但能流利地說(shuō)英語(yǔ)。（連接兩個(gè)謂語(yǔ)）
3）They need not money but time．他們需要的不是金錢而是時(shí)間。（連接兩個(gè)賓語(yǔ)）
4）Not the students but the teacher wants to see the exhibition．不是學(xué)生而是老師想去看這個(gè)展覽。（連接兩個(gè)主語(yǔ)）
當(dāng)not...but... 連接兩個(gè)主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞要與緊靠它的主語(yǔ)在人稱和數(shù)上保持一致。
Unit 4 Body language 教案
Unit4Bodylanguage
核心單詞
1.represent
vt.象征；表示；作為……的代表；代表；（尤指以繪畫，雕刻等）表現(xiàn)；描繪；描寫
Theredlinesonthemaprepresentrailways.
這張地圖上的紅線代表鐵路。
Hewaspickedoutfromthewholeclasstorepresentthemattheotherschool.
他被挑選出來(lái)作為全班同學(xué)的代表，到另一所學(xué)校去。
Sherepresentshermotherasthekindestmotherintheworld.她把她的媽媽描繪成世界上最好的母親。
聯(lián)想拓展
representativen.代表；眾議員
adj.典型的；有代表性的
representationn.表現(xiàn)；陳述；代理
易混辨析
represent/standfor/onbehalfof
represent指“代表某人/某個(gè)團(tuán)體/政府等，或指某種標(biāo)志代表什么，某物表現(xiàn)/描繪的是什么”。
standfor通常指字母、數(shù)字、符號(hào)等代表/象征什么。
onbehalfof指代表/代替某人，只能作狀語(yǔ)。
高手過(guò)招
選詞填空(represent/representation/representative)（原創(chuàng)）
①Eachcolouronthechartadifferentdepartment.
②Thewereallamazedbywhathadhappenedinthefactory.
③OurcompanyhasnoinAfrica.
答案:①represents②representatives③representation
2.approach
vt.接近，走進(jìn);著手處理
n.接近，臨近；方法，途徑
Heapproachedmewithstealthysteps.他悄然走近我。
Ourapproachscaredthebutterflyanditflewaway.
我們走近時(shí)把那只蝴蝶嚇跑了。
易混辨析
approach/way/method/means
approach除了意為“方法”之外，還有“接近”的意思。anapproachto(介詞)“……的方法”。
way構(gòu)成intheway“用這種方法”;thewaytodo/thewayofdoing(to為不定式)“做某事的方法”。
method構(gòu)成withamethod“用一種方法”。
means意為“方式，方法”。單復(fù)數(shù)同形，構(gòu)成bymeansof“通過(guò)……方法”。
Heputupanewapproachtothedifficulty.
他提出了解決這個(gè)困難的新方法。
Canyoutellmethewaytoworkoutthemathsproblem?
你能告訴我做那道數(shù)學(xué)題的方法嗎？
Weshouldimproveourteachingmethod,withwhichwecanmakeourselvesunderstoodbetter.
我們應(yīng)該改善我們的教學(xué)方法，用這些方法，可以使學(xué)生更好的理解我們。
Wearrivedtherebymeansofplane.我們坐飛機(jī)到達(dá)那兒。
高手過(guò)招
(1)單項(xiàng)填空
Thereisnoeasytothemathematics.（原創(chuàng)）
A.WayB.meanC.methodD.approach
(2)單句改錯(cuò)（原創(chuàng)）
①Hisapproachfortheproblemisspecialandprovesgood.
②Alltheapproachesoftheairportwereblockedbythepolice.
(1)解析：選D。approach方法，可與to連用，意為“……的方法”;means方式，不可與to連用;methods與with搭配;way與of或to連用，to為不定式。
(2)①for→to。解析：approach在句中意為“方法；步驟”，后面與介詞to連用。
②of→to。解析：approach在句中意為“入口；通路”，后面與介詞to連用
3.defence
n.保衛(wèi)，防御；防衛(wèi)設(shè)備;(被告的)答辯；辯護(hù)
常用結(jié)構(gòu)：
indefenceof保衛(wèi)……；為……辯護(hù)
注意：defence后接“入侵者”或“造成危害者”時(shí)用介詞against；若后接“被保護(hù)者”時(shí)用介詞of。
Theforestwillactasadefenceagainstdesertdust.
森林能起到防御沙漠塵土的作用。
Thisfortwasoncethemaindefenceoftheisland.
這座堡壘曾經(jīng)是這個(gè)島上主要的防御設(shè)施。
Thedefenceoftheaccusedwasratherweak.
被告人的辯護(hù)軟弱無(wú)力。
聯(lián)想拓展
defendv.防護(hù)；辯護(hù)；防守；保衛(wèi)
Thewallwasbuilttodefendtheroadfrombeingwashedawaybythesea.
建這個(gè)圍墻是為了保護(hù)這條路不被海水沖垮。
易混辨析
defend/protect/guard/preserve
這四個(gè)詞都有“使安全或保持安全狀態(tài)不遭受危險(xiǎn)、攻擊或傷害”的意思，但它們之間還有些差異。
defend含有“采取措施抵制進(jìn)攻”的意思。
protect常含有“提供安全的方式來(lái)驅(qū)開(kāi)不適、傷害或進(jìn)攻”的意思。
guard含有“看守”的意思。
preserve含有“采取措施維護(hù)……的安全”的意思。
高手過(guò)招
完成句子（原創(chuàng)）
①那位警察看守犯人。
Thepolicemantheprisoners.
②當(dāng)那只狗攻擊我時(shí)，我拾起一根木棍自衛(wèi)。
Whenthedogattackedme,Ipickedupastickandmyself.
③他戴著墨鏡以防他的眼睛被強(qiáng)烈的太陽(yáng)光曬傷。
Hewearssunglassestohiseyesfromthestrongsunlight.
答案:①guarded②defended③protect
4.close
adv.接近地；靠近地；緊密地（常與介詞to連用）
adj.近的；接近的；(關(guān)系)密切的；嚴(yán)密的；(尤指比賽)勢(shì)均力敵的
v.結(jié)束；關(guān)閉；關(guān)
Hishouseisclosetothefactory.他家靠近這個(gè)工廠。
易混辨析
close/closely
close是指距離、場(chǎng)所、地點(diǎn)等的“接近，靠近”，可以說(shuō)是一種實(shí)際意義上的“接近”。
closely是指抽象意義上的“接近”，多用比喻意義，有“親密地；嚴(yán)密地；仔細(xì)地”等含義。
由close和closely這種意義上的區(qū)別，我們可以很輕松地區(qū)別high/highly；wide/widely；
deep/deeply等一類詞。帶?–ly的副詞往往用作抽象意義或比喻意義，而不帶?–ly的副詞多用作實(shí)際意義。
Thethiefcameclosetohimandstolethemoneyfromhispocket.小偷走近他，把他口袋里的錢偷走了。
Goodteachingandgoodtestingarecloselyrelated.
出色的教學(xué)工作與完善的測(cè)試制度密切相關(guān)。
高手過(guò)招
選詞填空（close/closely）（原創(chuàng)）
①Itwasverycold,sothelittlegirlstoodtohermother.
②Thepolicemanexaminedtheroomtofindthelostjewels.
答案:①close②closely
5.curious
adj.好奇的，感興趣的；奇異的，不同尋常的
Theforeigntouristsweresurroundedbythecuriouschildren.外國(guó)游客被一群好奇的孩子包圍著。
Heissufferingfromacuriousdisease.
他患了一種奇怪的病。
常用結(jié)構(gòu)：
becuriousabout對(duì)……感到好奇
becurioustodo急于做/極想做
聯(lián)想拓展
curiosityn.好奇
curiouslyadv.好奇地
outofcuriosity出于好奇
Iaskedoutofmerecuriosity.
我只不過(guò)是出于好奇問(wèn)問(wèn)罷了。
高手過(guò)招
單項(xiàng)填空
Iwastofindoutwhathesaid.（原創(chuàng)）
StrangeB.amusingC.curiousD.conscious
解析：選C?？疾樾稳菰~詞義辨析。strange奇怪的;amusing令人快樂(lè)的;curious好奇的；conscious有意識(shí)的。
6.likely
adj.可能的（表示可能性很大時(shí)，可用most，very修飾likely）
常用結(jié)構(gòu)：
Itislikelythatsb....
=sb.islikelytodo...某人可能做某事
notlikely(表示堅(jiān)決不同意)絕不可能；絕對(duì)不會(huì)
易混辨析
possible/probable/likely
possible表示客觀上潛在的可能性，也許實(shí)際發(fā)生的可能性并不大；一般不用表示人的詞作主語(yǔ)。只有possible后面可以接forsb.todosth.，而likely和probable都不能。
probable表示有幾分根據(jù)的推測(cè)，比possible表示的可能性大。換句話說(shuō)，probable的“有可能”，是指有實(shí)際的依據(jù)或邏輯上合乎情理。一般不用表示人的詞作主語(yǔ)。
likely強(qiáng)調(diào)表面上看來(lái)有可能，與probable意思接近，有時(shí)可以互換，但likely常暗示從表面跡象來(lái)判斷，probable則指經(jīng)過(guò)權(quán)衡正反兩方面的理由后相信某事是真實(shí)的或大概會(huì)發(fā)生。只有belikely前面的主語(yǔ)可以是人，而possible和probable則不能。
Itispossibletotransmuteoneformofenergyintoanother.
把某種形態(tài)的能量改變成另一種形態(tài)的能量是可能的。
ItispossiblethatthefirstpeoplecrossedintoAustaliafromAsiaonagreatlandbridge.
第一批從亞洲進(jìn)入澳大利亞的人可能是從一座巨大的陸地橋上過(guò)去的。
Itisprobablethatourschoolwillbuyanewcomputer.
我們學(xué)校很有可能買一臺(tái)新電腦。
Itisprobablethatsheforgot.她很可能是忘了。
It’sverylikelythathe’llsucceed.
=Heisverylikelytosucceed.他極有可能成功。
I’mhardlylikelytofinishitwithinaweek.
我不可能在一周內(nèi)把它干完。
高手過(guò)招
單項(xiàng)填空
①Ican’tgoout.ItisverythatMarywillringmetonight.（2010?山東聊城模塊檢測(cè)）
A.LikelyB.possiblyC.probablyD.perhaps
②Tomwastowinfirstprizeinthecompetition,buthisillnessmadehimmissthechance.
（2010?01?浙江臺(tái)州檢測(cè)）
PossibleB.probableC.likelyD.Maybe
①解析：選A。四個(gè)選項(xiàng)中只有l(wèi)ikely是形容詞且符合習(xí)慣搭配，其他三個(gè)選項(xiàng)都是副詞。
②解析：選C。maybe是副詞，故可排除D項(xiàng)。句子是人作主語(yǔ)，故只能選likely。
7.ease
n.安逸；舒適
v.減輕（痛苦，憂慮）；緩和；放松
Theinjectionbroughtherimmediateease.
她經(jīng)過(guò)注射后，疼痛消失了。
常用結(jié)構(gòu)：
atease感到舒適而無(wú)憂慮；感到放松，不拘束
withease毫不費(fèi)勁地，輕而易舉地
Weareateaseforyoursafereturn.
見(jiàn)您平安歸來(lái)，我們感到放心了。
ThequestionwassoeasythatIcouldansweritwithease.
這個(gè)問(wèn)題如此簡(jiǎn)單以至于我回答得很輕松。
高手過(guò)招
(1)單項(xiàng)填空
HefeltcompletelyeaseMary.（原創(chuàng)）
A.at;withB.at;toC.with;withD.to;to
(2)完成句子（原創(chuàng)）
①聽(tīng)說(shuō)孩子們都很安全，她才放心。
Hermindknowingthatthechildrenweresafe.
②她不斷練習(xí)奏鳴曲直到熟練為止。
Shepracticeduntilshecouldplaythesonata.
(1)解析：選A。句意為：他和瑪麗在一起時(shí)感到完全放松。根據(jù)句意可知，選A。
(2)①wasatease②withease
重點(diǎn)短語(yǔ)
8.loseface
丟臉，丟人
You’lllosefaceifyoudon’tkeepyourpromise.
你如果沒(méi)有遵守諾言，會(huì)丟臉的。
WhenTomfailedtobeathisopponent,hefelthehadlostfacewithhisfriends.
湯姆沒(méi)能打敗對(duì)手，這讓他在朋友面前很丟臉。
聯(lián)想拓展
loseheart泄氣；灰心
loseone’sheartto愛(ài)上；鐘情于
loseweight減肥
loseone’sway迷路
loseone’slife喪生
losecourage喪失勇氣
losesightof看不見(jiàn)
高手過(guò)招
單項(xiàng)填空
Inordernotto,hespentthewholenightpreparingforthespeechofnextday.
（2010?01?浙江嘉興一中檢測(cè)）
A.losecourageB.loseheart
C.losefaceD.losevoice
解析：選C。句意為：為了不丟面子，他花了整個(gè)晚上準(zhǔn)備第二天的演講。loseface丟人，丟臉。
重點(diǎn)句型
9.Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
我看見(jiàn)幾個(gè)年輕人走進(jìn)了等候區(qū)，好奇地向四周張望。
lookingaround是現(xiàn)在分詞作伴隨狀語(yǔ)。
聯(lián)想拓展
伴隨狀語(yǔ)的特點(diǎn)
它所表達(dá)的動(dòng)作或狀態(tài)是伴隨著句子謂語(yǔ)動(dòng)詞的動(dòng)作而發(fā)生或存在的。
Hesatinthearmchair,readinganewspaper.
他坐在扶手椅里讀報(bào)紙。
Allnightlonghelayawake,thinkingoftheproblem.
他整夜躺在床上睡不著，思考著那個(gè)問(wèn)題。
高手過(guò)招
單項(xiàng)填空
①“Youcan’tcatchme!”Janetshouted,away.（原創(chuàng)）
A.RunB.runningC.torunD.ran
②Heglancedoverather，thatthoughshewastiny；sheseemedverywellputtogether.
（2010?01?浙江寧波檢測(cè)）
A.notingB.noted
C.tonoteD.havingnoted
①解析：選B。running作伴隨狀語(yǔ),因?yàn)檫壿嬛髡Z(yǔ)Janet與run之間呈主動(dòng)關(guān)系，且run與謂語(yǔ)動(dòng)詞shouted的動(dòng)作同時(shí)發(fā)生，所以用現(xiàn)在分詞作伴隨狀語(yǔ)。
②解析：選A。noting作伴隨狀語(yǔ)，意為“注意到；發(fā)現(xiàn)”。因?yàn)閔e與note呈主動(dòng)關(guān)系，且note與謂語(yǔ)動(dòng)詞glanced的動(dòng)作同時(shí)發(fā)生，所以用現(xiàn)在分詞作伴隨狀語(yǔ)。
10.Notallculturesgreeteachotherthesameway,noraretheycomfortableinthesamewaywithtouchingordistancebetweenpeople.
各種文化背景下人們互致問(wèn)候的方式不盡相同，身體接觸和相互間距離的程度也并不一樣。
這個(gè)句子是由一個(gè)中心詞組not...nor...連接起來(lái)的，意為“既不……也不……”。部分否定通常由not+all/both/each/everybody/everything等來(lái)表達(dá)。
溫馨提示
并不總是用這種方式表達(dá)部分否定，有時(shí)也以一般否定句的形式出現(xiàn)，即把否定主語(yǔ)的not與謂語(yǔ)動(dòng)詞放在一起。NoteveryWelshmanspeaksWelsh.
并不是每個(gè)威爾士人都說(shuō)威爾士語(yǔ)。
Allisnotgoldthatglisters.發(fā)光的并不都是金子。
若要表示全部否定，則應(yīng)用相應(yīng)的表示全部否定的否定詞。
all→none（一個(gè)人也沒(méi)有、沒(méi)有任何東西）；
both→neither（兩個(gè)都不）;every→no(沒(méi)有，不是）；everyone→noone(沒(méi)有人);everything→nothing(什么也沒(méi)有)等。
Ilikeneitherofthebooks.這兩本書我都不喜歡。
高手過(guò)招
單項(xiàng)填空
—IthinkthewholeclassisgoingonafieldtripnextFriday.
—I’mnotsure.haspaidthetransportationfee.（2010?01?江西九江檢測(cè)）
A.NoteveryoneB.Noone
C.NoneofthemD.Neitherofus
解析：選A。B項(xiàng)與C項(xiàng)為全部否定，意為“沒(méi)有一個(gè)人”，故排除。D項(xiàng)意為“兩者都不”，不符合語(yǔ)境。A項(xiàng)表示部分否定，意為“不是所有人”，符合上下文語(yǔ)境，故選A。
Unit 4 Body language教案
一位優(yōu)秀的教師不打無(wú)準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來(lái)，幫助授課經(jīng)驗(yàn)少的高中教師教學(xué)。那么一篇好的高中教案要怎么才能寫好呢？下面是小編為大家整理的“Unit 4 Body language教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！
Unit4Bodylanguage教案
Unit4Bodylanguage(6.3-6.13)
課型設(shè)計(jì)與課時(shí)分配
1stperiodwarmingup(6.3-6.4)
2ndperiodReading(I)(6.5)
3rdperiodReading（II）(6.9)
4thperiodLanguageStudy(6.10-6.11)
5thperiodListening(6.12)
6thperiodWriting(6.13)
Ⅳ．分課時(shí)教案
TheFirstPeriodwarmingup
Teachinggoals教學(xué)目標(biāo)
1.TargetLanguage目標(biāo)語(yǔ)言
a.重點(diǎn)詞匯和短語(yǔ)
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重點(diǎn)句型或交際用語(yǔ)
Actoutthefollowingmeanings,please.
PleaseguesswhatImean.
Pleaseshowtheactions,usingbodylanguage.
Nowitisyourturntoshowtheaction/gesture.
Pleaseuseeitherspokenwordsorbodylanguagetoexpressyourideas.
Pleaseusebothspokenwordsandbodylanguagetoexpressyourideas.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstounderstandwhatacertaingestureofthebodylanguagemeansinagivensituation.
b.Enablethestudentstoactoutsomemeanings,requirements,requestsorsituationsgiveninthetargetlanguage.
c.Enablethestudentstoexpresswiththetargetlanguagethemeaningsgiveninbodylanguage.
3.Learningabilitygoals學(xué)能目標(biāo)
a.Helpthestudentslearnhowtoexpressthemselvesinbodylanguagewhenneeded.
b.Helpthestudentsunderstandotherswhenbodylanguageisbeingused.
Teachingimportantpoints教學(xué)重點(diǎn)
a.Teachthestudentshowtounderstandbodylanguageusedindifferentcountriesorculturesaswellasindifferentoccasions.
b.Teachthestudentshowtousebodylanguageinthemostappropriateoccasions.
Teachingdifficultpoints教學(xué)難點(diǎn)
a.Enablethestudentstorealizetheimportanceofbodylanguageincommunicationsothatlittleornomisunderstandingmayoccur.
b.Letthestudentsknowthatthereisbothpositivebodylanguageandnegativebodylanguage.
Teachingmethods教學(xué)方法
a.Individualwork,pairworkandgroupwork.
b.Actingoutbyimitation,mimeorwithgesturesandbodymovement.
Teachingaids教具準(zhǔn)備
Acomputer,aprojectorandsomepictures.
Teachingproceduresbecheerful.
AV-shapeofthefore-fingerandmiddlefingerMayyousucceed!
Orcongratulationsonyoursuccess!
Ahalf-closedhandwiththumbdownIamnotinfavorofyourideaorI’llhavetorefuseyou.
AwrinklingofthebrowinthoughtordispleasureorascowlSheisworried.
Tearscomingoutofhiseyes.Heisverysad.
AllsmilesonherfaceSheisveryhappy.
WavingtheirhandsTheyarewavinggoodbyetopeoplearound.
AhandstretchedoutforwardwithstrengthHeisstoppingatank.
Peoplejumpwiththeirbothhandsstretchedopenintheair.Theyarecheeringforthevictory.
T:Whataretheactionsoftheabovegestures?Whatdotheymean?
S4:Thefirstgestureisahandshake,whichmeans“You’rewelcome”.
S5:Thesecondisahandclap,whichmeans“Comeon”or“Becheerful”orsomethinglikethat.
S6:ThethirdoneisaV-shapedpostureofthefirstfingerandthemiddlefinger,whichsuggestsawishfortheotherorotherstosucceed.
S7:Thefourthisahalf-closedhandwiththethumbdown.Itmeanstheonewhogivesthisgestureisagainsttheother’sideaorsimplyrefusestherequest.
S8:Thefifthisaworriedlookofawoman.Shewrinklesherbrowsorfrowns.Italsoseemsthatshescowls.Itshowsthatsheisworriedorsad.Inotherwords,sheisunhappy.
S9:Thesixthisamansheddingtears.Tearswererunningdownhischeeks.Heisverysadforlosinghisrelativesorsadforhisfailure.
S10:Theseventhisasmilingface.Itiseasytoseethatsheisveryhappy.
S11:Theeighthisagestureofwavinghands.Theyarewavinggoodbyetopeoplewhoarearoundtoseethemoff.
S12:Theninthisahandstretchedoutforwardwithgreatstrength.Theboyistryingtostopatankfromenteringintohishomeland.
S13:Thetenthishandsstretchedoutupward.Theyareallverycheerful.Theyarewildwithjoy;maybetheyhavejustwonagame.Sowecanseethattheyarecheeringfortheirvictory.
T:Youhavealldoneagoodjob.Soyouseethattherearemanycasesorsituationsinwhichbodylanguagecanconveymeaningsaswellasspokenorwrittenlanguages.Ifyouwanttoknowmoreaboutit,let’scometoUnit4BodyLanguage.
StepⅢPractice
T:LookatPage25.
Whatarethesepeoplecommunicating?
StepⅣTimeforFun
T:Nowlet’splayagameingroupsoffour.Onethinksofasituationandaskstheotherstoshowsomeactionsusingbodylanguage.Whentheonechoosestheactionthatismostlikely,itishisorherturntothinkofsomeothersituationfortheotherstoshowtheactionssothatthegamemaygoonforafewrounds.Clear?
Ss:Yes.That’sfunny!
T:Trytomakethesituationsasinterestingandenjoyableasyoucan.Andshowthesituationaslivelyaspossible.Besides,makesurethateveryonehasaturn.
Ss:Allright.
S1:Whatareyoulikelytodoifitrains?
(Actions)S2:readsabook;
S3:putsonaraincoat;
S4:cleansthehouse.
S1:Ok.IthinkS3seemsthemostlikely,soitishisturn.
S3:Whatareyoulikelytodoiftheriverfloods?
(Actions)S1:runsawayasfastashecan;
S2:helpstheyoungeroreldertoescapeassoonaspossible;
S4:climbsontoatree.
S3:Ok.IthinkS2seemsthemostlikely,soitisherturn.
S2:Whatareyoulikelytodoifthehousecatchesfire?
(Actions)S1:fetchessomewater;
S3:triestoputitoutwithblooms;
S4:runsawayasquicklyashecan.
S2:Ok.IthinkS4seemsthemostlikely,soitishisturn.
S4:Whatareyoulikelytodoifyoumeetwithafiercedog?
(Actions)S1:remainswhereheisandbendsdown,lookingatthedog;
S3:triestoscareitawaywithsmallstones;
S4:runsawayasquicklyaspossible.
S2:Ok.IthinkS1seemsthemostlikely,soweallhavedoneagoodjob.
T:Yes.Icouldn’tagreewithyou.Now,onemoregroup.
StepVRolePlay(SpeakingtaskonP67)
T:Now,there’sstillalittletimeleft.Let’scometoSpeakingTaskonPage67.
Homework
1.Teamwork:Discusstheimportanceofbodylanguage.
2.GoovertheReading:
1)Communication:NoProblem?
2)Showingourfeeling.
T:Ithinkyoumusthaveknownsomethingaboutthesepictures.Yes,theyarefromaprogramofCCTV,theEveningPartyCelebratingtheSpringFestivalof2005,thecomingLunarNewYearoftheRooster.Ithinkthatwasthebestprogram.Doyourememberthenameofthisprogram?
ThesecondperiodReading
TheSecondPeriodReading(I)
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.詞匯和短語(yǔ)
major,local,represent,curious,Columbia,introduce,approach,touch,cheek,stranger,spoken,express,action,Jordan,nod,general,avoid,comedy
b.重點(diǎn)句子
Yesterday,anotherstudentandI,representingouruniversity’sstudentassociation,wenttotheCapitalInternationalAirporttomeetthisyear’internationalstudents.
…Isawseveralyoungpeopleenterthewaitingarealookingaroundcuriously.
Shesteppedbackappearingsurprisedandputupherhands,asifindefence.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstorealizetheimportanceofbodylanguage.
Whatisthepurposeoflanguage?
Whatisthepurposeofbodylanguage?
Howcanyoutellifsomeoneissadeveniftheydonotspeak?
Howcanyoucommunicateafeelingtosomeonewhodoesnotspeakyourlanguage?
b.Enablethestudentstounderstandthetext.
Wherearethevisitorsfrom?
HowdoMr.GarciafromColumbiaandJuliaSmithfromBritainresponsewhentheyareintroducedtoeachother?
WhatdoMr.CookandtheJapanesevisitordoastheyareintroduced?
Howcanpeopleexpressthemselvesbesidestheirspokenlanguage?
Doallculturesgreeteachotherthesameway?
DoEnglishpeopleandotherEuropeansactthesamewhentheyfirstmeet?
IsahandshakeverycommoninJapan?
IsakissoftenusedinFrancewhenpeoplemeet?
Whyaretheredifferentkindsofbodylanguage?
c.Enablethestudentstoretellthetextintheirownwords.
3.Learningabilitygoals學(xué)能目標(biāo)
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”withthetargetlanguageinthisunit.
Teachingimportantpoints教學(xué)重點(diǎn)
Howdoesbodylanguagedifferamongpeoplefromdifferentcultures?
Teachingdifficultpoints教學(xué)難點(diǎn)
Theunderstandingofthepoorly-writtenreadingtext,especiallytherelationshipawkwardlybuiltupbetween“you”andtheotherpeopleinthetext,whoaremetbytheawkwardarrangementofthecompilersofthetextbook.
Teachingmethods教學(xué)方法
Skimmingmethod,task-basedmethod,role-playmethod.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
TeachingproceduresI’msuretherearemorethantwo!Nowwho’dliketogivetheanswertothethirdquestion?
S4:Letmetry,Sir/Madam.I’lltrytousebodylanguagetotelltheotherwhatIneedurgently.I’lldoitbymiming,byanyproperposture,orgestures,evenbydrawingpictures.
T:Youaresmart!Nowwho’dliketodothelastone.Itismorechallenging,right?
S5:I’dliketohaveatry,sir.LastsummerIwentonastudytourintheStates.WhenIwasonthewayto
LosAngelesontheflightoftheUnitedAirlines,westoppedatTokyo/NaritaAirportinJapanfor3hours.SoIwentintotheshopattheairport,forIwantedtobuyadigitalcamera.OfcourseIknewnoJapanese,soIspoketoherinChinesefirstandtheninEnglish.ItseemedthatshewasatalosswhenIspoketoher.ThenIdecidedtotryitinbodylanguage.IjustpointedtothecamerathatIlikemost-SonyCyber-shotDSC-P100.ThesalesgirlspoketomeinJapanesethistimebutIcouldn’tunderstandawordofit.SoIshookmyheadandkeptpointingatthecamera.FinallyIreachedherunderstandingandshetookoutthecameraIwantedtobuy.Iexamineditforalittlewhileandaskedherthepriceofitbydrawingabig“?”intheairwithmyforefinger.Shetookouthercalculatorandputintheprice.ThepricewasreasonableandIdecidedtotakeit.Ipaidforitandthesalesgirlbowedtomeagainandagain.
T:Wonderful!Thankyoufortellingussointerestingatruestoryandgivingussogoodanexampleofbodylanguage.
StepⅢWhile-reading
1.Scanning
Whilereading,pleasetrytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1Para1
YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(para.2and3)
Examplesoflearnedorcultural“bodylanguage”.
Part3.(para.4)
Differentpeopleshavedifferentbodylanguages.
Part4.(para.5)
Summaryofbodylanguage.
Readthetextcarefully,thendecideifthefollowingstatementsaretrue(T)orfalse(F).
?Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.
?Mostpeoplearoundtheworldnowgreeteachotherbykissing.
?Japanesewillbowtoothersasgreeting.
?PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.
?Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.
StepIVPostreading
1.Istheauthorofthispassagemaleorfemale?Howdoyouknow?
Theauthorismale.AhmedAzizwillnotshakehandswithwomen,butheshakeshandswiththeauthor.
2.Whatwerethetwomistakesthattheauthornoticed?
HenoticedthattheColombianmankissedtheBritishwoman,butinherculture,akissfromastrangerisnotacceptable.HealsonoticedthattheJapanesemanbowedjustastheCanadianmanstartedtoshakehands,sooneman’snosetouchedtheotherman’shand.
3.Whoseemedtoprefertokeepmorephysicaldistancefromothers?Whoseemedtoprefercloserphysicaldistance?
TheBritishwoman,Julia,andprobablytheCanadianman,George,seemedtoprefertokeepmorephysicaldistancefromothers.TheColombianman,Tony,andtheJordanianman,Ahmed,seemedtoprefercloserphysicaldistance.
4.Didanystudentshavesimilargreetingcustoms?Ifso,whichones?
Yes.TonyfromColombiaandDarlenefromFrancehadasimilargreetingcustom-akiss.GeorgefromCanadaandAhmedfromJordanalsohadasimilargreetingcustom-ahandshake,butAhmedshakeshandsonlywithmen.
5.“WheninRome,doastheRomansdo.”Whatdoyouthinkthisfamoussayingmeans?
Thissayingmeansthatwhenweareinacertainplace,weshouldfollowthecustomsofthepeoplewholiveinthatplace,notourowncustoms.
6.Doyouagreewiththeauthor’sstatementthatbodylanguageisnotgoodorbad?Whyorwhynot?
Studentswillgivetheirownanswers.
StepⅤHomework
1.Getreadytoretellthetextinyourownwords.
TheThirdPeriodReading(II)
Teachinggoals教學(xué)目標(biāo)
1.Targetlanguage目標(biāo)語(yǔ)言
a.詞匯和短語(yǔ)
unspoken,facial,function,atease,loseface,turnone’sbackto,fist,subjective
b.重點(diǎn)句子
Bodylanguageisoneofthemostpowerfulmeansofcommunication,oftenevenmorepowerfulthanspokenlanguage.
2.Abilitygoals能力目標(biāo)
a.Enablethestudentstoknowmoreaboutbodylanguage.
Whatisthefunctionofbodylanguage?
Whatisthesimilarityofbodylanguage?
Howcanyouunderstandtheuniversalfacialexpression“smile”?Does“asmile”alwaysmeanthesamething?
Whatisthedifferenceofbodylanguagebetweenvariouscultures?
b.Enablethestudentstounderstandbetterbodylanguage.
Whatistheproperattitudetowardsbodylanguage?
Whatwouldhappenifweknewnothingaboutbodylanguage?
3.Learningabilitygoals學(xué)能目標(biāo)
Howwecan“showourfeelings”withthebodylanguagelearnedinthisunitorgainedinoursociallife.
Teachingimportantpoints教學(xué)重點(diǎn)
Howbodylanguageshowsthesameordifferentfeelingsamongpeoplefromdifferentcultures.
Teachingdifficultpoints教學(xué)難點(diǎn)
Howtotellthatthesamebodylanguageshowsdifferentfeelingsindifferentcultures.
Teachingmethods教學(xué)方法
Fastreading:dealingwiththe“true”or“false”questions.
Discussion:theimportanceofbodylanguage.
Teachingaids教具準(zhǔn)備
Arecorder,aprojectorandacomputer.
TeachingprocedurestheJapanesecoveronhandwiththeotherandbowslightlyorquitelow,dependingonwhomtheygreeted;Hindupeoplejointheirhandsinfrontoftheirfacesandbowtheirheads;Muslimswilltouchtheirheart,mouthandforeheadtoshowrespect.
S6:NowyoungpeopleintheWestgiveeachotherthe“highfive”whentheyclapeachother’shandsintheair.
S7:Youhavetakenthewordsoutofmymouth.AndIbelievethatinalmostallcultures,tosmileandshowanopenrighthandisthemostcommonwaytoshowthegoodwillgreeting.
T:Iammorethanhappytohearyoucangetsomuchinformationfromthepassagewhenyoudothereading!Nowlet’sactoutsomeofthegesturesinthereadingmaterial,OK?
Somestudentsareaskedtoactoutthebodylanguagewhichappearsinthereadingtextis:TheOpenHand-AUniversalSign,suchasahandshake,thetraditionalgreetingsinChina,theJapanesewaytogreetpeople,thewaysHindupeopleandMuslimsusetogreetpeople,andthewayyoungpeopleintheWestusenow.
Severalminuteslater.
T:Beforewecometotheendofthisperiod,let’stakeupthelastitem,doingthearrangementoftheinformationunderthepassageonPage67.
S8:Itcanbedangeroustomeetpeopleyoudonotknow.
S9:ManyAsianpeopledonotusuallyphysicallytouchstrangers.
S10:Ifweshowanopenhand,itmeansthatwearenotholdinganythingdangerous.
S11:Therighthandisusuallyusedbecauseitisalmostthestronger.
S12:Peopleshaketheirhandswhenmeetingtoshowthattheycanbetrusted.
S13:Toshowrespect,peoplewilltouchtheirheartandmouthwhengreetingsomeone.
Homework
1.Readaloudallthereadingtextsinthisunit.
2.Getreadytoretellthetworeadingpassageslearntinthisperiod.
TheFourthPeriodGrammar
StructureStudy
一:V-ing形式由“do＋ing”構(gòu)成,其否定形式是“notdoing”,V-ing可以帶賓語(yǔ)或狀語(yǔ)構(gòu)成V-ing短語(yǔ),沒(méi)有人稱和數(shù)的變化,但有時(shí)態(tài)和語(yǔ)態(tài)的變化。
V-ing形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。
1.作定語(yǔ)
V-ing形式可以單獨(dú)充當(dāng)名詞的前置修飾語(yǔ),這時(shí)有兩種情況。
1)-ing形式表示“供作......之用”的意思,這類作定語(yǔ)的-ing形式過(guò)去叫動(dòng)名詞。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,過(guò)去叫現(xiàn)在分詞
Asleepingchild
workingpeople
therisingsun
-ing形式短語(yǔ)作定語(yǔ)時(shí)一般放在它所修飾的名詞之后,相當(dāng)于一個(gè)定語(yǔ)從句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作狀語(yǔ)
可以表示時(shí)間,原因,結(jié)果,條件,行為方式或伴隨動(dòng)作等。
AttentionPlease
-ing形式作狀語(yǔ)時(shí),它的邏輯主語(yǔ)必須與主句的主語(yǔ)是一致的。
Timepermitting,Iwillpayavisittothewholecity.
(分詞的邏輯主語(yǔ)是time,而句子的主語(yǔ)是I,兩者不構(gòu)成主謂關(guān)系,所以只能用獨(dú)立主格結(jié)構(gòu),也就是給現(xiàn)在分詞補(bǔ)充一個(gè)主語(yǔ)。)
Homework
Do“UsingStructures”onPage64.
ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.
ThesixthperiodWriting
LookthroughthisunitandotherresourcesforexamplesofthedifferencesinChineseandwesternbodylanguage.Notethemdown.Writeareportinwhichyoudiscussthedifferencesyouhavefound.Focusontheonesyoufindunusual,funny,ordifficulttounderstand.
Answers:Teacher’sbookp65.
高二英語(yǔ)教案：《Unit 3 Body language》教學(xué)設(shè)計(jì)（二）
高二英語(yǔ)教案：《Unit 3 Body language》教學(xué)設(shè)計(jì)（二）
teaching aims:
1.learn about more body language.
2.know about the usage of the infinitive .
3.study vocabularies in this passage.
teaching procedures
step 1 revision
1. check the homework exercises.
2. books closed! ask the ss some questions, using ex. 1 as a guide.
step 2 presentation
t: today we are going to read more about body language. how close do people stand when they are talking together? is it good manners to stand very close to your friend like this? the distance between people who are talking is different in some countries. let’s read the passage.
step 3 reading
asking more questions on the reading passage. let the ss read the passage and answer the questions, working in pairs or small groups. check the answers with the whole class.
step 4 language focuses.
1. manner n.--- way in which a thing is done or happens; person’s way of behaving toward others
do it in this manner.
he spoke in such a manner as to offend them.
i don’t like his manner.
his manner showed his anger.
manners n. social behavior; habits and customs
he has no manners at all.
it is bad manners to stare at people.
according to manners, he must be still in bed at this time of say.
2. keep a certain distance away 保持一的距離, keep away 作 “避開(kāi),使離開(kāi),不使接近”.
keep away, or i will call the police!
keep away from that house. there is a dangerous dog there.
if you can keep them away, you are safe.
3. certain 作 “某個(gè),一定的,某種程度的,” 講.
there is a certain distance between the village and the bus stop.
they escaped to france for a certain political reason.
he must be waiting for you at certain place.
*certain 作 “肯定,有把握’講.
i’m certain that they don’t know the meanings of the gestures.
are you certain that you’ll get there in time?
*certain/some
some comrade wang wants to see at the gate of the school.
a certain wang is wanting to see you at the gate of the school.
*certain/sure
i am sure that our football team will win the game.
that our team will win the football game is certain.
it is certain that our team will win the football match.
4.manage vt. & vi.
1) control 控制,經(jīng)營(yíng)
he couldn’t manage this horse, and it threw him to the ground.
the boy is so naughty that his parents cannot manage him.
mr. brown manages a large company in the town.
2) succeed, be able to do sth. 設(shè)法完成, 應(yīng)付
though i have a lot of difficulties, i can manage to get everything ready.
i shan’t be able to manage without help.
if i can’t borrow the money, i’ll have to manage without.
manage 和 try 的區(qū)別
manage : do then succeed 設(shè)法做成了某事
try 表示盡量做,但不一定成功
he tried to pass the exam, but he failed.
he managed to pass the exam, and the teacher praised him.
5. custom 和 habit
custom 表示 “社會(huì),集體,國(guó)家” 等的 “風(fēng)俗,習(xí)慣”. 而 habit 只能用于表示個(gè)人的習(xí)慣.
to spit about is a bad habit.
it was tom’s habit/custom to get up early and go for a walk before breakfast.
be in habit of; fall/get into bad habits; form a habit of; get out of a habit
step 5 practice
sb page 16, part 2. teach the new words. do one or two sentences orally in each part as an example, then let the ss work in pairs, making up suitable sentences.
step 6 practice
sb page 17, part 3. go through the example. teach the new words. let the ss work in pairs. ask some pairs to act out in front of the class.
step 7 discussion
sb page 17, part 4. ask the ss to list out all the body language they have learned and write them on the bb. then let the ss work in pairs and discuss. what the body language will help to do.
step 8 homework
finish the workbook exercises.
revise the contents in this unit.
do ex.3 if it is possible.
