小學(xué)語文微課教案

Unit 4 Body Language導(dǎo)學(xué)案。

一名優(yōu)秀的教師在教學(xué)時(shí)都會(huì)提前最好準(zhǔn)備，教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)備。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，使教師有一個(gè)簡(jiǎn)單易懂的教學(xué)思路。寫好一份優(yōu)質(zhì)的教案要怎么做呢？考慮到您的需要，小編特地編輯了“Unit 4 Body Language導(dǎo)學(xué)案”，供大家借鑒和使用，希望大家分享！

Unit4BodyLanguage導(dǎo)學(xué)案
高一英語
Enablethestudentstorealizetheimportanceofbodylanguage.
Helpthestudentslearnhowtoexplainthecommonidea—“differentcultures,differentbodylanguages”.
a.Skimmingandscanningb.Individual,pairorgroupwork
Thinkaboutthefollowingquestions.
1.Whatisthepurposeoflanguage?
2.Howcanyoutellifsomeoneissadeveniftheydonotspeak?
3.Whatwouldyoudoifyouneedtheother’shelpurgentlywhileyoutwospeakdifferentlanguages?
4.Giveanexampleofhowyoucancommunicateafeelingtosomeonewhodoesnotspeakyourlanguage.
Readthepassagecarefullyandanalyzeitsstructure.Trytodividethewholepassageintoseveralpartsandfindoutthemainidea.
Part1(Para1)YouaresenttoCapitalInternationalAirporttomeetthisyear’sinternationalstudents.
Part2(Para.2and3)Examplesoflearnedorcultural“bodylanguage”.
Part3(Para.4)Differentpeopleshavedifferentbodylanguages.
Part4.(Para.5)Summaryofbodylanguage.

Howdodifferentinternationalstudentsbehavewhentheygreetpeople?
Completethechartwithinformationfromthepassage.
NameDescriptionBodyLanguageToWhom
TonyGarciamanfromColombiakissonthecheekeveryone
JuliaSmithwomanfromBritainnotouchingeveryone
AkiraNagatamanfromJapanbowingeveryone
GeorgeCookmanfromCanadashakinghandseveryone
AhmedAzizmanfromJordanShakinghands
noddingtomen
towomen
DarleneCoulonwomanfromFranceshakehandsandkisstwiceoneachcheekpeoplesheknows

Bodylanguageisdifferent/variesfromculturetoculture.Notallmembersofallculturesbehaveinthesameway.Weshouldtrytounderstandandrespecteachother’scultureinordertomakegoodcommunication.
Decideifthefollowingstatementsaretrue(T)orfalse(F).
1.Englishmenoftenstandclosetoothersortouchstrangersassoonastheymeet.F
2.Mostpeoplearoundtheworldnowgreeteachotherbykissing.F
3.Japanesewillbowtoothersasgreeting.T
4.PeoplefromJordanwillmoveveryclosetoyouasyouintroduceyourselftothem.T
5.Somebodylanguagesinsomecountriesaregoodwhilesomecountries’bodylanguagearebad.F
6.Peoplefromdifferentcountriesmayhaveamajormisunderstandingwhilegreetingeachother.T
7.Thephysicaldistancefromeachotherthatpeoplearecomfortablewithgenerallydependsontheculture.T
8.Allmembersofaculturebehaveinthesameway.F
Answerthefollowingquestions.
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?
Choosethecorrectone.
1.Whatisthemainideaofthetext?
A.Therearedifferentcustomsindifferentcountries.
B.Foreignersshouldfollowthecustomsofthecountrywheretheyarevisiting.
C.Peopleusebodymovementstosendmessagesanddifferentbodymovementshavedifferentmeanings.
D.Theimportanceofknowingcustoms.
2.Iftwomenstandclosetoeachotherwhiletalking,theycannotbefrom_____.
A.anArabcountryB.USA
C.BritainD.Russia
3.WhatshouldaChineseyoungmandowhenhemeetshisRussianfriendinMoscow?
A.Kisshim.B.Nodhisheadtohisfriend.
C.Shakehandswithhim.D.Smileathim.
4.IfyougotosomeAsiancountries,whichofthefollowingcanyoudo?
A.Touchtheheadofaboy.B.Nodyourheadtoothers.
C.Sitwithyourfeetpointingatanotherperson.D.Kisseachother.
5.“Foreignersshouldfollowthesecustomswhentheyarevisitingthesecountries.”
Theunderlinedwordheremeans___.
A.habitsB.fault
C.wordsD.performance

延伸閱讀

Unit 4 Body language教案

一位優(yōu)秀的教師不打無準(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，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)語言
a.重點(diǎn)詞匯和短語
misunderstand,similar,facial,expression,agreement,yawn,chest,gesture,adult,punish
b.重點(diǎn)句型或交際用語
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)語言
a.詞匯和短語
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)語言
a.詞匯和短語
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可以帶賓語或狀語構(gòu)成V-ing短語,沒有人稱和數(shù)的變化,但有時(shí)態(tài)和語態(tài)的變化。
V-ing形式在句中作定語和狀語是本單元的學(xué)習(xí)重點(diǎn)。
1.作定語
V-ing形式可以單獨(dú)充當(dāng)名詞的前置修飾語,這時(shí)有兩種情況。
1)-ing形式表示“供作......之用”的意思,這類作定語的-ing形式過去叫動(dòng)名詞。
Aswimmingpool
=apoolforswimming
2)-ing形式表示“......的”意思,過去叫現(xiàn)在分詞
Asleepingchild
workingpeople
therisingsun
-ing形式短語作定語時(shí)一般放在它所修飾的名詞之后,相當(dāng)于一個(gè)定語從句。如:
Theyarevisitorscomingfromseveralcountries.
Theboystandingthereisaclassmateofmine.
2.作狀語
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形式作狀語時(shí),它的邏輯主語必須與主句的主語是一致的。
Timepermitting,Iwillpayavisittothewholecity.
(分詞的邏輯主語是time,而句子的主語是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。)

Homework
Do“UsingStructures”onPage64.

ThefifthperiodLisening
A.Doliseningpracticeonbookp31.Writedonethecorrectorder.
B.Completethelisteningtaskonbookp65.

ThesixthperiodWriting
LookthroughthisunitandotherresourcesforexamplesofthedifferencesinChineseandwesternbodylanguage.Notethemdown.Writeareportinwhichyoudiscussthedifferencesyouhavefound.Focusontheonesyoufindunusual,funny,ordifficulttounderstand.
Answers:Teacher’sbookp65.

Unit 4 Body Language教案2

Unit 4 body language Period 3 language study教案

經(jīng)驗(yàn)告訴我們，成功是留給有準(zhǔn)備的人。作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓上課時(shí)的教學(xué)氛圍非常活躍，有效的提高課堂的教學(xué)效率。你知道怎么寫具體的高中教案內(nèi)容嗎？小編經(jīng)過搜集和處理，為您提供Unit 4 body language Period 3 language study教案，相信能對(duì)大家有所幫助。

Unit4bodylanguage
Period3languagestudy
Teachingaims:
1Learnhowtousesomeusefulwords,phrasesandunderstandsomedifficultsentences.
2Studytherulesof-ingandwantstogoaheadofthequeen
Teachingprocedure:
1Somebodyislateforaflightandwantstogoaheadofthequeen
aheadof在~之前，比~強(qiáng)，好
Aheadofuswasariver
ThetimehereisninehoursaheadofLondon
Heisaheadofmeinmaths
2Avoidingeyecontactwiththesalesmanwhenyouarebuying
Ijustavoidedrunningoverthecar
3Icanmanageitmyself
ManageThequestionistoodifficult,Ican’tmanageitmyself
Managetodo
Hemanagedtofinishtheworkontime,trytodo‘
4Justlikespokenlanguage,bodylanguagevariesfromculturetoculture
Pricesvarywiththeseasons
variousvarity
5Therearealsodifferencesastohowoftenwetoucheachother,howclosewestandtosomeonewearetalkingto,andhowweactwhenwemeetorpart
1)astoconj
Everyweektheyreceivedreportsastowhatwasgoingon
PrepAstomoney,sheisindifferent
2)part
Partsthfromsth;partsb
TheEnglishChannelpartsBritainfromFrance.
Wetriedtopartthetwofighters
Partwith
Inordertoraisemoney,MrBrownhadtopartwithhisgoldwatch.
6Insomecountries,~avisitingfriendisgreetedwithakissonthecheek,inothercountriespeoplegreeteachotherwithafirmhandshake
1)greetsbwithasmile
Theygreetedmewithashowerofstones,thesmellofcoffeegreetedusasweentered.
Greeting
Agreetingstelegram2firmadj,
asfirmasarock
beonfirmground
7Whiletherearemanydifferentinterpretationsofourbody
language,somegesturesseemtobeuniversal
Televisionprovidesuniversalentertainment.
Therewasuniversalagreementonthisissue
Warcauseuniversalmisery.
8asmilecanhelpusgetthroughdifficultsituationsandfindfriendsinaworldofstangers
getthrough
Letusstart,thereisalotofworktogetthrough
Itisextremelydifficulttogetthroughtheworkinsuchashorttime
Thelineisbusynow,Ican’tgetthrough
Tomfailedbuthissistergotthrough
Trytogetthroughtohimthatheisruininghisownlife
9ifwearefeelingdownorlonely,thereisnotingbetterthantoseethesmilingfaceofagoodfriend
Ican’tagreemore
Wecouldn’tfeelbetter
10asmilecanopendoorsandteardownwalls
Thesebeautifuloldhousesarebeingtorndowntomakeway.shetorehisletterintolittlepieces
Shetoreuptheletter
Thismaterialtearseasily.
11-ingformcanbeusedassubject,object,predicativeandattributive
1)Subject:Inmanycountries,shakinghandsmeans“no”andnoddingmeans“yes”
2Object:wecanlearnalotaboutwhatapersonisthinkingbywatchinghisorherbodylanguage
3)Predicative:
AgoodwayofsayingIamfullisrubbingstomachafterameal
4)Attributive
Apairofwalkingstickscanhelpyouwalkifyouareadisabledinfeet

Unit 4 body language Period 1教案

一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，減輕高中教師們?cè)诮虒W(xué)時(shí)的教學(xué)壓力。那么一篇好的高中教案要怎么才能寫好呢？小編特地為大家精心收集和整理了“Unit 4 body language Period 1教案”，相信您能找到對(duì)自己有用的內(nèi)容。

Unit4bodylanguage
Period1
Teachingaimsanddemands
1.TraintheSs’listeningability2.TraintheSs’speakingability
3.Talkaboutbodylanguage
StepI.Warmingup
T:whenwecommunicatewithothers,wecanusebothwordsandbodylanguage,suchasthemovementsofourhead,hands,eyesandsoon.Forwhatdoweusebodylanguage?(Tomakeourselveswellunderstoodandexpressourselvesclearlyandvividly.)Whatbodylanguagedoyouuseinthefollowingsituations?
1.toshowyourwelcome----smile,handshake,hug,kissetc.
2.tosaygoodbye----waveone’shand
3.toshowagreement----nodone’shead
4.toshowdisagreement----shakeone’shead
Lookatthepicturesinwarmingup.Whatexpressioncanweseeontheperson’sface?
1.Matcheachpicturewiththeemotionandthesentence.
Picture1.ConfusedIdon’tknowwhattodo.
Picture2.AngryIcan’tbelieveshesaidthat!Thatissounfair!
Picture3.SadI’velostmywallet!
Picture4.HappyIgotanAinmyexam!
Picture5.TiredIt’sbeenalongday.Ican’tkeepmyeyesopen.
2.Whatmakesyouthinkthatthepersoninthepictureisfeelingacertainway?
Variousanswersarepossible.
3.Lookatyourclassmates.Canyoutellhowtheyarefeelingtodaybythewaytheysitorstand?
Variousanswersarepossible.
StepII.Listening
AsktheSswhatbodylanguagetheyusetoshowtheydislikeapartyandwanttoleave.Theymaymime.
Nowwearegoingtohearaboutwaysthatpeopleusebodylangueindifferentsituations.Listentothetapeandchoosethebestanswerstothequestionsinpart1.(Keys:DBA)
Listenagainandfinishpart2(Keys:BB)
StepIII.Speaking
1.Discusswithyourpartnerhowyoucanusebodylanguagetocommunicatethefollowingideas?
?Youareenjoyingsomething.
Smiling,openingone’seyeswide,rockingone’sheadfromsidetoside
?Youarenotenjoyingsomething.
Yawning,sighing,complaining,frowning,lookingaway
?Youlikesomeone.
Smiling,huggingoneself,leaningone’sheadtooneside,loweringwithone’seyes,leaningforwardorcloser
?Youwanttoleavebecauseyouareinahurry.
Sighing,bitingdownwithone’steeth,notstandingstill,tappingone’stoesonthefloor,lookingtowardthedoor
?Youareinterestedinwhatsomeoneissaying.
Staringalot,puttingahandtoyourchinasinthought,leaningforward,openingeyeswide,shapingyourmouthwithabigO,respondingwiththesameexpressionsasthepersonwhoyou’relisteningto
?Youarenotinterested.
Sameasnotenjoyingsomething.
?Youdisagreewithwhatsomeoneissaying.
Lookingaway,puttingone’sheaddownintoone’sarms,talkingtooneself,whistling,frowning,foldingone’sarms
?Youwouldliketotalktosomeone.
Raisingone’shandtobecalledon,tryingtospeakup,wavingone’sarmsoverone’sheadtogetattention,jumpingupanddown,shapingone’smouthinabigO.
2.(1)AsktheSswhatexpressionscanbeusedtoaskforhelp,offerhelp,accepthelpandrefusehelp.
Askingforhelp:Couldyouhelpmewith…?
Couldyouplease…?
Couldyougivemeahandwiththis?
I’dlikeyouto…
Offeringhelp:Can/ShallIhelpyouwiththat?
Doyouneedsomehelpwiththat?
Wouldyoulikesomehelp?
Wouldyoulikemeto…?
IsthereanythingelseIcandoforyou?
Acceptinghelp:Thanks./Thankyouforyourhelp.
Yes,please.That’sverykind/niceofyou.
Refusinghelp:Nothankyou.Thanksforallyourhelp.
No,thanks.Icanmanageitmyself.
That’sveryniceofyou.It’sallright,thankyou.
(2)Workwithyourpartnerandmakeupdialoguesaccordingtothefollowingsituations.
1)Anoldmaniscarryingaveryheavysuitcase.
2)Youarelateforaflightandwanttogoaheadofthequeue.
3)Beingoldandsick,youareonacrowdedbusandyouwanttositdown.
StepIV.Languagepoints.
1.avoidvt.避免avoid+n./doingsth.
Itriedtoavoidmeetinghimbecausehealwaysboredme.
我試著避免碰見他，因?yàn)樗屛覅挓?br> You’dbetterfastenthebelttoavoidbeinghurtincaseofanaccident.
你最好系上安全帶，避免在事故中受傷。
avoidvt.避免，躲避；預(yù)防，防止
avoidsth/avoiddoingsth
Youcanavoiddangerbybeingcareful.
Itooktheotherdirectionsoastoavoidmeetingher.
Hetoldalieinordertoavoidbeingpunished.
Ijustavoidedrunningoverthecat.我差點(diǎn)兒軋著貓。
Trytoavoidaccidents.盡量防止發(fā)生事故。
2.aheadof提前，超出，在。。。。。。前面
Ourcompanyisaheadofothermakersofsparepartsfortheairplane.我們公司飛機(jī)零部件制造業(yè)績(jī)超出其他公司。
Tohisgreatjoy,theworkersfinishedtheirworkaheadoftime.
Walkstraightaheaduntilyoureachtheriver.
Theroadaheadwasfullofcattle,whichblockedtheirway.前方的路上滿是牛，擋住了他們的路。
----Doyoumindmyusingyourdictionary?
----No.Pleasegoahead
Homework:Preparereading.Learnthenewwordsandexpressionsbyheart.
Thesecondperiod
Teachingaims:
1.Togetsstounderstandwhatbodylanguageisandhowbodylanguagediffersfromculturetoculture.
2.Todevelopss’abilityofcommunicationbymasteringcorrectgestures.
3.Toimprovess’abilityofreadingcomprehensionthroughreadingactivitiesandgraspingthespiritofthereadingpassage.
Teachingimportantanddifficultpoints:
1.Knowingwhatbodylanguageisandhowtocommunicatewithothersbyusingbodylanguage.
2.Learningthefollowingusefulwordsandexpressionsthroughthepassagereading:express,vary,opposite,universal,teardown,getthrough,aworldofstrangers…
3.Learningaboutthefollowingsentences:
1)Makingeyecontact—lookingdirectly…
2)Pressingone’spalmstogetherand…
3)Perhapsthebestexampleofuniversallyunderstandbodylanguageisthesmile…
Teachingmethods:
1.Fastreadingtoimprovethess’readingability.
2.Pairworkorgroupworktogeteverystudentactiveinclass.
3.Inductivemethodtomakethessunderstandthetextbetter.
Teachingprocedures:
Step1GreetingsandDailyspeech
Step2Pre-reading
Askingsstodiscussthefollowingquestionswiththeirpartners.
1.Canyouguesswhatsomeoneisthinkingorfeelingbylookingathisorherbodylanguage?
2.Dopeoplefromdifferentpartsoftheworldusedifferentbodylanguage?WhataboutpeoplewholiveindifferentpartsofChina?
3.Howdoyoucommunicatethefollowingwithbodylanguage?
Thankyou!No.Yes.Idon’tknow.Comehere!
Suggestedanswers:
1.Variousanswersarepossible.Askthesstogivereasonsandexamplestosupporttheiranswers.Possibleanswersinclude:
Yes:aperson’sbodylanguagecantelluswhatheorsheisfeeling.Forexample,ifsomeoneisnervous,hisorherhandsmayshake.Ifapersonsmilesbuthisorhereyesdon’tlookhappy,wecanguessthatthereissomethingwrong.
No:itisdifficulttotellwhatapersonisthinkingbylookingattheirbodylanguage.Peopleusebodylanguageindifferentwaysandgesturesmayhavedifferentmeaningsindifferentareas.Peopledon’talwaysthinkabouttheirbodylanguage,sowemaymisunderstandthemifwetrytoguesswhattheyarethinkingorfeeling.Itisalsopossibleforpeopletolearntousetheirbodylanguagetohidewhattheyarereallyfeelingorthinking.
2.Yes,theydo,butnotalways.Somebodylanguageisthesameinanyculture.Thatisalsothecaseinchina.Variousanswersarepossibleaschinaisamulticulturalcountry.
3.Answersmayvarybutssshouldgiveareasonwhytheycommunicatethewaytheydo.
Step3reading
Task1skimming
Asksstoskimthetexttofindthemainideaofeachpara.
Suggestedanswers:
Para.1:functionofbodylanguage.
Para.2:differencesofbodylanguageindifferentcultures.
Para.3:examplesofhowdifferentbodylanguageisindifferentpartsoftheworld.
Para.4:someuniversalgesturesinallcultures.
Para.5:importanceofsmileinbodylanguage.
Task2Listening
Listentothetapeandfindtheanswerstothefollowingquestions:
1.Whatisthefunctionofbodylanguage?
2.Whatdoesbodylanguageinclude?
3.Doesthesamebodylanguagehavethesamemeaningindifferentcultures?Giveanexampletoexplainit.
4.Whatisthedifferenceofbodylanguageingreetingindifferentcultures?
5.Dowehaveanyuniversalgestures?Givesomeexamples.
6.Whysmilingisimportantincommunicatingwithothers?
Suggestedanswers:
1.Itcanhelpustoexpressourthoughtsandopinionsandtocommunicatewithothers.
2.Itincludesthewayapersonstands,foldshisorherarms,ormoveshisorherhandsandotherbodymovements.
3.No.Forexample,makingeyecontactinsomecountriesisawaytoshowthatoneisinterested,inothercountries,however,isrudeordisrespectful.
4.InFranceandRussia,avisitingfriendisgreetedwithakissonthecheek,inothercountries,peoplegreeteachotherwithafirmhandshake,alovingembrace,aboworsimplyanodofthehead.
5.Yes.Forexample,pressingone’spalmstogetherandrestingone’sheadonthebackofone’shandmeans“I’mtired”.Rubbingone’sstomachafteramealmeans“I’mfull”,whilebeforeamealmeans“I’mhungry”.
6.Becauseitcanhelpusgetthroughdifficultsituationsandfindfriendsinaworldofstrangers.
Task3CarefulReading
Getsstoreadingthetextcarefullytofindtheinformationtofillinthefollowingform.
BodylanguageMeaning
Countriesorplaces

Makingacirclewithone’sthumbandindexfinger
Thethumbsup

Shakingone’shead

Movingtheindexfingerinacircleinfrontoftheear
Suggestedanswers:
BodylanguageMeaningCountriesorplace
Makingacirclewithone’s
thumbandindexfingerMoneyzeroJapan,France
ThethumbsupGreatorgoodjobTheUS
Rudenumber1NigeriaGermanyJapan
Shakingone’sheadYesBulgaria/partsofGreece/Iran
Movingtheindexfinger
inacircleinfrontoftheearYouhaveaphonecallBrazil
Suggestion:thisexercisecanbedoneeitherindividuallyorbymeansofjigsawreading.Firstdividessintogroups.Theneachmemberofthegroupreadsthetextandfindstheanswers.Afterthat,themembersexchangetheirinformationwithinthegroupinordertofinishtheinformationgaptask.
Postreading
Teachermaydesignthefollowingactivitiesforconsolidation:
Task1discussion
Asksstoworkingroupsoffouranddiscussthefollowingtopics.Whendiscussing,giveeachtopicsomeexamples.
1.Whataresomesituationswhereweneedtobeverycarefulaboutourbodylanguageandgestures?
2.Howisbodylanguagedifficultfromspokenlanguage?Whatdotheyhaveincommon?
3.Sometimeswesayonethingbutourbodylanguagesayssomethingdifferent.Whydoesthishappen?Canyouthinkofanyotherexamples?
Task2Discussion
Thisactivityisperformedinindividual.Firstreadthechartcarefully,thendiscussthegesturestoexpressthesamemeaninginChina.
MeaningCommongesturesintheus
No,no,don’tdothatMovingtheindexfingerfromsidetoside.
Idon’tknow.Shruggingone’sshoulders.
Welldone!Thumbsup.
Thatisincredible!Ican’tbelievethis.Rollingone’seyes
Money.Rubbingthumbandforefingertogether.
That’scrazy!
HeorSheiscrazy.Movingtheindexfingerinacircleinfrontoftheear.
Goodluck.Crossingthefingers.

Period3
I.TeachingAims:
1.Learnsomeusefulwardsandexpressions.
2.Explainsomelanguagepointsandsentences.
II.LanguagePoints:
1.Weusebothwordsandbodylanguagestoexpressourthoughtsandopinionsandtocommunicatewithotherpeople.
(1)“both,all,every,each,always,everybody,everywhere”usedwith“not,never,etc”meanspartialnegative.eg:
Deafpeoplecan’texpresstheirthoughtsbyusingbothgesturesandwords.
聾子不能既用手勢(shì)又用語言來表達(dá)思想。
(2)express+n./pro./wh-clause./orn.todo
Hewastooexcitedtoexpresshisfeelings.
ShehaslearnedenoughtoexpressherselfinEnglish.
expresstrain快車,expressdelivery快遞郵件byexpress/bypost郵寄
(3)inone’sopinion/personally/asfarasoneisconcerned在某人看來
What’syouropinionofsomebody/something?==Whatdoyouthinkof….?/Howdoyoulike/find…?
2.fold,unfold
Havingwrittentheletter,hefoldeditandputitintheenvelope.
Shefoldedherbabyinherarmsforfearthatitshouldcatchacold.她把嬰兒抱在懷里以防著涼。
foldone’sarms,/foldone’shands,/folditswings交臂/交手/收攏翅膀
3.Justlikespokenlanguage,bodylanguagevariesfromculturetoculture.
veryvt.partsbfromsb
Thepolicepartedthecrowd.
Thechildrenwerepartedfromtheirparents.
Shehaspartedfromherhusband.
Thecrowdpartedtoletthemthrough.
Itis3yearssincetheyparted.
Thecloudspartedandthesunshonethrough.云開日出
partwithsth.放棄或出讓某物=giveaway
Althoughheispoor,herefusedtopartwithhiscollectedstamps.
Take/playanactivepartinsth.積極參加某事
playamajor/important/significantpartinsth在某方面起重大作用
15.firmadj.
1)堅(jiān)實(shí)的，堅(jiān)硬的
Thiswetgroundidnotfirmenoughtowalkon.
firmsoil堅(jiān)硬的土壤firmflesh/muscles結(jié)實(shí)的肌肉
2)牢固的，穩(wěn)固的，堅(jiān)固的
Thisbuildinghasafirmground.Afirmfoundation堅(jiān)固的基礎(chǔ)
3)穩(wěn)定而有力的afirmhandshake
Motherkeptafirmholdonhersonshandsashesaidgoodbyetoherabroad.
"兒子向母親告別到國外去時(shí),母親緊緊地拉住他的雙手。"
4）堅(jiān)定的，不易改變的
Wehaveafirmbeliefinthisfact.
Hehasmadeafirmdecision.
befirmwith對(duì)堅(jiān)決，堅(jiān)定
Parentsshouldbefirmwiththeirparents.嚴(yán)格要求孩子
adv.firmly堅(jiān)固地，穩(wěn)固地
Thebeltwasfirmlyfixedtotheastronautwhenhefloatedinspace.
16．Whiletherearemanydifferentinterpretationsofourbodylanguage,somegesturesseemtobeuniversal.盡管對(duì)身勢(shì)語有許多不同的解釋，有些手勢(shì)好象是全球通用的。
Whileconj.1)盡管，雖然，=although
WhileIadmitthatthereareproblems,Idon’tagreethattheycannotbesolved.
盡管我承認(rèn)有問題存在，但我不同意說這些問題不能解決。
WhileIunderstandyourviewpoint,Idon’tagreewithyou.
Whilehetriedhisbest,hefailedintheexperiment.
1)當(dāng)----的時(shí)候，在----期間
Hefellasleepwhilehewasdoinghishomework.
Strikewhiletheironishot.
2)與----同時(shí)
Whilemarywaswritingaletter,thechildrenwereplayingoutside.
Helistenstotheradiowhiledrivingtowork.
3)然而（表示對(duì)比或相反）
MybrotherisverytallwhileIamsoshort.
ShethoughtIwastalkingaboutherdaughter,while,infact,Iwastalkingaboutmydaughter.
MultipleChoice:
1.ZhuYingtaidestroyedherlovebynot__________herloveofLiangShanbodirectly.
A.sayingB.speakingC.expressingD.telling
2.Autumncoming,leavesarebeingblown________theroads,
A.onB.offC.awayD.upanddown
3.Imeant__________you,butIwastoobusy.
A.tohavecalledonB.callingonC.tocallonD.havingcalled
4.Thereweresomanypeoplewatchingtheperformancethatwecouldn’t_______thefront.
A.getthroughB.getclosetoC.getdowntoD.getup
5.Fearingbeingpunished,theboyhidthebookwhichhe________up.
A.wastearingB.toreC.hadtornD.mighttear
6.Theoldwomanbecameeven___________withheronlypet,alovelycat,dead.
A.lonelyB.morelonelyC.aloneD.lone
7.Theclimberlost_______withhisteammates,_________tohisdifficulty.
A.contact;whichaddsB.touch;thataddedC.hisway,asD.contact;adding
8.Thesweatersaresoldatthesameprice,they_______insize,though.
A.differentB.varyC.arevarietyD.various
9.InsomepartsofLondon,missingabusmeans_______foranotherhour.
A.waitingB.towaitC.waitD.tobewaiting
10.Ourschoollibrarystores_______books.
A.alargeamountofB.agreatdealofC.varietyofD.aworldof
參考答案：1—5CDABC6—10BDBAD
Period4
Integratingskills
(Reading,speaking,performingandwriting)
Teachingaimsanddemands:
1.Togetstudentstolearnabouthowtoexpressthemselvesbyusingbodylanguage.
2.Toinstructstudentstowriteastoryonthematerialsgiven.
3.Togetstudentstolearnhowtousepicturestocreateastory.
4.togetstudentstolearnabouthowtoactoutthestory.
Teachingprocedures:
StepI.Greetingasusual.Thendailyspeech.
StepII.Lead-in
Askstudentsthefollowingquestionsaspresentationforwriting
(1)Doyoulikedancing?
(2)Haveyouseenanysnakes?Areyouafraidifyouseeasnake?
(3)Doyoulikedogs?Whatwouldyoudoifabigdogisrunningafteryou?
(4)Haveyouseenanypigs?Ifyouareplayingbasketball,apigruntotheplayground,whatwouldyoudoatthetime?
(5)Doyouliketakingpictures?Doyouhaveacellphone?
Thepurposeofthisactivityistoleadstudentstogettoknowthematerialsthepicturesgivenasthepreparationsforactingandwriting.
StepIII.Someknowledgepoints.
1.chasevt.追逐，追趕，驅(qū)逐
egDogsliketochaserabbits.狗喜歡追趕兔子。
Ichasedthecatoutoftheroom.我把貓趕出了房間。
也有“驅(qū)除”之意。
例如：Hehaschasedfearfromhismind.他將恐怖心理掃除了
2.createvt創(chuàng)作，創(chuàng)造
eg;Dickenscreatedmanywonderfulcharactersinhisnovls
狄更斯在他的小說中創(chuàng)造了許多奇妙的人物。.
Hisbehaviorcreatedabadimpression.他的行為給人以惡劣的印象。
3.base…on…..“以……為根據(jù)，建于……之上”，
eg:Ibasemyhopesonthenewswehadyesterday.
我的希望是以我們昨天所得到的消息為根據(jù)的。
Thisbeliefisbasedonpracticalexperience.這種信念是以實(shí)際經(jīng)驗(yàn)為基礎(chǔ)的。
4.actout“表演，演出”；
eg.Pleasecreateadialogueandthenactitoutinclass.請(qǐng)編一段對(duì)話，然后在班上表演。
StepIV.Discussion.
Dividestudentsintogroupsoffourtodiscusswhatthesixpicturesshowtous.
Thenusethepicturestocreateastory.Allthepicturesshouldbeused
StepV.Acting.
Classacting:Oneormoregroupsareencouragedtoactoutthestoryinclass.Whenonegroupisacting,theothergroupsshouldnotsayanything.Butwhenonegrouphasfinished,theotherswilltrytoretelltheirstories.
StepVI.Writing
Tellstudentstocreateastoryafterreadingthepicturescarefully.
StepVII.HomeworkPractisespeakingandperformingoutofclass.
Period5&Period6Practising
DealwithEnglishWeekly